Education system is efficient and successful when the academic achievement of students in different periods shows highest and lowest numbers. Smart schools are an environment that has the potential necessary to accomplish this goal. However, academic performance is affected by many variables. The aim of this study was investigating the mediating role of learning strategies (cognitive and metacognitive) between emotional intelligence and academic performance among students of smart and ordinary school. The study in term of method is predictive-correlational. The population in this study consisted of all high school students in Tehran using multi-stage cluster sampling 583 students were selected as sample. The results showed that the direct and indirect effect of emotional intelligence and achievement motivation on students 'academic performance is significant. The direct and indirect effect of emotional intelligence and achievement motivation on students' academic performance in smart schools is significantly higher than its impact on the academic performance of students in ordinary schools. The role of smart schools in important variables such as emotional intelligence, achievement motivation and academic performance makes the role of smart schools brighter and stronger. Using and applying smart and updated technology, on the one hand, improve the teaching-learning in teachers and students, the teachers and students to use the World Wide Web can upgrade their academic level and the development of the country. The results indicate the usefulness to policymakers in the field of education.

The aim of this research was to predicting bullying and victimization in school students (boys & girls) in Shiraz, in accordance to the school connectedness and the family cohesion. For this purpose, 564 students from middle schools were selected by cluster random sampling and they completed Illinois Bullying Scale, Family Adaptability and Cohesion Evaluation Scale (FACES II), and Student Perceptions of School Connectedness scale. Analysis was performed using SPSS16 software showed that the school connectedness with the standard beta coefficient -0.372, t= -9.28 at the 99% confidence level (p<0.01) and family cohesion, with standardized beta coefficient -0.184, t= -4.59 at the 99% confidence level (p<0.01) predicted 22% of the variance of bullying. Also, was found that the school connectedness with the standard beta coefficient -0.310, t=-7.313 at the 99% confidence level (p<0.01) and family cohesion, with standardized beta coefficient -0.090, t= -2.115 at the 99% confidence level (p<0.01) predicted 13% of the variance of victimization. In general, findings indicate that the weakness of family cohesion and school connectedness can be fertile ground for violent behavior at school (bullying and being victimized) by the students.

Introduction: Two effective factors on educational progress are students' educational skills and personality traits. Aim: This study aimed to anticipate educational progress of students of Shahid Beheshti University of Medical Science according to their educational skills and personality traits. Methods: this was a correlative descriptive study. sample of 250 students was selected by random cluster sampling method. Study tools included educational skills questionnaire and NEO Personality Inventory. Data analysis was conducted by multiple regression method. Results: the study results indicated that 43.1% of educational progress variance was explained by factors of educational skills among which controlling learning activity, concentration and selfefficacy,anticipated students' educational progress positively. Furthermore personality traits explained 23.4% of educational progress variance. Students' educational progress was anticipated negatively by neurosis and positively by extroversion and conscientiousness. Conclusion: the results suggested that it is feasible to anticipate students' educational progress according to their educational skills and personality traits. So to enhance students' academic performance it is necessary to consider factors of educational skills and personality traits along with other factors.

No abstract

The aim of this research was to predicting bullying and victimization in school students (boys & girls) in Shiraz, in accordance to the school connectedness and the family cohesion. For this purpose, 564 students from middle schools were selected by cluster random sampling and they completed Illinois Bullying Scale, Family Adaptability and Cohesion Evaluation Scale (FACES II), and Student Perceptions of School Connectedness scale. Analysis was performed using SPSS16 software showed that the school connectedness with the standard beta coefficient-0.372, t=-9.28 at the 99% confidence level (p<0.01) and family cohesion, with standardized beta coefficient-0.184, t=-4.59 at the 99% confidence level (p<0.01) predicted 22% of the variance of bullying. Also, was found that the school connectedness with the standard beta coefficient-0.310, t=-7.313 at the 99% confidence level (p<0.01) and family cohesion, with standardized beta coefficient-0.090, t=-2.115 at the 99% confidence level (p<0.01) predicted 13% of the variance of victimization. In general, findings indicate that the weakness of family cohesion and school connectedness can be fertile ground for violent behavior at school (bullying and being victimized) by the students.