Allameh Tabataba’i UniversityEducational Psychology2538-3183113620150622The Indirect and Direct Effects of Parents' Relation Quality, Achievement Motivation and Curriculum Motivation on Students' Self-esteemThe Indirect and Direct Effects of Parents' Relation Quality, Achievement Motivation and Curriculum Motivation on Students' Self-esteem1161586FAMohamadrezaFarshadMA of Counseling and rehabilitation
in Allameh Tabataba’i UniversityHosseinSalimi BajestaniAssistant professor in counseling in Allameh Tabataba’i UniversityKorousheEsmaeiliPhD student of Educational measurement (Psychometrics)YousefHabibiMA of Counseling and rehabilitation
in Allameh Tabataba’i UniversityJournal Article20141005
Self-esteem is one of the important issues in psychology and psychotherapy, on which so many factors have influence. The purpose of this research was to investigate the direct and indirect effects and achievement motivation and academic motivation on students’ self-esteem. The statistical population consisted of all the students of grade six at primary schools in Tehran in 1393 academic year. 247 students were chosen for the investigation based on stratified sampling. The results showed parents relations quality and motivation achievement and also academic motivation as a moderate variable influencing students’ self-esteem (p < 0/01). Based on the results of this study, we can say parents' relations quality and achievement motivation and also having academic motivation increase students’ self-esteem, and study model was verified in totality.
Self-esteem is one of the important issues in psychology and psychotherapy, on which so many factors have influence. The purpose of this research was to investigate the direct and indirect effects and achievement motivation and academic motivation on students’ self-esteem. The statistical population consisted of all the students of grade six at primary schools in Tehran in 1393 academic year. 247 students were chosen for the investigation based on stratified sampling. The results showed parents relations quality and motivation achievement and also academic motivation as a moderate variable influencing students’ self-esteem (p < 0/01). Based on the results of this study, we can say parents' relations quality and achievement motivation and also having academic motivation increase students’ self-esteem, and study model was verified in totality.https://jep.atu.ac.ir/article_1586_0394559c34727daac7cb174bbc1ae0b0.pdfAllameh Tabataba’i UniversityEducational Psychology2538-3183113620150622Studying Nature and Prevalence of Bullying in Zanjan’s Rural Secondary SchoolsStudying Nature and Prevalence of Bullying in Zanjan’s Rural Secondary Schools17381588FAMohammad AliMazaheri TehraniAssociate professor of of Psycology in Shahid Beheshti UniversitySmaeilShiriSmaeil Shiri,MA of Psycology in Shahid Beheshti UniversityMostafaValipourMA of Psycology in Shahid Beheshti University,correspondingJournal Article20141108Bullying is a worldwide problem in most schools that can cause physical and psychological impairment on both the bully and the victim. The purpose of this study was to examine the scope of this behavior in Zanjan secondary schools. Using available sampling method, 132 secondary students (93 boys and 39 girls) were selected from four Zanjan secondary schools. All participants were asked to answer individually to the Persian translation of the Bullying Questionnaire (Elena Buccoliere and Marello Darbo, 1991). The result of this study indicated that 80% of students believe the existence of bullying in schools. Although 40.9% of them have witnessed such a behavior, 33.3% were victims and 9.8% were bullies themselves and finally 16% experienced combination of these cases. The results showed that 57% of bullying is done verbally, 40% physically, and 2.56% is of social kind. The study showed that around 57% of the students support the bully when witnessing these situation( for example by laughing, making fun of the victims and frightening them) and only less than 29% respond to the situation by showing no support for the bully (for example by supporting the victims). In terms of the schools staff, results indicated that in the 70% of instances, the schools officials’ responses would intensify bullying, while only in 28.8% of the cases, the staff responses would decrease or stop bullying.considering that bullying threats students’ psychological and physical health,it is necessary and of great importance to predict and control such behavior in schools. Therefore schools should take certain policies to teach the schools’ officials to prevent and intervene in such unpleasant behavior, and also to lessen the devastating effects of these behaviors.Bullying is a worldwide problem in most schools that can cause physical and psychological impairment on both the bully and the victim. The purpose of this study was to examine the scope of this behavior in Zanjan secondary schools. Using available sampling method, 132 secondary students (93 boys and 39 girls) were selected from four Zanjan secondary schools. All participants were asked to answer individually to the Persian translation of the Bullying Questionnaire (Elena Buccoliere and Marello Darbo, 1991). The result of this study indicated that 80% of students believe the existence of bullying in schools. Although 40.9% of them have witnessed such a behavior, 33.3% were victims and 9.8% were bullies themselves and finally 16% experienced combination of these cases. The results showed that 57% of bullying is done verbally, 40% physically, and 2.56% is of social kind. The study showed that around 57% of the students support the bully when witnessing these situation( for example by laughing, making fun of the victims and frightening them) and only less than 29% respond to the situation by showing no support for the bully (for example by supporting the victims). In terms of the schools staff, results indicated that in the 70% of instances, the schools officials’ responses would intensify bullying, while only in 28.8% of the cases, the staff responses would decrease or stop bullying.considering that bullying threats students’ psychological and physical health,it is necessary and of great importance to predict and control such behavior in schools. Therefore schools should take certain policies to teach the schools’ officials to prevent and intervene in such unpleasant behavior, and also to lessen the devastating effects of these behaviors.https://jep.atu.ac.ir/article_1588_f8526d515b0015e1a400cae059f2d608.pdfAllameh Tabataba’i UniversityEducational Psychology2538-3183113620150622The Effect of Boys’ Emotionally Harmful Tendencies towards the Opposite Sex on Their Educational PerformanceThe Effect of Boys’ Emotionally Harmful Tendencies towards the Opposite Sex on Their Educational Performance39581589FAShahramRanjdostAssistant professor of Medical Science Department, Shahid Beheshti university of TehranJournal Article20140916The overall aim of the present study was to identify the relationship between traumatic emotional tendencies of female students (grade school) academic failure is the opposite sex. The population in this study was all first grade students in urban high schools in 1392-93 in Marand. Descriptive research methodology was based on a causal-comparative study (the event). Data collection GPA (Academic Achievement) students in math, English and biology were provided through counseling. The data analyzed by using SPSS software. The main results are as follows: The results suggest that the achievement scores of students with emotional dispositions (27.1) than the mean achievement scores (54.7) of students with emotional dispositions are not heterosexual. - no matter how traumatic the emotional attitudes of female students (grade school) and the most heterosexual student drop is added. - No matter how traumatic emotional tendencies heterosexual female students in higher education mathematics students have been added to the drop. - No matter how traumatic emotional tendencies are more heterosexual female students on academic failure of students in English class has been added. - No matter how traumatic emotional tendencies heterosexual female students in higher education on the loss of environmental science students has increased.The overall aim of the present study was to identify the relationship between traumatic emotional tendencies of female students (grade school) academic failure is the opposite sex. The population in this study was all first grade students in urban high schools in 1392-93 in Marand. Descriptive research methodology was based on a causal-comparative study (the event). Data collection GPA (Academic Achievement) students in math, English and biology were provided through counseling. The data analyzed by using SPSS software. The main results are as follows: The results suggest that the achievement scores of students with emotional dispositions (27.1) than the mean achievement scores (54.7) of students with emotional dispositions are not heterosexual. - no matter how traumatic the emotional attitudes of female students (grade school) and the most heterosexual student drop is added. - No matter how traumatic emotional tendencies heterosexual female students in higher education mathematics students have been added to the drop. - No matter how traumatic emotional tendencies are more heterosexual female students on academic failure of students in English class has been added. - No matter how traumatic emotional tendencies heterosexual female students in higher education on the loss of environmental science students has increased.https://jep.atu.ac.ir/article_1589_dfac74cc91f632431021f7e19014b7f2.pdfAllameh Tabataba’i UniversityEducational Psychology2538-3183113620150622Relationship between Types of Goal Orientation and Self-regulated Learning Strategies with Academic AchievementRelationship between Types of Goal Orientation and Self-regulated Learning Strategies with Academic Achievement59781590FAAliDelavarPrpfessor of Educational measurementNiloofarEsmaeiliPhD student of Educational Psychology Azahra UniversitySabaHasanvandiPhD student of Educational Psychology Azahra UniversityBagherHasanvandPhD student of Psychology and Education of Exceptional Children in Allameh Tabataba’i UniversityJournal Article20140805The purpose of this study was to investigate and identify the contribution of each variable type of goal orientation in self-regulated learning and academic achievement is anticipated. The study was a cross-sectional descriptive co-relational approach. Population in this research includes total of students of grade 3 of high school of male and female sex in Rasht were enrolled in 2013-2014. Participants were 364 high school students (156 girls, 208 boys) of Rasht with the use of multistage clustering sampling and regard to the capacity of association are selected. Measures were questionnaire learning ways of Pintrich and Digrout, questionnaire evaluation goal orientation Elliot and McGregor. Analyzing and evaluation were conducted by multivariate regression with the use of SPSS.19. Research findings indicate that self-regulated learning and mastery orientation have positive effects on academic achievement and performance orientation as negative effects is a meaningful prediction for academic achievement of students and share of self-regulated learning ways in this is more from the others.The purpose of this study was to investigate and identify the contribution of each variable type of goal orientation in self-regulated learning and academic achievement is anticipated. The study was a cross-sectional descriptive co-relational approach. Population in this research includes total of students of grade 3 of high school of male and female sex in Rasht were enrolled in 2013-2014. Participants were 364 high school students (156 girls, 208 boys) of Rasht with the use of multistage clustering sampling and regard to the capacity of association are selected. Measures were questionnaire learning ways of Pintrich and Digrout, questionnaire evaluation goal orientation Elliot and McGregor. Analyzing and evaluation were conducted by multivariate regression with the use of SPSS.19. Research findings indicate that self-regulated learning and mastery orientation have positive effects on academic achievement and performance orientation as negative effects is a meaningful prediction for academic achievement of students and share of self-regulated learning ways in this is more from the others.https://jep.atu.ac.ir/article_1590_332d88e59a64c1049ed7c9e6be77a6d1.pdfAllameh Tabataba’i UniversityEducational Psychology2538-3183113620150622Exploratory and Confirmatory Factor Analysis of Teachers’ Vocation Duty MotivationExploratory and Confirmatory Factor Analysis of Teachers’ Vocation Duty Motivation791101591FADarioushNorouziAssociat professor of Educational Technology in Islamic Azad UniversityMohammad RezaVahdani Asadiphd of Educational Technology in Allameh Tabataba’i UniversityZahraRouhaniMA of managementAllameh Tabataba’i UniversityMa'soumehJamshidzadehJournal Article20140824The society development counts on the kinds of activities which perform in universities. Teachers play an important role in universities’ development and finally the society development. Studying teachers’ motivation, behavior causes, and efficient factors can affect performance improvement, and educational system development. The purpose of this research was to study the scale factor structure of teachers' vocation duty motivation. The study method was descriptive. The statistical population was 262 teachers in Islamic Azad University, Central Branch. The sampling method is random. The result of exploratory factor analysis showed all scale factors in the society studied and confirmatory factor analysis indicated data values. Cronbach's <em>Coefficient</em> Alpha showed that the validity of Motivation Scale of Teachers’ Vocation duty is acceptable. At last, the result showed that there was a positive relation between teachers’ vocation duty motivation factors and self-efficacy. There is a negative relation with job burnout. This study created new motivation concept and also its assessment tool in higher education system.The society development counts on the kinds of activities which perform in universities. Teachers play an important role in universities’ development and finally the society development. Studying teachers’ motivation, behavior causes, and efficient factors can affect performance improvement, and educational system development. The purpose of this research was to study the scale factor structure of teachers' vocation duty motivation. The study method was descriptive. The statistical population was 262 teachers in Islamic Azad University, Central Branch. The sampling method is random. The result of exploratory factor analysis showed all scale factors in the society studied and confirmatory factor analysis indicated data values. Cronbach's <em>Coefficient</em> Alpha showed that the validity of Motivation Scale of Teachers’ Vocation duty is acceptable. At last, the result showed that there was a positive relation between teachers’ vocation duty motivation factors and self-efficacy. There is a negative relation with job burnout. This study created new motivation concept and also its assessment tool in higher education system.https://jep.atu.ac.ir/article_1591_706aa0cd5e894a0f0e9244cf0fed136d.pdfAllameh Tabataba’i UniversityEducational Psychology2538-3183113620150622The Effectiveness of Multidimensional Motivational-Cognitive Interventions on Task Value, Mastery Goal Orientation and Academic Self-efficiencyThe Effectiveness of Multidimensional Motivational-Cognitive Interventions on Task Value, Mastery Goal Orientation and Academic Self-efficiency1111291592FAMehriAkhlaqiMA Student of Educational Psychology in Semnan UniversitySiavoshTalepasandAssociate Professor of Educational Psychology in Semnan University (Corresponding Author)Journal Article20141106The present study was conducted with the aim of examining the effectiveness of multidimensional motivational-cognitive interventions on task value, mastery goal orientation and academic self-efficiency. This study was quasi-experimental, and the first grade female high school students of Semnan in academic year of 2014-2015 consist of the statistical population of the study. A total of 34 students were selected from two different schools by available sampling method and were randomly assigned into control and experimental groups. Also, participants completed Motivational Strategies for Learning Questionnaire by Pintrich and De Groot. Hypotheses were tested using univariate analysis of covariance model. Findings showed the effectiveness of multidimensional motivational-cognitive intervention on internal goal orientation and self-efficacy in participants of experimental group, but there was not a significant difference between two groups in task value component. Multidimensional motivational-cognitive interventions result in increasing self-efficacy component and developing internal goal orientation component in students.The present study was conducted with the aim of examining the effectiveness of multidimensional motivational-cognitive interventions on task value, mastery goal orientation and academic self-efficiency. This study was quasi-experimental, and the first grade female high school students of Semnan in academic year of 2014-2015 consist of the statistical population of the study. A total of 34 students were selected from two different schools by available sampling method and were randomly assigned into control and experimental groups. Also, participants completed Motivational Strategies for Learning Questionnaire by Pintrich and De Groot. Hypotheses were tested using univariate analysis of covariance model. Findings showed the effectiveness of multidimensional motivational-cognitive intervention on internal goal orientation and self-efficacy in participants of experimental group, but there was not a significant difference between two groups in task value component. Multidimensional motivational-cognitive interventions result in increasing self-efficacy component and developing internal goal orientation component in students.https://jep.atu.ac.ir/article_1592_227401bcbd06454f43857d1c73f2df30.pdfAllameh Tabataba’i UniversityEducational Psychology2538-3183113620150622Organizational Intelligence, a Factor for Learning Organization GrowthOrganizational Intelligence, a Factor for Learning Organization Growth1311491593FAHamidFatehiHamidRahimianJournal Article20141203The aim of this paper was to study the relationship between organizational intelligence and learning organization in Abbaspour Electricity and Water University. This descriptive study was an applied and correlational research. The population included all 180 staff members of the university in academic year 92-93. The stratified sample embraced 123 persons. Marsik and Watkins' Learning Organization Questionnaire and Karl Albrecht's Organizational Intelligence Questionnaire were administered for data collection with Cronbach Alphas being 0.944 and 0.949 respectively. The results revealed a positive and significant correlation of 0.57 between organizational intelligence and learning organization. Based on multiple linear regression, only two out of seven components of organizational intelligence, shared fate and performance pressure could predict the learning organization variable.The aim of this paper was to study the relationship between organizational intelligence and learning organization in Abbaspour Electricity and Water University. This descriptive study was an applied and correlational research. The population included all 180 staff members of the university in academic year 92-93. The stratified sample embraced 123 persons. Marsik and Watkins' Learning Organization Questionnaire and Karl Albrecht's Organizational Intelligence Questionnaire were administered for data collection with Cronbach Alphas being 0.944 and 0.949 respectively. The results revealed a positive and significant correlation of 0.57 between organizational intelligence and learning organization. Based on multiple linear regression, only two out of seven components of organizational intelligence, shared fate and performance pressure could predict the learning organization variable.https://jep.atu.ac.ir/article_1593_694811668ae5005211408ac4ddc46737.pdfAllameh Tabataba’i UniversityEducational Psychology2538-3183113620150622Effectiveness of Educational Programs Based on Gardner's Theory on Multiple Intelligences Performance of StudentsEffectiveness of Educational Programs Based on Gardner's Theory on Multiple Intelligences Performance of Students1511771594FASalariFaramarzAssistant Professor of Psychology, Isfahan UniversityHoseinZareAssociate Professor of Psychology in Payam Noor UniversityAzamFotovatMA of General Psychology in Payam Noor UniversityJournal Article20150105The aim of this study was to evaluate the effectiveness of educational programs based on Gardner's theory on the multiple intelligences of elementary school female students of the 4<sup>th</sup> grade. The research was an experimental one with the design of pre-test, post-test and a control group. The population was selected from the school girls of the 4<sup>th</sup> grade in Isfahan (2011-2012). 30 students were selected by the way of multi-stage sampling and were randomly assigned to experimental and control group. Gardner's Multiple Intelligence questionnaire was the measuring instruments which their validity and reliability have also been approved. Obtained data were analyzed by using the statistical method of covariance analysis. Results showed that Gardner`s training program had a positive effect on the scores of visual-spatial intelligence, verbal-linguistic intelligence, musical- rhythmic intelligence, movement – physical intelligence, interpersonal intelligence except intrapersonal intelligence, and logic - mathematical knowledge of students participating in post- test of experimental group (P< 0/01). So, it can be concluded that Gardner`s training program is an effective method of intervention to increase multiple intelligence of students.The aim of this study was to evaluate the effectiveness of educational programs based on Gardner's theory on the multiple intelligences of elementary school female students of the 4<sup>th</sup> grade. The research was an experimental one with the design of pre-test, post-test and a control group. The population was selected from the school girls of the 4<sup>th</sup> grade in Isfahan (2011-2012). 30 students were selected by the way of multi-stage sampling and were randomly assigned to experimental and control group. Gardner's Multiple Intelligence questionnaire was the measuring instruments which their validity and reliability have also been approved. Obtained data were analyzed by using the statistical method of covariance analysis. Results showed that Gardner`s training program had a positive effect on the scores of visual-spatial intelligence, verbal-linguistic intelligence, musical- rhythmic intelligence, movement – physical intelligence, interpersonal intelligence except intrapersonal intelligence, and logic - mathematical knowledge of students participating in post- test of experimental group (P< 0/01). So, it can be concluded that Gardner`s training program is an effective method of intervention to increase multiple intelligence of students.https://jep.atu.ac.ir/article_1594_d798f57a2eafb42803d40081fc903d70.pdfAllameh Tabataba’i UniversityEducational Psychology2538-3183113620150622Studying the Impact of Educational Multimedia Use on Learning and Achievement Motivation in Physiology CourseStudying the Impact of Educational Multimedia Use on Learning and Achievement Motivation in Physiology Course1791901595FAMohammadZareYoung Researchers and Elites Club, Malayer Branch, Islamic Azad University, Malayer, Iran.JavadMehrabanMaster of Art in Educational Technology, allameh tabatabai University, Tehran, Iran. piruzm@yahoo.com.RahelehSarikhaniYoung Researchers and Elites Club, Malayer Branch, Islamic Azad University, MalayerJournal Article20141214This research aimed at studying the impact of educational multimedia use on learning and motivation in the field of anesthesiology in University of Medical Sciences was studying physiology. The population was all the students of anesthesiology in University of Medical Sciences. Convenience sampling was selected. The Sample size was 40 subjects who participated in two 20-person classes. This study used a pretest-posttest control group design. The instrument included tests of learning self-made (with a pre-test and post-test reliability for 90/0 learning with 88/0 reliability), a self-made multi-media (with reliable 83/0) and Hermens Achievement Motivation Questionnaire. To analyze the data, independent t-test was used with Levine test. The findings showed that: 1- Students learn the physiology course in education multimedia methods trained, more than students who were trained to teach Traditional physiology. 2- Achievement Motivation of students in the two groups was not statistically significantly different from each other. Due to the impact of educational multimedia on students, it seems that this method is useful in medical universities and inevitable. The use of educational multimedia does not increase the achievement motivation.This research aimed at studying the impact of educational multimedia use on learning and motivation in the field of anesthesiology in University of Medical Sciences was studying physiology. The population was all the students of anesthesiology in University of Medical Sciences. Convenience sampling was selected. The Sample size was 40 subjects who participated in two 20-person classes. This study used a pretest-posttest control group design. The instrument included tests of learning self-made (with a pre-test and post-test reliability for 90/0 learning with 88/0 reliability), a self-made multi-media (with reliable 83/0) and Hermens Achievement Motivation Questionnaire. To analyze the data, independent t-test was used with Levine test. The findings showed that: 1- Students learn the physiology course in education multimedia methods trained, more than students who were trained to teach Traditional physiology. 2- Achievement Motivation of students in the two groups was not statistically significantly different from each other. Due to the impact of educational multimedia on students, it seems that this method is useful in medical universities and inevitable. The use of educational multimedia does not increase the achievement motivation.https://jep.atu.ac.ir/article_1595_957642df5098f3e6d10b649132572418.pdfAllameh Tabataba’i UniversityEducational Psychology2538-3183113620150622Examining the Strong Points of the Descriptive Evaluation SystemExamining the Strong Points of the Descriptive Evaluation System1912111596FAKarimSevariJournal Article20140901Designing and administering the descriptive evaluation system was one of the major changes in the primary grade levels of educational department in the recent years. Thus, in this research the perspectives and views of primary grade school teachers about the strong points of the above-mentioned system were examined. The used database was collected from schools in the first and third districts of Ahwaz from a total of 190 subjects (66 men and 124 women) that were selected randomly and in several occasions. The researches questionnaire showed the results based on the teachers views as following the strong points of the system are the stability of the material learned (12 articles) the opportunity to evaluate several students at the same time (8 articles) and the reduction of pre-test anxiety (5 articles). The results show that the stability of material learned, the opportunity to evaluate several students at the same time, and the reduction of pre-test anxiety.Designing and administering the descriptive evaluation system was one of the major changes in the primary grade levels of educational department in the recent years. Thus, in this research the perspectives and views of primary grade school teachers about the strong points of the above-mentioned system were examined. The used database was collected from schools in the first and third districts of Ahwaz from a total of 190 subjects (66 men and 124 women) that were selected randomly and in several occasions. The researches questionnaire showed the results based on the teachers views as following the strong points of the system are the stability of the material learned (12 articles) the opportunity to evaluate several students at the same time (8 articles) and the reduction of pre-test anxiety (5 articles). The results show that the stability of material learned, the opportunity to evaluate several students at the same time, and the reduction of pre-test anxiety.https://jep.atu.ac.ir/article_1596_8a74bae7a432a0aa48b30b55e6e28b56.pdfAllameh Tabataba’i UniversityEducational Psychology2538-3183113620150622The Educational Effectiveness of the Metacognitive Strategies and Creativity on Academic Self-ConceptThe Educational Effectiveness of the Metacognitive Strategies and Creativity on Academic Self-Concept2132211597FAMahshidJahtalab ZiabariMA.Student in Islamic Azad University, Rasht BranchHasanAhadiProfessor in Alame Tabatabaee UniversityMohsenMeshkobid HaqiqiLecturer in Islamic Azad UniversitJournal Article20141105This research aimed at studying the educational effectiveness of the meta-cognitive strategies and creativity on academic self-concept. The research designed as semi-test in two test groups and one control group by pre-test and post-test. The population consisted of female students of the 7<sup>th</sup> grade in region 2 of Tehran city in 2014-2015.The statistical sample was composed of 54 students from which 18 students placed randomly in meta-cognition group, 18 creativity group and 18 control group. Then, DELAVAR academic self-concept pre-test performed for groups and the first test group trained as 10 sessions of 70 min by a teaching pack of TREE method(SEXESTON <em>et al</em> model), the second test group by researcher-made teaching pack of creativity of TOLENCE & WILLIAMS principles and control method by common teaching methods. To investigate the increased academic self-concept, the post-test were used. Data analyzed by using statistical tests such as covariance analysis. The findings have been shown to students enjoying meta-cognitive and creativity education have increased their academic self-concept significantly and this research recommended good solutions to improve academic self-concept.This research aimed at studying the educational effectiveness of the meta-cognitive strategies and creativity on academic self-concept. The research designed as semi-test in two test groups and one control group by pre-test and post-test. The population consisted of female students of the 7<sup>th</sup> grade in region 2 of Tehran city in 2014-2015.The statistical sample was composed of 54 students from which 18 students placed randomly in meta-cognition group, 18 creativity group and 18 control group. Then, DELAVAR academic self-concept pre-test performed for groups and the first test group trained as 10 sessions of 70 min by a teaching pack of TREE method(SEXESTON <em>et al</em> model), the second test group by researcher-made teaching pack of creativity of TOLENCE & WILLIAMS principles and control method by common teaching methods. To investigate the increased academic self-concept, the post-test were used. Data analyzed by using statistical tests such as covariance analysis. The findings have been shown to students enjoying meta-cognitive and creativity education have increased their academic self-concept significantly and this research recommended good solutions to improve academic self-concept.https://jep.atu.ac.ir/article_1597_0956f8f2907f8e4b888d036b25586caf.pdf