The aim of this research was to examine the effect of yoga training on psychological well-being and happiness of near retirement employees in a big industrial company of Ahvaz. The design of this study was experimental, with pre-test, post-test and control group. The population of this study was male employees near retirement who worked in a big industrial company of Ahvaz. The research sample was consisted of 30 persons who were selected by simple random sampling method. These samples were randomly divided into 2 groups (experimental and control groups). The instruments were used: Scale Psychological Well-being (SPWB) and Oxford Happiness Inventory (OHI). First pre-test was conducted on 2 groups. Afterward the experimental intervention was performed on experimental group (consisted of 10 sessions of Yoga training). Post-test was performed. For date analysis, multivariate analysis of covariance (MANCOVA) was used. The result showed that there was a significant difference between 2 groups. Therefore it can be said that Yoga training increased psychological well-being and happiness of experimental group in comparison with control group. According to result of this research the Yoga training as the combined of positive psychology and cognitive theory can increase the rate of psychological well-being and happiness in near retirement employees.

English Homework, ACHIEVEMENT, and MOTIVATION IntroductionIn many countries of the world, homework accounts for a considerable proportion of study time (Cooper, 1989; Cooper, Lindsay, Nye, & Greathouse, 1998; Xu, 2005). At the same time, the effectiveness of homework has been discussed a lot, and studies investigating the relationship between homework and ACHIEVEMENT have produced mixed results. Most previous research on homework has focused on homework time and analyzed the relationship between homework and ACHIEVEMENT (Cooper, Robinson, & Patall, 2006). However, according to Corno (1996), homework is a complex process affected by a variety of factors. Previous research fails to reflect the complexity of the variables involved in homework assignment and homework completion, and the methodological pitfalls of many studies make it difficult to draw firm conclusions about the strength of the homework ACHIEVEMENT relationship (Trautwein, 2007). Background StudiesThe few empirical studies to date that have included homework variables indicate beneficial effects of homework. For instance, in their comprehensive study Trautwein, Niggli, Schnyder, and Lu¨ dtke (2009) asked teachers about their homework attitudes and behaviors. Overall, they found a relatively low emphasis on drill and practice tasks and a high emphasis on MOTIVATION. Cooper (1989) distinguished between homework containing same-day tasks and homework including elements of practice and preparation and found that cognitively more demanding homework assignments were much more favorable and beneficial. In another study, using structural equation modeling, Keith and Cool (1992) found that giving a combination of practice and project homework was positively associated with a higher MOTIVATION, which in turn was positively related to ACHIEVEMENT. Method The present study examines the effect of different types of homework on learners' language ACHIEVEMENT and MOTIVATION. Six types of homework have been introduced naming practice, preparation, extensive, guided discovery, real world, and project homework. In this study 3 groups of intermediate level students were chosen from ILI in Babolsar each group containing 17 adult female learners. The first group had only practice homework (the ILI workbook), the second group received preparation homework and the third group had to do extensive homework. The treatment took a whole term (20 sessions) and the ILI final exam scores in addition to an oral exam were used to measure the students' ACHIEVEMENT. A questionnaire was also employed which consisted of close and open ended questions. Furthermore, 12 learners (4 learners of each group) participated in a semi-structured interview in Farsi at the end of the term. Conclusion / Discussion The results of the final and oral exam were analyzed using SPSS and the qualitative data of the questionnaire and the interview have been examined with N-VIVO (8). The 2nd and 3rd groups outperformed in both final and oral exams. The group with extensive homework outperformed the other two in oral exam. And the group with extensive homework had the highest level of MOTIVATION while preparation homework group was next.

The aim of this study is to investigate the role of ACHIEVEMENT MOTIVATION and goal orientation in the academic performance of students. In this study, 246 university students of Islamic Azad University of Abdanan selected through stratified random sampling and responded to ACHIEVEMENT MOTIVATION Questionnaire (AMQ) and Elliot and McGregor development goals questionnaire. Data were analyzed using multiple regression and Pearson Correlation. The results showed that between the components of ACHIEVEMENT MOTIVATION, hardworking and between the component elements of ACHIEVEMENT goals, Mastery Approach have a significant effect on academic performance and can explain%21 of the total variance of academic performance. The application of these findings is that in order to save resources and time saving, between the eight components only planning to strengthen and upgrade two components is required, hardworking and Mastery Approach improve academic performance and providing programs to improve efficiency in other components is not required.

The present research aimed to study the relationship between academic ACHIEVEMENT MOTIVATION and personality traits of high school students in Isfahan city as well as determining the degree to which each personality variable influences the students’ academic ACHIEVEMENT. To this aim, 180 students, among Isfahan city high school students were randomly selected and studied. Some of the findings indicated that among the personality variables related to academic ACHIEVEMENT MOTIVATION, the following were influential to the extent stated below: psychological hardiness 28%, self-efficacy 21%, endogen values 18%, internal locus of control 16%, and self-esteem 16%.

This study explores the MOTIVATIONal components within teacher rating systems and their impact on professional growth MOTIVATION. Employing a systematic review approach, it investigates texts pertaining to teacher rating systems, MOTIVATION, and professional development literature. By examining various texts and research findings on teacher MOTIVATION, factors influencing teacher ratings based on general, specialized, and professional competencies, as well as experience, are identified. Drawing parallels with Herzberg's MOTIVATIONal theory, this study provides recommendations to bolster teacher MOTIVATION and job satisfaction through improvements in the rating system.