One of the most widely used information presentation software is PowerPoint. This study aimed to determine the effectiveness of PowerPoint slides on the learners’ cognitive and AFFECTIVE outputs. AFFECTIVE indicators have included the student opinions about the effects of these methods on improving note-taking, improving understanding and improving Teaching - learning process. Retention, understanding and application of the learned material were considered as well as cognitive indicators. An educational psychology achievement test was used to measure the cognitive outputs and an attitude scale was used to measure the AFFECTIVE outputs. Research design used in this study is a semi-experimental with pretest and posttest by compared groups. The study subjects were 73 students of teacher training Azerbaijan University who were chosen by available sampling method. Results indicated that the use of PowerPoint software hasn’t a significant impact on the cognitive parameters but that has a significant effect on the students’ opinions about improving note taking. This inefficiency due content centered and linearity nature of PowerPoint software. Using concept map software that in which the structure of knowledge is emphasized was introduced as an alternative approach.

Relational goals newly added to the teachers’ goal orientation framework have been identified as one of the central features of effective teaching. However, little research has taken such goals into account, specifically in higher education contexts. Concerning the association between self-efficacy and goal orientations, this study was undertaken to investigate the predictive power of instructors’ relational goals over teaching-related OUTCOMES with teaching self-efficacy as a mediator. Three hundred thirty-eight Iranian EFL university instructors participated in the study. Their relational goals and teaching-related cognitive, AFFECTIVE, and behavioral OUTCOMES were assessed through four scales (Instructors’ Achievement Goals for Teaching, Attitudes towards Help-Seeking, Positive Affect, and SEEQ (Students’ Evaluations of Educational Quality) Self-Reported Teaching Quality). Through a Structural Equation Modeling method, the proposed model was tested. The results confirmed the mediating effect of teaching self-efficacy on the relationship between instructors’ relational goals and their teaching-related OUTCOMES. Relational goal-oriented instructors with teaching self-efficacy viewed help-seeking (cognitive OUTCOMES) as a beneficial performance rather than a threat. Regarding their positive affect (AFFECTIVE OUTCOMES), the results indicated instructors’ great enthusiasm for more effective teaching. Considering instructors’ self-reported teaching quality (behavioral OUTCOMES), their engagement and commitment in teaching were shown. In conclusion, the results emphasized the importance of instructors’ relational goals in establishing high-quality learning and teaching environments.

The purpose of this study was to investigate the effectiveness of teaching for successful intelligence on learning cognitive and AFFECTIVE OUTCOMES of university students in Educational Psychology course. 112 university students of Farhangian University (Ardebil Allameh Tabataba’i and Bentolhoda Sadr campuses) were chosen by purposeful sampling. This study was a quasi-experimental design. For obtaining data, Researcher-based Academic Performance Test and University Attitude Assessment Survey-Revised (MC) Coach & Sigle, (2003) were used. Research data were analyzed by multivariate covariance. Results indicated teaching for successful intelligence effects on comprehension, analytical skill, creative skills, practical skills (ƞ=0.45, P<0.05, df=(5,101), F=16.97) and academic self-concept, and attitude to class and education (ƞ =0.18, P<0.05, df=(5,101), F=4.51), and no effects on retention, attitude to university, motivation/self-regulation and goal evaluation. Findings of this study can be used in improvement of learning university students and so as improvements of analytical, creative, and practical skills and academic affection. So they can be used in teacher-students teaching and training. Results can be used in other higher education centers.

The current study investigated the effect of AFFECTIVE and cognitive empathy induction on couples’ behavior and OUTCOMES in conflicts. The research design was experimental. The sample consisted of 48 couples who were selected based on convenience sampling method and assigned into experimental groups (cognitive empathy and emotional empathy) and control group randomly. In order to measure variables Batson and colleagues Writing Task, Interpersonal Reaction Index, and Relationship Network Questionnaire were administered. Multivariate analysis of variance indicated that the induction of cognitive empathy would reduce "conflict escalation" and increase "other-oriented listening". But induction of emotional empathy did not affect the variables. Regression analysis showed that perceived support can predict more outcome fairness and satisfaction, and less "conflict escalation". It is concluded that induction of empathy for couples can increase positive behaviors and reduce negative behaviors during conflicts. Also when couples perceived support in the relationship, they feel better about the results of conflicts.