CLASSROOM management consisting of design and organization, leadership and monitoring, and evaluation is closely related to the CLASSROOM ATMOSPHERE and effective teaching. To show this relationship, a sample of 40 CLASSROOM-teachers was selected from among all guidance teachers in Oroomiyeh. Each CLASSROOM-teacher was observed every two or three weeks and totally in 12 sessions throughout the school year. The collected data show that the first two constituents of CLASSROOM management were above average, while the third constituent was scored below average. The CLASSROOM ATMOSPHERE was also scored above average. Yet the relationship between different components of management and ATMOSPHERE was significantly high (0.85) indicating that more than %75 of the variability in CLASSROOM ATMOSPHERE is explained by CLASSROOM management.

Background and Aim: Academic enthusiasm refers to the amount of attention, curiosity, interest, optimism and enthusiasm that students show when learning or teaching. the purpose of this study was to investigate the mediating role of CLASSROOM climate in the relationship between CLASSROOM management style and academic engagement in university of medical sciences students. Materials and Methods: The present research method is descriptive and correlation type. the study population was 11300, male and female student at the university of medical sciences and 385 professors from the professors of medical sciences at the 1398-99 SH academic year. among them 372 people (students and professors) were selected from stratified random sampling method (students) and sampling of available sampling (professors) and they responded to the study questionnaires, class management style and academic enthusiasm. the data were analyzed by descriptive statistics indices, pearson correlation coefficient and structural equation model using SPSS 25 and 8. 8 Lisrel. Findings: There was a significant correlation between research variables (p<0. 001). The direct effect of CLASSROOM management style on academic achievement is 0. 84, CLASSROOM management style on CLASSROOM ATMOSPHERE, 0. 44, CLASSROOM ATMOSPHERE on academic achievement is 0. 16 and the indirect effect of CLASSROOM management style on academic achievement mediated by CLASSROOM ATMOSPHERE is 0. 13. In general, the model has a good fit (X2/df=2/47). Ethical Considerations: Participants completed the questionnaires after knowing the objectives of the research. Conclusion: In terms of the role of class management style and class ATMOSPHERE in anticipation of the educational enthusiasm of school workshops, education workshops are proposed by the educational institutions to inform teachers with how to manage their class and its psychological climate.

The aim of this study was to investigate the effect of happy and neutral CLASSROOM ATMOSPHEREs on the students' attitude toward mathematics curriculum. The research method was quasi-experimental with pre-test, post-test and control group. The statistical population of the study included all the male high school students (grade two) in the field of mathematics and physics in Urmia. Given the nature of the research, purposive sampling method was used. For this purpose, two classes of 20 students from two non-public schools were selected and assigned randomly to the experimental and control groups. To collect data, Aiken questionnaire for assessing students’ attitude towards mathematics curriculum was used. The results of the research showed that there is a significant difference between the attitudes toward the math curriculum of students in both groups and based on the results of Mancova analysis 0. 86 of attitude change was related to changes in the learning environment.

This study was conducted to examine the relationship between the family emotional ATMOSPHERE, perceptions of CLASSROOM activities, and academic engagement among female high school students. The research design was descriptive-correlational. The statistical population of the study was comprised of all female high school students in District 4 of Ahwaz from among whom 341 students were selected through multi-stage cluster sampling method. The instruments included Family Emotional ATMOSPHERE Questionnaire (Hilburn, 1964), Academic Engagement Scale (Fredricks et al., 2004), and My Class Activities (Gentry et al., 2002). The data were analyzed using descriptive (mean and standard deviation) as well as inferential statistics (Pearson correlation coefficient and multivariate regression analysis). The results indicated that there was a significant relationship between family emotional ATMOSPHERE and students’ academic engagement. The same holds true for the components of these two variables (p<0. 05). In addition, a significant relationship was observed between the components of perceptions of CLASSROOM activities and students’ academic engagement (p<0. 01). Nevertheless, the results of step-wise regression analysis showed that the components of family emotional ATMOSPHERE and perceptions of CLASSROOM activities were not good predictors of students’ academic engagement. In general, it can be stated that students’ academic engagement is largely correlated with the family emotional ATMOSPHERE and adolescents' perceptions of CLASSROOM activities.

The purpose of this study was to develop an academic engagement model based on the CLASSROOM socio-mental climate and emotional factors of the family with the mediating role of academic resilience. The design of the research was a correlation of the structural equation model. The statistical population consists of the students of the first grade high school (the eighth and ninth grades) of Khorramabad city. A multi-stage stratified random sampling method was used that 310 high school students (the eighth and ninth grades) were selected with this method and they responded to the questionnaires of academic engagement, CLASSROOM socio-mental climate, emotional factors of the family and academic resilience. Data were analyzed with the help of AMOS software and structural equation modeling method. The results suggested that the academic engagement model has a generally acceptable fit, indicating that the data obtained from the sample confirm the proposed model. The results of direct regression coefficients between the research variables showed that the direct paths of CLASSROOM socio-mental climate and emotional factors of the family were not significant to the academic engagement, but other direct paths and two indirect paths were positive and significant. This suggests that academic resilience can mediate the relationship between the family's emotional factors and academic engagement, thus, it can be said that the CLASSROOM socio-mental climate and appropriate emotional factors in the family increase the academic resilience, and the result of an increased academic resilience will be an increase in academic engagement.

Background: The academic progress of university students and factors related to it is one of the basic research priorities in the higher education system. Academic enthusiasm and academic self-efficacy are essential factors in students' progress. Based on this, the aim of the present study is to analyze the relationship between the moral and social ATMOSPHERE of the CLASSROOM and academic self-efficacy, considering the mediating role of academic enthusiasm among the students of the College of Fine Arts in Babol University, Iraq. Method: The current research is applied in terms of purpose and descriptive-correlation in terms of data collection. The statistical population of the research included 1025 female and male students of the Faculty of Fine Arts of Babol University of Iraq, 280 of whom were selected through stratified random sampling. The required data were collected using three standard questionnaires of moral and social climate, academic enthusiasm and academic self-efficacy and were analyzed using the statistical test of the structural equation model using the partial least squares (PLS) method for the research hypotheses. Results: The findings of the research showed that the moral and social ATMOSPHERE of the class is 87% effective on academic enthusiasm and 31% on students' academic self-efficacy. Academic enthusiasm has a 61% effect on academic self-efficacy. Also, the moral and social ATMOSPHERE of the class has a 54% effect on students' academic self-efficacy with the mediating role of academic enthusiasm. Conclusion: The result of this research showed that students' self-efficacy is affected by the moral and social ATMOSPHERE of the CLASSROOM, this ATMOSPHERE affects students' self-efficacy by activating academic enthusiasm.

The main concern of this research is to investigate the relationship of family functions and psycho-social ATMOSPHERE of the CLASSROOM with maladjustment among the high school male and female students in Malayer. The sample of 302 students (152 male and 150 female) was selected through multi-stage sampling method from the students of eight high schools in Malayer. For data collection, Family Assessment Device (FAD), My Class Inventory (MCI) and Adjustment Inventory of High School Students (AISS) were used. Data analysis showed that there is a significant relation. Ship of family functions and psycho-social ATMOSPHERE with students maladjustmens (p<0.001). In addition, the constructs of family function and psycho-social ATMOSPHERE of CLASSROOM are appropriate predictors of students maladjustment.

The main concern of this research wes to investigate the relationship between family function and psycho-social ATMOSPHERE of the CLASSROOMs with maladjustment among male high schoo;l students in Ahvaz. The sample was consisted of 380 student and was selected by multi-stage sampling from among the students of 16 public high schools in Agvaz. Family Assesment Devise (FAD), May Class Scale (MCS) and Adjustment Inventory of High School Student (ALSS) were used. Pearson correlation and multiple regression were utilized. Data analysis showed that there was significant relationship between family function and psycho-social ATMOSPHERE for malajusted student (P<0/01).