Multi-label classification aims at assigning more than one label to each instance. Many real-world multi-label classification tasks are high dimensional, leading to reduced performance of traditional classifiers. Feature selection is a common approach to tackle this issue by choosing prominent features. Multi-label feature selection is an NP-hard approach, and so far, some swarm intelligence-based strategies and have been proposed to find a near optimal solution within a reasonable time. In this paper, a hybrid intelligence algorithm based on the binary algorithm of particle swarm optimization and a novel local search STRATEGY has been proposed to select a set of prominent features. To this aim, features are divided into two categories based on the extension rate and the relationship between the output and the local search STRATEGY to increase the convergence speed. The first group features have more similarity to class and less similarity to other features, and the second is redundant and less relevant features. Accordingly, a local operator is added to the particle swarm optimization algorithm to reduce redundant features and keep relevant ones among each solution. The aim of this operator leads to enhance the convergence speed of the proposed algorithm compared to other algorithms presented in this field. Evaluation of the proposed solution and the proposed statistical test shows that the proposed approach improves different classification criteria of multi-label classification and outperforms other methods in most cases. Also in cases where achieving higher accuracy is more important than time, it is more appropriate to use this method.

Considering the complexity of its cognitive, emotional and behavioral components, procrastination takes many forms, of which the most common form is academic procrastination. The purpose of the present study was to determine the effectiveness of procrastination management training on the enhancement of self-efficacy and learning strategies, and the reduction of procrastination and avoidance of failure in female students. The population in this study included all female students who were studying during the 2013-14 academic year. The sample consisted of 30 female students, who were selected via random sampling. The instruments of this study included the Academic Procrastination Orientation Questionnaire (APOQ), MOTIVATIONAL Cognitive Inventory (MCI) and Motivation and Engagement Scale (MES). Results showed that procrastination management training caused significant improvement in students’ expectancy for success, task-value, organization, rehearsal, metacognitive self-regulation and self-efficacy. Also, the results indicated that procrastination management training caused significant decrease in students’ procrastination and failure-avoidance. Most of the difference between the experimental and the control group were in students’ procrastination, self-efficacy, and metacognition. The finding of the present study confirm that procrastination management training enhances cognitive and MOTIVATIONAL strategies and thus it is recommended that educators and therapists use this intervention for improving learning strategies and decrease procrastination.

In education, the terms “assessment” and “motivation” seem paradoxical. However, a closer examination of the two terms leads to the understanding that the two terms can conceptually be aligned. Assessment for Learning (AfL) and teachers’ MOTIVATIONAL STRATEGY (MotS) can be synergized using AfL pedagogical principles that purportedly foster students’ motivation. The dearth of studies juxtaposing both constructs prompted us to examine the AfL practices of seven higher-education teachers in Indonesia, with the aim of providing empirical data on the convergence between AfL and MotS. Set against the backdrop of a low-motivation context, namely the emergency remote learning and teaching English as a Foreign Language (EFL) writing, the teachers were interviewed regarding their AfL practices, and the data was examined using principally deductive qualitative analysis. The results showed that the greatest alignment occurred in the “maintain” stage of MotS, where teachers provided a supportive classroom environment where mistakes are a natural part of learning and involved students in self and peer assessment. On the other hand, the constrained context resulted in divergent conceptions in the teachers of what they perceived as motivating for the students. This implies the need for EFL writing teachers to integrate AfL and various stages of MOTIVATIONAL strategies to lead to more engagement and help students improve their writing achievement.

A large body of research has investigated the role of MOTIVATIONAL STRATEGY use in EFL learners’ language achievement, teachers’ work engagement, and creativity. However, there have been very few studies on EFL teachers’ status quo of these variables and the correlation among them. This study was an attempt to investigate the Iranian EFL teachers’ status quo regarding these variables and to explore the correlation among them. To this end, 100 Iranian EFL teachers of both genders were selected. To explore the objectives of this study, the MOTIVATIONAL STRATEGY Use Questionnaire, Creativity Style Questionnaire, and Work Engagement Scale Questionnaire were employed. Data were analyzed through t-tests and multiple regression. Results revealed that EFL teachers have acceptable levels of MOTIVATIONAL strategies usage, work engagement, and creativity. The results of Multiple regression analysis proved a statistically significant relationship between MOTIVATIONAL STRATEGY use and creativity in the classroom and no significant relationship was found between MOTIVATIONAL STRATEGY use and teachers’ work engagement. Teachers’ gender was found to have no contribution to teachers’ work engagement, creativity, and MOTIVATIONAL strategies usage. This study has theoretical and practical implications for teachers.

This research aims to design STRATEGY for lifestyle development by emphasizing the role of the socio-psychological and MOTIVATIONAL status of sports models. The purpose of this study is practical, and its research method is descriptive-analytical. To collect the required data and information, documentary-library and field studies were used. The Delphi technique was used to collect the information and opinions of stakeholders. This method analyzes strengths, weaknesses, opportunities, and threats using the Delphi technique and SWOT model which examines strengths, weaknesses, opportunities, and threats and presents strategies and strategies to analyze the lifestyle development with an emphasis on the role of socio-psychological status. And MOTIVATIONAL sports models with the help of sports models of different disciplines, managers, officials, and professors of sports management to 30 people. To collect the information from sources and methods of field research, library studies, the study of upstream documents, information of survey forms with open-ended questions from experts in the field of lifestyle, questionnaire to identify the strengths and weaknesses, opportunities and threats and internal and external analysis matrix, focused group discussion sessions, interviews with managers and experts in the field of lifestyle were used. The study showed that 10 factors were identified as strengths, 12 as weaknesses, 9 as opportunities, and 12 as threats to the socio-psychological and MOTIVATIONAL status of sports models. The interior and exterior are located in house V; Therefore, defensive strategies must be implemented which lead to "maintenance. " Thus, the strategies should be considered to minimize the weaknesses of the socio-psychological and MOTIVATIONAL status of sports models and reduce threats severity to the socio-psychological and MOTIVATIONAL status of sports models. According to the results of the present study, it is suggested that practical steps be taken to promote the Iranian-Islamic lifestyle with the motivation of sports models.

Introduction: The purpose of this research was to examine the effectiveness of time perspective therapy on MOTIVATIONAL strategies and cognitive in procrastinated students. Method: Design of this experimental research was pretest-posttest associated with control group. Instruments of the present study includes the Zimbardo Time Perspective Questionnaire, Zusho and Barnett procrastination MOTIVATIONAL-cognitive Questionnaire (2011), and Tuckman and Brousse Questionnaire (1991). Statistical population consists of all the students studying at Persian Gulf University in the academic year 2015-2016; and 300 of them were selected by multistage cluster sampling and responded to the academic procrastination scale (TPS). Then by using cutting point, 36 procrastinated girl students were randomly assigned to two experimental and control groups. Time perspective therapy (six sessions) was considered as an independent variable based on the Zimbardo protocol (2012). To analyze the data, Multivariate Covariance Analysis was performed using SPSS software. Findings: The results of the research showed that time perspective therapy improvement of MOTIVATIONAL and cognitive strategies and procrastination in the experimental group compared with the control group. The results of ANCOVA analysis showed that through controlling pretests, there is a meaningful difference between posttests of mastery goals, performanceapproach goals, need for cognition, procrastination, expectation for success, task value, rehearsal, organization and metacognitive selfregulation in experimental and control groups. But there was no significant change in the avoidance goal variable (p = 0. 19). Conclusion: Based on the results Time Perspective Therapy is an effective therapeutic approach to increasing MOTIVATIONAL strategies and cognitive in procrastination girl students.

Objective: The present research aimed to compare the effectiveness of educational packages on time management, MOTIVATIONAL strategies, and self-regulation strategies on academic achievement motivation in female elementary school students in the second stage of elementary education. Methods and Materials: The research design was quasi-experimental with a pre-test, post-test, and a two-month follow-up. The statistical population included all students with test anxiety in the academic year 2022-2023 in the second stage of elementary education in Chadegan city. After administering the Test Anxiety Questionnaire by Abolghasemi et al. (1996), 72 students with test anxiety were purposefully selected and randomly assigned to 3 experimental groups and 1 control group, with 18 students in each group. For the experimental groups, the time management and MOTIVATIONAL STRATEGY training were each conducted in 8 sessions of 60 minutes, while the self-regulation STRATEGY was implemented over 8 sessions of 90 minutes. The control group received no intervention. All four groups responded to the Achievement Motivation Questionnaire by Ali and McInerney (2001) at three stages: pre-test, post-test, and follow-up. The data were analyzed using repeated measures analysis of variance (ANOVA). Findings: The results showed that the educational packages on time management, MOTIVATIONAL strategies, and self-regulation strategies effectively increased academic achievement motivation (p<0. 05). According to the Bonferroni test, there was no significant difference between the effectiveness of the packages in both post-test and follow-up stages (p>0. 05). Conclusion: Based on the results of the present research, it can be recommended to managers, teachers, and counselors to use these three educational packages to enhance academic achievement motivation and improve students' academic performance.

Motivation in general and moral motivation, in particular, has been highly-discussed subject among psychologists and philosophers. The question of what mental states necessarily lead to moral behaviors has received various answers. MOTIVATIONAL internalists about moral judgement have argued that moral judgements necessitate moral behaviors. Among them, sensationalists take moral judgements to be expressions of emotions, whereas internalists about moral beliefs entertain the thought that moral judgements are expressions of moral beliefs. On the contrary, MOTIVATIONAL externalists about moral beliefs speak of the conceivability of an individual who has a moral belief but due to a lack of desire to act morally, individual is not motivated to act upon her/his belief (the case of amoralist). Furthermore, MOTIVATIONAL internalists hold that amoralism is more than a mere intellectual possibility; they take the case of “ psychopathy” as a realization of this abstract possibility. They claim that empirical findings of Blair’ s studies on psychopath prisoners provide counter-evidence to the externalist thought that psychopaths are threats to internalism. Among advocates of MOTIVATIONAL internalism, Sinnott-Armstrong has used Blair’ s empirical findings along with a philosophical argument (argument from an analogy between morality and art) to establish that psychopathy is not a threat to internalism. The present study is an attempt to reveal that (a) Sinnott-Armstrong’ s argument is not effective, and (b) MOTIVATIONAL internalism relies on a false premise.