The present study was provided with the aim of predicting self regulated learning strategies by perceived social support, academic self efficacy and OUTCOME EXPECTATION. For this purpose the sample of 303 student (207 girls and 96 men) were selected from faculties of tehran behavioural university. Data collected from juniors and Fourth year students by the use of random stratified sampling method. Multidimensional Scale of Peceived Social Support (MPSS) Questionnaire Zimet and etal (1988), College Academic Self-Efficacy questionnire (CASE) Owen and froman(1988) and Student OUTCOME EXPECTATIONs Scale (SOES) Landry(2003) had been applied for this study. Results of using stepwise regression indicated that Perceived social support, Academic self efficacy, OUTCOME EXPECTATION can predict self regulated learning strategies. For comparing males and females in research variables Multivariate analysis of variance (MANOVA) had been used. The findings showed that girls reported more perceived social support and OUTCOME EXPECTATION than boys and boys were reported more academic self-efficacy than girls.

the aim of the present study was to investigate the mediating role of OUTCOME EXPECTATION and self-regulated learning in the relationship between achievement goals, academic burnout, and academic performance. Three hundred and forty seven students were selected from Kashan University using stratified sampling method. The participants completed the Progress Goals Scale (PGS; Migly, Kaplan & Midelton, 1998), the Motivational Strategies for Learning Questionnaire (MSLQ; Pintrich & De Digrot, 1990), the Academic Burnout Scale (Berso, Salanova & Schoufeli, 2007), and the Student OUTCOME EXPECTATION Scale (SOEQ; Landy, 2003). The data were analyzed using structural equation modeling. The results indicatedOUTCOME EXPECTATION and self-regulated learning mediated the relations of achievement goals and academic burnout to academic performance. Academic burnout indirectly and negatively related to academic achievement through self-regulated learning and OUTCOME EXPECTATION. Achievement goals indirectly and positively related to academic achievement through self-regulated learning and OUTCOME EXPECTATION.

Background: OUTCOME EXPECTATION (OE) is known as a psychosocial determinant of leisure time physical activity (LTPA). Despite importance of this construct evaluation, there is no evidence of special questionnaire for measuring OE in Persian speaking Iranian male adolescents.Objectives: This article reports development and psychometric evaluation process of a specific questionnaire that evaluates OE about LTPA among Iranian male adolescents.Materials and Methods: Literature review and group discussions were used to select 26 items of this questionnaire based on 3 dimensions of OE (self-evaluation, social expectancy, and physical expectancy). All Participants (n=720) were divided into two groups randomly after evaluating comprehensibility, face and content validity, and items analysis. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were separately operated on one of these groups for evaluation of the construct validity of questionnaire. The reliability of the questionnaire was estimated by the Cronbach a.Results: EFA extracted 3 main factors explained 45.80%, 10.31%, and 7.51% of OE variance, respectively. Almost all fit indexes in CFA were acceptable (CMIN=107.39, CMIN/DF=2.619, CFI=0.938, PCFI=0.699, RMSEA=0.067, PCLOSE=0.034). Finally 11 items remained in the questionnaire, which showed excellent reliability on main study (a=0.85).Conclusions: This study provided evidence regarding the reliability and validity of the Iranian male adolescent OUTCOME EXPECTATION about leisure time physical activity (IMAO-PAC) and illustrated that this new questionnaire can be used to measure the perceived exercise benefits among target group in observational and interventional studies.

The theory of legitimate EXPECTATION has been raised as one of the means of judicial review over exercising discretionary power in some European countries, including UK. This theory was initially considered by Schmidt's case, but this theory has been seriously criticized and many English lawyers and judges made serious doubts about it. In this paper, while outlining different perspectives, answers the question "What is the nature of the legitimate EXPECTATION and the challenges posed on this theory in the England Administrative Law System? Although the foundations of legitimate EXPECTATION have been based on "fairness", there is no single view on the nature and function of "legitimate EXPECTATIONs". Doubtful about accepting a substantive legitimate EXPECTATION in England and not accepting it in New Zealand and Australia, The concept of "prohibition of abuse of power" in the issuance of certain judicial opinions, the violation of the principle of separation of powers and rival concepts, such as the principle of proportionality, has posed legitimate EXPECTATIONs with serious challenges. These challenges have caused this concept to not have the characteristics of a legal principle.

The present study was done with the aim of presenting the causal model of the effect environment of social constructivist on motivational orientations with regard to the mediating role of self-efficacy and OUTCOME EXPECTATION. The research method was descriptive-correlational and the statistical population of the study included all postgraduate students of Lorestan University in the academic year 2016-2017 to 1643 students, of which 310 were selected based on stratified random sampling method. To collect the required data from University Social Constructivist Learning Environment Survey (USCLES), Academic Self Efficacy Beliefs Questionnaire (ASEBQ), Student OUTCOME EXPECTATIONs Scale (SOES), and Academic Motivation Scale (AMS-C 28) was used. Data analysis was performed by path analysis by AMOS software. Social constructivism, self-efficacy and OUTCOME EXPECTATION had a positive and significant direct effect on intrinsic and extrinsic motivation (p < 0. 01). Self-efficacy had a negative effect on amotivation (p<0. 01),But social constructivism and OUTCOME EXPECTATION had no direct effect on amotivation (p>0. 05). Social constructivism had a positive effect on self-efficacy and OUTCOME EXPECTATION (p<0. 01). In addition, the indirect effects of social constructivism with intrinsic, extrinsic motivation and apostasy through self-efficacy became significant (p<0. 01). Also, the indirect effects of social with intrinsic and extrinsic motivation mediated by OUTCOME EXPECTATION were significant (p < 0. 01),But the indirect effects of social constructivism with amotivation mediated by OUTCOME EXPECTATION were not significant (p > 0. 05). The results of this study suggest the use of a constructivist approach in teaching as a strong and effective theory for educational circles.