The purpose of this study was to test alternative casual MODELs of relation among motivational (SELF- efficacy, control beliefs of learning, and test anxiety), cognitive and metacognitive (critical thinking, metacog-nition, SELF-REGULATION, time management, and peer help seeking) variables, and academic achievement in female high school students studying in the mathematics branch. The sample was selected through multistage cluster sampling. two hundred fifty female high school students in the mathematics branch were selected. Some subscales of the Motiva-tional Strategies for Learning Questionnaire (MSLQ, Pintrich et al., 1991) were used. The students’ average scores in five specific courses at the end of the academic year were considered as the index for their academic achievement. Data was analyzed by Cronbach's alpha, confir-matory and exploratory factor analysis, and path analysis. The present study tested two casual MODELs. Although the two MODELs were supported by the obtained results, the goodness of fit indices of the second MODEL was better. The first MODEL indicated that time and environment management has a mediating role in relations among test anxiety, SELF-efficacy, control of learning beliefs, and academic achievement. The second MODEL indicated that test anxiety had a mediating role in relations among time and environment management, peer help seeking, and academic achievement. The MODELs indicated that SELF-efficacy had a positive, significant, and direct effect on academic achievement. Test anxiety had a significant, negative, and direct effect on academic achievement.

The present paper investigated the effectiveness of concept mapping as a learning strategy on EFL students’ SELF-REGULATION (metacognitive SELF-REGULATION, time and study environment, effort REGULATION, peer learning, and help seeking). Sixty university students participated in the study. They were randomly assigned to control and experimental groups, each including thirty students. They were at the intermediate level of English proficiency and studying English either Translation or Literature. Their language proficiency was determined by the Michigan Test of English Language Proficiency (MTELP) (Corrigan, 1979). The instrument to collect data on the students’ selfREGULATION was the Motivated Strategies for Learning Questionnaire (MSLQ) (Printrich et al., 1991). The findings revealed that students gained higher SELF-REGULATION in writing tasks as the result of the explicit instruction of the concept mapping strategy. The findings have implications for pedagogy as well as for research.

The purpose of this study is to evaluate effectiveness of teaching components of SELF-directed learning (based on PINTRICH'S MODEL), on intrinsic valuation of gifted students in Kermanshah and their final grade in mathematics. The experiment was performed using quasi-experimental method with Solomon four-group design.60 of students were randomly selected as sample, divided into groups of 15 randomly selected students. A questionnaire was used in this study: Motivated Strategies for Learning Questionnaire (MSLQ), It`s reliability and predictive validity has already been confirmed. Also, in order to evaluate mathematics grades, two teacher-made tests were used which were confirmed a validated by the supervisor and consultant, in addition to chiefs of respective educational groups. Results from data analysis showed that: Teaching components of SELF-directed learning (based on PINTRICH'S MODEL) has 17.9% positive impact on intrinsic valuation of gifted students but it had no effect on their grade in mathematics. Even though, while analyzing the averages from Solomon four group design, it was deducted that pre-test grades in mathematics had no effect on post-test grades of the same subject and the average grade of post-test for control group is more than that of pre-test for inspection group. Above results indicate necessity of paying more attention to training in components of SELF-directed learning, and boosting intrinsic valuation, when considering gifted students.

Social networks have shaped a major part of our lives today. In addition to benefits for societies, this phenomenon has also brought disadvantages. One of these important problems is breach of users' privacy in social networks. Social networks have access to the data and information of many of their users, who can use that information for different purposes. Therefore, it is necessary to protect the information and privacy of the users more than before. The main question is whether collecting, categorizing and selling users' information in social networks is a breach of their privacy? And what solutions are there to deal with it? In this article, using the analytical descriptive research method, the above issue has been investigated. Finally, this article has reached the conclusion that the use of users' information by social networks is a breach of users' privacy, and it is not possible to accept all conditions when users register in social networks as the user's consent to use their data. Therefore, it is necessary to regulate the use of user information in social networks and prevent further misuse of user information. In this regard, there are three main solutions (REGULATION, SELF-REGULATION and tax collection). It is not effective to use only one method to protect users' data. it is recommended to use a combination of the aforementioned methods, but the most effective method in this regard is to impose a tax on social networks and spend these amounts to develop digital security and protect users' data and compensation for damages. In Iran, due to the existence of a legal gap, in order to protect users' data, a law should be approved to protect users and their information in social networks.

Abstract Objective: This study compared the effects of the Independent Local Learning Program (ILLP) and PINTRICH'S Self–regulated Learning MODEL (SRLM) on test anxiety in high school female students. Methods: This research was an applied and quasi–experimental study with a pretest–posttest design and a control group. The selected samples were divided into 3 groups (2 experimental and 1 control). This study explored the effects of implementing ILLP and PINTRICH'S SRLM among high school students. The study's statistical population included all female high school students in Tehran City, Iran, in the academic year 2014–2015. A multi–stage cluster and purposive sampling method were used to select the study samples. Accordingly, two districts (out of 22 educational districts) of Tehran and two high schools (out of 6) were randomly selected. Subsequently, 45 students were randomly selected and divided into 3 study groups (n=15/group). The Test Anxiety Scale (TAS) was used to measure test anxiety in the study subjects. TAS is a self–report tool developed by Sarason (1987) and includes 25 sentences answered on a yes/no scale. The maximum and minimum obtainable scores were 25 and 0, indicating intense and no anxiety, respectively. Furthermore, scores <8 and >12 reflect mild and high anxiety, respectively. Concerning the validity and reliability of the questionnaire, the internal consistency coefficient of this scale was calculated as 0. 91 by the test–retest method. Also, its test–retest coefficient with a 6–week interval was reported as 0. 86. The reliability coefficient of this scale was estimated to be 88. 8, and its Cronbach alpha coefficient equaled 0. 87. The other questionnaire used in the study was the Self–Regulated Learning Questionnaire (SRLQ), which has 47 items and two sections: motivational beliefs and self–regulatory learning strategies (cognitive and metacognitive strategies). Using cognitive and metacognitive strategies, the reliability coefficients of self–efficacy, internal evaluation, and test anxiety subscales were computed as 89%, 87%, 75%, 83%, and 74%, respectively. The other study tool was the Commonwealth of Learning Curriculum Questionnaire (86 questions), aimed at assessing learning strategies and their dimensions (repeating or reviewing simple and basic assignments, repeating, or reviewing complex assignments, developing a special semantic of simple and basic assignments, developing the special meaning of complex tasks, organizing special simple homework assignments, organizing special simple complex assignments, knowledge and control [commitment, attitude, and attention], knowledge and process control, planning, knowledge and control of the process of control and evaluation, knowledge and process control–order, repeat or review, semantic expansion, organization overall, knowledge and self–control, and process control knowledge, cognitive and metacognitive). The test–retest reliability using Cronbach alpha coefficient for this scale equaled 0. 98–0. 94. This study employed ILLP and SRLM. The former is a self–regulated learning program that addresses various factors and modules respecting self–REGULATION. Each effective learning component is part of a dynamic system that continuously and mutually influences other characteristics in the independent learning system. The author provided the curriculum of workshops and training in independent learning. It included 7 worksheets. PINTRICH'S SRLM is self–regulatory learning that involves strategies for setting cognitive processes or managing strategies for learners to curb their learning process. Results: The effects of ILLP were not significant on test anxiety (F=2. 35, p=0. 136) at the significant level of 0. 05. The impact of ILLP and PINTRICH'S SRLM was significant on test anxiety (F=7. 254 and p=0. 002),the test anxiety variance in the experimental and control groups was significantly different at the significant level of 0. 05. According to the Dunn test, the ILLP group with the lowest mean presented higher effectiveness than the SRLM group in students' test anxiety (p=0. 019). Conclusion: ILLP presented a more significant impact on students' test anxiety compared to PINTRICH'S SRLM. Thus, ILLP could be used to reduce students' test anxiety. Additionally, using ILLP could reduce students' test anxiety and subsequently improve their academic performance.