The main goal of this research was to study the effectiveness of time MANAGEMENT skills training on students PROCRASTINATION. Therefore, a sample consisting of 70 students were chosen based on a multi-stage cluster random sampling from among all high school students in the city of Tabriz and were assigned randomly in experimental (n=35) and control groups (n=35). In the next phase, Takman PROCRASTINATION questionnaire (pre-test) were administered in both groups (experimental and control). Then, the experimental group received 10 sessions of 2 hours of time MANAGEMENT skills. After the sessions, PROCRASTINATION questionnaire (post-test) was again evaluated in both groups and the data were analyzed by ANOVA analysis. The results indicate that learning time MANAGEMENT skills reduces PROCRASTINATION of the students. The results imply that During the school year, most students do not have any plan to manage their study time and this causes the deterioration and failure, leading to a decrease in feelings of self-efficacy and neglecting in academic performance of students. Therefore it is necessary to teach them manage their time with more emphasis and the institutionalize time MANAGEMENT in them.

Background and Objective: Academic PROCRASTINATION is one of the common phenomena among students that can affect classroom MANAGEMENT in different ways. This study aimed to investigate the relationship between classroom MANAGEMENT and academic PROCRASTINATION in graduate students at University of Sistan and Baluchistan.Materials and Methods: This study is descriptive-correlational (regression). The study population was all graduate students of the University of Sistan and Baluchestan in the first half of the academic year 2015-2016. By using stratified convenience sampling method, 328 students were selected and studied through applying two questionnaires of class MANAGEMENT that were made by researchers and Savari’s academic PROCRASTINATION questionnaire. To analyze the data, Pearson correlation coefficient, simultaneous multiple regression analysis, and SPSS21 software were used.Results: Mean scores were as follows: designing and organizing (3.49±0.452), leadership (3.58±0.422), monitoring and control (3.42±0.48), evaluation (2.92±0.708), classroom MANAGEMENT (3.35±0.346), academic PROCRASTINATION (2.05±1.169). Correlation coefficients of designing and organizing, leadership, monitoring and control, evaluation, classroom MANAGEMENT with academic PROCRASTINATION were -0.3,-0.391, -0.414, -0.544 and -0.637 (p<0.01) respectively. Based on the results of regression analysis, class MANAGEMENT components showed 41.5 of the variance of academic PROCRASTINATION (p<0.01).Conclusion The faculty can effectively and efficiently manage their classroom by improving designing and organizing, leadership, monitoring and control, and evaluation skills. This may result in reduction of students' academic PROCRASTINATION.

Objective: Academic PROCRASTINATION is a common behavioral problem in academic environments and has negative academic- consequences and it is important identify and investigate the factors influencing it. Hence, purpose of the present study was to investigate the relation of five big factors of personality and time MANAGEMENT with academic PROCRASTINATION among students.Method: 440 students (240 females and 200 males) in the third–forth grade of Kashan’s high schools (years 2015-2016) were selected by random cluster sampling. Using Solomon and Ruth Bloom’s Academic PROCRASTINATION Scale (1984), NEO Personality Inventory (McCrae and Costa, 1985) and Trueman and Hartley’s Time MANAGEMENT Skill Questionnaire (1996) data were gathered.Results: The results showed significant relation between academic PROCRASTINATION and personality traits (neuroticism, extraversion, openness and conscientiousness). Also. there is significant relation between academic PROCRASTINATION and time MANAGEMENT skill.Conclusion: Considering findings of this study, it can be said that exerting educational interventions and providing appropriate consultations would balance students’ personality traits and promote their time MANAGEMENT skills in a way to reduce level of academic PROCRASTINATION, also help the students to enhance their educational performance.

The aim of the present study was to find out the relationship between time MANAGEMENT and self-efficacy with academic PROCRASTINATION among university students. The statistical society comprised all students who were studying at Payam-e-noor University in Ahvaz city. Among these, 180 students were randomly selected as sample group. The research instruments were Trueman, and Hartely (1996), Schwarzer and Jerusalem (2000) questionnaires and also researcher structured questionnaire (1387). The collected data were analyzed and the result showed that there is a negative relationship between time MANAGEMENT and academic PROCRASTINATION and also self-efficacy with academic PROCRASTINATION. Regression analysis by using enters method also showed multiple relations among time MANAGEMENT and selfefficacy with academic PROCRASTINATION.

Introduction: Academic burnout and research PROCRASTINATION are among the major problems of academic systems. Several factors can contribute to the formation of academic burnout and research PROCRASTINATION. Therefore, this study was conducted with the aim of studying the role of class MANAGEMENT in explaining academic burnout and research PROCRASTINATION of medical students. Methods: The research method is descriptive-correlation. The statistical community includes all Hamedan Medical science Students 384 people using simple random sampling method were selected as the statistical sample. To collect the research data from three standard questionnaire class MANAGEMENT, academic burnout and research PROCRASTINATION research data after collecting by using pearson correlation coefficient and Structural Equation Modeling in SPSS and LISREL software. Results: The results showed that the relationship between class MANAGEMENT with research PROCRASTINATION (-0. 24) with statistics of-3/18 in the significant level 0. 01 is negative and significant. The relationship between class MANAGEMENT with academic burnout (-0. 38) with statistics of-3/42 in the significant level, 0. 01 is negative and significant. Conclusions: Based on the results, it can be argued that classroom MANAGEMENT can be used to reduce the research PROCRASTINATION and academic burnout of students. As a result, universities need to focus on classroom MANAGEMENT techniques to empower faculty members to meet the new requirements of the academic system.

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 the critical review of the book “Ethics of MANAGEMENT” written by Tomas Klikavar (2010), the present article has paid attention to the general approach of the author, the conceptual tools used, and the way of reasoning. According to the author, MANAGEMENT, especially business MANAGEMENT, due to the importance it attaches to the survival of the organization, has placed its fundamental principle on increasing benefit and earning profit, therefore, morality is not its fundamental issue, and it can even commit immorality in some cases, according to the necessity of tendencies and dispositions . As a theoretician of MANAGEMENT ethics, from a historical point of view, the author has tried to show that business MANAGEMENT has always been associated with unethical experiences, an experience that has continued until the present day as a kind of modern slavery. He believes that MANAGEMENT ethics as an inter-discipline, which is considered a branch of MANAGEMENT knowledge in terms of its subject, must be more intertwined with philosophy in practice. Finally, although the author has been able to show the inherent contradiction of MANAGEMENT, especially business MANAGEMENT, with ethics and provide a solution based on this, the fact that the author has succeeded in presenting a different theory in the field of “MANAGEMENT ethics” is a matter of doubt and reflection.