This study explores the motivational components within teacher rating systems and their impact on professional growth motivation. Employing a systematic review approach, it investigates texts pertaining to teacher rating systems, motivation, and professional development literature. By examining various texts and research findings on teacher motivation, factors influencing teacher ratings based on general, specialized, and professional competencies, as well as experience, are identified. Drawing parallels with Herzberg's motivational theory, this study provides recommendations to bolster teacher motivation and job satisfaction through improvements in the rating system.

The aim of this study was to investigate the effect of using motivation strategies on EFL teachers’ motivation and reflective teaching. In order to do this, 30 Iranian female EFL teachers who were the researcher’ s colleagues and expressed their willingness to participate in this study were selected. The group filled out a reflective teaching questionnaire by Akbari, Behzadpour, and Dadvand (2010) and motivation strategies questionnairre by Chastain (1988) as the pretest at the outset of the study and subsequently sat for a workshop where the researcher introduced motivation strategies and techniques to them. Following the end of the workshop, the teachers went back to their routine teaching program for 15 sessions and the researcher administered the reflectivity questionnaire and motivation strategies questionnaire as the posttest to the 30 teachers after those 15 sessions. In order to test the null hypotheses, that is to check any significant difference in the degree of the reflective teaching and motivation of the group prior to and after the treatment, a paired samples t-test was conducted in this research. The results revealed that there was a significant difference between the participants’ scores on the motivation pretest and posttest; favoring the posttest. Also, there was a significant difference between the participants’ scores on the reflective teaching pretest and posttest, favoring the posttest. Therefore, the results showed that motivation strategies significantly affect the teachers’ motivation and reflective teaching.

Nowadays, Chronic Renal Failure (CRF) is considered as one of the common diseases of mankind. CRF threatens the well being and health of patients. One of the main stressors that the patients with CRF may experience is the continuous and permanent treatment with dialysis. Also, as the treatment takes time and is invasive, patients frequently lose their jobs. The main objective of this descriptive study was to evaluate the relation of coping strategies with psychological complications in hemodialysis patients. A total of fifty – five patients were randomly selected and the information was collected using a questionnaire and a standard from of  SCI90. The results showed that there was a significant correlation between coping methods of escape and depression, aloofness and aggression, pickiness nature, depression and sensitivity.(p< 0.05). Therefore, a significant correlation exists between psychological complications and coping methods.

The purpose of this study was to investigate the relationships between self-regulated learning strategies (based on Wolters' self-regulated learning model, 1998) and academic achievement of a group of college students. In this regard, three research questions were addressed: First, what strategies do students use to regulate their motivational problems? Second, is the use of these strategies dependent on contextual factors? Third, how are cognitive, meta-cognitive, and volitional self-regulated strategies related to each other and, in some with motivational regulations, predict academic achievement? Self-report data were collected from 184 volunteer students from Shiraz College of Education and College of Arts & Humanities (98 females, 86 males), by using an open-ended questionnaire. The students were enrolled in three sections of a developmental psychology course, being taught by the same teacher. The students were asked to report their self-regulated strategies with regard to four motivational problem situations which could maintain their level of effort and motivation for academic success. Findings provide evidence that students regulate their level of effort and motivation in academic tasks by using those strategies that suit specific situations. Results also confirm that intrinsic regulation is a successful predictor of cognitive strategies and school achievement. In addition, among different cognitive and meta-cognitive learning strategies, it was only rehearsal that could predict students' achievement. Some recommendations about using self-regulated learning strategies are presented.

Background and Aims: Educational self-efficacy implies one's belief in his abilities in achieving educational goals and activities, and is influenced by several factors. The purpose of the present study was to compare the effectiveness of teaching self-regulation strategies of motivation and communication skills on academic self-efficacy of female Tabriz talented students. Materials and Methods: In the current quasi-experimental study with pre-test, post-test, and control groups, a total of 90 female high school third grade students in regions 1 and 4 of Tabriz in 2016-2017 were selected using cluster random sampling and were randomly assigned to experimental and control groups. The first group received a training course on motivational self-regulation strategies in 10 sessions, the second group received 10 sessions of communication skills training, and the third group (control) continued its regular classroom programs. A self-efficacy questionnaire was used for data collection. Results: Data analysis, using single-variable covariance, showed that self-regulation of motivation and communication skills had different effects on academic self-efficacy, and selfregulating strategies of motivation were more effective on academic self-efficacy. Conclusion: According to the results, it seems that planning effective interventions to promote academic self-efficacy is imperative for female students.

Introduction: The purpose of this research was to compare the effectiveness of teaching cognitive learning strategies and metacognitive learning strategies on the academic motivation of Tehran students in the academic year 2020-2021.Method: This research was conducted semi-experimental with pre-test-post-test, control, and follow-up group. The research population included students studying in Tehran in 2020-2021. The available sampling method was used to select the sample. Because of the researcher's teaching in Khabar Faculty, Khabar Faculty of Applied Science University was selected. Then 3 general classrooms were selected and 30 students were randomly selected from among them and were replaced in the experimental groups 1 and 2 and the control group. An experimental group was taught cognitive learning strategies and another was taught metacognitive learning strategies, but no intervention was done in the control group. Vallerend et al's Academic Motivation Scale (AMS, 1992) was used to collect data. The mixed variance analysis method was used to analyze the data.Findings: The results showed that the level of academic motivation of the students increased and also the post-test changes remained stable and stable during the follow-up period. Also, the data showed that metacognitive learning strategies were more effective than cognitive learning strategies, but this difference is not significantConclusion: These results can help university administrators and professors provide appropriate educational programs to improve students' academic motivation and help improve the quality of their educational experience. Comparing the effectiveness of teaching cognitive learning strategies and metacognitive learning strategies on academic motivationIntroduction: One of the concepts raised in contemporary education is cognitive learning strategies and metacognitive learning strategies (Wolters 2003). Cognitive learning strategies and metacognitive learning strategies have valuable consequences in the process of learning, education, and even life success. Adaptation and success in school require that students expand and strengthen their cognition, emotions, or behaviors by developing learning strategies or similar processes so that they can achieve their goals (Wolters 2003). Among them, motivation is the most important condition for learning. Interest in learning is the product of factors related to the learner's personality and ability, task characteristics, incentives, and other environmental factors. Motivated students are easily recognized. They are eager to learn, interested, curious, hardworking, and serious. These students easily overcome obstacles and problems, spend more time studying and doing school assignments, learn more, and continue their studies after the end of the university course (Skinner and Belmont 1993; quoted by Memarian et al 2015). Academic motivation is defined as internal processes that stimulate activities and continue with the aim of achieving specific academic achievements (Pinreich & Zusho 2002, quoted by Areepattamannil 2011). In general, research results (Alexiou & Paraskeva 2013; Weisani, Lavasani & Ejei 2012; Salimi et al 2014) show that teaching cognitive learning strategies increases students' self-efficacy beliefs and motivation. According to the theoretical foundations and research, cognitive and metacognitive learning strategies have beneficial effects on the education and social life of students. So, the present research was designed and implemented to compare the effectiveness of teaching cognitive learning strategies and metacognitive learning strategies on the academic motivation of Tehran students in the academic year 2020-2021.Materials and methods: The current research was conducted as a semi-experimental pre-test and post-test with a control and follow-up group. The research population is students studying in Tehran in 2020-2021. An available sampling method was used to select the sample. First, because of the researcher's teaching in Khabar Faculty, Khabar Faculty of Applied Science University was selected. Then 3 general classrooms were selected and 30 students were randomly selected from among them and were replaced in the experimental groups 1 and 2 and the control group. There are three groups of 10 people, which include experimental group 1, experimental group 2, and control group, experimental group 1 was trained in cognitive learning strategies and experimental group 2 was trained in metacognitive learning strategies for 8 sessions in an online class through Skype software. However, there was no intervention in the control group. The inclusion criteria include a declaration of consent of all students to conduct the research, an age range between 20 and 24 years, not receiving any other treatment during the research period, undergraduate journalism students of Khabar Faculty in the 4th and 5th semesters, and gender of both male and female. Screening for lack of familiarity with strategies (getting a low score in the questionnaire on cognitive learning strategies and metacognitive learning strategies). Exclusion criteria include severe physical disability that prevents a person from participating in treatment sessions. Vallerend et al's Academic Motivation Scale (AMS, 1992) was used to collect data. The mixed variance analysis method was used to analyze the data.Results and discussion: In the groups of cognitive learning strategies training and metacognitive learning strategy training, the difference between the average scores of the pre-test stage and the post-test and follow-up stages is significant (p<0.01). The post-test and follow-up compared to the pre-test stage have increased significantly and the average scores of lack of motivation have decreased. The difference between the scores of the post-test phase and the scores of the follow-up phase is not significant (p<0.05), which indicates the stability of the treatment effects over time. In the control group, the difference between the scores of the pre-test stage and the post-test and follow-up stages, as well as the difference between the scores of the post-test stage and the follow-up scores, is not significant (p<0.05). In general, the results showed that the level of academic motivation of the students increased and also the post-test changes remained stable and constant during the follow-up period. In addition, this study revealed the difference between the two methods of cognitive learning strategies and metacognitive learning strategies, and the data showed that metacognitive learning strategies were more effective than cognitive learning strategies, but this difference is not significant.Conclusion: Finally, this research also shows agreement with the previous research and points to the importance of teaching cognitive and metacognitive learning strategies in educational environments. These results can help university managers and professors to provide appropriate educational programs to improve students' academic motivation and help improve the quality of their academic experience. Also, this research is in line with the background of past research, and finally, in all variables, the research results showed that education Metacognitive strategies show a greater increase in the trend of variables than cognitive strategies.

The present research studied the (causal, contextual, and intervening) conditions, strategies, and consequences of violence in the lives of child wives in Chabahar city, conducted with a qualitative methodology based on grounded theory. For this purpose, in-depth semi-structured interviews were conducted with 28 child-married girls in Chabahar city who were selected through theoretical sampling and snowball method. The analysis of the data in the framework of the three-level open, axial and selective coding system showed that gendered inequality and discrimination, women's inferiority, men's value, the culture of silence and the culture of violence play a role in the experience of child-wives in terms of violence (causal conditions), which leads to a type of increased, double violence for them (core category); violence that operates within the framework of the family institution, the main mechanism of which are previous traditions and rules, and the perpetrators of which are men and women who were themselves the victims of the same traditions and rules that they have, now, internalized and used again against their daughters. This increased violence happens in a context where patriarchy is widespread (contextual conditions) and due to the generalized self-deprecation among child wives (intervening conditions), they may attempt to escape, get separated, threaten, and commit suicide (strategies), and these actions have consequences such as symbolic, physical, and sexual violence and even social isolation (consequences).