The aim of this study was to investigate the mediatory role of the achievement emotions in relationship with class psychosocial climate، and academic burnout to illustrate the relationship between research variables in the causal model. these data gathering were: a short version of the achievement Emotions Questionnaire (PEGQ)، Goetz & Perry (2005)، the Questionnaire of Joe psychosocial class of Fraser، Giddings and McBurray (1995)، and the Academic Burnout Questionnaire (Salmela Arrow et al.، 2009). The validity of the questionnaires were confirmed by statistical factor analysis. To examine reliability of the measures، Cronbach alpha coefficient was used. Two hypothetical models were tested by path analysis. The indicators of the results showed that the goodness of fit statistics are very suitable in both models. both models are well supported by the empirical data and the mediatory role of positive and negative of the achievement emotions in the relationship between exogenous and endogenous variables was verified. The findings of the path analysis showed that the direct effects of adaptive and non-adaptive the class psychosocial climate (solidarity and friction)، on the positive emotions، and the direct effect of the positive and negative progressive emotions on the academic burnout were significant. The non-direct effects of adaptive and non-adaptive the class psychosocial climate (solidarity and corruption)، on the academic burnout were significant. In the mediating model، positive emotional was 39% of academic burnout and 36% for positive emotional variance and negative emotion was mediated by 42% of variance of academic burnout and 38% of negative emotion variance.

In order to investigate school culture and classroom psychosocial climate as one of its components, classroom psychosocial climate Questionnaire (Fraser et al, 1995) was administered to 415 (217 male and 198 female) junior high school students. The scale consisted of four subscales, including friction, cohesion, task-orientation, and competition. the results showed that the total scores of female participants on the. scale were significantly higher than males. There was no significant interaction between students" gender and grade level in terms of their total scores. classes with first graders were more coherent than third graders, and there was no significant difference between other grade levels. While, in competition and friction subscales, boys scored higher than girls, in cohesion and task-orientation subscales the difference was reversed. In the final section of the article, findings are disscussed in the light of related literature and suggestions for further research are set forth.

The research aimed to investigate the effects of positive psychological capital and psychosocial safety climate on extra-role customer engagement behavior through the mediating role of employee task-related extra-role behaviors specified as employees’ adaptive and proactive behaviors. This study also examined the moderating role of psychosocial safety climate in the relationship between psychological capital and employees’ task-related behaviors. The research is an applied one in terms of purpose and a survey correlation in terms data collection. 200 dyads of employees and customers of insurance companies have been selected using simple random and stratified random sampling techniques. To analyse data, structural equation technique using SPSS 24 and Amos 23 and a linear regression method using Process macro were used. The findings showed that psychological capital and psychosocial safety climate directly affected employees’ task-related extra-role behaviors. The results also confirmed that employee task-related extra-role behaviors were significantly related to customer extra-role engagement. Finally, the findings revealed that psychosocial safety climate interacting with psychological capital had a positive effect on employees’ task-related extra-role behaviors.

The aim of the present study was to examine the mediating role of basic psychological needs satisfaction at school in the relationship between class psychosocial climate and classroom emotional intelligence with school well-being. Participants were 384 (183 girls, 201 boys) secondary school students from Shiraz city which selected via random multistage cluster sampling method. To examine research variables, all participants completed Brief Adolescents' Subject Well-Being in School Scale (Tian, Wang, & Huebner, 2015). Adolescent Students' Basic Psychological Needs at School Scale (Tian, han, & Huebner, 2014), Basque Group Trait Meta-Mood Scale (Aritzeta et al, 2016), and My class Inventory (Fraser et al., 1995), in their regular classes. The results of structural equation modeling showed that dimensions of class psychosocial climate and classroom emotional intelligence could significantly predict basic psychological needs satisfaction at school, and also basic psychological needs satisfaction were statistically significant predictors of school well-being. Moreover, findings showed that basic psychological needs satisfaction at school played a mediating role in the relationship between class psychosocial climate and classroom emotional intelligence with school well-being. According to the research findings, it can be concluded that improving class psychosocial climate and classroom emotional intelligence as well as basic psychological needs satisfaction at school can be effective in promoting students’ school well-being. b

The present study was aimed to investigate if academic self-efficacy can be predicted by social anxiety and classroom psychosocial climate in junior high school students. The sample was 550 (250 female and 3oo male) students who were selected via random cluster sampling in Jiroft. In order to gather the needed information, Academic Self- efficacy Questionnaire, Social Anxiety Scale for Adolescents and My class Inventory were used. Multiple regression (enter method) was used for analyzing the data. Results indicated that the Competition as a component of classroom psychosocial climate was negative predictor for academic self-efficacy and also Friction was positive predictor for Context in academic self- efficacy, but Cohesion cannot predict the dimensions of academic self-efficacy. Also findings indicated that the dimensions of social anxiety cannot predict the academic self-efficacy, but among the dimensions of social anxiety, social avoidance and distress-new can negatively predict the context as a component in academic self- efficacy. Finally, it revealed that talent can be predicted by social avoidance and distress-general dimensions. It can be concluded that classroom psychosocial climate and its components are stronger predictors for academic self- efficacy than social anxiety and its dimensions.

Recently, the focus of the instructional studies has changed from the testable and standardized outcomes, such as intelligence and the potential for study, to the environmental aspects of the learning process. Many studies have been looking at the role of the psychosocial climate of the classroom in the learners' cognitive and emotional development. The students' gender and their ability in self-monitoring have been identified as factors affecting psychosocial climate of the classroom in general. The present study has aimed at analyzing the effects of those two factors on the specific dimensions of friction, cohesion, task orientation, and competition of the psychosocial climate of the classroom. The sample included 494 female and male guidance school students of Shiraz to whom the classroom's psychosocial climate questionnaire and the self-monitoring scale were given. The results showed that the students' gender and self-monitoring had a significant joint influence on the psycho-socio climate of the classroom.

Background and Purpose: The classroom psychosocial climate can indirectly affect creativity through the effect on positive psychological variables such as resilience. The present research was also conducted with the aim of investigating the mediating role of resilience in the relationship between the classroom psychosocial climate and creativity students' creativity. Method: In the present correlational study, the study sample consisted of 341 students who were selected through a convenience sampling method through an online call from among all first-year high school students in Alvand city (Qazvin province) in the second semester of the 2023-2024 academic year. To collect data from Torrance's Creative Thinking Questionnaire (TTCT) (1979), Frazier et al.'s psychosocial climate (MCI-SF) (1995), and Connor and Davidson Resilience (CD-RISC) (2003) was used. The data were analyzed by Spss24 and AMOS24 software. Results: The results of the data analysis showed that the first initial hypothetical model had a good fit with the observed data. Based on the results of the direct path of the classroom psychosocial climate (friction and cohesion) and resilience, significant creativity was obtained (p≤0.001). Also, the indirect path of resilience in the relationship between the classroom psychosocial climate (cohesion) and creativity was significant (P<0.001), the indirect path of resilience in the relationship. There was also a significant difference between the classroom psychosocial climate (task-orientation) and creativity class (P<0.01). Conclusion: According to the obtained results, the classroom psychosocial climate can directly and indirectly explain creativity through resilience. The rich environment of the classroom together with the intimate relationship and authoritative teacher in the application of exploratory education and improving creativity has important implications for teachers and school counselors.