Introduction: The present study was conducted with the aim at determining the interactive effecttiveness of selfregulatedmetacognitive strategies and academic self-concept on educational resilience and positive academic emotions of secondary school students. Method: The design of this semiexperimental research was pre-test and post-test with control group. The population of this study was Tabriz secondary school students. The statistical sample of this study was 60 students who were selected through a pilot study and a multi-stage cluster sampling. They then were assigned into two experimental and control groups by using a targeted substitution method. The experimental group participated in the training sessions for selfregulated-metacognitive strategies for 12 sessions and the control group did not receive any interventions. Results: the training of metacognitive self-directed strategies led to significant improvement in the experimental group compared to control group in academic resilence and positive emotion, and also the interactive effect of teaching selfregulatedmetacognitive strategies and self-concept on all components of academic resilience and positive emotional were significant. Conclusion: academic resilience and positive emotions can be increased by training metacognitive selfregulation strategies, as well as paying attention to the interactive and moderating role of self-concept. This research has implications for managers, teachers and school advisers who can use their results to improve student progress.

Purpose: The purpose of the present research was to determine the effect of social-emotional skills training on motivational beliefs and self-regulated learning strategies in students with specific learning disorder. Method: This study is a quasi-experimental with pre-test/post-test and a control group. The sample of consisted of 26 elementary school students with specific learning disorder in Rasht city in the school year 2016-2017 that were selected by available sampling method and assigned to two experimental and control groups. To collect the data, Motivational Beliefs and self-regulated Learning strategies Questionnaire were used before and after training. The 12 sessions of social-emotional skills training were implemented for experimental group. Results: The results of multivariate analysis of covariance showed that this training were significantly improve motivational beliefs and self-regulated learning strategies in students with specific learning disorder (P<0. 001). Conclusion: According to the findings of the research, social-emotional skills training as a technique can be effective in improving metacognitive beliefs and motivations of these children.

Introduction: Since todays education is increasingly student-centred, the individual and social characteristics of students, including the academic resilance of academic self – concept and meta cognitive self regulation, have been increasingly considered in the educational process. Aim: The present study was conducted to determine the effectiveness of teaching selfreguleted metacognitive strategies on resilience components. (with intractive role Academic Self-Concep) of secondary school students in Tabriz. Method: The research was carried out using a semi-expermental design with pretest and post-testdesign with control group. For this purpose, 60 students with high and under Academic Self-Concep were selected through preliminary study and screening. In a semiexperimental design, they were assigned to two experi-mental and control groups. The collect information of Academic self-concept questionnaire (liu & vang, 2005) and Academic resilience questionnaire (Samuels & Woo, 2009) and to analyze the data, factor multivariate covariance analysis was used. Results: The results showed that the training of self-reguleted metacognitive strategies the components of has increased the Academic resilience of the academic. And self concept has played a moderating role in Academic resilienc. Conclusion: Based on the result, it can be said hat by teaching the metacognitive self regulated strategies in their intraction whit the academic self concept, programs can be developed to im prove the Academic resilience. this research has implications for teachers, trainers and school counselors that can use their results to improve students' progress.

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 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).

To investigate the predictive power of language learning strategy types on meta-cognitive and motivational self-regulated learning components (task value, control of learning beliefs, and test anxiety), 149 male and female BA level students, majoring in English translation and English language teaching were selected to participate in this study. To collect data, a Michigan Test of English Language Proficiency (MTELP) was given to homogenize the students. In addition, the participants were also asked to answer the Strategy Inventory for Language Learning (SILL) and Motivated strategies for Learning Questionnaire (MSLQ). Four separate stepwise multiple regression procedures were used to analyze the obtained data. The results showed that cognitive, meta-cognitive and compensation strategies had predictive power for meta-cognitive self-regulated learning. Moreover, meta-cognitive, memory, and affective strategies were predictors of task value. The findings also showed significant relationships between meta-cognitive strategies and control of learning beliefs. In addition, the only negative predictor of test anxiety were communication strategies.

The study objective was to evaluate the effects of reducing dietary starch content in fresh cow diets while maintaining NDF levels by substituting barley grain (BG), corn silage (CS), or both with beet pulp (BP) on DMI, lactation performance, serum mineral and metabolites concentrations, liver enzymes and liver functionality index (LFI), serum insulin and revised quantitative insulin sensitivity check index (RQUICKI). Thirty-six multiparous cows were randomly assigned to 1 of 4 experimental diets from calving to 21 days in lactation. Experimental diets were a high-starch diet with ground BG (CO; 24.9% starch; 0% BP) and 3 low-starch diets where BP substituted for either BG (BB; 19.6% starch; 7% BP), CS (BC; 20.6% starch; 12% BP) or CS and BG (BCB; 20.3% starch; 12% BP). Relative to CO cows (16.50 kg/d), DMI was greater for BC (17.70 kg/d) and BCB (17.50 kg/d) cows, but it was lesser in BB (15.60 kg/d) cows. Similar to DMI results, milk yields tended to be greater for BC (37.89 kg/d) and BCB cows (37.81 kg/d) compared to CO cows (35.41 kg/d), but BB cows (33.05 kg/d) tended to produce less milk than CO cows. Relative to CO, cows fed BB had lower serum glucose concentrations, whereas cows fed BC and BCB had higher serum glucose. Serum insulin concentrations were lower for BB cows than for other exprimental groups. Relative to CO, serum NEFA and BHB concentrations were lower for BC and BCB, but was similar between BB and CO. The RQUICKI was lower for CO, BC cows than BB cows, and cows in BCB tended to have less RQUICKI compared to BB during postpartum. The concentrations of gamma glutamyl transferase were lower in BC and BCB cows relative to CO and BB cows. The cows fed CO and BB had higher serum bilirubin relative to cows fed BC and BCB diets. Although, LFI for CO cows was similar to cows on BB, BC and BCB, BC cows had higher LFI than BB cows and tended to have greater LFI than CO cows. Overall, reducing dietary starch by replacing CS (BC) or a mix of CS and BG (BCB) with BP positively affected DMI and milk yield and indicated improved energy metabolism and liver function during the first 21 d of lactation compared to when BP was fed instead of BG to reduce starch (BB).