The purpose of this study was understanding the types of teacher-student interactions based on the idea of education as an asymmetrical interaction. The research method was classroom study which conducted in a large boy’, s elementary school, with sixty classrooms. Firstly five, third grade classes were selected based on purposeful sampling strategy of available samples. The data were collected through observation and video recording of the classes. The identified teacher-student interactions include caring, managerial, participatory, destructive, and functional interaction regarding the society. The caring and participatory classrooms interactions were aligned with the Bagheri’, s theory of education. There is a need for coordinated changes between the goals of teachers, their professional skills and science, schools, community, and other elements of the education system. inappropriate physical environment, some traditional beliefs of teachers, parents and school officials, students and inadequate professional skills of teachers and methodology oriented curriculum are the main obstacles to the interaction of human theory in class.

Introduction The high school years bring many new challenges and risks to adolescent students' social, emotional, and academic lives (Zee, Koomen, & Vander veen, 2013). Thus, during this critical period, adjustment to school is considered important for most students (Rattelr & Duchesne, 2014). School adjustment is an important indicator of how well adolescents have been able to cope with the challenges and expectations presented by school. In this study according to Sinha & Singh (1993), adjustment is comprised of three components: emotional adjustment, social adjustment, and academic adjustment, all being the skills that students need for success in school and in life. Indeed, schools are interpersonal settings in which relationships are shaped between the teacher and students. teacher-student relationship provides the context through which students experience the school, and have the potential to positively impact student engagement (Cadima, Doumen, Vershuren, & Buyse, 2015). Researchers have noted that students' perception of teacher-student relationship may be an important factor related to the students' adjustment (Longobardi, Prino, Marengo, & Settani, 2016). Positive teacher-student interaction draws students into the process of engagement and promotes their desire to learn. Accordingly, students who are more engaged in school show better psychological adjustment to school (Wang & Peck, 2013). Consequently, the aim of this study was to investigate the mediating role of academic engagement in the relationship between teacher-student interaction and the students' adjustment. Research Questions The present study aimed at investigating the mediatory role of academic engagement in the relationship between teacher-student interaction and school adjustment. Therefore, this study attempted to answer the following questions:-Is it possible to predict students' adjustment based on teacher-student interaction?-Is it possible to predict students' academic engagement according to student-teacher interaction?-Can academic engagement play a role as a mediating variable in the relationship between teacher-student interaction and students' adjustment? Methods This research is a correlation study in which the relationships between research variables are studied using equation structural modeling. The statistical population included all first grade of secondary school students in Bushehr city who studied in the academic year of 2017-2018. The participants consisted of 603 high school students (329 girls and 274 boys) who were selected through random multi-stage cluster sampling technique. The research instruments included Questionnaire on Teacher Interaction (Wubbles, Creton, Levy, & Hooymayers, 1993), an Academic Engagement Questionnaire (Reeve & Tseng, 2011), and Sinha-Singh's Inventory for School Students (Sinha & Singh, 1993), which the participants completed in their regular classes. The collected data was analyzed using SPSS and AMOS (version 24) statistical softwares. All research instruments using confirmatory factor analysis and Cronbach's alpha coefficient enjoyed appropriate validity and reliability indices. Results The results of structural equation modeling indicated that the model had good fit indices. As predicted, teacher-student interaction could positively and significantly predict academic engagement and adjustment to school. On the other hand, academic engagement could positively and significantly predict the students’ adjustment to school. In the other words, the academic engagement variable could play a mediating role in the relationship between teacher-student interaction and the students' adjustment to school. Moreover, the indirect effect of teacher-student interaction on students’ adjustment to school through the mediation of academic engagement using Bootstrap test was statistically significant. Discussion and Conclusion In general, the research findings indicated that teacher-student interaction and academic engagement play a determining role in predicting the students' school adjustment. Consistent with the previous research findings, on one hand teacher-student interaction had strong impact on the students' academic engagement (Reyes, Brackett, Rivers, White, & Salovey, 2012), and on another hand this interaction had direct and indirect effects on the students' adjustment to schools (Longobardi, et al., 2016). The findings are also in line with the previous studies showing a link between higher student engagement and higher school adjustment (Skinner & Pitzer, 2012). This study supports the importance of student-teacher interaction as a protective factor during the students' transition to high school, which is essential to education because of its link to student engagement and schools' social, behavioral, and academic adjustment. Therefore teachers, counselors, and authorities of education are recommended to focus their efforts to promote their relationship with students in order to engage them in school activities and to reach a better school adjustment.

Given that L2 engagement serves a vital role in students’,academic success, studying the predictors of this construct seems critical. Notwithstanding, factors influencing one’, s engagement in an L2 context have remained unclear. To respond to this gap, the current research aimed to unravel the effects of teacher-student rapport and teacher support on Iranian EFL students’,L2 engagement. In doing so, 216 Iranian students majoring in Applied Linguistics, Linguistics, English Translation, or English Literature were invited to cooperate in this investigation. To obtain the required data, three pre-designed scales were virtually distributed among the respondents. Then, through correlation tests, the association between teacher support, teacher-student rapport, and student L2 engagement was measured. Following that, the effects of teacherstudent rapport and teacher support on Iranian students’,L2 engagement was assessed using Structural Equation Modeling (SEM). The correlational analysis uncovered a strong, favorable association between constructs. The SEM analysis also indicated that teacher-student rapport and teacher support can strongly influence Iranian students’,engagement in EFL classes. The implications of results are further discussed.

Background and Objectives: This study was conducted to compare the effect of Mentalization-based therapy (MBT) and Filial therapy on Interactions of Student with ADHD. Materials and Methods: The research method was quasi-experimental with pre-, post-test, and follow-up with the control group. Furthermore, the statistical population was 7-to 9-year-old students with ADHD who were studying in regular schools in the six different districts of Isfahan. To select the sample, however, 42 students were nominated from the students who met the inclusion criteria and randomly divided into three groups: Mentalization-based therapy (n = 14),Filial therapy (n = 14), and control (n = 14). Results: The results show the parent-child and teacher-student interaction in the experimental groups was significantly improved (P ≤,0. 01). Also, the comparison of mean scores showed that in the parent-child relationship variable, there was no significant difference among Mentalization-based therapy (MBT) and Filial therapy groups (P ≥,0. 01), however, the difference was significant in the teacherstudent relationship variable (P ≤,0. 01). Conclusions: Considering the efficiency of MBT and Filial therapy on Parent-child and teacher-child interactions of children with ADHD, the therapy provides an effective treatment method in Iran.

Purpose: The present study seeks to model happiness based on intelligence, academic self-efficacy mediated by the teacher-student relationship. Materials and Methods: The research method was descriptive and the research design was correlational and structural equations. Clusters were selected. Data were collected from the Oxford (1994) Happiness Questionnaire, Gardner (1983) Multiple Intelligence Questionnaire, Morgan and Jink (1998) Academic Self-Efficacy Questionnaire, the teacher-knowledge interaction of Wobels, Creighton (1993). The results of. The results of path analysis according to the main model of the study indicated that happiness is directly related to intelligence and academic self-efficacy, and with the presence of teacher-learner relationship as a mediating variable, happiness is significantly increased, as well as multiple dimensions of intelligence ( Interpersonal intelligence) and academic self-efficacy (talent) and teacherstudent relationship (understanding) had the greatest effect on happiness. Findings: In addition, the results of the structural model obtained from the goodness-of-fit indices for all endogenous latent variables are 0. 077 and are acceptable, and other indices are equal to or higher than the critical value of 0. 90, so the research model of good fit Enjoys. That is, the teacher-student relationship as a mediator in the relationship between the two variables of intelligence, academic self-efficacy has a good fit. Conclusion: Overall, the teacher-student relationship has played a mediating role in relation to intelligence and academic self-efficacy, and confirms the fact that effective and constructive support from the teacher to strengthen students' positive beliefs and also encourage their abilities. It is effective in increasing happiness.

Background: Faculty members are one of the main elements of the university, and their performance plays a critical role for the overall efficiency of the educational system. This study was conducted with the aim of evaluating the status of effective components on the evaluation of faculty members of Birjand University of Medical Sciences and its association with the faculties’ demographic characteristics. Methods: This is a descriptive-analytic study. The population comprised all faculty members of Birjand University of Medical Sciences (n = 278) in the academic year 2017-2018. All members were included using the census method. The faculty evaluation software program was used to collect data. The information obtained from the faculty evaluation form, consisting of 15 components, was extracted and analyzed using the Sama system software. The validity of the form was confirmed by experts, and its reliability was computed using the Cronbach’ s alpha method as 0. 82. Data analysis was performed using SPSS-18 software, and the significance level was set at p <0. 05. Results: In the present study the participants were 144 (48%) women and 155 (52%) men. The maximum evaluation score of the faculties was 5, and the mean total evaluation score was 4. 49 ± 0. 29. There was no significant difference between the average evaluation status of faculty members based on their gender and academic degree. However, the evaluation scores were significantly different in terms of academic rank (p <0. 001). Conclusion: Directing attention to teaching behavior and performance in the classroom can be an effective strategy to enhance the performance of faculty members. Therefore, it seems necessary to empower faculties (more specifically, lower-level teachers) in terms of effective teaching methods and teacherstudent communication skills.

Introduction: Considering the high importance of student's academic achievement motivation, this study was conducted to investigate the role of teaching styles and student-teacher interaction in dropped out students' academic achievement motivation. Methods: This is a descriptive correlational study. The statistical population included all students of Shahid Beheshti University referring to the university counseling center due to drop out during 2018-2019. Out of 786 dropped out students referring to the counseling center, 260 students were randomly selected according to the Morgan's Table, and Herná ndez-Ló pez et al. (2016) teacher-student Interaction Scale, Grasha-Reichmann (2000) Teaching Styles Inventory and Harter (1981) Academic Motivation Scale were distributed among them and collected observing ethical principles. Pearson correlation and multiple regression methods were used to analyze the data. Results: The results of this study indicated that there was a significant positive relationship between total score of achievement motivation and teacher-student interaction, specialized teaching style and interactive teaching style. There was also a significant positive relationship between internal achievement motivation and teacherstudent interaction, between interactive teaching style and facilitator teaching style, and between external achievement motivation and teacher-student interaction, specialized teaching style, formal authority teaching style, interactive teaching style and facilitator teaching style. Also, specialized, interactive, and formal authority teaching styles, personal model and student-teacher interaction were able to predict the achievement motivation in students. In addition, interactive and facilitator teaching styles predicted the internal achievement motivation and interactive and facilitator teaching styles, and student-teacher interaction predicted the external achievement motivation. Conclusion: According to the results, the teachers can help learners by creating dynamic and challenging learning opportunities to gain experience and learn regarding their interests and abilities. Thus, the ground for the emergence of the achievement motivation is provided in them.