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Purpose: The present study has been carried out with the aim of considering the relationships among the invitational education, social constructive classroom learning environment and their components in Iran Bojnourd Islamic Azad University. Methodology: The research method in this study is descriptive and correlation. The research population is comprised of all the male and female students studying at Islamic Azad University in the academic year of 2016-2017. The research sample includes 385 students, selected through multi-stage random sampling. The research instruments are (a) Invitational Education Survey (Amos, Purkey, Tobias 1984) and (b) Social Constructive Learning Environment Survey (USCLES; Tylor, Fraser & Fisher 1996). The data are analyzed using descriptive statistics, step by step regression analysis. Findings: The results show that Invitational Education social constructive classroom learning environment does not have favorite status in this University. The result also shows that there are relationships among Invitational Education and social constructive classroom learning environment and their components in the actual and preferred forms. The result also shows that the two components (Relevance and leadership) of the constructive learning environment (actual form) have the ability to predict 12 percent of the variability in the invitational teaching (actual form). Also three components (leadership, Reflective Thinking and Negotiation) of the constructive learning environment (preferred form) have the ability to predict 31 percent of variability in the invitational teaching. Discussion: The relationship between the invitational education and social constructivism is based on common principles for improving the learning and perception of the environment.

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Purpose: The current research was conducted with the aim of designing the national identity curriculum model for the second elementary school.
Methodology: According to the nature and scope of the research, various qualitative methods were used to achieve the research objectives, which include: a) grounded theory, to design the national identity curriculum model in the elementary school; b) Thematic analysis method to determine the characteristics of elements of national identity in primary school textbooks to achieve the curriculum model of national identity. In part A, the community was studied by experts in the field of national identity, including experts in social sciences and educational sciences and upper education documents. The method of gathering information from experts was through semi-structured interviews with 36 teachers and experts. Also, the interviews were conducted based on the grounded theory in three stages of open, central, and selective coding, and the obtained concepts were classified into categories and subcategories.
Findings: National identity curriculum model was presented in two dimensions of why and the necessity of national identity curriculum and how national identity curriculum in the form of a conceptual model, including the necessity and need (needs assessment), goals (general goal and partial goals), content (principles of content organization, content selection), teaching methods, learning, teacher's role, and evaluation methods.
Conclusion: Among the features of this model, we can refer to being native, attention to individual, social, ethnic and national characteristics, being scientific, simplicity, originality, educational outlook and active approach in teaching and learning.

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Purpose: Students with social anxiety have many problems in the cognitive emotion regulation. As a result, the aim of this study was to comparison the effectiveness of dialectical behavior therapy and transactional behavior analysis on the cognitive emotion regulation of students with social anxiety.
Methodology: This research was a semi-experimental with a pre-test, post-test and one-month follow-up design with a control group. The research population was female senior high school with social anxiety in governmental schools of Ashkhane city in the academic years of 2022-2023. In this study, 45 people were selected by purposive sampling method and randomly replaced in three equal groups. Each of the experimental groups was trained in 10 sessions of 90 minute separately and as a group with dialectical behavior therapy and transactional behavior analysis methods, and the control group remained on the waiting list for training. The research tool was Connor et al social anxiety inventory (2000) and Garnefski and Kraaij cognitive emotion regulation questionnaire (1996), and the data obtained from their implementation were analyzed by methods of analysis variance with repeated measure and Bonferroni post hoc test in SPSS version 25 software.
Findings: The findings showed that there was a significant difference between the groups in terms of improving cognitive emotion regulation of students with social anxiety, and both methods of dialectical behavior therapy and transactional behavior analysis in compared to the control group significantly improved their cognitive emotion regulation in the post-test and follow-up stages (P<0.05). ). Also, there was no significant difference between the both methods of dialectical behavior therapy and transactional behavior analysis in improve of cognitive emotion regulation of students with social anxiety (P>0.05).
Conclusion: According to the results of this study, therapists, counselors, and psychologists can use dialectical behavior therapy and transactional behavior analysis along with other treatment methods to improve the cognitive emotion regulation of students.

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Purpose: Academic procrastination detrimentally affects students' other academic performances. Consequently, this study aimed to compare the effectiveness of instructional mental imagery and tolerance of ambiguity training on students' academic procrastination.

Methodology: This quasi-experimental research involved two experimental groups and one control group, with a pre-test, post-test, and two-month follow-up design. The study population consisted of all female twelfth-grade students in both public and private schools in Bojnurd during the 2023-2024 academic year. The sample included 45 students selected through purposive sampling and randomly assigned into three equal groups (each group containing 15 students). The first experimental group underwent twelve 90-minute sessions of instructional mental imagery training, and the second experimental group received nine 90-minute sessions of tolerance of ambiguity training based on the cognitive-behavioral approach, while the control group received no training. Data were collected using the Solomon and Rothblum (1984) Academic Procrastination Questionnaire and analyzed using repeated measures ANOVA and Bonferroni post-hoc test in SPSS-25.

Findings: The findings indicated significant differences between groups in terms of reducing students' academic procrastination. Both the instructional mental imagery and tolerance of ambiguity training methods significantly reduced academic procrastination in the post-test and follow-up stages compared to the control group (P<0.05). Moreover, there was no significant difference between the instructional mental imagery and tolerance of ambiguity training methods in reducing students' academic procrastination (P>0.05).

Conclusion: Given the effectiveness of both instructional mental imagery and tolerance of ambiguity training methods in reducing students' academic procrastination, school counselors and psychologists can utilize these methods alongside other educational approaches to reduce academic procrastination.

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Purpose: This study aimed to compare the effectiveness of academic buoyancy training and psychological capital training on academic procrastination among female students.

Methodology: The population of this research included all female high school students in District 7 of Mashhad in the academic year 2020-2021. To collect data, the Academic Procrastination Questionnaire by Solomon and Rothblum (1984) was used. This research was a quasi-experimental study with a pre-test and post-test design with a control group, involving 45 participants who had higher scores on the dependent variable and were willing to participate in training sessions. They were randomly assigned to two experimental groups and one control group (each group consisting of 15 students). One week after the pre-test was conducted for all three groups, one of the experimental groups was exposed to the independent variable of academic buoyancy training, and the second experimental group was exposed to psychological capital training, while the control group did not receive any training. Then, a post-test was administered to all groups. In this study, to examine the differences between groups, multivariate and univariate repeated measures analysis of variance was used, taking into account within-group (test) and between-group (group membership) factors.

Findings: The results showed that both academic buoyancy training and psychological capital training led to a reduction in academic procrastination among female students. The results also indicated that there was no significant difference in the effectiveness of academic buoyancy training and psychological capital training on academic procrastination.

Conclusion: It can be concluded that both academic buoyancy training and psychological capital training are effective in reducing academic procrastination, and there is no difference in their level of effectiveness.