Rooyesh-e- Ravanshenasi Journal(RRJ)

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The aim of the present study was to compare selective attention and cognitive flexibility in two groups with and without sleep quality problems at three times: morning, evening, and night. The study population was male students living in the dormitory of Zanjan University who were studying in this university in 2016. The Pittsburgh (1989) Sleep Quality Questionnaire was distributed by convenience sampling method. Based on the results, individuals were divided into two groups with good sleep quality (n=47) and poor sleep quality (n=44). Stroop test (1935) and Wisconsin (2011), which measure selective attention and cognitive flexibility, respectively; It was performed in six groups at 7-9, 16-18, and 24-22. The results of multivariate analysis of variance showed that the effect of "sleep quality" on the mean of both inconsistent and neutral mean was significant. In the effect of the "circadian cycle", all three indices of inconsistent mean and inconsistent reaction time and fineness error were significant. In "interactive effect", all indices were significant. The results showed that the cognitive executive of individuals in the two groups with high and low quality sleep at different hours of the day is different. Regardless of the differences in the indicators of each variable, sleep quality had a significant effect on selective attention but not on cognitive flexibility. Significant differences were also found in the interactive effects.

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The aim of this study was to determine The Effectiveness of the Academic Satisfaction Package on the Self-Regulation and Assertiveness of High School Students. The research method was a quasi-experimental pretest-posttest with a control group. The statistical population of this study was the second-year high school students in Kermanshah in the academic year 2020-2021, from which 60 people were selected by purposive sampling method and then randomly assigned to two groups of 30 experimental and Control Groups. The academic satisfaction program was implemented for the experimental group for 8 weeks. Self-regulatory (Bouffard, 1995- BSF) and Assertion Inventory(Gambrill, Richey, 1995-AI) were used to collect data. Data were analyzed using multivariate analysis of covariance. The results of the study of covariance showed that there was a significant difference between the experimental group and the control group in terms of dependent variables in the post-test stage (P <0.001). The results showed that Academic Satisfaction Package led to increased students' assertiveness and self-regulation.

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This study aimed to determine the effectiveness of the academic ethics package on educational engagement and the academic flow of high school students. The research method was a quasi-experimental pretest-posttest with a control group. The statistical population of this study was the high school students in Sanandaj in the academic year 2020-2021, from which 60 people were selected by purposive sampling method and then randomly assigned to two groups of 30 experimental and Control Groups. The Academic Ethics program was implemented for the experimental group for a 90-minute session every week. educational engagement (Zerang 2012- EEQ) and academic flow (Martin, Jackson, 2008- FSS) were used to collect data. Data were analyzed using multivariate analysis of covariance. The results of the analysis showed that by controlling the pre-test effect, there is a significant difference between the post-test average of educational engagement and academic flow in the two test and control groups at the P<0.001 level. From the above findings, it can be concluded that academic ethics education is effective in increasing students' educational engagement and academic flow. According to the results of the research, it is suggested that teachers and practitioners in the field of education improve students' academic engagement and academic flow by applying academic ethics in educational programs.

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This research aimed to investigate The Mediating Role of Psychological and Situational Gains and Losses in the relationship between Expectations and Values with Academic Motivation. This research was descriptive correlation and path analysis. The study community included all high school students of Qorveh City in 2019-2020, among them 384 students were selected as samples by multi-stage cluster sampling. Research questionnaires included the expectancy-value-cost Scale (EVCS - 2014), the Academic Motivation Scale (HEMS - 1980), the Psychological Gains and Losses Scale (PGLS - 2022), and the Situational Gains and Losses Scale (SGLS - 2022). path analysis was used to analyze the data. Findings showed that Expectations and Values have a significant effect on Academic Motivation (P<0.001), and Psychological and Situational Gains and Losses have a significant effect on Academic Motivation (P<0.001. Also, the results revealed that Expectations and Values have an indirect effect on Academic Motivation through the mediation of Psychological and Situational Gains and Losses (P<0.001). The fit index also showed that the default model has a good fit. Thus, it can be said that by creating expectations in students, it is possible to help increase academic motivation.