Procrastination refers to the practice of carrying out less urgent tasks or doing pleasurable things in place of more urgent ones, thus putting off impending tasks to a later time. Many studies have addressed the effects of contextual factors and personality traits on procrastination.  The purpose of this study was to predict procrastination based on personality traits with mediating role of self-regulation learning strategies. To do this, 320 students (170 males and 150 females) were selected randomly through multistage cluster sampling among tehran university. The data collection was done through 3 different scales: Solomon & Rathblom procrastination assessment scale-student (PASS), Goldberg Personality scale, and self-regulation learning strategies. These instruments showed appropriate reliability and validity. Path analysis was the major statistical operation run in the study.
The results by path analysis technique showed that the relationship between Personality and procrastination was influenced by self-regulation learning strategies. Neuroticism and extraversion had positive direct and indirect effects on procrastination. In addition, conscientiousness and openness to experience had negative direct and indirect effects on procrastination. Cognitive strategies and meta cognitive strategies had negative effects on procrastination.
In summary, the results showed that self-regulation learning strategies could have a mediator role in the relationship between personality traits and procrastination. This model provides a good pattern for explaining academic procrastination, which parents, teachers and counselors could use for decreasing academic procrastination.

Many studies have been carried out on the positive impact of metacognitive strategies on improving the comprehension of students. But whether teaching metacognitive strategies is effective on metacognitive knowledge and awareness of distance education students is unknown. Aim of this study was to investigate the effects of Metacognitive Strategies of SQP4R (1387) on Metacognitive Awareness in students of Payame Noor University. The research design of the study was Pretest - Posttest Randomized Group Design. To accomplish the stated aims, 30 students (15 male, 15 female) from Payame Noor University were chosen by Multistage Cluster Sampling method in the city of Hamedan. The instrument used in this study included Metacognitive Awareness Reading Strategies Inventory (MARSI) Mokhtari, K. & Reichard, C.A. (2002). To analyze the data, multivariate analysis of covariance (MANCOVA) has been used. The results showed significant positive effectiveness of Metacognitive Strategies of SQP4R in increasing Metacognitive Awareness of the experiment group (p<0.05). In other words, Metacognitive Awareness of the experiment group increased significantly in post-test compared to pre-test and control group and they displayed an increase in the level of knowledge in all fields.

Background: 'Critical thinking' is a process used to interpret and evaluate information and experiences. But the key question is, does the impact of teaching metacognitive strategies on promoting critical thinking in distance education students? Aims: The purpose of this study was to investigate the effect of teaching metacognitive strategies on promoting "critical thinking" of distance education students. Method: The research was semi-experimental with pretest and posttest design with control group. The population consisted of all distance education students of Payam-e-Noor University of Hamadan in the school year of 1997-98. Tools include the California Critical Thinking Questionnaire (Fasion & Fasion, 1990) and meta-cognitive strategies training sessions (Nadi, Battalion & Gulpur, 2011). The results were analyzed by covariance analysis. Results: Teaching metacognitive strategies was effective on students' critical thinking (P<0/01). Conclusions: Meta-cognitive strategies training can be used to increase students' critical thinking. 

Background: Despite the complexities and high prevalence of marital infidelity and its detrimental consequences in addition to its emotional load in marital relationships, particularly in women, not much research has been conducted because the taboo nature of this issue.
Aims: As such, the purpose of this study was to compare the emotional characteristics of personality, cognitive problems, emotional regulation strategies and marital adjustment in women with high fear and low fear of marital infidelity.
Methods: The present research is a causal comparative research. The sample consists of 89 women from the city of Karaj who referred to counseling centers for marital problems and met the entry and exit criteria and agreed to participate in the study and were selected by available method. The research instrument consisted of the Montreal Cognitive Function Questionnaire, the Emotional Characteristics of Cloninger Personality Questionnaire, the Emotional Regulation Questionnaire (ERQ), the Marital Adjustment Scale (DAS), and a single question assessing fear of infidelity based on a 9-degree likert type. Data were analyzed by SPSS 23 software and factor analysis using independent t-test and non-parametric Mann-Whitney test.
Results: There was a significant difference between emotional characteristics of personality, the rate of re-evaluation strategy and the degree of marital adjustment of women with high fear and low fear of marital infidelity (P<0.05). Also, there was no significant difference between cognitive performance and emotional rejection strategies in women with high fear and low fear of marital infidelity (P>0.05).
Conclusion: Given the present findings with differences in variables in two groups of women with high and low fear of infidelity, it can have practical implications for family and couple councilors

Background: social anxiety is one of the most common and debilitating disorders in the age of education, and has adverse consequences in many aspects of the lives of people with the disorder. But the main issue of the present study is whether the structural model of social anxiety based on metacognitive beliefs and early maladaptive schemas mediating by cognitive strategies of emotion regulation fits with experimental data?.
Aims: The present study was carried out to develop and evaluate the Structural model of social anxiety based on the metacognitive beliefs and early maladaptive schemas mediating by cognitive strategies of emotion regulation.
Methods: This study was correlation based on structural equations. From the statistical population female high school students of Kermanshah in academic year 1398-99, 346 students were selected using multi-stage cluster sampling method, and they completed four questionnaires of Metacognitive Questionnaire for Children (MCQ-A), the short form of Early Maladaptive Schemas (YSQ- SF (, Cognitive Emotion Regulation and Social Anxiety.
Results: The results showed that three subscales of. metacognitive beliefs, negative metaworry(β =0/35, p<0.01), cognitive monitoring(β =0/21, p<0.01), and superstitions, punishment and responsibility (SPR) β =0/17, p<0.01), and three domains of early maladaptive schemas, rejection and disconnection(β =0/16, p<0.01), Impaired autonomy and performance(β =0/23, p<0.01) and over vigilance and inhibition(β =0/19, p<0.01), are directly related to social anxiety in addition, two cognitive strategies of emotion regulation, self-blame and rumination, mediate between metacognitive beliefs and schemas with social anxiety and these variabels explain the 0.57 of variance of the social anxiety.
Conclusion: the Results of this study showed that modification the metacognitive beliefs and maladaptive schemas and changing maladaptive cognitive emotion regulation strategies can be useful in preventing the development, continuation and intensification of social anxiety.

 Background: Improving teamwork spirit is one of the most important goals of educational systems. On the other hand, cognitive and metacognitive strategies are recognized as one of the most practical techniques in educational methods. Despite the significance of enhancing teamwork spirit in students and the multifaceted emphasis in higher-level documents, there has been no study conducted to investigate the impact of cognitive and metacognitive strategies on students' teamwork spirit so far.
Aims: The aim of the present research was to compare the effectiveness of cognitive and metacognitive strategies on elementary students' teamwork spirit.
Methods: The current research employed a semi-experimental design of pre-test-post-test with a control group. The target population included all male elementary students in Malard County during the academic year 2022-2023. Using convenience sampling, 15 students were selected for each group, totaling 45 participants, and were randomly assigned to two experimental groups and one control group. To measure teamwork spirit, the Lencioni Team Assessment questionnaire (2004) was utilized. Additionally, an instructional protocol based on Saif's approach (2016) was implemented in 10 sessions, each lasting 60 minutes, for the students in the two experimental groups. The control group did not receive any specific intervention. Data analysis was conducted using SPSS version 26.
Results: The findings in the current study demonstrated that the impact of both cognitive and metacognitive interventions was significant across all sub-scales of teamwork spirit (p < 0.05). Upon reviewing the calculated effect sizes, the results indicated the highest effect on the commitment component with an effect size of 0.87, followed by the accountability component with an effect size of 0.75.
Conclusion: The comparison of the interventions indicated that the effectiveness of metacognitive strategies on teamwork spirit was significantly higher than cognitive strategies. Based on these results, it can be inferred that both metacognitive and cognitive interventions have the potential to enhance teamwork spirit in students. Professionals in the field of education, counselors, and school psychologists can utilize these interventions to improve students' teamwork spirit.

Background: Paying attention to cognitive factors can create a balance and fit in individual characteristics, and the result of this work is to increase the efficiency of the educational system and ensure the academic success of students. Therefore, identifying the factors involved in achieving learning is one of the important research topics. Therefore, learning strategies and intelligence, which are the basis of individuals' habits of processing received information, are effective factors in learning.Aims: This study aimed to determine the effectiveness of cognitive and metacognitive strategies' instruction on intelligence beliefs of senior high schoolers according to the role of gender.Methods: The present study was quasi-experimental from the series of pretest-posttest designs with the control group.The statistical population included all of senior high schoolers in Mahabad city in the academic year 2022-2023. In total, 80 people were selected as the research sample by using the convenience sampling and were randomly assigned to two experimental groups and two control groups (20 people in each group).To collect data, the questionnaire of intelligence beliefs (Babaei, 1998) and the protocol of cognitive and metacognitive strategies (adapted from Saif, 2017) were used. Analysis of covariance and SPSS 25 software were used to analyze the data. Results: The results showed that cognitive and metacognitive strategies' instruction in the group, had a significant effect on innate and incremental intelligence beliefs (P< 0.05), but based on gender, the difference in mean scores of innate and incremental intelligence beliefs was not significant (P> 0.05). Also, with the interaction of the experimental factor with gender, no significant effect was observed on the components of intelligence beliefs (P> 0.05).

Conclusion: Metacognitive strategies were able to create a significant difference in the mean of intelligence beliefs' components in the experimental and control groups.