background and purpose: causal relationships between coping strategies, metacognitive beliefs and test anxiety, according to the self-regulatory executive function model of wells and matthews (1999) in college students was evaluated. material and methods: 638 students of tarbiat moallem university of tehran and agriculturalogy faculty were participated from aban to azar 2010 by quota sampling m...

ABSTRACT Investigated was the relationship between the perceived school adjustment of 215 female and 202 male fourth grade pupils and their classroom teachers' ratings in this area. Examined were the extent of teacher/pupil agreement relative to perceived learning and/or adjustment problems and the relationship between teacher referral or pupil self referral to sex of the child and type of prob...

Teacher enthusiasm and its impact on students’ learning and emotions have remained unnoticed in the realm of second language learning and teaching. This study aimed at exploring the possibility of boosting language teacher enthusiasm and its potential relationship with language learners’ effort and attitude for language learning. In order to foster teacher enthusiasm, the highly novel concept o...

The study examined the extent to which levels of students’ subjective vitality in compulsory physical education (PE) may be predicted by behavioural regulations and multidimensional amotivation beliefs in relation to PE and whether the psychological needs for autonomy, competence and relatedness mediate the relationship of perceived autonomy support by the PE teacher with motivational regulatio...

The purpose of this paper is to discuss ideas related to test preparation. Specifically, the authors focus on physical education teacher preparation programs. The paper discusses the current high-stakes testing landscape that exists in teacher education, shares the T.E.S.T. model (Translate, Eliminate, Solve or Substitute, and (avoid) Tricks) for test preparation, examines how self-efficacy is ...