فهرست مطالب حسین کارشکی

The beginning of youth period, from 18 to 25 years old, is an emerging concept in the study of life span. The quality of friendships at the beginning of youth helps people overcome academic and personal challenges and facilitates their well-being. It is essential to design interventions that help improve well-being in friendships.

The present study aimed to design and validate a Self-Determination Theory-based Intervention (SDTI) with the aim to improve perceived well-being in friendships at the emerging adulthood.

The research design was a qualitative research to design and validate an intervention protocol. At first, interventions based on SDT, with a focus on well-being in friendly relationships, were examined through research and theoretical sources, and an intervention package was designed. The content validity of the intervention program was checked through the opinions of experts.

An intervention package in 8 sessions (each session 90 minutes) was designed to promote perceived well-being in friendships (including vitality, satisfaction, commitment, intimacy, trust and empathy) at the beginning of adulthood, based on SDT. This package had good content validity based on the opinion of experts. The CVR was greater than 0.99 and CVI was greater than 0.79.

This intervention protocol, considering the goals in friendships, recognizing the basic psychological needs in relationships and techniques to support these needs in friends and self-regulation in friendships, can be an effective intervention in improving the quality of relationships at the beginning of youth.

The purpose of this study was to investigate the effect of extraneous cognitive load on cognitive engagement and germane cognitive load of students: the effect of desirable difficulty. The design of this study was quasi-experimental with pre-test-post-test and control group, and the statistical population of the research included female students of high school in Esfahan in the academic year 2021-2022. 30 participants were selected by the available sampling method and assigned randomly to control and experimental groups. To induce extrinsic load, the text's disfluency effect was used. Thus, in the pre-test stage, both groups were given a text with fluent (readable) font to read for 10 minutes. They were then asked to indicate their evaluation of the text by answering the Cognitive Load Questionnaire (Klepsch & Seufert, 2017) and the Cognitive Engagement Subscale (Reeve, 2013). In the post-test, a text parallel to the pre-test text was given to the participants, with the difference that the text font of the experimental group was manipulated to be less readable. Then both groups were asked to answer the cognitive load and cognitive engagement questionnaires. Data were analyzed using MANCOVA. The results indicated a significant difference between experimental and control groups in terms of cognitive engagement and germane load. Therefore, it seems that a certain amount of extraneous load can stimulate a germane cognitive process, by creating cognitive engagement.

One of the variables related to mothers' stress is their reflective action. The act of reflection or mentalization is a clear manifestation of the narration of the capacity of mentalization in people. The important role of the mother as the primary and main caregiver of the child and, following that, the effect of stress on a wide range of the mother's performance, including in the mentalization process between her and the child, it reveals the necessity of reflective parenting programs adapted to mother's mentalization in order to reduce the stress of anxious mothers, But the review of previous studies shows that there is a research gap in this field.

The present study was conducted with the aim of determining the efficacy of the adapted parental reflective functioning program on the stress of anxious mothers.

The method of the current research was a quasi-experiment of pre-test-post-test type with a control group. The statistical population of the research included all anxious mothers living in Tehran in 2022. Sampling was done by announcing a call in three kindergartens and four psychological clinics in Tehran and using the available purposeful sampling method among volunteer mothers with anxiety symptoms. Finally, 20 anxious mothers (with a minimum average anxiety score in the Beck anxiety test) were selected as a statistical sample and randomly assigned to two experimental and control groups. The main data collection tool included the Parenting Stress Index – short form (Abidin, 1995). During 8 sessions, the experimental group received the adapted parental reflective functioning program to the mentalization of the mother, but the members of the control group did not receive any intervention. Also, covariance analysis method and SPSS-20 software were used for data analysis.

The results of the covariance analysis test in the present study showed that the reflective adapted parental reflective functioning program among the three subscales of parental stress, it significantly reduced parental distress and parent-child dysfunctional interaction (P<0.001), But it was not effective in reducing the subscale scores of difficult child characteristics.

Considering the effectiveness of the adapted parental reflective functioning program on the level of stress of anxious mothers in the present study, it seems that training parents in this field can be one of the most appropriate methods to improve mother-child interactions, the formation of secure attachment in children and subsequently, the reduction of the stress level of anxious mothers.

The aim of the research was to predict marital satisfaction in couples based on strategies of basic psychological explicit achievement motivation and self-management. This research had a descriptive, correlational design. The statistical population included married men and women who were above 18 years old. 226 people (women: 126; 56%) married men and women were randomly selected through sampling. Relevant data were collected using Motive Implementation Test (MUT; Kuhl, 1999), Self-Management (SSIK-3; Kuhl & Fuhrmann; 2004) questionnaire, and ENRICH Couple Scales (Fowers & Olson, 1989). For data analysis, descriptive statistics, Pearson correlation, and multiple hierarchical regression analysis were used. The research result showed that Integrative achievement and Controlled achievement; self-regulation and general life stress (components of self-management) predict Marital satisfaction. Based on the findings of this research, it can be concluded that the obvious fundamental psychological motivation of progress plays an important role in marital satisfaction. Also, the use of self-management skills predicts marital satisfaction. Therefore, a detailed study of these factors (achievement motive and self-management) effects will help couple therapists, psychologists, and counselors in intervention and counseling programs.

Students are exposed to a spectrum of emotional experiences, namely joy, pride, hope, anxiety, shame, and boredom, within academic settings. These emotions are currently referred to as achievement emotions. While previous studies have largely overlooked these emotions, with the exception of test anxiety and those related to success and failure, recent research has underscored their influential role in attention, decision-making, memory, problem-solving, well-being, and the academic performance of students. Indeed, positive emotions, which are defined as pleasant emotions, can enhance one’s agentic engagement, self-efficacy, self-regulation, and academic achievement. Therefore, it is of paramount importance to identify the factors that can predict positive achievement emotions. In light of the control-value theory of achievement emotions and existing research, environments that support autonomy have the potential to facilitate positive achievement emotions through perceived control and value beliefs. Such an environment enables students to engage voluntarily in an activity and perceive its control and value by fostering a sense of autonomy. Moreover, achievement goals can serve as mediators in this relationship. In other words, environments that support autonomy, where students are given the freedom to decide their course of action, encourage students to select assignments they either wish to master or outperform others in (i.e., mastery and performance-approach goals). These goals, which instil a perception of control over academic performance and elevate the value of learning assignments, will increase the likelihood of positive emotions. Conversely, by suppressing performance-avoidance goals, which could potentially undermine perceived control and value, these environments can enhance the aforementioned emotions. However, this specific model has yet to be studied. Given the circumstances during the Covid-19 pandemic, where students have been confined indoors and subjected to online instruction, which tends to be less structured than face-to-face classes, their performance, emotions, motivation, and engagement could be significantly impacted. Furthermore, due to the content and demands of arts classes, which necessitate the development of dexterity and skills, students participating in such online classes are at a higher risk of emotional problems. Thus, it appears even more crucial to explore emotions in these settings and determine their antecedents. To this end, the present study investigated the predictive role of an autonomy-supportive environment in positive achievement emotions (i.e., hope, pride, and joy) among arts students and the mediating role of achievement goals in this relationship.

The current study employs a correlational approach and utilizes a structural equation model. This model includes the autonomy-supportive environment as the predictor, achievement goals as the mediator, and positive achievement emotions as the criterion variable. The research population of the study comprised all students of arts studies at Neyshabour Arts School and Mashhad Islamic Azad College of Arts. Due to social distancing measures and institutional closures amid the Covid-19 pandemic, and in accordance with Kline’s criterion for sample size in structural equation modelling (which suggests 10 to 20 respondents per estimated parameter), a convenient sample of 320 students was selected. These students were asked to complete the online Persian version of the Autonomy-Supportive Environment Questionnaire, the Positive Achievement Emotions subscale of the Achievement Emotions Questionnaire, and the Personal Achievement Goals Orientation derived from Patterns of Adaptive Learning Scales, if they wished to participate. Participants were informed about the purpose of the study and assured that the data collected through the aforementioned questionnaires would remain confidential and only be accessible to the researchers. Descriptive statistics were used, and structural equation modelling was conducted to analyze the data and test the hypotheses.

The results indicated that the proposed research model was a good fit with the data. Furthermore, it was found that the autonomy-supportive environment could directly predict the positive achievement emotions of arts students. It was also revealed that achievement goals partially mediated the relationship between the autonomy-supportive environment and positive achievement emotions. Therefore, both hypotheses of the study were confirmed.

In light of the findings, it can be concluded that supporting students’ autonomy, specifically in online educational environments and in arts classes, is crucial as it can facilitate the occurrence of positive achievement emotions via the achievement goals they choose to pursue. In other words, creating environments where students are given the opportunity for choice, criticism, and examination of goals, values, and interests can encourage them to set mastery and performance-approach goals. Such goals will likely increase the chances of experiencing positive achievement emotions. Conversely, autonomy-supportive environments can weaken performance-avoidance goals, which are considered detrimental to students’ emotions. As a result, these environments can foster positive emotional experiences among students. It is therefore suggested that the Ministry of Science, Research, and Technology should prioritize the study of how to develop autonomy-supportive environments and apply the findings to all institutes. Moreover, future research should focus on the relationship between autonomy-supportive environments and other types of emotions (e.g., epistemic emotions and social emotions) across various educational contexts to further elaborate on the importance of such environments.

A lack of sense of belonging to the university among students may contribute significantly to educational underachievement and adaptation challenges within higher education institutions. However, little is known about the antecedents of students' sense of belonging. This study aimed to determine the role of autonomy, competence, communication and individual interest in predicting students' sense of belonging to the university.

This study employed a descriptive-correlational design. The research sample comprised all undergraduate students at Ferdowsi University of Mashhad during the first semester of the 2008-2019 academic year. A total of 450 students were chosen through stratified random sampling. Data were gathered using questionnaires on The Basic Needs Satisfaction in General Scale, Individual Interest, and Belonging to the University Scale. Data analysis was conducted using SPSS 24, employing Pearson's correlation and multiple regression analysis.

The study uncovered significant reciprocal relationships between the fulfillment of needs for competence, autonomy, relatedness, individual interest, and the sense of university belonging. Furthermore, multiple regression analysis indicated that, except for individual interest, the factors of competence, autonomy, and communication significantly forecasted the students' sense of belonging to the university.

The findings underscore the critical importance of meeting fundamental psychological needs in shaping students' sense of belonging to their university. These insights could serve as a foundation for devising effective strategies in the realm of higher education.

The purpose of present study was to investigate designing and determining the psychometric indicators of the perpetuating factors questionnaire of marital conflicts among Iranian couples. The research population included all Iranian couples in 2021. The sample size included 1212 subjects, 717 subjects were included in the exploratory factor analysis technique and 495 subjects were included in the confirmatory factor analysis technique. Then, a sample of 122 subjects were selected from Iranian couples as Convenience samples to investigate the correlation of the questionnaire. To validate the questionnaire, the common procedures of determining validity and reliability including determining content validity, construct validity, convergent and divergent validity, and determining questionnaire reliability were used. For data analysis, exploratory factor analysis, confirmatory factor analysis and Pearson's correlation method were performed. The results of exploratory factor analysis revealed 12 factors.. The results of confirmatory factor analysis also showed the appropriate fit of the model for the collected data. Considering the lack of valid and reliable questionnaire to measure the factors of continuation of marital conflict in Iranian society, using this questionnaire can be useful for assessment, diagnosis and therapy for marital conflict.

The present study was conducted with the aim of evaluating the effectiveness of the educational package of basic psychological processes on improving the processing speed and mathematical progress of elementary school students with learning disabilities in mathematics. The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population of this research included all female students with second grade math disorder who have referred to Tolu Qain Special Learning Difficulties Training Center in the academic year of 1400-1399, the total number of these students was 20, which is a sample They were randomly placed in two experimental and control groups. Prepare worksheets in 20 different areas of psychological processes and the experimental group was trained for 20 sessions of 45 minutes, while the control group did not receive any training. To collect data, the processing speed subscale of the fourth edition of the Wechsler Intelligence Scale for children (Wechsler, 2003), the Iran KIMAT math test, and two tests developed by the researcher of the Mathematical Progress (Qorbanpour, 2019) were used. Data were analyzed using multivariate analysis of covariance. The obtained results showed a significant difference between the two experimental and control groups in the post-test. This means that education has been effective in improving the processing speed and math progress of students with math disorders. Based on the obtained results, paying attention to the educational strategies of basic psychological processes can lead to promising results in the education and rehabilitation of students with learning disabilities, and it can be used as an effective intervention method.

Flourishing  is a new concept whose mission is to create constructive behavior and promote well-being such as increasing positive excitement, commitment and fascination, positive relationships with others, feeling the meaning of life, success and progress along with teaching students lessons in class and school as a good place to learn. Values ​​and norms. The aim of this study was to construct and validate a flourishing educational package for students in the first three years of primary school. The method of this research for the design and construction of the training package was the tool design method with a sequential combined exploratory approach. To evaluate the validity of the educational package, the content validity method was used qualitatively and quantitatively with the presence of 20 experts in the field of positivism and two relative coefficients of content validity and content validity index. Minimum and maximum values ​​of 0.85 and 1 were calculated. Content validity index for the whole package was 0.84. The results showed that the educational package based on flourishing for the students of the first three years of primary school has a good content validity and has the necessary validity and reliability for educational and research applications. In other words, the developed educational package has the ability to promote the flourishing of learners in educational systems.

Based on the lived experience of couples, the current research was conducted to investigate the maintaining factor of marital conflicts. The present study was a qualitative phenomenological study. The statistical population included all couples referred to counseling centers in Bojnourd City from July to October 2020. Twenty-two who had marital conflict were selected by the convenient sampling method. The number of participants could not be predicted from the beginning, and the researcher finally reached saturation by regularly checking the data and asking questions. Also, semi-structured interviews were used to collect data. Data analysis was performed using the coding method of Strauss and Corbin (1996) in three stages open, axial, and selective coding. The information obtained is based on the data from the research questions raised in the form of interviews. Thematic analysis of the maintaining factors of marital conflict was classified into three main components and 12 sub-components: intergenerational factors, interpersonal, and intrapersonal factors.

Intrapersonal, interpersonal, and intergenerational factors are the main factors that cause conflicts between conflicting couples. Finally, qualitative research leads to a more detailed and deeper understanding of couples' marital problems. This way, providing appropriate counseling solutions to improve marital life is possible.

Memory and psychological processes play a vital role in every aspect of learning, and dysfunction slows down many areas of learning. The aim of this study was to evaluate the effectiveness of the educational package of psychological processes based on verbal comprehension, perceptual reasoning and academic achievement of elementary students with learning disabilities.

The research method was quasi-experimental with a pretest-posttest design with a control group. In compiling the training package, worksheets were prepared in 25 different areas of psychological processes. In order to determine the effectiveness of the package, 20 second-grade female students who referred to the Center for Disorders in Ghaen and had problems in reading, writing and math were selected and randomly divided into experimental and control groups. The experimental group was trained for thirty 45-minute sessions (10 face-to-face sessions and 20 face-to-face sessions). To collect the data, the subscales of verbal comprehension and perceptual reasoning of the fourth edition of the Wechsler Children's Intelligence Scale (Wechsler, 2003) and the researcher-made test of academic achievement (Ghorbanpour, 2020) were used. Data were analyzed using multivariate analysis of covariance.

The results showed a significant difference between the experimental and control groups in the post-test. This means that education could be effective in improving the verbal comprehension, perceptual reasoning and academic achievement of students with learning disabilities.

According to the research results, paying due attention to the educational strategies of basic psychological processes, as an effective intervention method, can lead to promising results in education and rehabilitation of students with learning disabilities.

The current study aimed to investigate the lived experiences of students' sense of belonging to the university. To achieve this goal, qualitative and descriptive phenomenological methods were used. According to the principle of saturation, the research participants included 19 students from the Ferdowsi University of Mashhad and the University of Birjand in the academic year of 2018-2019, who were selected using the purposeful sampling method and were studied with semi-structured interviews. Data analysis was conducted using the Stevick-Colaizzi-Keen method. The research findings led to 5 main themes, 14 sub-themes, and 50 meaning units. The analysis of the interviews revealed five main themes including university climate (Autonomy-Supportive environment, attitude toward university, facilities) interaction with professors (emphasis on academic growth, respect, intimacy, empathy, and support), interaction with peers (relationship closeness, modeling), social participation (extracurricular activities and perceived membership) and interpersonal factors (self-efficacy beliefs and academic engagement). The results showed that the student's positive and negative experiences of belonging to the university are influenced by a combination of intra-personal, interpersonal, and contextual factors that play a major role in their university life.

The aim of this study was to determine the interactive and individual characteristics of preschool children with anxiety disorders based on developmental, individual differences, relationship based model. The research method was concurrent-nested mixed. The statistical population of the study all 4 to 6 years old children who were diagnosed with anxiety disorders based on the anxiety screening plan in 1399-1400 in Kashmer city. among them 19 children were selected by purposeful sampling. Qualitative data were collected through interviews with children and parents and quantitative data were collected through Ghanbari maternal caregiving quality (1390), Luyten parental reflection function (2013), Dunn sensory profile (1999) and Greenspan functional-emotional developmental questionnaire (2001) and quantitative information by Cut point and qualitative information by content analyzes method were analyzed. The results showed that there are three differences between quantitative and qualitative data: Quantitative information of 26% of the sample, which indicated poor sensory registration in anxious children, contradicts with qualitative results of sensory hyperresponsiveness in these children, and also in Maternal reflection Performanc and subscale of ambiguity of the Maternal Care Quality Questionnaire of the most of samples there was no disorder that is in contrast with quality data. The differences obtained are not a reason for the superiority of the quantitative or qualitative method is in line with the DIR approach the results are complementary and show more details of the individual and interactive characteristics of anxious children.

Sexual satisfaction is considered one of the most important factors in marital happiness, and it plays a significant role in the health, well-being, and overall quality of life for individuals in a society. Therefore, the research aims to develop and assess the effectiveness of a counseling package based on the sexual communication model on the level of satisfaction and sexual intimacy in Iranian couples.

The research was conducted using a mixed exploratory research design. Initially, qualitative methods were employed to identify the factors influencing couples' sexual exchange. Subsequently, a counseling package was developed based on these factors. For the purpose of quantitative validation, the relative content validity ratio and content validity index were utilized. In the next research phase, an applied and semi-experimental method with a pre-test and post-test design was employed, including a one-month follow-up with a control group. Data analysis was carried out using repeated measures analysis of variance (ANOVA) and the SPSS software version 26.

The results showed that the relative content validity coefficient and content validity index were higher than the required size (CVR≥49 and CVI≥79) and a valid counseling package was prepared. The results of the next stage also showed that the sexual communication pattern counseling package significantly increased sexual satisfaction (P<0.01) and sexual intimacy (P<0.01); the experimental group had a significant increase in sexual satisfaction and intimacy compared to the control group.

The results indicated that the content validity ratio and content validity index exceeded the required thresholds (CVR≥0.49 and CVI≥0.80), establishing the validity of the counseling package. Subsequently, the results of the next phase demonstrated that the sexual communication pattern counseling package significantly contributed to sexual satisfaction (P<0.01) and sexual intimacy (P<0.01). The experimental group exhibited a substantial increase in sexual satisfaction and intimacy compared to the control group.

The counseling package based on the sexual communication pattern is valid and can lead to an increase in the sexual satisfaction and intimacy of Iranian couples.

The purpose of this study was to validate and evaluate the factor structure of the scale of The Basic Need Satisfaction in Relationships with Friends Scale in students. In a descriptive and validation study, 172 and 228 students from Birjand University were selected through multi-stage random sampling method and completed the Basic Need Satisfaction in Relationships Scale (La Guardia et al. 2000), Life Satisfaction Test (Diener et al. 1985), The Social and Emotional Loneliness Scale for Adults (Ditommaso et al. 2004), and Depression, Anxiety, Stress Scale (Lovibond, & Lovibond, 1995). Internal consistency, exploratory and confirmatory factor analysis, convergent and constructive validity was evaluated using SPSS.16 and AMOS.24 software. The results showed that the scale had three-factor structure with the variance explained 70.92%. The second-order confirmatory factor analysis confirmed. The scale had good construction reliability. The convergent validity confirmed in relation to life satisfaction and its divergent validity in relation to the social loneliness and depression (P≤0.01). There was no significant difference based on age, gender and marital status (P>0.05). It seems that the basic need satisfaction in relationships with friends scale has a good reliability and validity in students.

One of the most important dimensions of thinking is scientific thinking, which can play an effective role in improving the academic conditions of students. Therefore, the purpose of this study was normalization and validation a tool for measuring scientific thinking in Iranian students.

This study in terms of purpose was applied and in terms of implementation method was descriptive from survey type. The research population was all high school students in Mashhad city in the 2020-21 academic years. The sample size based on Cochran's formula and with 10% attrition was calculated 648 people, which this number were selected by multi-stage cluster sampling method. The research tool was a Liang et al scientific thinking questionnaire (2006), and the resulting data were analyzed by confirmatory factor analysis in SPSS 26 software.

The findings showed that among the 24 items of the scientific thinking questionnaire, the content validity index of all items was approved because it was higher than 0.70, and only the content validity ratio of 4 items was inappropriate because it was lower than 0.50, and these items were revised and modified. Also, the scientific thinking questionnaire had 24 items in 6 components of using from scientific methods, using from scientific theories and laws, social contexts and culture, creativity and visualization, observation and inference, and practice; So that the factor load of all items was higher than 0.60, the average extracted variance of all components was higher than 0.50, and the Cronbach and combined reliability of all components was higher than 0.70. In addition, the reliability of the total scientific thinking questionnaire was obtained with the Cronbach's alpha method 0.86 and with the combined method 0.93.

The results showed that the a tool for measuring scientific thinking in students has a good validity and experts and educational planners can use this tool to measure the level of scientific thinking of students and based on its components design and implement programs to improve and promote scientific thinking.

Education and achieving academic success is the protective factor of teenagers and young people against the harmful effects of low socio-economic status. The current research was based on qualitative phenomenological method in order to understand the concept of academic success from the point of view of students with low socio-economic status, parents and teachers of disadvantaged areas.

The current research was conducted with a qualitative approach and a phenomenological method. The participants included 49 people who were selected by purpose-based sampling. The data collection method was semi-structured interview. To analyze the data, the seven-step Claysey model was used. The collected data were organized in the form of categories and concepts related to each category.

After analyzing the data of the study, 22 subthemes and 6 main themes were obtained to define academic success. Examining the lived experiences of these activists showed that the academic positive perspective, attachment to success, academic creativity, academic lifestyle, role competence and the achievement context are the themes that give meaning to academic success in less privileged areas.

Based on the obtained results, the perception of less privileged students towards the phenomenon of academic success was different from the previous definitions of academic success and it is a mental, emotional and behavioral process including the academic positive perspective, attachment to success, academic creativity, academic lifestyle, role competence and being in the achievement context.

Counseling services in Iran are required to understand the motivations for childbearing to provide better services. This study was conducted to investigate the confirmatory factor analysis of the Childbearing Questionnaire (CBQ) in Iranian men and women.

In this cross-sectional study, 398 married women of reproductive age (15-49 years of age) and 390 men, whose wives were at similar age were recruited. They were selected from Mashhad healthcare settings using multi-stage cluster sampling. The participants completed the CBQ. The reliability of the CBQ was assessed by test-retest and Cronbach's alpha. The validity of the scale was evaluated applying confirmatory factor analysis. SPSS V19 and Amos-21 were used for data analyses.

Cronbach's alpha coefficient and the test-retest reliability indicated satisfactory reliability of the CBQ in terms of positive childbearing motivation and negative childbearing motivation. The original model did not show acceptable fit. After removing eight factors with low loading and two correlated error terms, the modified model was found to have adequate fitness.

This study showed that some of the positive and negative motivations have changed due to cultural values of the Iranian society and are different compared with those of the western societies. This study supported the use of CBQ as a valid instrument in assessing childbearing motivations in Iran.

This research aimed to determine the effectiveness of online flourishing empowerment intervention on positive emotions, relationships, meanings, and Progress of students of the Ferdowsi University of Mashhad. The research was conducted using a quasi-experimental method with a pre-test and post-test design with a control group and a two-month follow-up period. The statistical population included the students of Ferdowsi University of Mashhad in 2020-2021. Fifty (50) students were selected by convenience sampling method and assigned to two experimental and control groups. The research tool was the Flourishing Questionnaire (HFQ) by Soleimani et all (2015). The flourishing empowerment training program was conducted online for the experimental group in eight 90-minute sessions. Data were analyzed using repeated measures analysis of variance. The results demonstrated that online flourishing empowerment training creates a significant difference (p<0.01) between the two groups in terms of positive emotions, relationships, meanings, and Progress in the post-test phase, and this difference was permanent in the follow-up period. In conclusion, the online flourishing empowerment intervention positively impacted the research variables based on the results of this research.

One of the most important developmental stages of every human being is childhood, because during this period personality is formed. Children in the family learn to respect others’ rights, to pay attention to people, and to recognize social values and norms. Many studies have shown the adverse impacts of child abuse and the cognitive and emotional misbehavior on the child. Among the long-term psychological effects of physical abuse are major behavioral and psychological problems in adolescence and adulthood. Adults who recall maltreatment are significantly at risk of developing psychological trauma. Retrospective reports of maltreatment experiences up to age 12 have shown that at the age 18, these individuals have several psychiatric problems, including depression, anxiety, self-mutilation, alcohol dependence and conduct disorder. These results show a strong connection between childhood maltreatment and suffering from the mentioned disorders. Research has proven that early maladaptive schemas mediate the relationship between childhood maltreatment and adulthood psychological trauma. Although the tissue damage of physical abuse heals over time, its psychological effects often continue throughout a person's life and leave disastrous results. Some studies have shown that mental and physical abuse during childhood can lead to a decrease in mental well-being in adulthood. As a result, one of the things that needs to be considered is psychological well-being.Reef and Case (2002) presented the theory of psychological well-being or positive mental health. According to the theory, psychological well-being consists of six factors: self-acceptance (having a positive attitude towards oneself), having a positive relationship with others (empathy and intimate relationship with others), autonomy (feel of independence and ability to resist social pressures), purposeful life (having purpose and meaning in life), personal growth (feel of continuous growth), and mastering the environment (ability to manage the environment). The theory has been widely used over the world. One of the most important methods that can be used for improving the various psychological aspects of adults is therapeutic forgiveness approach. Forgiveness therapy can be effectively used alone or combined with other approaches for changing an individual’s view towards others and managing emotions correctly in communication. Examining the Quranic verses and traditions in Islam also shows the emphasis on forgiveness and forgiving others’ mistakes. Forgiveness is a process in which a person moves past the wrong done to him and gives up his right to be angry about the hurtful act committed. The aim of forgiveness can be improving relationships, achieving inner peace, empathizing with the wronged person, or performing a valuable behavior. This study, then, sought to explore the impacts of implementing forgiveness therapy on the mental well-being of mothers experiencing abuse in childhood.

This quasi-experimental study used a pre-test-post-test design with a control group. Available sampling and random assignment were used for this study. The statistical population consisted of mothers visiting Ferdowsi University of Mashhad Counseling Center in the second quarter of 2018, who were subjected to behavioral, linguistic and psychological abuse during their childhood. The people were recruited through invitation to participate in the research project and after screening by means of mental well-being questionnaire (score less than 168), 30 of them were selected and randomly assigned to two groups of 15 people for the experiment and 15 people for the control group. Data were collected through Reef's psychological well-being questionnaire (Reef, 1989). The data collected from the pre-test and post-test questionnaires were analyzed using SPSS. The data were analyzed using the analysis of covariance (ANCOVA) was used to infer the data to control the pre-test effect.

Descriptive results show that the average psychological well-being of the experimental group increased by 20.87 in the post-test phase, while no noticeable changes were observed in the control group from the pre-test to post-test phases. The results in the inferential statistics section, using covariance analysis, showed that the averages of the experimental group due to therapeutic forgiveness are significantly higher than the averages of the control group, which means that therapeutic forgiveness increases the psychological well-being of mothers who have been abused in childhood.

Data analysis showed that therapeutic forgiveness increased the mental well-being of mothers abused in childhood. Forgiveness includes six psychological components: the absence of emotion, judgment, and negative behavior towards the wrongdoer, and the presence of emotion, judgment, and positive behavior towards the same mistake. Therapeutic forgiveness emphasizes the importance of the injured person not allowing the traumatic incident to continuously affect the his/her sense of self or ruin his personal relationships and go beyond the natural response to the injury. This is necessary for self-development and as well as for the emotional and moral development of the injured person. When forgiveness takes place completely, the person psychologically feels being healed. Forgiveness is considered an individual characteristic that is done to show a positive and socially friendly reaction to human and environmental errors. To increase mental health and improve resentment, which is necessary for a people’s communication and their emotional, spiritual and physical growth. In other words, forgiveness is an emotional transformation that is freely chosen, during which the desire to take revenge and avoid the wrongdoer decreases, and as a result, improves physical and mental health.

Media literacy training is one of the basic requirements; therefore, the aim of this study was to determine the effectiveness of media literacy training in adolescent Internet addiction.

The quasi-experimental research method was pretest-posttest with a control group. From the statistical population that included all male students of the first year of high school in Torbat-e Heydarieh in the academic year 2021-2022, 30 people were selected by purposive sampling method and randomly divided into two groups of control and experimental. And answered the Young Internet Addiction Questionnaire (1999). The experimental group participated in 16 sessions of researcher-made media literacy training, but the group did not receive any training. SPSS software version 24 and univariate analysis of covariance were used for analysis.

The results of analysis of covariance showed that there was a significant difference between the scores of the experimental and control groups (pre-test and post-test) in the rate of Internet addiction
(P < 0.01).

The results showed that media literacy training reduced adolescent Internet addiction. Therefore, media literacy training is recommended as a complementary method along with psychological therapies to reduce adolescent Internet addiction.

The present study was conducted with the aim of evaluating the structural equation model of factors influencing marital intimacy in newlywed couples. The present study used a quantitative approach. The study employed a developmental research design using descriptive correlational method and path analysis. The statistical population of the present study included all the couples who participated in the marriage workshops of the Ministry of Social Justice and the Ministry of Sports and Youth of Shahrekord in the summer of 2019. The research sample included 200 couples (M=200 & F=200) who were selected by the convenience sampling method. The couples completed the Couples Intimacy, Marital Empathy, Self-Disclosure, and Marital Trust Questionnaires. The results showed that there is a significant and positive relationship between empathy and its components, self-disclosure and its components, and trust in marital intimacy (p<05). Furthermore, when investigating the modeling of the research variables with marital intimacy, the results showed that, with the mediating role of trust, self-disclosure and empathy are able to predict marital intimacy. Finally, regarding the results of the study, it can be said that exploring components affecting couples' intimacy can be important in improving the quality of their relationship and is effective in developing practical plans to improve the newlywed couples' relationship.

The aim of this study was to investigate the psychometric properties of the online self-regulated learning questionnaire (Lau, 2021) in students of Tehran universities. The Chinese version of the self-regulated online learning questionnaire (COSRQ) consists of seven subscales: goal setting, time management, environmental structuring, effort regulation, cognitive/ monitoring strategies, help seeking, and self-evaluation. Participants in this study were 453 students of different stages of public universities who were selected by random sampling. Participants responded to questionnaires on self-regulated online learning questionnaire (COSRQ), academic engagement (RAEQ), motivated strategies for learning questionnaire (MSLQ), and the academic procrastination scale (PASS), provided online. The psychometric adequacy of the questionnaire was assessed in several steps including item analysis, exploratory factor analysis, confirmatory factor analysis, convergent validity, divergent validity and reliability coefficient. The results of item analysis showed that all items of the questionnaire are sufficient in terms of descriptive features. Exploratory factor analysis by identifying 5 items that were in the unrelated factor led to the identification of six factors. Confirmatory factor analysis also confirmed this six-factor structure. The results showed that this questionnaire has convergent and divergent validity and good reliability.

Ineffective motivational beliefs refer to the tendency of people to evaluate performance according to low criteria and lack of effort and perseverance to succeed in homework. Dysfunctional motivational beliefs lead to depression, anxiety, decreased self-esteem, academic self-efficacy, and other psychological problems. Although identifying and measuring dysfunctional motivational beliefs is essential to prevent psychological problems, there is a research gap in the construction and validation of the scale of dysfunctional motivational beliefs in the study population.

This study aimed to construct and validate the scale of dysfunctional motivational beliefs in high school students.

The method of the study was a combination of exploratory type and instrument development model. For this purpose, the foundation was first established through a qualitative study (in the previous study) based on data theorizing, using a semi-structured interview technique that was selected and interviewed with a sample of 15 students. The text of the interviews identified dysfunctional coding and motivational beliefs in behavioral, motivational, emotional, cognitive, personal, school, and family components using 12 methods of exercise, selection, and selectivity (Strauss & Corbin, 2015). In the next stage (the present study), based on the codes obtained from the qualitative part of the research, it became a tool for measuring the dysfunctional motivational beliefs of high school students and validating them. They were studying in 1399. They were selected using Purposive sampling and responded to the dysfunctional motivational beliefs scale.

The results of the confirmatory factor analysis showed that the dysfunctional motivational beliefs scale contained 40 questions and consisted of 4 validated factors. Items 1 to 8 related to the factor of academic self-efficacy; Items 9 to 18 related to the testing anxiety factor; Items 19 to 31 related to the factor of academic credentials, and items 32 to 40 were related to the factor of homework value. Indicators of model fit in confirmatory factor analysis confirmed the validity of this scale.

In general, the results of the study provided evidence for the validity and reliability of the researcher-made questionnaire of ineffective motivational beliefs as a tool for measuring defective and inhibiting beliefs in the path of academic success of students, and it can be used as a reliable and valid tool for diagnosis used by researchers, therapists, and counselors, teachers should be placed.

The water crisis is one of the potentially important potentials for conflict and security challenges, which has the potential to become a major crisis on a local, regional and trans-regional scale. The intensification of the water crisis has endangered the living health of the human ecosystem and its continued habitation due to population growth, industrial development, increasing pollution, deforestation and vegetation and drought and it has had consequences for the economic, political, military and security conditions of the countries. The aim of this study is to identify and analyze the security drivers of the water crisis in Chaharmahal and Bakhtiari. This research is applied in terms of purpose and descriptive and analytical-structural in nature. Due to the nature of research, collection and analysis of information in the descriptive part, through the study of library documents and in the analytical part of the expert methods, structural analysis was used. Documentary and expert findings of the study of factors and challenges affecting the water crisis and its consequences in Chaharmahal and Bakhtiari province showed that these challenges can be categorized in the dimensions of "economic security, environmental security, social security and institutional security." The results of the structural analysis also showed that drivers of water governance, inter-basin transfer projects, local and regional tensions and conflicts, political discriminations, government political authority, migration, poverty and deprivation, social capital, unemployment, psychological security, social trust, social cohesion and Participation of local institutions, public participation, are the most important drivers of effective water crisis security in Chaharmahal and Bakhtiari province based on the priority of effectiveness.