فهرست مطالب داود حسینی نسب

Emotional divorce is one of the most common phenomena in Iran. The aim of the present study is to investigate the effect of Glasser reality therapy in a group manner on marital adjustment, emotional differentiation and intimacy in couples with emotional divorce. The research method was a semi-experimental one-group type with a time series design. From the statistical population, married couples with emotional divorce who had referred to Andisheh and Allameh Amini Centers for counseling, 16 couples (8 couples) were included in the sample group in a targeted way. The participants completed 8 sessions of couple therapy based on reality therapy in a group manner (two sessions per week), each session lasting 1.5 hours. Before the intervention, after the end and one month after the end of the intervention, the participants answered the questions of the Marital Compatibility Questionnaire, the Couple Differentiation Scale, and the Marital Intimacy Scale. The obtained data were analyzed by the repeated measures ANOVA. The results of the research showed that the intervention of Glasser reality therapy in a group manner increases marital compatibility and intimacy of couples in couples with emotional divorce. Also, the results showed that this increase continues in the follow-up phase. The results of this research didn't confirm the effectiveness of Glasser reality therapy in a group manner intervention on the emotional differentiation of couples with emotional divorce

The purpose of this study was determination the effectiveness of Dialectical behavior therapy techniques Training on distress tolerance and self-assertiveness in bullied-victimized students. This semi-experimental study was conducted using pre-test and post-test with control group. The statistical population of the study was all male high school students of first section of Tabriz city in the (2018-2019) who 30 bullied-victimized students were selected by purposeful sampling, one-stage cluster sampling, and screening procedures and finally these subjects were randomly assigned to the experimental and control group (15 subjects in each group). The instruments used included the Bullied-Victimized Iranian Scale, Simmons & Gaher Distress Tolerance Scale, self-assertiveness questionnaire(ASA). The experimental group experienced 10 sessions of training Dialectical Behavioral therapy techniques, while control group did not received any training. Data were analyzed using analysis of covariance method. Results showed that there were significant differences in distress tolerance, and self-assertiveness post-test scores between the experimental group and the control group (p < 0.001). Thus, it can be concluded that Dialectical behavior therapy techniques Training can improve distress tolerance and self-assertiveness among bullied-victimized male students.

Evidence shows that the major part of learners' problems is due to lack of attention to psychosocial competence, especially their social awareness. The purpose of the present study was determining the effect of social-emotional learning program on the social awareness of Farhangian University teacher trainees in East Azerbaijan. The present study is a quasi-experimental research with pretest-posttest design and a control group. The population of the study included all male/female teacher trainees of East Azerbaijan Farhangian University in the academic year of 97-96. According to the research method, the sample was selected using available sampling. In this way, four classes (two girls 'and two boys' classes) were selected from among the classes of Farhangian University and randomly divided into two experimental groups And control groups. The experimental groups trained a comprehensive social-emotional learning program in 6 sessions (1.5 hours) and control groups did not receive interventional. to collect data on social awareness of the students, social-psychological efficiency questionnaire was used. Data were analyzed using one-way covariance analysis. The results showed that comprehensive emotional-social learning program had a significant effect on the social awareness of the experimental group in female and male students, but there was no significant difference between the experimental groups. The results of the present study confirmed the effectiveness of social-emotional learning program training on the social awareness of teacher trainees.

The purpose of the study was to determine the structural relations between academic emotions, responsibilityand academic engagement by mediating self-concept among the warfare victims’ children. The research was conducted with a correlational method. The study population consisted of all students of the scarified families’ children who were studying in the schools of East Azarbaijan during the academic year of 2017-2018. Using multi-stage random sampling, 332 subjects were selected. Data were collected using academic engagement questionnaire, academic emotion questionnaire, responsibility questionnaire, and self-concept scale. Data were analyzed by multiple regression and path analysis. Data were analyzed using SPSS-24 and AMOS-24 software. Findings showed that there was a significant positive relationship between academic engagement, responsibility, academic emotion and self-concept and negative association with negative emotion. 23% of the variance of academic engagement was explained due to the variables of academic excitement and responsibility. Finally, path analysis showed that the self -concept could play a role as a mediator in the relationship between academic engagement, academic emotion, and responsibility.

The aim of this study was making a questionnaire for diagnosis of Oppositional Defiant and Conduct Disorder in primary boys' school (6-12 years old) and to assess its validity and reliability.

The research method was descriptive correlational. A total of 1200 male elementary school students in Tabriz were selected by multi-stage random sampling method and with the cooperation of mothers of the same students, the questionnaire was constructed based on DSM-5.

The results of exploratory factor analysis using independent Varimax rotation introduced three independent conduct factors, argumentative/defiant behavior and angry/irritable mood that explained 15.79%, 14.75% and 14.06% of the variance of variables and 44.61% of the total variance of variables, respectively. In order to assess the validity, the Eigevalue method was used more than 1 and the results showed that both the three factors and the whole questionnaire have good validity. Cronbach's alpha coefficient in assessing the reliability of the three factors of the questionnaire was 0.74, 0.60, 0.74 and for the whole questionnaire (α=0.77), respectively. The mean prevalence of conduct disorder, argumentative/defiant behavior and angry/irritable mood behavior of children in the sample group were 2.7%, 7.8% and 15.6%, respectively, based on DSM-5 dimensional approach.

Considering the desirable behavioral characteristics of Oppositional Defiant and Conduct Disorder Questionnaire, this tool can be used for research and clinical applications.

Acceptance and Commitment Therapy is one of the third generation behavioral therapies in the treatment of childhood and adolescent disorders that has recently received much attention. However, its effectiveness, especially among adolescents with Attention Deficit Hyperactivity Disorder (ADHD), with problems such as procrastination, swings and depression, has not been much noticed. The aim of present study was to investigate effectiveness of acceptance and commitment therapy on academic procrastination, resilience, and depression in students withADHD.

To this aim, in a pretest-posttest with control group quasi-experimental study, 28 students were selected purposively and randomly divided into experiment or control groups (13 in ACT group and 15 in control group). Conners rating scale, Beck Depression Inventory (BDI-II, Beck, 1996), Solomon students and academic procrastination version Roth Bloom (1984 ), and Conner- Davidson Resilience scale (CD-RISC, Beck,1996) were completed before interventions by all participants and then participants of experiment group individually received a 10-session ACT intervention, while control group received no intervention. After completing the intervention, once more, the instruments were administered.

The results of Covaraince analysis showed that in the three variables of academic procrastination, resilience, and depression, after controlling the covariate variable (pre-test scores) there were significant differences among the two groups (depression: f=14/81; p < 0/001; resilience: f=9/84; p < 0/001; academic procrastination: f=15/15; p < 0/001).

According to the results, ACT is an effective and promising intervention on academic procrastination, resilience, and depression in students with Attention Deficit Hyperactivity Disorder(ADHD)

The aim of this study was to investigate the relationship between test anxiety and motivation to progress with self-disability and academic procrastination in students of Tehran University of Applied Sciences. The research method of the present study is descriptive-correlational. The statistical population of this study includes all students of East Tehran University of Applied Sciences. 340 people were selected from this statistical population by multi-stage random sampling method. The negligence of Solomon and Rothblum (2005) and Edward E. Jones's (1979) self-restraint scale were answered. The results of Pearson correlation showed that there is a positive and significant relationship between test anxiety and academic self-efficacy and there is a negative and significant relationship between achievement motivation and self-efficacy and academic achievement. Negativity and test anxiety positively predict students' procrastination and self-empowerment. The results of the study indicate that by increasing the motivation to progress and reduce the anxiety of the exam, it is possible to reduce the students' self-disability and academic procrastination.

Educational self-efficacy implies one's belief in his abilities in achieving educational goals and activities, and is influenced by several factors. The purpose of the present study was to compare the effectiveness of teaching self-regulation strategies of motivation and communication skills on academic self-efficacy of female Tabriz talented students.

In the current quasi-experimental study with pre-test, post-test, and control groups, a total of 90 female high school third grade students in regions 1 and 4 of Tabriz in 2016-2017 were selected using cluster random sampling and were randomly assigned to experimental and control groups. The first group received a training course on motivational self-regulation strategies in 10 sessions, the second group received 10 sessions of communication skills training, and the third group (control) continued its regular classroom programs. A self-efficacy questionnaire was used for data collection.

Data analysis, using single-variable covariance, showed that self-regulation of motivation and communication skills had different effects on academic self-efficacy, and self-regulating strategies of motivation were more effective on academic self-efficacy.

According to the results, it seems that planning effective interventions to promote academic self-efficacy is imperative for female students.

To help with the prediction of school achievement through a mathematical model incorporating goal orientation, course perception, and academic self-regulation, a sample of 380 9th graders in Tabriz was selected using the cluster sampling method. Instruments used to measure these constructs were translated ones. Data analyses showed that goal orientation and course perception have a direct impact on achievement. Indirect impact of three of the goal orientation constituents is through cognitive and metacognitive strategies while the fourth one has no such impact. From among the constituents of course perception, interest has an indirect impact through the cognitive and metacognitive strategies while the other three have positive indirect impact through cognitive strategies only. Overall, the goal orientation factor proved to be a better predictor of school achievement.

Students' classrooms misbehaviors have an important impact on the teaching and learning effectiveness. The aim of this study was to compare the students’ indiscipline in different clusters based on the early maladaptive schemas and family functioning components. The K-means clustering method was used for student clusters formation based on early maladaptive schemas and family functioning components in a group of 360 girl students in Tabriz city 10th grade students. According to the criteria, the two clusters was the most distinct between students' clustering. The first cluster students with the highest number in comparison to the second cluster have higher mean in all early maladaptive schemas, while in the family function components the cluster has lower mean. Also, according to a MANOVA test results the first cluster students have higher mean in all five types of indiscipline behaviors. The findings emphasize the importance of paying attention to family components and students' schemas on their misbehaviors.

Self-instruction is an appropriate intervnention for children, but its effectiveness on adolescents and problems such as ADHD and procrastration among them has not attracted due attention. The aim of the present study was to investigate effectiveness of self-instruction on ADHD symptoms and academic procrastination of ADHD adolescents.
To this aim, in a pretest-posttest with control group quasi-experimental design, 16 adolescents with ADHD, among clients of psychiatric and psychological service centers of Tabriz City and with regard to inclusion criteria, were selected and randomly allocated into two groups of experiment or control (eight individuals in each group). Child Symptom Index (CSI-4) and Savari’s Academic Procrastination Scale were completed before interventions by all participants and then participants of experiment group received a 10-session individual self-instruction training, while control group received no intervention. After intervention, the insruments were completed by the participants once more.
Covaraince analysis results showed that self-instruction effect is significant on both attention deficit and hyperactivity symptoms resuling in the reduction of these symptoms. Moreover, findings on procrastration showed that participants' scores in deliberate procrastination, physical-mental causing procrastination, and procrastination causing without programming and also total score of procrastination decreased.
Our findings suggest that self-instruction training is an effective and appropriate intervention for hyperactivity/impulsivity symptoms and for the reduction of procrastination among adolescents.

The purpose of this study was to predict academic achievement based on the goal orientation and perception of classroom with the mediating role of academic emotion in the form of causal model in path analysis. The statistical sample of this study included 380 students studying in the 9th grade at Tabriz city who were selected by cluster random sampling method. The data collection tools included such questionnaires as Achievement Goal Questionnaire (Elliot & McGregor, 2001), Perception of Classroom (Gentry, Gable and Rizza, 2002) and Academic Emotion (Pekrun, 2005). The results showed that the components of goal orientation (tendency domination, avoidance domination and tendency performance) and the components of perception of the classroom (interest, choice, pleasure) had a direct and positive impact on academic achievement but the avoidance performance had a direct and negative impact on academic achievement. The components of tendency domination, tendency performance, avoidance performance, interest and pleasure had an indirect significant impact on academic achievement through positive emotions. However, the components of tendency domination, tendency performance, avoidance performance, interest, challenge and pleasure had the same impact through negative emotions. Overall, the results showed that, in comparison with components of classroom perception, the components of goal orientation can be considered good predictors of academic achievement.

The purpose of this study is to analyze the relationship between self-compassion and emotional self-awareness in medical students. This descriptive correlational study was performed on students of Tabriz University of Medical Sciences. A number of 350 students (181 males and 169 females) who were selected through multi-stage sampling method completed the questionnaires of self-compassion by Neff and emotional self-awareness by Grant et al. The data were analyzed using canonical correlation method by SPSS software using the CANCORR plug-in. The findings of this study showed that self-compassion dimensions have a significant relationship with emotional self-awareness. The canonical analysis revealed a meaningful set between self-compassion and emotional self-awareness. In this set, self-kindness, self-judgment, common humanity, isolation, intelligence and increasing replication have a positive and significant relationship with recognition, identification, converting, contextualization and problem solving. It can be concluded that the higher the degree of self-kindness, self-judgment, common humanity, isolation, intelligence and increasing replication of students, the higher their level of recognition, identification, converting, contextualization and problem solving will be.

  Evidence shows that most of the learning disabilities are rooted in stress. The purpose of the present study was to compare the effectiveness of teaching self-regulation strategies of motivation and communication skills on academic stress of Tabriz talented female students. The research method was quasi-experimental with pre-test, post-test, and control group. The research participants consisted of 90 female high school third grade students from regions 1 and 4 of Tabriz in 2016-2017 who were selected using cluster random sampling method and were randomly assigned to experimental and control groups. The first group received a training course on motivational self-regulation strategies in 10 sessions and the second group trained 10 sessions of communication skills training, and the third group (control group) continued regular classroom programs. Cohen and Frazer Educational Stress Questionnaire was used as the instrument. Data analysis, using single-variable covariance, showed that self-regulation strategies motivation and communication skills had different effects on academic stress and communication skills were more effective in reducing academic stress. Effectiveness of communication skills to reduce stress versus self-regulation strategies of motivation is obvious in controlling the sources of academic stress. Therefore, by performing communication skills techniques, practically, the negative effects of stressors can be reduced

This study was aimed to verify the effects of mood induction and brain-behavioural systems on emotional information processing [reaction time (RT), response bias (ß), and response sensitivity (d')] in individuals with high BAS/BIS sensitivity as compared with a control group. At first, 527 undergraduate students filled out the Carver and white’s BAS/BIS scale. Then based on standardized z score; 25 subjects with high BAS sensitivity, 25 with high BIS sensitivity, and 25 were selected as the control group. For all subjects, emotional words were presented to memorize them. Then, half of the subjects of each group were introduced to induce a happy mood and the other half were introduced to induce a sad mood. At the next stage, the emotional words were presented for all subject to recognize them. Before all, for statistical purposes, the signal detection theory method was used to standardize data. Then, repeated measurement ANOVA was used to analyze each dependent measure. The results showed that individual with high BIS sensitivity, in the sad mood induction, recognize sad words faster than the high BAS sensivity group and the control group. Whrease, no significant differences were observed in indivitulas with high BAS sensitivity. Concerning the response sensetivity, the results showed neither beween group nor within condition significant differences. However, smaller response bias for negative words was observed in the high BIS sensitivity as compared with the high BAS sensitivity group and the control group. This result indicates that individuals with high BIS sensitivity use more liberal strategy for negative words recognition.

The present study determines the relationship between emotional intelligence and depression anxiety and among female students in grades two and three of high school in Meskhinshahr in the school year
(1388-89). The research is a kind of descriptive as well as correlative. The subjects for the study were 270 students, that were selected through random sampling. In order to obtain data, the study employed questionnaires including: Bar-on emotional intelligence C.A.P.S questionnaire of depression andbeck's anxiety questionnaire and among kids adolescents.
The tow statistical methods (pearson's correlation and concurrent regression) were used to the analysis of data and SPSS for windows was employed to perform statistical calculations. The results of data analysis showed that there is a negatively significant relationship between emotional intelligence depressionand. anxity zAmong subcomponents of emotion intelligence except for three subcomponents including problem solving flexibility and responsibility other components statistically for the p

Organizations planned in-service trainings for updating of personnel’s information. ICDL (international computer driving license) is one of the most important trainings. The purpose of this research is Evaluation the some aspects of ICDL in-service trainings from the viewpoints of administrators and personnel of Tabriz University of Medical Sciences and health services. This research is a field descriptive study. The statistical population studied included all of formal and contracted personnel and administrators of Tabriz University of Medical Sciences and health services (4345 persons). Which 4220 ones were personnel and 125 persons were administrators among this total. In this research 351 personnel and 94 administrators were selected through simple random sampling. Two separate questionnaires were used for data gathering. Validity and reliability of tools determined through content validity and Chronbach's Alfa. Descriptive statistics (Frequencies, Mean and Standard Deviation) and inferential statistics (Mann Whitney U, Kruskal-Wallis and independent t-test) were used for data analysis. The findings of this research showed that administrators more than personnel believed in role and importance of ICDL (P < 0.05). There were no meaningful difference between views of personnel and their administrators regarding ICDL training periods effects on increasing of personnel skill and knowledge as well as their coordination with personnel job needs (P > 0.05). Administrators more than personnel believed in role of material and nonmaterial incentives for participating at ICDL training classes (P < 0.05). Personnel mentioned ICDL trainers had high-level skill and knowledge in presenting the lessons matters. Statistical meaningful difference was detected about beneficially of ICDL trainings between different job subgroups of medical sciences university (P > 0.05). (ICDL had more benefit in financial-official subgroups). Based upon the results it is concluded that the personnel of Medical Sciences University is needed to be more knowledgeable concerning role and importance of ICDL in-service trainings. Besides considering material and nonmaterial factors for participating at ICDL training classes is necessary. Finally for returning on personnel investment, ICDL in - service trainings are needed to be applicable.

The purpose of this study was to investigate the relationship between organizational culture and job satisfaction among the professorates and employees in Tabriz university. The research sample consisted of 209 subjects who was chosen through the stratified random sampling. All participants completed the Hofsted Organizational Culture Questionnaire (HOCQ) and Job Descriptive Index (JDI). Results indicated that the kind of Organizational Culture in Tabriz university was rational culture, in addition the job satisfaction was different between three kind of organizational culture. The results of Analysis of variance (ANOVA) indicated that there was different between job satisfaction among the kinds of scientific ranks, but that was not significant. The results of T-Test showed which there was significant difference between the job satisfaction of professorates and employees. Related to gender, results showed that scores mean of male were meaningfully more than female. Results also illustrated that there was positive relationship between organizational culture and job satisfaction.