فهرست مطالب ساره احمدی

The purpose of the present study was to design and evaluate the empathy curriculum model for high school female students. For this purpose, empathy curriculum elements were obtained by studying and analyzing the theoretical foundations and perspectives of the two disciplines of curriculum and psychology, and then the extent of its application was evaluated from the viewpoints of experts, executives and students.

The present study is a qualitative-quantitative method of consecutive exploration using qualitative subtractive analysis and quasi-experimental, pretest-posttest study with the control group in the quantitative section. The field of study in the qualitative part of the literature was empathy and sampling continued until theoretical saturation. The statistical population consisted of all female high school students in Nayriz. The sample consisted of 60 students who were selected by multistage cluster random sampling and were divided into experimental and control groups. For the experimental group, empathy training was performed in 8 sessions 60 minutes for each, while the control group received no intervention.

The proposed research model is designed in five sections: Topics, Goals, Outlines, Teaching Methods, and Assessment Methods and includes four main lessons: "Empathy", "Acceptance of Others", "Dynamic Listening" and "Understanding Others”. In developing this model, the most effective solutions were provided, such as pantomime, role-playing, over a hundred photographs, and emotion recognition and practice, and creative assignments to create empathy behaviors. In addition, the model sought to address gender and the cultural context of gender in how to express empathy and interactions. Another highlight of the program was the specialization of the adolescent-specific program, with examples and assignments centered around high school concerns. The model evaluation results were valid according to the curriculum and psychology experts' view of the designed model. Also, after implementing the empathy training curriculum model, a significant increase in empathy scores was observed. Perhaps the most important limitation of educational research today is the development of a paradigm whose task is to provide explanatory and explanatory services. Regardless of the need to test them through the use of empirical information, patterns are used to explain. The purpose of model building, such as developing hypotheses, is to provide a model for testing. It is clear that pattern creation, information gathering and pattern testing should be a seamless activity. Information is needed to validate a template and evaluate its elements, and testing a template may lead to reconstruction or formatting. However, the importance of model testing against empirical information must be emphasized. It is a tool for model validation, reality improvement and effective knowledge sharing through modeling for theoretical knowledge. Since pattern testing is emphasized against empirical information and is effective for pattern validation, the present model must also perform numerous studies and various temporal and spatial conditions to perform a useful model. Since empathy is an essential component of emotional intelligence in classifying UNICEF's life skills, teaching this skill will be effective in using appropriate teaching and assessment methods in the curriculum because the best approach in the curriculum is a skills-based approach to life.

The main purpose of this study was to explain the effectiveness of group therapy based on quality of life on self-efficacy and mental well-being of my patients. It was done. The design of the present study was a quasi-experimental pretest-posttest with a control group. The statistical population of the study includes all women members of my association. Shiraz city was in 1396, which was selected by purposive sampling method and using random assignment were divided into two experimental groups (including 15 people) and control group (including 15 people). The Hollande (1984) Self-Efficacy (1984) and Keys and Magyarmo (2003) Mental Well-Being Questionnaires were used to collect data. After performing a pre-test, the experimental group was affected by group-based quality of life therapy for 10 sessions of 90 minutes, but the control group did not receive any intervention. After collecting the questionnaires, the obtained data were analyzed using the statistical method of analysis of covariance and statistical software (SPSS). Findings showed that there is a significant difference between the experimental and control groups after the implementation of group therapy based on quality of life and training group therapy based on quality of life significantly increases self-efficacy and mental well-being of my patients. اس شد. Regarding the dimensions of mental well-being, the results showed that group therapy based on quality of life had a significant positive effect on emotional, psychological and social well-being.

The aim of this study was to determine the effectiveness of Islamic lifestyle program on awareness of lifestyle factors and changing patterns of family behavior in female-headed households. The study was one group pretest posttest design. Participants of the study were 30 Female-headed households were supported by the Institute of Mehdi Fatemeh and were asked to complete Islamic Lifestyle Test and Awareness of lifestyle demensions. All of individual in experimental group participated 10 sessions in Iran - Islamic lifestyle program. The data were analyzed by one way anova repeated measures. The results showed that training increase Islamic Lifestyle and awareness of lifestyle. Therefore, the results of this study, the effectiveness of Islamic lifestyle program on components. This can be useful for university counseling center and help in treatment and prevention

Reading skill is the most important necessity for the students learning in modern life. This skill is related to abilities in subject understanding interpretation and inference of texts and reception of concept and meaning of the written message. Educational success and achievement for each student have direct relationship with his/her capability in subject understanding. The aim of this study was checking the reading literacy rates of the 4th grade of elementary students of Shahriyar city and the comparison with the average student performance of the 4th grade of elementary students in the whole country. The research procedure in its story was section surveying which was a discretional research technique and its implement was an international standardized notebook (PERLZ)، which was performed on 260 male and female students in the grade 4 in Shahriyar city. They were selected with multi-step cluster sampling method. The study findings indicated that there was not a considerable difference in operational average between the Shahriyar students and the whole country in grade three and four (inference levels). However، but in the first and second levels (recitation levels)، Shahriyar students were higher than the students in the whole country were. In understanding of literary texts، the students of Shahriyar did not have a considerable difference with others، but in understanding of informative texts، they had a better operation than the students of the whole country did.

The aim of this study is to investigate the relationship between self - efficacy, achievement goal orientation and academic coping strategies of university students. In addition, self-efficiency, goal orientation, and academic coping strategies of male and female university students are compared. Research method is correlation and 248 college students were selected by cluster sampling from college of educational sciences, engineering, and medical sciences university of Shiraz. Scale (Friedel & others, 2007), Personal Goal Orientation Scale (Migley & others, 1997) and the Academic Coping Questionnaire (Tero & Connell, 1984). The results of multiple regression analysis revealed that academic self – efficacy of university students predicts adaptive coping strategies positively, and non - coping behaviors negatively. Also, master goal orientation predicts adaptive coping strategies positively and maladaptive coping strategies (consist of denial and projective coping) negatively. According to independent t - test results, there are significant differences between female and male university students in master and performance goal orientations.

The aim of the present study was to investigate the relationships between self-esteem, marital relationship and components of happiness (consists of positive affect, negative affect and life-satisfaction), in married women. The 97 women were tested using the Rosenberg Self-Esteem Questionnaire (Barrow, 2007), Marital Relationship Questionnaire (Khayyer and Samani, 2003), Positive and Negative Affect Scale (Watson, Clark & Tellegen, 1988), and Satisfaction with Life Scale (SWLS) (Diener, Emmons, Larens, & Griffin, 1985). Multiple regression analysis revealed that scores of marital relationship predict married women's life satisfaction (?= 0.79, P< 0.0001) and negative affect (?= -0.50, P< 0.0001) In addition, positive affect in married women was predicted by the scores of self-esteem (? = 0.45, P< 0.0001).

The aim of this study was to investigate the relationship between emotional intelligence and its components (emotional perception, emotional control, social skills, and optimism) and academic satisfaction in boy and girl students. The 386 high school students were selected by cluster sampling and they filled out the Emotional Intelligence Questionnaire and Academic Satisfaction Questionnaire. The data were analyzed through Pearson product moment correlation, multiple regression analysis, and t-test for independent groups. Findings showed a significant positive relationship between emotional intelligence and academic satisfaction. Multiple regression analysis revealed that scores of emotional perception and optimism predicted academic satisfaction significantly. According to independent t-test results, there were significant differences between girls and boys in emotional intelligence, emotional perception and academic satisfaction As results indicate, emotional intelligence has an important role in student's academic satisfaction. In addition, differences between girls and boys in emotional intelligence and academic satisfaction revealed the importance of attending to gender differences by educational specialists.

The aim of this study was to investigate relationships between emotional intelligence and academic achievement with mediator of academic satisfaction. The 386 high school students were tested using the EmotionalIntelligence Questionnaire (Petrides & Furnham, 2001, cited in Marenani, 2003) and Academic Satisfaction Questionnaire (Ahmadi, 2010). Grade point average was selected as an index of academic achievement. Multiple regression analysis (Baron and Kenny, 1986) revealed that scores of emotional intelligence predicted Academic achievement with mediator of academic satisfaction. In addition, the scores of emotional intelligence showed significant direct effect on academic achievement.