سید موسی گلستانه

Resilience is an ability and skill that enables a person to adapt to problems and challenges. This factor contributes to the positive development process of adolescence. The purpose of this research is to determine the relationship between basic psychological needs with resilience through the mediating role of self-efficacy in life skills in adolescence. This research was carried out using a descriptive and correlational research method in the form of a structural equation model. The statistical population included six grade male and female students in Bushehr high schools 503 students were selected using multi-stage cluster sampling method. The following questionnaires were used: Morris Self-Efficacy Scales (SEQ-C), DeCaroli John and Sagon Resilience Questionnaire (2014), Basic Psychological Needs Questionnaire (BSNQ); Guardia, Deci and Ryan, (2000). Structural equation model was used to analyze the data. Results of data analysis showed that the paths of basic psychological needs to self-efficacy in life skills and self-efficacy to resilience were significant in adolescence. Also, the path of basic psychological needs was significant indirectly through self-efficacy in life skills with resilience. According to the findings of this research, it can be concluded that as we approach late adolescence, the effect of basic psychological needs increases and self-efficacy performs its mediating role well during all three periods.

The aim of this study was to determine the relationship of active/ deactive positive affect and active/deactive negative affect with social loafing and positive group interaction.

The research method that used in this study was to the correlation and structural equation modeling. the statistical sample was included all fifth and sixth grade female student in 1392 year, Bushehr city , that Have been selected 250 girl through a multi-stage randomly sampling . Instrument used in this study was included a Linnenbrink and Garcia، positive and negative affect questionnaire.

The results showed that the relationship between deactive positive affect and social loafing and positive group interaction was significant. Also, the relationship between active positive affect and social loafing was significant, the relationship between active positive affect and positive group interaction was not significant, and the relationship between active negative affect and positive group interaction was significant. Moreover, the relationship between deactive negative affect and social loafing and positive group interaction was not significant. In sum, the proposed research model was good fitness the data.

The aim of this study was to investigate the relationship between early maladaptive schemas and Acadmic procrastination with the mediating role of personality traits and perfectionism. The method of the present study is descriptive-correlational and was performed by structural equation modeling. The statistical population of the study consisted of 8640 students of Persian Gulf University in 1400. 301 students were selected by purposive sampling method and completed the maladaptive schemas questionnaire (ISQ), active procrastination scale (APS), passive procrastination scale (PPS), hexaco personality questionnaire (HPQ) and multidimensional perfectionist structures questionnaire (MPCQ) Structural equation model and SPSS and AMOS software were used to analyze the data. The results of structural equation model showed that the direct relationship between maladaptive schema variable with perfectionism and maladaptive schema with personality traits is significant. Also, the direct relationship between personality traits andAcadmic procrastination was significant, but the direct relationship between perfectionism and Acadmic procrastination was not significant. Indirect relationships of incompatible schema with Acadmic procrastination were also significant through personality traits, but indirect relationships of incompatible schema with Acadmic procrastination through perfectionism were not significant. Based on the research findings, we conclude that maladaptive schemas are well associated with Acadmic procrastination through personality traits. At the end, the necessary suggestions were presented.

The purpose of this study was to examine the mediating role of teacher feedback in the relationship between students’ feelings of shame and guilt, on the one hand, and teachers’ emotions and the structure of classroom objectives, on the other hand. The statistical population of this study included all fourth-, fifth-, and sixth-grade elementary students and their teachers in Lamerd, Fars province, Iran. A total of 400 students and 37 teachers were selected using multistage cluster sampling. Teachers completed the Teacher Feedback and Emotion Questionnaire, and students completed Classroom Goal Structure Questionnaire and Emotional Awareness Scale for Children. Path analysis was used to investigate the causal relationships, and the data were analyzed using SPSS and AMOS version 24. The results showed that among the teachers’ emotions, only happiness, love, and anger correlated with students’ shame, but none of the components of teachers’ emotions correlated with students’ guilt. While mastery goal structure had a negative relationship and performance-avoidance goal structure had a positive and significant relationship with students’ emotion, shame, and guilt, performance goal structure had no significant relationship with either students’ emotion, shame, or guilt. Performance goal structure had an effect on teacher feedback through the mediating role of shame. Furthermore, teachers’ fear, sadness, and love had a significant indirect effect on shame through the mediating role of teacher feedback. Based on the results, it is recommended that a contingency contract be used to create a mastery goal structure in the classroom. In addition, teachers’ feedback should be offered in a way that engages students in educational activities but does not trigger emotions or a sense of shame or guilt in them.

The purpose of this study was to investigate the relationships between defense mechanisms, identity styles, hardiness and assertiveness with resiliency in early, mid, and late adolescence.

The present study is a descriptive correlational study. Accordingly, from all high school students in Jam city in 2017-2018 academic year, 300 persons (150 girls and 150 boys) were selected using simple random sampling method and completed hardiness inventory, assertiveness scale, defense mechanisms inventory, and identity styles scale and resiliency scale.

The results showed that there was no positive and significant relationship between information identity style, confused / avoidant and normative identity style with resilience. There was a positive and significant relationship between courage and resilience. There were positive and significant relationship between assertiveness and hardiness with resilience. There was a positive and significant relationship between developed defense mechanisms and resilience. There was no significant relationship between underdeveloped defense mechanisms and resilience. There was a significant negative relationship between neurotic defense mechanism and resilience. It was also shown that the mean of information identity style increases in late adolescence and there was no significant difference between male and female adolescents in terms of the studied variables.

Based on the results of the study, it was concluded that assertiveness and then hardiness and developed defense mechanisms are the most important predictors of adolescent resilience. At the end, the suggestions and limitations of the research were stated.

The aim of this study was to investigate of the effectiveness of group play therapy techniques on anxiety sensitivity, helplessness and resiliency in students with learning disabilities.

This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted of 253 students with learning disabilities who had been referred to the Center for Learning Disabilities of Boushehr province’s Department of Education in 2018-2019 school year. Of these, using convenience sampling and considering the requirements of the research project based on Colorado Learning Difficulties Questionnaire (2011), Wechsler Intelligence Scale of Children, the fifth Diagnostic and Statistical Manual of Mental Disorder (DSM-5), 40 students were selected and assigned to an experimental group and a control group. The measurement tools were Anxiety Sensitivity Questionnaire (1986), Learned Helplessness Questionnaire (1988) and Connor-Davidson Resiliency Scale (2003). The experimental group received 12 sessions (45 minutes each) of group training. For statistical data analysis, mixed variance analysis with repeated measures design is used.

Findings showed that group play therapy techniques training has a significant effect on anxiety sensitivity, helplessness and resiliency and this effect remains unchanged in the two-month follow-up phase (P<0.05).

Finally, we may conclude that group play therapy techniques training, as an effective and functional intervention, could be used to improve anxiety sensitivity, helplessness and resiliency of students with dyscalculia.

Mental health in its general sense also refers to mental health and mental balance and having positive psychological characteristics and ways to achieve mental and spiritual health, which is responsible for the excellence and individual and social development of human beings by paying attention to It turns on. The aim of this study was to evaluate the effectiveness of resilience skills training on increasing the mental health of Bushehr Correctional Center clients.

 Research method

This research is a semi-experimental type with pre-test and post-test with experimental and control group. The target population of the study was all helpers of Bushehr Correctional Center. The sample size included 40 individuals, 20 of whom were randomly assigned to the experimental group and 20 to the control group. The research tools included a mental health questionnaire and a training method for resilience skills training.

Statistical findings showed the effect of resilience skills training in increasing mental health in clients of Bushehr Correctional Center. In this regard, the analysis of covariance showed that teaching resilience skills has a significant effect on improving the physical symptoms, anxiety and insomnia and depression in the clients of Bushehr Correctional Center.

The aimed of present research was determine the effectiveness of couple therapy by Young schema therapy method on marital adjustment and emotional divorce in divorce applicant. Present research was a semi-experimental with a pre-test and post-test design with a control group. The research population was included divorce applicant couples referring to court counseling center of Bushehr city in the autumn season of 2017 year. The research sample was 40 couple that were selected by available sampling method and randomly assigned to two equal groups (each group 20 couple). The experimental group trained couple therapy by Young schema therapy method for 10 sessions of 90 minutes (two sessions a week). The groups responded to the questionnaires of Spanier’s marital adjustment (1976) and Guttman's emotional divorce (1995) in pre-test and post-test phases. To analyze the data was used from SPSS-19 software and multivariate analysis of covariance method. The results showed that there was a significant difference between the experimental and control groups in marital adjustment and emotional divorce. In other words, couple therapy by Young schema therapy method led to increase marital adjustment and decrease emotional divorce in divorce applicant couples (p

Health is a dynamic state in which individuals consistently adapt themselves to the internal and external changes. Different sciences and disciplines have addressed health issues, which among them, the community health disciplines have a special look at the subject. The purpose of this study was to investigate and develop a structural model for prediction of subjective well-being based on philosophical and perfectionism mentality through mediation of mindfulness in Tehran male employees. The present research was a correlation research and the target population of this study included all male employees of four state departments of Tehran in 2018. In this study, multi-stage cluster random sampling method was used. The sample size was 300 people according to the number of variables in the research. In this research the philosophical mentality, perfectionism, mindfulness, and subjective well-being questionnaires were used. Analyzing of data was performed using path analysis and structural modeling. The structural model of prediction of subjective well-being prediction based on philosophical mentality and perfectionism with the mediation of mindfulness in male employees was satisfactorily matched with research data (p<0.05). Therefore, it can be concluded that the subjective well-being in the men employees of Tehran state departments is explained by the philosophical mindedness and perfectionism through mediation of mindfulness .

The purpose of this study was to determine the effectiveness of Positive Psychology Intervention training on enhancement of wellbeing, academic buoyancy and academic achievement in students. A quasiexperimental method was used with control group and pre-test, post-test and one-month follow-up. The population consisted of 360 female secondary third grade school students in the academic year 2015-16 in the Charosa district of the City of Kohgiluyeh western Iran. Using a multi-stage cluster sampling method, 12 girls' high schools were selected. Of these, two high schools namely, Umm-e-Kulthum and Khadijeh-e-Kobra and from each high school one class was selected and 48 students who fulfilled the necessary research entrance criteria were randomly assigned to an experimental and a control group. Data collection tools were as follows: Hoseinchari and DehghaniZadeh’s (2012) Academic Buoyancy Scale, Ryff’s (1989) Psychological well-being inventory, the grade point average (GPA) and Savajs' Positive Psychology Intervention Program (2011) which included 11 weekly sessions of 60-minutes duration. The intervention program was carried out with the experimental group only. Data was analyzed using mixed variance analysis with repeated measures design Results showed that Positive Psychology Intervention training had a significant effect on wellbeing (F= 16.71, P= 0.001), and academic buoyancy (F= 16.21, P= 0.001), and that this effect remained stable after the follow-up phase. However, the intervention did not have any effect on the improvement of students' academic achievement. Positive Psychology Intervention has the necessary efficacy to enhance wellbeing and academic buoyancy. Hence, it can be used as an effective intervention by therapists to develop psychological positive characteristics in adolescents as well as college students.

The family is meeting the needs of its members and divorce applicant couples have many problems especially in communication patterns and emotional divorce. The aimed this research was determine the effectiveness of couple therapy by Hendrix imago therapy method on improving communication patterns and reducing emotional divorce. Present research was a semi-experimental with a pre-test and post-test design with a control group. The research population was included divorce applicant couples referring to court counseling center of Bushehr city in the autumn season of 2017 year. The research sample was 40 couple that were selected by available sampling method and randomly assigned to two equal groups (each group 20 couple). The experimental group trained couple therapy by Hendrix imago therapy method for 10 sessions of 90 minutes (two sessions a week). The groups responded to communication patterns and emotional divorce questionnaires in pre-test and post-test phases. To analyze the data was used from multivariate analysis of covariance method. The findings showed there was a significant difference between the experimental and control groups in communication patterns and emotional divorce. In other words, couple therapy by Hendrix imago therapy method led to increase constructive communication pattern and decrease avoidance and demand/retiring communication patterns and emotional divorce in divorce applicant couples (p<0/05). The results indicate the effectiveness of couple therapy by Hendrix imago therapy method on communication patterns and emotional divorce in divorce applicant couples. Therefore, counselors and therapists can be used from couple therapy by Hendrix imago therapy method to improve communication patterns and reduce emotional divorce of divorce applicant couples.

Aim: The research aim was to investigate effectiveness of emotion regulation training in reducing school burnout and improving social acceptance and affection of students with learning disabilities. Research method was quasi-experimental with pretest, posttest, and control group and follow-up. Statistical population consisted of 513 third- to fifth-grade male primary students with all kinds of learning disabilities who had been referred by the schools to the center for learning disabilities of Bushehr province’s Department of education in 2016-2017 school year. Of these, using convenience sampling and considering requirements of research project, 160 students were short-listed in the first stage, and of these, 34 students were selected and assigned to an experimental group and a control group. Measurement tools were Breso, Salanova & Schoufeli’s school burnout questionnaire (2007), Ford and Rabin’s social acceptance questionnaire 1970, Williams, Chambless & Ahrens’s affective scale (1997), Allen, McHugh and Barlow’s emotion regulation training scheme 2009. The experimental group subjects received eight weekly 90-minute sessions of emotion regulation training. Data gathered from questionnaires filled out by both groups were analyzed in three stages using repeated measures Findings showed that emotion regulation training has a significant effect on school burnout (F= 3.232, P= 0.013), social acceptance (F= 4.467, P= 0.001) and affection (F= 4.327, P= 0.021) and this effect remains unchanged in the two-month follow-up phase. Since emotion regulation training helps improves individuals’ interactions with peers and increases their awareness, acceptance and emotional expression, such training can be used as an effective intervention method to reduce school burnout and to improve social acceptance and emotions of students with various learning and other disabilities.

The aim of this study was to comparing role of maternal self efficacy and maternal meta-emotion on children’s emotion regulation in children with and without father.The sample of children with father selected by multistage sampling from district 3 of Shiraz and the sample of fatherless children selected from a charity center. Finally, 200 students in second grade unit fifth and their mothers participated in the study. Both groups completed research tools including emotion regulation checklist, parental self-efficacy scale and Parents' Meta-emotion philosophy scale.The results showed that from dimensions of maternal self-efficacy, self-management has significant positive predictor for emotional regulation in children with father. None of the maternal self-efficacy was significant predictors for emotional regulation in fatherlessness children. Also from dimensions of maternal self-efficacy, self-management has significant positive predictor for Emotional Lability/Negativity in children with and without father. Furthermore, from the dimensions of maternal meta emotion, self-coaching has significant positive predictor for emotional regulation in children with and without father.In contrast, in the fatherlessness children the self-coaching beliefs have significant positive predictor and awareness beliefs have negative significant predictor for emotional Lability/negativity.

The purpose of this research was to examine the effectiveness of time Prespective therapy on motivational strategies and cognitive in procrastinition students. Design of this experimental research was pretest-posttest associated with control group. Instruments of the present study includes the Zimbardo Time Perspective Questionnaire, Zusho and Barnett procrastination Motivational-cognitive Questionnaire (2011) and Tuckman and Brousse Questionnaire (1991). Statistical population consists of all the students studying at Gulf University in the academic year 2015-2016; and 300 of them were selected by multistage cluster sampling and responded to the academic procrastination scale (TPS). Then by using cutting point, 36 Procrastinition girl Students were randomly assigned to two experimental and control groups. Time perspective therapy (six sessions) was considered as an independent variable based on the Zimbardo protocol (2012). To analyze the data, Multivariate Covariance Analysis was performed using SPSS software. Findings: The results of the research showed that Time Prespective Therapy improvement of motivational and Cognitive strategies and procrastination in the experimental group compared with the control group. The results of ANCOVA analysis showed that, through controlling pretests, there is a meaningful difference between posttests of mastery goals, performance- approach goals, need for cognition, procrastination, expectation for success, task value, rehearsal, organization and metacognitive self-regulation in experimental and control groups. But, there was no significant change in the avoidance goal variable (p = 0. 19). Based on the results Time Perspective Therapy is an effective therapeutic approach to increasing Motivational Strategies and Cognitive in Procrastinition girl Students

Self-belife is one of the essential characteristics of every person's personality and affects other aspects of the individual, and the shortage or lack of them leads to the lack of growth of other aspects of personality. The study is to identify the barriers of self-belife among young people and to examine some of the important pridictors of youth self-efficacy in Bushehr province. The research method is descriptive and correlational. The population consisted of all youths in Bushehr city. 3000 youth from different cities of Bushehr province were selected through multistage cluster sampling. The research tools included a semi-structured interview, and the Seligman attributional styles questionnaire, the Levinson locus of control scale, Rosenberg self-belife scale and Hofstede's cultural attitudes. Pearson correlation coefficient and regression analysis were used to analyze the data. The results of data analysis showed that the most important barriers of youth self-belife include unemployment, lack of independence, ignorance and inability to connected with others. Also, the culture of patriarchy-womanhood and the culture of power distribution with self-efficacy had a significant reverse relation. the domocratic parenting style and the authoritarian parenting style with self-belife had a significant relation. There was a significant relationship between the internal and external control locus with self-belife. On the other hand, optimistic and pessimistic attributional styles had a significant relation with self confidence. Therefore, according to the results of the research, unemployment is the most important barrier to youth self-belife. Also, internal control locus and optimistic attributional styles can be predict young people's self-belife.

Introduction Anxiety is one of the most important motivational and cognitive variables which significantly affects academic achievement, learning, performance as well as attention, concentration and information retrieval of learners (Schunk, Pintrich and Meece, 2008). Among the known types of anxiety in the area of education, one can point to test anxiety and statistics anxiety (Visany, Lavasanai and Ajehei, 2012). Cruise, Cash and Bolton (1985) found that statistics course anxiety is a multidimensional structure (Morgan, 2007). There is evidence in the literature that most students experience a high level of anxiety for statistics course (Slootmaeckers, 2014). Several studies reported a strong negative relationship between anxiety and performance in the statistics course (Chew and Dillon, 2014; Onwuegbuzie, 2004). Pan and Tang (2004) concluded that positive psychological components, such as psychological needs, can predict statistics course anxiety. The study of Uzman (2014) showed that psychological needs can explain the anxiety. The need for communication followed by the need for competence has a high predictive power to explain anxiety (Uzman, 2014). Arsalanogulu, Takin, Arsalanogulu and Auzmatlu (2010) found that there was a difference between anxiety levels and basic psychological needs (competence) by gender. In addition, the study of Kormas, Karamali and Anagnostopoulos, (2014) showed that students who experience high levels of attachment anxiety tend to experience low levels of satisfaction of basic psychological needs, which in turn, leads to symptoms of depression in their everyday life. The results of Quested et al. (2011) showed that satisfaction of basic psychological needs has a significant negative relationship with cognitive anxiety and physical anxiety. Moreover, satisfaction of psychological needs with the mediation of risk assessment significantly affects cognitive and physical anxiety of athletes. Therefore, the main research objective of this study was to determine the relationship of basic psychological needs (autonomy, competence, relatedness) with statistics course anxiety and its dimensions.
Research question Does the linear combination of basic psychological needs (autonomy, competence, relatedness) have predictive power of statistics course anxiety and its dimensions for students of psychology?
Method This research was descriptive and correlational. The statistics population included all psychology students in the International University of Imam Khomeini (RA), Tarbiat Moallem University and PNU in Qazvin city. Finally, a sample of 350 university students of Qazvin city (250 female and 100 male) were selected via multistage cluster sampling method. The research instruments including were Statistics Anxiety Measure (SAM) of Morgan (2007) and Basic Psychological Needs Satisfaction Scale (BNSG-S) (Johnston and Finney, 2010). The validity and reliability of all these the instruments were confirmed. The data were analyzed by the canonical correlation analysis and the path analysis.
Results Before examining the relationship among the research variables, it was confirmed that the data were distributed normally through the skewness and kurtosis indices. KolmogorovSmirnov test results also showed that the data were normally distributed. The Pearson correlation coefficient showed that the relationship of basic psychological needs (autonomy, competence and relatedness) with statistics course anxiety and its dimensions was significant. The canonical correlation was used to examine the relationship between the linear combination of psychological needs components and the linear combination of statistics course anxiety components. The F and Wilk's lambda values showed that there was a significant relationship between the two variables. In this research, psychological needs explained 0.61 percent of statistics course anxiety variations of psychology students, and the need for competence has maximum beta coefficient. The path analysis results showed that model fit indices have an acceptable fit. Moreover, the relationship between the direct path coefficient of basic psychological needs and statistics course anxiety was significant. Moreover, the indirect effect of basic psychological needs (autonomy, competence and relatedness) on statistics course anxiety and its dimensions was significant.
Discussion Results showed that there was a significant negative relationship between the satisfaction of basic psychological needs and statistics anxiety of students. In explaining such findings, it can be said that, according to the Self-Determination Theory (SDT), people are naturally motivated for growth and health. They also inherently have basic psychological needs. Satisfaction of these needs contributes to growth and health. Failure to satisfy any of the psychological needs will put mental health at risk. In this regard, the study of (Ryan & Deci, 2000; Uzman, 2014) showed that satisfaction of psychological needs supports the feeling of being and when these needs are suppressed, the individual gets sick and passive. On the other hand, the study of Lynch (2010) showed that creating opportunities to opt-out has an important role in supporting autonomy and is associated with psychological well-being. People with higher levels of autonomy have higher self-regulation, self-control and critical thinking. People with higher levels of competence have higher problem-solving ability and coping skills, and people with higher levels of relatedness have higher social protection, social skills and empathy skills. In fact, these characteristics help students whose basic psychological needs are satisfied at higher levels learn statistics with higher motivation, interest and ability, and consequently, they will have better performance in this course.

Delivery in addition to being stressful situations for a pregnant person, it is an important phenomenon in the life of the mother and pain result from it, is unavoidable and is also more severe and longer in nulliparous women. Due to unfavorable labor, to investigate the factors influencing is important.
This research is a correlation study that for the implementation among nulliparous women referred for delivery to Bushehr Persian Gulf Martyrs Hospital, a sample of 120 subjects was selected by convenience sampling in the period between February 2016 and June 2016. Samples were evaluated using Percent Behavioral Intensity (PBI), Visual Analogue Scale (VAS), Ahvaz hardiness inventory (AHI), Connor-Davidson Resilience Scale (CD-RISC) and Philips Social Support Inventory (PSSI). The data were analyzed using linear regression analysis with enter and stepwise method by SPSS.
The results showed that psychological hardiness, social support and resiliency are able to predict the severity of visual and behavioral changes of feeling labor pains in nulliparous women, So that these variables have a positive effect on labor in nulliparous women.
According to research findings, it seems to promote resiliency, hardiness and social support in a pregnant woman can be effective in pain management and by overcoming on negative emotions and fear is provided a pleasure experience for women. It affects to prefer a normal delivery compared to cesarean section.

Introduction Until recently, the self-conscious emotions have been poorly studied. Few studies on their meanings, how they are developed, and how individual differences arise have been conducted (Lewis, 2011). Self-conscious evaluative emotions have important roles in children’s motivation, social competence, and adjustment (Lewis & Sullivan, 2005). Shame and guilt are two self-conscious emotions that are necessary from childhood to be considered. Shame is the product of the self-evaluation of its actions in regard to standards, rules, goals and a global attribution. This emotion is a consequence of a failure when someone accepts the responsibility for failure and there is a global focus on the self. Shame can occur in response to either failed moral actions or poor achievements (Lewis, 1992). Guilt/regret also occurs in response to accepting personal responsibility for a failure, but it is not as intensely negative as shame, because, with guilt, the focus of attention is on the individual’s specific actions that resulted in the failure. Because the focus of attention in guilt is on specific behaviors, individuals can get rid of this emotion through reparative action. Rectification of the failure and prevention of a future reoccurrence are the two possible corrective paths that individuals can choose. Thus, guilt is not the self-destroying emotion that shame is (Cole, Barrett, & Zahn-Waxler, 1992). Because not only the common people but also some experts and theorists equated the two terms interchangeably (Damon, 1988; Eisenberg, 1986 & Harris, 1989), one of the challenges facing researchers in distinguishing the difference and similarities of these two emotions, is to identify the precedents and outcomes of shame and guilt. Few studies have examined the antecedents of these two emotions. The emotions of shame and guilt are deductive because adults and older children ascribe success or failure to cause with certain properties or dimensions (Lewis & Sullivan, 2005). Examining the role of attribution styles in self-conscious emotions of shame and guilt for elementary schools’ students may provide a clearer picture of the processes that underlie these emotions. Research Questions The present study tried to answer the following questions: 1- Which negative aspects of attribution-styles can be explained regarding selfconscious emotion of shame?
2- Which positive aspects of attribution-styles can be explained regarding selfconscious emotion of shame?
3- Which negative aspects of attribution-styles can be explained regarding selfconscious emotion of guilt?
4- Which positive aspects of attribution-styles can be explained regarding selfconscious emotion of guilt?
Method The participations were 565 students of elementary school, students of the fourth, fifth and sixth grades of Galedar (284 girls and 281 boys) who were selected by multistage cluster sampling. They were asked to complete TOSCA-C and CASQ– R scales, respectively. The validity and reliability of these scales were attested. The data were analyzed using stepwise regression technique.
Results The results showed that dimensions of internal, stable and global negative attribution style directly and dimension of stable positive attribution style indirectly can predict the shame. Furthermore, dimensions of stable and global negative style indirectly and dimension of stable positive style directly can predict the guilt.
Discussion The results showed that the three dimensions of negative stable, negative internal and negative overall can change the shame’s explanation. These findings are consistent with the theoretical concepts provided by Lewis (1992) about a shame. The results showed that positive stable dimension changes can be reversed the shame’s prediction. To explain these findings it can be said that negative stable dimension causes shame (Tracy & Robins, 2004) but the positive stable dimension includes individual success in future situations. With this interpretation the reverse relationship between positive stable and shame can be explained. On the role of negative attribution style in guilt, the results showed that two dimensions of negative stable and negative overall are negatively explaining the variance of guilt. In expressing the negative role the negative stable dimension has for guilt it should be noted that for guilt, the attribution of failures, is more temporary (Buss, 1980). But in the negative stable, causes of failure are attributable to factors that remain constant over time. The relationship between the three dimensions of positive attribution style and emotion guilt, the results showed that positive stable can directly modify the guilt’s prediction. The study recommended practical suggestions to parents and teachers in the light of conclusions for the students’ education.

Aim: Time perspective identifies a person's perception or assessing of past, present, and future. Time perspective, has an unconscious cognitive structure that a person uses in decision-making on short-term or long-term goals and actions. The aim of this study was to examine the mediating role of achievement goal in the relationship between time perspective, academic achievemen, and student's academic procrastination.
For this purpose, 424 (223 female, 201 male) students from different faculties (Literature, Engineering, Science) of the Persian Gulf University of Bushehr were selected by cluster sampling method and responded to the Zimbardo Time Perspective Scale (ZTPI, the form of 56 questions), Transcendental Future Time Perspective Scale (TFTPS), Measuring Target Scale 3×2 (3×2 AGQ-S), and the Academic Procrastination Scale (TPS). Structural Equation Modeling was used to analyze the data.
The results showed a direct significant relationship between the time perspective and achievement goal. Besides, there was a significant relationship between time perspective and academic ­procrastination and a significant indirect relationship between achievement goal and academic procrastination. Also, the indirect relationship between time perspective through achievement goal with academic achievement was significant. In addition, the indirect relationship between time perspective through academic procrastination and academic achievement was significant. Results of Structural Equation Modeling indicated the fitness of the supposed model in the study.
According to the findings, it can be said that time perspective has an important mediating role in achievement goal in the relationship between academic achievement and academic procrastination. Accordingly, taking into account the time perspective role and raising awareness of achievement goal and academic procrastination can improve student's academic achievement.

The aim of the present study was to examine the association between mental health and PTSD with mediating role of personality traits in earthquake victims of Bushehr.
The population was all of persons who had experienced the 6.20 earthquake in Shonbeh city of Bushehr province in 2011. Among them 400 persons were selected by using multistage random sampling method. The research instruments were Personality Traits Inventory (NEO), Mental Health Questionnaire (GHQ), and PTSD Scale. Evaluation of proposed model was performed by using the structural equation modeling.
The fit indices indicated that the proposed model was fit with data. Results revealed that there was an association between mental health with personality traits directlyand indirectly through personality traits with PTSD. Among personality traits only neurotic and openness were significant.
in fact, the findings of this study showed that having mental health with personality traits is a solution to relieve PTSD symptoms, and in people with mental health with positive personality traits such as openness to experience decrease the risk of disorder and severity of PTSD symptoms among them.

Considering the complexity of its cognitive, emotional and behavioral components, procrastination takes many forms, of which the most common form is academic procrastination. The purpose of the present study was to determine the effectiveness of procrastination management training on the enhancement of self-efficacy and learning strategies, and the reduction of procrastination and avoidance of failure in female students. The population in this study included all female students who were studying during the 2013-14 academic year. The sample consisted of 30 female students, who were selected via random sampling. The instruments of this study included the Academic Procrastination Orientation Questionnaire (APOQ), Motivational Cognitive Inventory (MCI) and Motivation and Engagement Scale (MES). Results showed that procrastination management training caused significant improvement in students’ expectancy for success, task-value, organization, rehearsal, metacognitive self-regulation and self-efficacy. Also, the results indicated that procrastination management training caused significant decrease in students’ procrastination and failure-avoidance. Most of the difference between the experimental and the control group were in students’ procrastination, self-efficacy, and metacognition. The finding of the present study confirm that procrastination management training enhances cognitive and motivational strategies and thus it is recommended that educators and therapists use this intervention for improving learning strategies and decrease procrastination.

The purpose of this study is theeffectiveness of cognitive behavior therapy on high school students in characters such as State self-esteemand fear of negative evaluation.The population includes all students enrolled in special high schools in Dashti Township in Bushehr Province. 30 students were randomly selected and assigned to the experimental and the control group. The experimental group received 8 sessions intervention but control group received no intervention. Data include the self-esteem scaleand the scale of fear of negative evaluation. The Data were analyzed by multivariate analysis of covariance Statistical analysis of research hypotheses confirmed the hypothesis of the study. It suggests that there is a significant difference in the components of the self-esteemand fear of negative evaluation of the test students group who had received CBT, in comparison to the control group that did not receive any therapy. The results showed that there is a significant difference between the two groups in the state of self-esteemand fear of negative evaluation Therefore, it can be stated that cognitive behavioral therapy worked to improve self-esteemand fear of negative evaluation of the experimental group in comparison to the control group was effective.

To have a supportive، calm، experienced birth partner is every mother-to-be’s wish. Anxiety and stress during labor could decrease the progress of labor. The aim of this study is the investigation of effects of presence of midwifery and relaxation therapy on the speed of active phase of delivery in primiparous women. This study is an experimental study that was conducted in the period of 3 months. In this study، 90 primiparous women in active phase of labor were randomly selected and divided into three groups (one control and two experimental groups) with 30 subjects in each group. The control group received routine nurse care. In one experimental group، the subjects were under midwifery extra care، and in another experimental group the subjects received relaxation therapy in addition the presence of a midwifery psychologist. Observation and record of active time length phase frequency was used. The mean lengths of active phase among experimental groups were lower than control group، and the differences were statistically significant (the first experimental group= 183/83، the second experimental group= 138/67 and the control group= 245/50، p< 0/01). The mean length of active phase in the 2nd experimental group was significantly lower than the 1st experimental group. Primiparous women who received routine nurse care (the control group) had increased length of active phase of delivery compared to the women who were under extra care by midwifery (first experimental group). Women، who had relaxation therapy in addition to presence of midwifery (the second experimental group)، had decreased length of active phase of delivery compared to the women who were just under extra care by midwifery. The presence of midwifery and relaxation therapy can cause the decreasing of labor active phase.

The purpose of this research was the comparison of psychological profile of HIV/AIDS addicts with normal persons based on Minnesota Multiphasic Personality Inventory – 2. The research method was descriptive and causal-comparative. Statistical population of the study was all the HIV/AIDS addicts in Shiraz city, that 22 HIV/AIDS addicts were selected voluntarily. The same number of normal individuals with no history of drug abuse selected randomly as comparison group. Participants based on age, gender and education were matched. The research instrument was MMPI-2 inventory. MANOVA and ANOVA were used to analyse the data. The results showed that in Hs, D, Sc, Pd, Pt and Hy scales there were significant differences between HIV/AIDS addicts and normal persons. The highest differences there were in D, Pt, Hs and Hy scales. But there were no significant differences in Ma and Pa scales between HIV/AIDS addicts and normal persons. Findings revealed the fact that psychological pathology in HIV/AIDS addicts highest than other addicts and this pathologies more increase than past decade.