صلاح صوفی

the main goal of The purpose of this study was to determine the difference social anxiety, suicidal ideation and social support between people with transsexual has done gender reassignment and has not do gender reassignment.

This is a causal-comparative study. The statistical population included all members of the transsexual has done gender reassignment and has not do gender reassignment Association for the Support of Iranian Nursing Patients in Tehran in 2018 (N = 249). 60 subjects (30 transsexuals has changed gender and 30 has not changed gender) were selected in an accessible method and completed the Conner social anxiety Inventory, Beck Suicidal Thoughts, and Sherburne & Stewart Social Support. Data were analyzed by multivariate analysis of variance analysis using SPSS version 24.0 at the level of 0.05.

The results showed that there is a significant difference between people with transsexual has done gender reassignment and has not do gender reassignment in terms of social anxiety, suicidal thoughts and social support (P ≤ 0.01). In this way, transsexual has done gender reassignment gained higher scores in social support and transsexual has not do gender reassignment have higher scores in social anxiety and suicidal ideation.

Based on the findings of the study, it can be concluded that transsexual has done gender reassignment group are more likely to seek social support, but, social anxiety and cognitive anxiety are higher in transsexual has not do gender reassignment group.

Social acceptance of people with sexual identity disorder in society is very difficult and these conditions can lead to depression and suicidal ideation. On the other hand, social support has a great influence on the psychological factors of these people. The aim of this study was to compare the depression, suicidal ideation, and social support between transsexuals with and without gender change.
Instruments & This causal-comparative study was carried out on 60 transsexuals with (N=30) and without gender change (N=30) of the association for the protection of Iran gender dysphoric patients in 2018. The subjects were selected using the convenience sampling method and they completed the questionnaires of the Beck depression inventory, Beck suicidal ideations, and Sherbourne and Stewart social support. Data were analyzed by SPSS 24 software through the multivariate analysis of variance test.
The mean scores of depression and suicidal ideations variables in the transsexual group without gender change were higher than the transsexual group with gender change, but the mean score of social support variable in the transsexual group with gender change was higher than another group. There was a significant difference between the two groups regarding the variables of suicidal ideation and social support (p=0.01), but there was no significant difference between the two groups in terms of depression variable (p>0.05).
The depression and suicidal ideations are in the moderate range in both transsexual groups, with and without gender change, but there were more suicidal ideations in the transsexuals without gender change, as well as the transsexuals with gender change are more likely to seek social support.

The aim of this study was predicting perceived stress based on cognitive beliefs and mindfulness in the students of Islamic Azad University Bukan.The study is a correlation (predictor) and the statistical population included all students of Islamic Azad University Bukan in 1393 who were 1,800.
The subjects of this study were 229, (119 female and 110 male) students of Islamic Azad University, Bukan who were selected by randomly sampling and completed measures of metacognitive beliefs (MCQ-30); 5 factors of mindfulness (FFMQ) and perceived stress (Perceived stress scale- 14). Research data was divided into two groups by using spss software version 19 and statistical methods simultaneous multiple regression analysis and independent t-test. The results showed that both metacognitive beliefs and mindfulness could predict changes related to perceived stress positively and significantly (001/0 > P). As well as the perceived stress in female students is more (001/0 >P). The results showed that metacognitive beliefs and mindfulness have an important role in student's perceived stress. So, according to metacognitive beliefs and mindfulness variables may reduce incidence of perceived stress.

To determine both the individual and joint contribution of the four variables of global self-esteem, self-concept, self-determination moti-vation, and learning strategies in predicting stu-dents academic achievement, 417 students of the first grade at high school in Saghez City (con-sisting of 226 boys and 191 girls) were selected by stratified random sampling and answered the Rosenberg`s Global Self-esteem Questionnaire, Saraswat`s Self-concept Questionnaire, Vallera-nd`s Academic Motivation Scale, and Pintrich & Degroth`s Learning Strategies Questionnaire. The data were analized by multiple regression analysis method. The findings are indicative of the fact that variations in academic achievement can be pre-dicted, by academic self-concept, learning stra-tegies, and self-determination motivation vari-ables.

The aim of this study was to evaluate the conceptual model of structural equations for prediction of student’s Academic Achievement based on Academic Self-concept، Autonomous Academic Motivation and Self-regulated Learning Strategies. The subject of the study include 417 high school students (220 males and 191 females) studding in the first grade. The subjects were randomly selected among the students in Saqqez. To collect data were used Global self-esteem Questionnaire، Academic Motivation Scale، Learning Strategies Questionnaire and Self-concept Questionnaire. The data was analyzed using structural equation model. The results showed that the conceptual model has the good fit for the target population. Academic self-concept and learning strategies had the major role to determine academic achievement variation. Also global self-esteem with the help of moderate variables such as academic autonomous motivation and academic self-concept had indirect and significant effect on academic achievement. However، the direct effect of autonomous academic motivation was not significant. Regarding to this research، academic autonomous motivation didn’t have any role in predicting student’s academic achievement، autonomous theory of Ryan and Deci need further research in the eastern societies.