فرشته لطفی سرابی

The purpose of the current research was to predict academic resilience based on the five big personality factors as well as the dimensions of perfectionism. The research method was correlational. The statistical population of the research included all the female students of Qom University in the academic year of 2019-2020, of which 363 were selected by stratified sampling based on the size of the faculty as well as Morgan's table.  They were asked to answer the academic resilience questionnaires of Samuels (2004). ), Neo's personality traits (1985) and dimensions of Tehran's multidimensional perfectionism (Basharat, 2016) that were sent to them through virtual networks. Data were analyzed using SPSS26 software at both descriptive level (mean, standard deviation and variance) and inferential one (correlation coefficient and regression analysis). The findings showed that academic resilience has a significant and inverse relationship with neuroticism. On one hand, there is a significant and direct relationship between academic resilience and extroversion, receptivity, responsibility, and self-oriented as well as other-oriented perfectionism. On the other hand, the findings indicated that neuroticism, extroversion, agreeableness, conscientiousness, and self-oriented as well as other-oriented perfectionism have the ability to predict academic resilience. In general, according to the obtained results, it can be concluded that personality traits and dimensions of perfectionism can predict academic resilience.

This research aims to determine the effectiveness of spiritual therapy based on communicational skills on cultural security, law-avoidance, and psycho-social health of the youth. The current research is semi-experimental and is based on the framework of pre-test, post-test, and unequal control group. The statistical population of this research included all the medical students of Hamedan University of Medical Sciences, 30 of them were selected using available sampling; Among them, 15 people were randomly assigned to the control group and another 15 to the experimental group. In this research, in order to collect data, three cultural security questionnaires of Sarmad et al. (2013), Keyes' 14-question psycho-social health (2004), and Azizi and Partovi's law-avoidance questionnaire (2015) were used. The data were analyzed using descriptive and inferential statistics indicators of multivariate covariance analysis. The findings indicated that the training to the experimental group in the post-test stage compared to the control group had a significant effectiveness at the statistical level of 0.999 on increasing cultural security, reducing law-avoidance, and increasing the psychological-social health of the youth (P-Value= (0.001)). Therefore, after the effect of the independent variable, i.e. therapeutic spirituality, the score of all three variables of the experimental group changed substantially and the difference with the control group was significant.

The present study was conducted to determine the effectiveness of teaching cognitive strategies on different levels of reading comprehension of narrative and informational texts among third grade elementary students of Dezful. This study was based on a multiple-baseline design across subjects. The tool used in this study was a set of teacher-made comprehension tests that included 20 texts matched in both narrative and informational genres. The study was conducted in 60 individual sessions for three subjects, Comprehension was assessed orally by semi-structured interviews. Finally, using graphical analysis and two nonoverlap methods i.e. NAP and TAU in Excel 2019 the effect sizes was calculated, and the results were discussed. After analyzing the data, although the effectiveness of strategic instruction method was evaluated, there was no significant difference between comprehension of the experimental and control subjects. However, in the separate analysis of the texts, it was observed that in the narrative texts, strategic instruction is more effective than the traditional one with effect sizes of 83% and 67%. Also, a similar significant difference was observed between subjects' reading comprehension in the levels of literal comprehension and reorganization, but no significant difference was found in the level of inferential comprehension. The results of this research showed the effectiveness of strategic instruction on reading comprehension based on low-level thinking.