فرناز مهدی پور مارالانی

prevention of having disorders, the aim of present study was to develope an electronic device for screening mental health in high school students. The sample included 1346 high school teachers and students in Alborz, Kermanshah, Eastern Azerbaijan, Sistan & Baluchestan, Fars, and KhorasanRazavi Provinces. The teacher form consisted of 103 items. Items analysis based on 8 criteria showed that all the items except two of them were qualified. Principal component analysis using Varimax rotation showed that the most proper structure is 4-factor structure. But, according to confirmatory factor analysis, 8- Factor model was considered as the final model. Internal consistency of the device was sufficiently good, with coefficients ranging between 0.83 and 0.95. Correlation coefficients between items and subscales varied between 0.49 and 0.87 and correlation coefficients among factors ranged between 0.41 and 0.89. In general, psychometric properties of the Electronic Students Psychological Health Problem Scale (Teacher Form) indicated that it was suitable for screening and research.

In this study, the quality of teacher-student relationship is presented as attachment to teacher (secure attachment, avoidant attachment, and anxious attachment) as contextual variable and as factors influencing test anxiety in female students through academic engagement, are examined using the method of structural equation modeling. 289 female students were selected as the sample in Hamedan in the field of Mathematics-Physics and Empirical Sciences in chemistry and physics by the method of multistage cluster sampling and completed Rio and Tseng questionnaire of aspects of academic engagement (2011) and researcher-made three-dimensional scale of attachment to teacher, and Test Anxiety Inventory of Abolqasemi et al. (2002). According to the results and the model presented,secure attachment has no significant direct effect on test anxiety, But, through the mediating role of academic engagement, reduces test anxiety. Anxious and Avoidant attachment to the teacher leads to increased test anxiety.

Classroom structure has plenty of influence on learning process. Creative education environment is one of the most important influential factors in learning quality as one of the effective variables on the intrinsic motivation. In this study, the relationship between creative education environment and self-regulated learning strategies and mediation of intrinsic learning motivation was studied. 300 female students of the university of Tehran, from faculties of psychology, social science and economy, were selected based on convenience sampling method to respond to the questionnaires of actual creative education atmosphere, spontaneous learning strategies MSLQ and intrinsic motivation AMS. The results were analyzed using structural equations modeling. The obtained results showed that creative education atmosphere has significant correlation with the self-regulated learning strategies and the relationship between creative education atmosphere and self-regulated learning is mediated through intrinsic learning motivation. So, according to the importance of self-regulation and intrinsic motivation in the academic achievement, it is suggested that conditions be created for students to enhance the intrinsic motivation, use of self-regulation strategies increases. Consequently, results indicate that the creative education atmosphere influences the use of self-regulated learning strategies directlyand through mediation of learning motivation

The aim of current research was to study the structural modeling styles for attachment to God; resilience and mental health in mothers of children with intellectual and developmental disabilities. It’s a correlational design. The statistical population includes all of the mothers of elementary school children with intellectual and developmental disabilities who live in the city of Tabriz in the years 2014 and 2015. To fulfill the stated goal sampling 200 students were selected and the Connor- Davidson’s resilience inventory (2003) and Rowatt and Kirkpatrick’s attachment to God inventory (2002) and mental health inventory of Dragotis and et al (1976) were used to gather the data. Structural equation modeling revealed that among attachments to God, the secure attachment results in an increase in mental health; and the attachment with anxiety factors results in a reduction of mental health; and also the avoidance attachment results a reduction both in mental health and resilience. In addition, resilience was a reason to increase mental health; but resilience in the relation between attachment to God and mental health did not have any mediating role. In regard with the importance of the spiritually developmental constructions in raising positive effects on mental health and its application both on research areas and psychological interventions is suggested for mothers of children with intellectual and developmental disabilities and other groups.

Thisstudy aimed to evaluate the quality of teacher-student relationship as anattachment to the teacher (secure attachment, avoidant attachment, and anxious attachment) asfactors influencing academic engagement in male and female students through areexamined. Thisresearch method is descriptive (non-experimental) and its design iscausal-comparative, correlation and stepwise regression. 289 female studentsand 282 male students were selected as the sample in Hamedan in the field of Mathematics-Physics and EmpiricalSciences in chemistry and physicsby the method of multistage cluster sampling and completed Rio and Tsengquestionnaire of aspects of academic engagement (2011) and researcher-madethree-dimensional scale of attachment to teacher. Results showed that there is a significant difference between the twogroups in avoidant attachment style to the teacher. Also, the difference between avoidant attachment relationshipwith academic engagement, in two groups was significant. But between Secureattachment relationship with academic engagement, in two groups significantdifference was not  observed. Moreover, in females, secure attachment to theteacher was predictor of  high academicengagement. in boys, secure attachment to teachers waspredictor of high academic engagement and avoidant attachment to the teacherpredictor of low academic engagement