لیلا حیدریانی

The present study was conducted with the aim of the effect of meaning therapy on sports motivation and social isolation of teenagers suffering from emotional trauma after being kicked out of sports teams. The design of the research was semi-experimental and pre-test-post-test design with a control group. The statistical population of the current study consisted of all the young athletes who were selected from the national, league and club teams and national competitions in Khorramabad city in 1401. They were replaced by random assignment in two groups of 15 people (experimental group and control group). Then, in the pre-test, all the subjects completed the sports motivation and social isolation questionnaires. In the next stage, the experimental group received 10 sessions of 90 minutes (twice a week) and the control group did not receive any intervention. The obtained data were analyzed using multivariate covariance analysis and Spss software version 22. The results of the posttest of both groups showed that the scores of sports motivation and social isolation of the experimental group were significantly different in the post-test compared to the pre-test, so meaning therapy improves the sports motivation and reduces the social isolation of adolescents suffering from emotional trauma. It has been effective after being banned from sports teams.

The aim of this study was to investigate the effect of acceptance and commitment-based therapy on mental toughness and mental vitality in adolescents with sports injuries. The research design was quasi-experimental and was a pre-test-post-test design with a control group. The statistical population of the present study consisted of all injured sports athletes in national teams, leagues and clubs and national competitions in 1400 in the city of Khorramabad, from which 30 people were selected by available means and in two A group of 15 people (experimental group and control group) were replaced by random assignment. Then, in the pre-test, all subjects completed the Ahvaz Hardiness Inventory or AHI and Mental Vitality Questionnaires of Ryan and Frederick. In the next step, the experimental group had 8 sessions of 90 minutes (twice a week). The data were analyzed using multivariate analysis of covariance and SPSS software version 22. The results of the post-test research from both groups showed that the scores of mental toughness and mental vitality of the experimental group in the post-test were significantly higher than the pre-test. Based on the results of the present study, treatment based on acceptance and commitment has been effective in improving the mental toughness and mental vitality of injured adolescent's athletes.

The present study was conducted with the aim of building and validating the questionnaire of students' free time. The method of the current research was a descriptive correlation type and a confirmatory factor analysis type. The statistical population of the research included all the citizens of Khorram-Abad city in 1401 at the city level and football schools and art schools, language centers, cultural-educational centers, etc. 237 people were selected as a statistical sample. The results showed that the questionnaire of students' free time factor analysis has 12 questions and 4 components (financial-livelihood concern; educational-educational concern; modern and urban lifestyle; child's interest and talent) and in terms of psychometric reliability, It has good validity and elegance. The factor analysis questionnaire of students' free time can be used for studies related to students' free time.

The present study aimed to evaluate the effect of health-centered academic lifestyle training on student’s academic stability and hope. The research design was quasi-experimental with a pretest-posttest control group design. The statistical population in this study comprised all elementary students of the fourth to the sixth grade in Boroujerd city who were studying online in the academic year 2020-2021. Convenience sampling was used to select 36 students who were randomly assigned to the experimental and control groups. The participants filled out Academic Stability Questionnaire and Academic Hope Questionnaire. The experimental group received training for a healthy-oriented academic lifestyle for 12 sessions. After the training course, post-test was performed in both groups. The collected data were analyzed using multivariate ANOVA. The results showed training health-oriented academic lifestyle had a significant effect on the experimental group.

The purpose of this research was to investigate the effect of moral intelligence training on psychological capital, social capital and altruism of male student teachers of Farhangian University. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population consisted of all students of male teachers studying at Farhangian University of Ahvaz in the academic year of 2012-18; Using random sampling method, 40 individuals were selected and randomly assigned to two groups of experimental and control (20 experimental and 20 control group). The educational intervention of moral intelligence was performed for the experimental group, while the control group did not receive any training. After completion of the sessions, the post-test was performed on two groups. Data collection tools were Lutans psychological capital (2007) questionnaire, Delaouis social capital (2007) and desirable social tendencies of Carlo et al. (2003) their reliability was 0.87, 0.88 and 0.89, respectively. Multivariate analysis of covariance test was used to analyze the data. There was no significant difference between the mean scores of psychological capital, social capital and altruism of the experimental and control groups before training. After training, there was a significant difference between the two groups in the above variables, so that the mean scores of these variables increased in the experimental group compared to the control group (p <0.01). Therefore, it can be said that teaching moral intelligence increases psychological capital, social capital and altruism.

The expansion of the use of audio and video media technology has faced society with many medical, cultural and economic challenges. In the meantime, excessive use of mobile phones can cause many problems.

The aim of this study was to construct and validate a questionnaire on physical and psychological injuries of mobile phones.

The method of the present study was descriptive-correlational and confirmatory factor analysis. The statistical population of the study consisted of all citizens of Khorramabad with a diploma or higher in 1399, which was selected as a statistical sample by available sampling method of 200 people online and virtual.

The results showed that the factorized physical and psychological harm questionnaire of cell phone with 42 questions and 10 components (fear of loss, vibration syndrome, duck syndrome, nomophobia, insomnia, hearing problem, eye syndrome, tunnel and neck syndrome SMS) and has good reliability, validity and flexibility in terms of psychometrics. Discussion and

The questionnaire of factor analysis of physical and psychological injuries of mobile phones can be used to identify and study the physical and psychological injuries of mobile phones.

The aim of this study was to investigate the causal relationship between psychological well-being and academic involvement mediated by sports enthusiasm in students. The research method was descriptive-correlational and structural equation modeling. The statistical population included all female high school students in Boroujerd city in the academic year 1401-1400, in which 450 people were randomly selected as a sample. Research data were collected using questionnaires of psychological well-being, academic involvement and sports enthusiasm. Data were analyzed using structural equation method. The results of structural equation modeling showed that psychological well-being has a significant direct effect on students' academic engagement. Psychological wellbeing also has a significant effect on academic conflict indirectly through sports enthusiasm. The results show that considering the variables of psychological well-being and sports enthusiasm, we can expect an increase in students' academic engagement.

The aim of this study was to investigate the effect of mindfulness on exercise orientation in students with generalized anxiety disorder. The research method was quasi-experimental and was a pre-test-post-test design with a control group. The statistical population of the present study was all female high school students in Boroujerd in the academic year 1401-1400, of which 56 were purposefully selected and alternated in two groups of 28 (experimental group and control group) by random assignment. Were. Then, in the pre-test, all subjects completed the sports orientation questionnaires. In the next stage, the experimental group received 8 sessions of 2 hours (one session per week) for 2 months as a group and the control group did not receive any intervention. The obtained data were analyzed using univariate analysis of covariance and Spss software version 26. The results of post-test research from both groups showed that the scores of exercise tendency in the experimental group in the post-test were significantly higher than the pre-test. Based on the results of the present study, mindfulness training has been effective in increasing the tendency to exercise in students with generalized anxiety disorder.

Given the pandemic status of coronavirus disease 2019 (COVID-19), which affects almost all important economic, political, and social aspects, it is important to discuss the psychological effects of this disease on the mental health of individuals at different levels of society. The aim of this study was to investigate the role of psychological stubbornness and exercise tendency in predicting health anxiety during the COVID-19 epidemic.

The present correlational analytical-cross-sectional study was performed on all citizens of Khorramabad, Iran, in 2020. 352 people were selected through available sampling. The instruments used included Kiamarsi et al.’s Ahvaz Hardiness Inventory (AHI), Zarandieh Tendency to Exercise Questionnaire, and Health Anxiety Inventory (HAI) of Salkovskis et al. Data were analyzed using Pearson correlation coefficient and stepwise regression analysis via SPSS software.

There was a significant negative correlation between mental stubbornness (r = -0.574) and tendency to exercise (r = -0.407) with health anxiety (P < 0.010). Findings of stepwise multiple regression analysis also showed that the variables of mental stubbornness (β = 0.318, P < 0.010) and tendency to exercise (β= 0.460, P < 0.001) were significant predictors of health anxiety.

Given the importance of the role of mental stubbornness and tendency to exercise in predicting health anxiety, it is possible to take an effective step in reducing health anxiety during the COVID-19 epidemic by strengthening mental stubbornness as well as filling leisure time with various sports activities.

The aim of the present study was to investigate the causal relationship between school climate and health-oriented academic lifestyle behaviors mediating academic engagement in students. The statistical population included all elementary students (second year) of Boroujerd city in the academic year 2020-21 in the number of 16,000, of which 450 people were randomly selected as a sample. Research data using questionnaires of health-oriented academic lifestyle behaviors (HC-ALFB) Salehzadeh et al. (2017), school climate (SC) Lee et al. (2017), and academic engagement (AC) Zarang (2012) Was collected. Data were analyzed using the structural equation method. The results of structural equation modeling showed that school climate has a significant direct role in behaviors that facilitate students' health-oriented academic lifestyle (p <0.01). Also, school climate indirectly and through academic conflict has a significant effect on behaviors that facilitate a healthy academic lifestyle (p <0.01). Finally, the results of model fit indices showed that the proposed model fits relatively well with the data and can explain the variance of health-oriented academic lifestyle facilitating behaviors. These findings indicate that considering the variables of school climate and academic conflict, we can expect an increase in the health-oriented academic lifestyle behaviors of students.

The aim of this study was to identify and prioritize social harms by presenting a conceptual model of prevention. the present research method was a descriptive correlational and confirmatory factor analysis. The statistical population of the study consisted of all citizens of Khorramabad with a master's degree or higher in 1398, with a simple random sampling method, 200 people were selected as available. In order to collect data, a researcher-made self-report questionnaire was used which had acceptable content validity and reliability. Finally, the collected data were analyzed using statistical factor analysis test and analyzed using Amos and Spss software. The findings showed that the model has a favorable and acceptable fit, the social harms identified in Khorramabad were unemployment, economic poverty, social indifference, lack of law and lawlessness, addiction, anomalies. Sex, marginalization, identity crisis, cultural poverty, divorce, child labor, social inequality, theft, juvenile delinquency, and sectarianism, among which, the three components of unemployment, marginalization, and divorce, were excluded from the model due to poor performance. Priority was given to unemployment, sexual dysfunction, lack of law and order, social inequality, identity crisis, sectarianism, theft, social indifference, economic poverty, cultural poverty and delinquency. Among all the factors, the factor of addiction with a factor of 0.89 was identified as the strongest social harm and the factor of delinquency with a factor of 0.23 was identified as the weakest social harm in Khorramabad.

The purpose of this study is to investigate was Psychometric indicators of high school climate scale with an emphasis on security, commitment and school environment. For this purpose, 429 students (245 boys and 187 girls) from Meybod high school students were selected by cluster random sampling method and answered the Joe Questionnaire of Bradshaw School et al. (2014).Data were analyzed by confirmatory factor analysis and AMOS 24 and SPSS 22 software.The findings show that there is a good three-dimensional model for school atmosphere, which includes three dimensions of security, commitment and school environment in 13 subscales. The commitment dimension includes teacher-student relationship subscales, student communication, academic engagement, relationship with the whole school, fairness and equality, parental engagement, and the school environment dimension includes sub-scales of tasks and roles, school environment cleanliness, emotional support, Disorder and disorder in school.Findings from confirmatory factor analysis showed that this model has a good fit.Also, the reliability coefficients of these 13 subscales were obtained as 0.68 and 0.87, which indicates the acceptable and appropriate reliability of this scale. According to the obtained results, it can be said that the school climate questionnaire has a favorable validity and reliability by focusing on the three dimensions of security, commitment and environment in Iranian society.

Entering educational centers is an important event in the life of every child that most times it is necessary for the person to adapt to the resulting changes and related requirements. During the transition from home to school, the child on the one hand strives to meet greater independence and autonomy and must adapt to new friends, tasks, tasks, and roles. Adaptation refers to the experience of students with special problems in the educational environment and the coping methods they used to intervene with stress because children's moods are strongly associated with important variables such as academic performance, social development, and their behavioral adaptation, Therefore, understanding the mood characteristics of children in childhood is of particular importance. Children who have difficulty adapting to the structure of the school environment, when they first enter the social or school environment, often face difficulties in school that affect their individual and social moods and behaviors. Therefore, creating a positive mood path in the early years of childhood, especially at school age, is very important. One factor that can affect the adaptation and help them grow is moral intelligence. Moral intelligence determines the moral trajectory of the individual in life and education and prevents the occurrence of delinquent and illegal acts and leads to the observance of ethics in decisions. Moral intelligence is considered a turning point for all intelligence and, in fact, vital intelligence for all human beings. Therefore, the present study investigated the effect of teaching moral intelligence through storytelling on the academic, social, and emotional adjustment of students. The method of the present study was quasi-experimental with pretest and post-test design with a control group. The statistical population included all sixth-grade male students in District 4 of Ahvaz in the academic year 2017-17. To determine the sample suitable for psychoeducational interventions, 20 people were considered for each group and a multi-stage cluster sampling method was used. In the first stage, one district was selected from the four education districts of Ahvaz, and in the next stage, one school was selected from the schools of the selected district. Finally, two classes from the mentioned school were selected as the last sample. And witnesses were assigned that the number of each class was 20. To conduct the research, first, the necessary coordination was done with education in Ahvaz, and by referring to primary schools and selecting a statistical sample and identifying the two experimental and control groups, educational, social, and emotional adjustment questionnaires were administered as a pre-test for both groups. The experimental group then underwent a moral intelligence training program in a storytelling way and the control group did not receive any intervention. One week after the intervention process, academic, social, and emotional adjustment questionnaires were administered again for both experimental and control groups as a post-test. Inclusion criteria included: having informed consent to participate in the study. Exclusion criteria included: unwillingness to continue cooperation. In order to comply with the ethical principles, all participants completed the questionnaires with informed consent, and it was also ensured that the information obtained from the questionnaires would remain confidential. Data collection tools were Baker and Cyriac educational adjustment questionnaires, Bell social adjustment and emotional adjustment of Rabio et al., Which had appropriate validity and reliability. The obtained data were analyzed by descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance) by SPSS software version 22. Prior to data analysis, they reviewed to make sure that the data met the underlying assumptions of covariance analysis. Assuming that the level of significance of the relationship between pretest and post-test for academic adjustment was equal to r = 0.68, social the adjustment was equal to r = 0.53 and emotional adjustment was equal to r = 0.71. According to the got data, the assumption of linearity is established for the research variables. With multiple non-alignment, the correlation between academic, social, and emotional adjustment pretests in the range between 0.7 and 0.23 was obtained (p <0.005), so we can say that the assumption of non-all Multiple lines between auxiliary variables (covariates) are observed. Results of multivariate analysis of covariance on subjects in experimental and control groups in the post-test stage show that there is a significant difference between the experimental and control groups in terms of dependent variables in at least one of them, at the level of P 000.001. To find out the difference, they performed an analysis of covariance in MANCOVA text. Results of analysis of covariance in MANCOVA text on academic, social and emotional adjustment scores of experimental and control groups in the post-test stage show there is a significant difference between the subjects of the experimental and control groups in the dependent variables so that teaching moral intelligence through storytelling has been able to significantly increase academic, social, and emotional adjustment. (p <0.001) The experimental group was more effective than the control group in the post-test stage. The aim of this study was to investigate the effect of teaching moral intelligence through storytelling on students' academic, social, and emotional adjustment. As the results showed, teaching moral intelligence through storytelling was able to significantly differentiate between the level of academic, social, and emotional adjustment of students in the pretest and post-test. This finding was consistent with the results of earlier research (Holder & Klassen, 2010; Salley, Miller & Bell, 2013). In explaining these findings, it can say that children with adaptation problems, especially in interpersonal issues; they deprived of having a proper behavior pattern and correct moral standards and could not learn the right way and conscience in interacting with others. Having strong moral convictions enables people to do the right thing, to keep their actions consistent with their values and beliefs, to do well, which paves the way for an academic adjustment. Holder, M D., & Klassen, A. (2010). Temperament and happiness in children. Journal of Happiness Studies, 11(4): 419-439. Salley, B., Miller, A., & Bell, M. A. (2013). Associations between temperament and social responsiveness in young children. Infant and Child Development, 22(3): 270-288.

The purpose of this study was to investigate The efficacy of acceptance and commitment therapy on distress tolerance dimensions of woman with epilepsy with three- month follow-up The present study was method quasi-experimental included with pretest-posttest and follow-up design with control group. In order to select a sample, 30 women with available and targeted sampling method were selected from among women suffering from epilepsy referring to Khorramabad health centers in 1395. They were randomly divided into two groups: experimental and control (15 People tested and 15 controls) were replaced. Intervention acceptance and commitment therapy during 8 sessions, 90-minute, two sessions a week for the experimental group, while the control group did not receive any interventions during this period . After finishing session, posttest and three months after intervention follow-up was administrated to experimental and control group. The data collection tools were Simmons and Gahir disturbance tolerance questionnaire. Data were analyzed using statistical tests, repeated measures analysis of variance. The study findings of the present study revealed that the acceptance and commitment therapy had a significant positive effect on increase distress tolerance. Findings were also preserved in the follow-up phase. According to the effect the effect of acceptance and commitment therapy on increase distress tolerance in suffering and its effects, application of this method at all levels of prevention and treatment of physical illness seems necessary.

Math anxiety is one of the factors that disrupt students 'math performance, but the question is, are mathematical anxiety and math self-concept correlated with students' math anxiety and math performance?

To investigate the mediating role of mathematical memory and math self-concept in the relationship between mathematical anxiety and mathematical performance in students.

This was a descriptive correlational study. The statistical population of the study consisted of all students in the experimental period of Meybod city during the academic year of 1398-1989. 260 students were selected by cluster random sampling., Dale and Azov Paradat (2012), Marsh's Mathematical Self-Concept Questionnaire (1990), and Mathematics Lesson Score at the end of term. Data were analyzed using path analysis.

Math anxiety predicts students' math performance negatively (P<0/05). Mathematical anxiety had a direct and significant effect on mathematical performance with the mediator role of activator memory and mathematical self-concept (P<0/05).

Active memory and self-concept can influence students' mathematical anxiety and performance.

The aim on present study was to evaluate the effectiveness of acceptance and commitment group therapy on cognitive flexibility and life satisfaction women with multiple sclerosis. The present study design was method experimental included with pretest-posttest and follow-up with control group which was performed on 30 women with multiple sclerosis, who were randomly assigned into two groups of experimental and control group. Intervention acceptance and commitment therapy during 8 sessions, 90-minute, two sessions a week for the experimental group, while control group received no the intervention. After finishing session, posttest and three months after intervention follow-up was administrated to experimental and control group. Analysis of raw data using descriptive and inferential and tests, including analysis of covariance was performed. The results revealed that the acceptance and commitment therapy had a significant positive effect on increase cognitive flexibility and life satisfaction (P<0/001). Findings were also preserved in the follow-up phase. According to the effect of acceptance and commitment therapy on increase cognitive flexibility and life satisfaction in suffering and its effects, application of this method at all levels of prevention and treatment of physical illness seems necessary.

Educational burnout is one of the most important problems in the educational system at all levels. The aim of this study was to investigate the mediating role of respective negative thinking in relationship between the dimensions of time perspective and academic burnout. The method was descriptive and correlational using structural equation modeling. The statistical population included all pre-university male students in Maybod city studying in the academic year of 2015-16. Among them, 261 samples were selected through multi-stage cluster sampling. Data were collected applying Zimbardo and Boyd's time perspective, Ehring et al.'s respective negative thinking and Berso's academic burnout questionnaires. The data were analyzed using structural equation modeling. The results of structural equation modeling showed that the negative last and present situation dimensions with intermediating respective negative thinking have a positive indirect effect on academic burnout. In addition, the positive last, pleasurable present and future dimensions with mediating respective negative thinking have negative indirect effect on academic burnout. These findings suggest that academic burnout will be decreased by changing the perspective of time and having positive thinking and sufficient resources for the purposeful thinking.