محبوبه فولادچنگ

Counterfactual thinking is a concept in psychology that involves the human tendency to create possible alternatives to life events that have already occurred- something that is contrary to what actually happened. Counterfactual thinking is, as the term suggests "counter to the facts”. These thoughts consist of the "What if?" and "If only..." scenarios that arise when connsidering how things could have turned out differently. Counterfactual thoughts include things that, in the present, could not happened because they depende on events that did not occur in the past. In other words, counterfactual thinking is a cognitive process that considers alternative possibilities for an event or behavior in the past. Counterfactual thinking has adaptive significance for humans as it allows us to learn from past past negative experiences and to avoid negative outcomes in the future. If individuals can consider another outcome based on a different path, they may choose that path in the future to avoid the undesired outcome. The past cannot be changed, but similar situations may occur in the future, thus we view our counterfactual thoughts as learning experiences. For example, if individuals have a poor job interview and thinks about how it might have been more successful if they had responded more confidently, they are more likely to respond more confidently in their next interview. Similarly, when a car accident occurs a driver might think "if only I had pressed the brake faster". The act of contemplating different outcomes can help trigger memories of past events that were successful, enabling individuals to adjust their behaviors in the future. These thoughts assist in understanding the past and predicting future outcomes. Counterfactual thinking begins with a trigger that initiates the thought process and requires significant cognitive effort as the thinker imagines alternate scenarios. This type of thinking tends to have a strong effect on emotions. Research hypotheses: The current study was conducted with the aim of designing an educational package and assessing the effectiveness of the Instructional Package of Cognitive Emotion Regulation based on Counterfactual Thoughts on DecisionMaking Styles. In line with this goal, the following hypotheses were examined: 1. The educational package possesses the necessary validity to influence counterfactual thoughts. 2. The educational package possesses the necessary validity to influence counterfactual thoughts.

In terms of purpose, this study falls under the category of applied research, and in terms of implementation, it is classified as quasi-experimental. The design used in this study was a pre-post-test design with a control group. The Package of Cognitive Emotion Regulation based on Counterfactual Thoughts was considered the independent variable, while Decision-Making Styles served as the dependent variable. The research population comprised all undergraduate students of Yasuj Farhangian University in the academic year 2022-2023. Two separate classes were selected through available sampling and randomly assigned as the experimental group (15 participants) and the control group (15 participants). Both groups were evaluated with a pre-test. Initially, necessary explanations were provided to the members of both groups regarding how to answer the questions, and informed consent was obtained from them. After conducting the pre-test in both groups, the intervention began. The experimental group received the Package of Cognitive Emotion Regulation based on Counterfactual Thoughts program over 12 sessions, with each session lasting 90 minutes. Following the completion of the 12-session intervention, both the experimental and control groups were evaluated with a posttest in the same manner as the pre-test. MANCOVA was used to test the hypothesis regarding the effectiveness of the Instructional Package of Cognitive Emotion Regulation based on Counterfactual Thoughts on the Decision-Making Styles of Yasuj Farhangian University students. Additionally, ANCOVA was employed to determine the effect of the Instructional Package on different Decision-Making Styles (rational style, dependent style, avoidant style, intuitive style, spontaneous style). To test the hypotheses, SPSS-24 software was utilized.

The results of MANCOVA analysis indicated that the instructional package possess suffecient validity. Furthermore, the instructional package could improve the effective rational style and reduce the avoidant and spontaneous styles.

According to the findings of this study, it can be concluded that cognitive emotion-regulation trainning based on counterfactual thoughts can be used to improve decision-making styles of university students.

Today's man is confronted with a multitude of challenges, ranging from health, environmental, economic, and international relations issues, to matters of spirituality. These problems, whether considered individually or collectively, pose significant threats to human life and well-being. Experts and researchers across various disciplines are now working diligently to develop solutions and overcome these challenges facing humanity. The concept of Evolutionary-Cosmic Metacognition represents an effort to foster a sense of unity and interconnectedness with all aspects of existence, potentially enabling individuals to view themselves as an integral part of the broader fabric of existence and promoting positive, constructive behavior while reducing destructive tendencies. The primary objective of this study was to conceptualize the theory of Cosmic Evolutionary Metacognitive Beliefs and validate a measurement instrument for assessing these beliefs. The study was designed with an applied purpose and utilized a correlational research methodology. For the data collection, a random multi-stage cluster sampling technique was employed, and 181 students from both Shiraz University and Shahid Bahonar University in Kerman participated in the survey. They provided responses to a set of 81 statements pertaining to the concept of evolutionary-cosmic metacognitive beliefs. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were utilized in this study to assess the validity and reliability of the scale. Through EFA, it was determined that 20 items possessed the necessary conditions for inclusion in the Cosmic Evolutionary Metacognitive Beliefs Scale. These items were grouped into four factors based on the obtained results. The Confirmatory Factor Analysis found that 3 of the items did not possess adequate strength to account for the desired factors. As a result, the Cosmic Evolutionary Metacognitive Beliefs scale incorporates 4 factors and 17 items with favorable psychometric indices. This revised scale is recommended for use in future research by interested scholars and researchers.

The aim of this study was to investigate the mediating role of academic self-efficacy in the relationship between identity styles and perceived social support with academic commitment. The research method was a descriptive correlational study using path analysis. The statistical population of this research included undergraduate students of Tabriz university during the academic year of 2021-2022. For this purpose, 300 students were selected using available sampling method. Data were collected using academic commitment scale (Human-Vogel and Rabe, 2015), berzonsky identity style inventory(Berzonsky,1992), perceived social support scale (Zimet et al.,1988) Academic self-efficacy Questionnaire (Owen and froman, 1988). The results showed that the research model fit well with the data collected. The results indicated that informative and normative identity styles can directly predict higher academic commitment and academic self-efficacy while Diffuse-avoidant style can directly and negatively predict academic commitment and academic self-efficacy Findings also showed that academic self-efficacy and perceived social support from family, friends and Significant others can directly and positively predict academic commitment. Besides, the research hypothesis regarding the mediating role of academic self-efficacy in the relationship between identity styles and perceived social support with academic commitment was confirmed. Overall, the findings suggest that identity styles and perceived social support play an important role in predicting academic commitment

Different academic identities are associated with different strategies in the learning process. The present study aimed to investigate the role of academic identity in academic help-seeking and academic entitlement and determine whether academic identity can predict these two criterion variables. Additionally, this research examined the components of each criterion variable in terms of dimension separation. The research participants were 242 undergraduate students from the Department of Educational Science and Psychology at Shiraz University, selected using convenience sampling. The research tools included the Academic Identity Status Scale (2008), the Academic Help-Seeking Scale (1997), and the Academic Entitlement Scale (2009). The data analysis was conducted using Pearson’s correlation coefficient and multiple linear regression analysis. The results indicated that academic identity achievement significantly and positively predicted help acceptance, a component of academic help-seeking, and significantly but negatively predicted externalized responsibility, a component of academic entitlement. In addition, academic identity diffusion could significantly and positively predict both externalized responsibility and entitled expectations, while academic identity moratorium significantly and negatively predicted entitled expectations. Different academic identities are associated with different strategies in the learning process. Academic identity can be considered one of the predictors of academic help-seeking as an adaptive strategy and academic entitlement as a non-adaptive strategy for academic success. It would be beneficial for educational policymakers to facilitate the identification of interests to help students acquire a successful identity.

Existential psychology, a branch of psychology that emerged under the influence of existentialist philosophers post-world wars, sought to address people’s spiritual dilemmas, including the issues of meaninglessness and loneliness in modern humans. This branch of psychology emphasizes understanding the meaning of one’s life as a pathway to mental health. The absence of meaning in life can lead to feelings of emptiness, disappointment, and pervasive boredom and fatigue. In this context, some findings suggest that the search for meaning significantly contributes to explaining the behavior of teenagers and young adults. Other studies have shown that a lack of meaning can have negative consequences, one of which is a feeling of loneliness, a significant issue in psychological and social development. According to existentialist theory, authenticity in interpersonal relationships is the solution to many communication problems. Authenticity refers to an individual’s willingness to behave in accordance with their genuine feelings, thoughts, and attitudes. The essence of authentic relationships lies in not seeking to change or control the other, but wholeheartedly moving towards the other, leading to the genuine growth of both parties. Given the importance ofauthentic relationships, researchers have identified practical training in existential communication as a promising avenue for progress in this field. Some studies have concluded that training in authentic relationships, considering existential issues, positively impacts personal lives by fostering deeper interpersonal communication skills. Therefore, there was a perceived need to design an educational package on authentic relationships based on existentialist theory and existential issues. A package that, by enhancing the quality of interpersonal relationships, could effectively address feelings of loneliness and the sense of meaning. Consequently, the primary research question is whether teachings derived from he existentialist perspective, emphasizing authentic relationships, can enhance positive outcomes such asthe sense of meaning and reduce feelings of loneliness. In this regard, the current research designed a training package on authentic relationships based on existential theory. After preparing this educational package and implementing it among a group of students, the question arose whether this educational package could effectuate the desired changes.

Research Hypotheses: 

The current research aimed to design an educational package and evaluate the effectiveness of teaching the principles of authentic relationships on the sense of meaning and feelings of loneliness. In line with this goal, the following hypotheses were examined:1. Teaching authentic relationships leads to an increase in students’ sense of meaning. 2. Teaching authentic relationships leads to a decrease in students’ feelings of loneliness.

This research, classified as applied research in terms of purpose and quasi-experimental in terms of implementation, utilized a pre-post-test design with a control group. The study considered authentic relationships training as the independent variable, with the meaning of life and loneliness as dependent variables. The research population comprised all undergraduate students of Shiraz University during the 2021-2022 academic year. Two separate classes were selected via available sampling and randomly assigned as the experimental group (20 participants) and the control group (20 participants). Both groups underwent a pre-test evaluation. Initial instructions on answering the questions were provided to both groups, and their consent was obtained. Following the pre-test, the intervention commenced. The experimental group participated in an authentic relationships training program, consisting of eight 90-minute sessions. Upon completion of the intervention, both the experimental and control groups were evaluated with a post-test, mirroring the pre-test procedure. This study employed MANCOVA to investigate the hypothesis “Evaluating the effectiveness of authentic communication training on the sense of meaning and loneliness among Shiraz University students” and ANCOVA to investigate the hypotheses “Determining the effect of authentic relationship education on the sense of meaning among Shiraz University students” and “Determining the effect of teaching authentic relationships on the feeling of loneliness among Shiraz University students”. Hypotheses were tested using SPSS-24 software.

A comparison of pre-test and post-test scores for both groups revealed that authentic relationships training increased the sense of meaning and decreased feelings of loneliness among students. The results suggest that authentic relationships training can enhance the meaning of life and alleviate feelings of loneliness among university students. Furthermore, it was concluded that the experimental intervention accounted for 52% of the changes in the variance of the meaning of life scores and 19% of the changes in the variance of feelings of loneliness.

In conclusion, authentic relationship training positively influences the enhancement of life’s meaning and the reduction of feelings of loneliness.

This study aimed to investigate the psychometric properties of the Persian version of the Compassion to Others Scale which was devel- oped under the title Compassion Scale (CS) by Pommier, Neff & Tóth-Király (2020). Participants included 278 adults (209 females and 69 males; mean age = 28.65, SD= 9.40) from Shiraz. They completed the questionnaires electronically. To check the validity, after a pilot study and doing backward translation, the Persian version of this scale was provided to the participants. The factor structure of the scale was examined by AMOS-22 software. The results confirmed that there are four factors in the Persian version. Also, factor loads and Fit Indices were desirable. Convergent validity was assessed by the correlation between the scores of this scale and the Short Form of the Self-Compassion Scale (Raes, Pommier, Neff & Van Gucht, 2011). The results showed a moderate correlation between the two constructs. The results of the internal con- sistency study by calculating the correlation of subscales with each other and the total score also indicated the construct validity. Cronbach’s alpha coefficient showed the scale (alpha= 0.82) and subscales (minimum alpha= 0.58) have acceptable reliability. A comparison of gender differences showed that women have higher scores in the kindness subscale. In general, according to the findings, it can be concluded that the Persian version of the Compassion Scale has psychometric adequacy and can be used in Iranian society.

While the culture of study should have the highest position among students as a main element in learning, it has not enjoyed such a position due to various reasons, and today, the habit of studying has lost its importance among students. This research aimed to identify the factors affecting students' readicide. Therefore, this research was conducted with a qualitative method and a meta-synthesis approach. The statistical population included all foreign articles and documents from 2002 to 2022 and Persian language articles from the same period. Out of the 263 articles that matched the research inclusion criteria, 88 articles were selected as the final research sample. Data analysis was carried out using a thematic analysis technique and 40 basic themes under 4 organizer theme categories including: "personal factors" (addiction to the internet and use of virtual space, watching TV, and not knowing the benefits of studying), "family factors" (low education of parents, and not having a home library), "social, economic, and cultural factors" (financial inability to buy books for study, and unsuitable study environment) and "factors of the educational system" (a large volume of textbooks and homework, and non-research-oriented assignments assigned to students) were identified as factors affecting students' readicide. According to the network of themes obtained from the identified readicide factors, the education authorities can take the necessary measures with better planning and appropriate action plans to eliminate and reduce the effect of the identified factors and improve students' study situation.

The present research aimed to examine the semantic system of PHD students of Shiraz University and their perception of belonging to Shiraz University using a qualitative approach. The participants were 15 PhD students of Shiraz University in the academic year of 2021-2022. In-depth and semi-structured interviews were used to collect data. The interviews continued until theoretical saturation was reached. The collected data were analyzed using thematic analysis method. The process of coding and data analysis led to the identification of the following three main concepts: the university as a context for rethinking stereotypes, the university and its impact on the emotional and cognitive dimensions of students, and Shiraz University, the prominence of the dimension of belonging and spatial identity. Each of these themes consisted of several sub-concepts. The main theme of the study was university as an identity and cognitive determinant. Based on the findings, it can be concluded that the university plays an essential and undeniable role in the formation of students' identity, cognition and student’s belonging. The above mentioned three concepts indicate that the university can foster identity and cognitive changes will encourage students to rethink their academic, cultural, and social stereotypes and challenge their previous beliefs and thoughts, of which many, if left untouched, can have negative consequences for the society, in general, and the university, in particular.

Moral decision making and moral behavior are important and influential activities in adolescents' lives. The aim of this study was to investigate the effect of Core self-evaluation training on adolescents' moral decision making and moral behavior.
The method of the present study is quasi-experimental with a pretest-posttest design with a control group. The population of this study was female high school students in Tehran, 32 of whom were randomly selected and divided into two groups of 16 randomly. The instruments used included the moral decision making and moral behavior scale. The participants of the experimental group underwent a Core self-evaluation approach for 6 sessions. data were analyzed using analysis of covariance (ANCOVA) test.
The results showed that there was a significant difference between the Core self-evaluation group and the control group in the variables of moral decision making and moral behavior (P<0.0001). Due to the difference in means, the Core self-evaluation group performed better than the control group.
In a general conclusion, it can be stated that Core self-evaluation training as a direct psychological intervention can affect the cognitive function of moral decision making and moral behavior of ninth grade girls and increase the quality of their decision making and moral behavior.

The purpose of the present study was to explain the mediating role of perfectionism in the relationship between attachment styles and students' self-compassion. The design of the present study is correlational in which the causal relationships between variables were studied in the form of structural equation modeling. The statistical population of the present study included all male and female undergraduate students of Shiraz University in the academic year of 1397-1398, of which 295 students (162 girls (54.9%) and 133 boys (45.1%)) by the method Multi-stage random cluster sampling was selected and the Revised Adult Attachment Style Scale (Collins and Read, 1990), Self-Compassion-Short Form (Raes, Neff and Van Guchet, 2010) and Perfection Completed Orientalism (Hill et al., 2004). The results of structural equations using Amos software showed that the final model fits well with the research data. The results of structural equation model showed that avoidant attachment style has a direct effect on self-compassion. Attachment styles also influenced adaptive and maladaptive perfectionism. In addition, the mediating role of adaptive and maladaptive perfectionism in the relationship between attachment styles and self-compassion was acknowledged. Overall, the results of this study indicate the determining role of attachment styles and perfectionism in students' self-compassion.

The aim of this study was to investigate the effect of mindfulness-based education on two structures related to cognition, namely self-blame and working memory in adolescents. The research design was quasi-experimental with a control group. Participants included 30 people (two groups of 15 people) from adolescents aged 14 to 18 years who volunteered to participate in the study. They responded to the Thompson and Containers' Self-Blame Levels (2004), and the Wechsler Active Memory Scale (1945) as pretest and posttest. The experimental group participated in a mindfulness-based stress reduction program for 8 sessions, each session lasting 2 hours and the control group was without intervention. Data were analyzed using analysis of ANCOVA. The results showed that mindfulness intervention had a significant effect on self-blame (P = 0.001) and working memory (P = 0.001) in the experimental group (P <0.05).In a general conclusion, it can be stated that mindfulness-based education can be used in therapeutic and psychological programs to increase working memory and reduce self-blame in adolescents.

Introduction One of the most important tasks of the family is to socialize children, and the family provides the first social context for children. Parents can socialize their children emotionally by recognizing children's emotions, discussing the importance of emotions, modeling emotional behaviors, and Help to regulate the emotional atmosphere of the family. Therefore the aim of this study was to causal explaining the social skills of children based on the moral characters ‎of parents with respect to the mediating role of coping styles with children's negative emotions. Method This ‎research is applied in terms of purpose and descriptive-correlation in terms of method. In the present study, the structural equation modeling method was used. In this study, the variables of parents coping styles with children's negative emotions, parents' moral backgrounds and children's social skills were measured as latent variables. Population included all parents of ‎84314‎ elementary school students in Yazd who were studying in the academic year 2019-2020. In the present study, according to both statistical criteria of sample size and criteria of multivariate analysis, the number of 400 participants, including parents of elementary school students, were selected by cluster (multistage) random sampling method. In the present study Social skills questionnaire, parent’s coping with children’s negative emotions scale (CCNES) ‎and moral ‎characters questionnaire were used to collect data and‎ were distributed among all study participants, of which 381 completed the questionnaires. Smart PLS software was used to analyze the ‎data by structural equation modeling with the partial ‎least squares. Results Findings showed that the measurement model after correction has acceptable validity and reliability. Results of structural equations showed that the direct path of supportive coping styles with children's negative emotions to social skills is significant. The direct path of non supportive styles of dealing with emotion to social skills is significant; The direct path of moral character to social skills is significant; The direct path of moral character to the suportive parent’s coping with children’s non supportive emotions‎ is not significant and the direct path moral character with non supportive ‎parent’s coping styles with children’s negative emotions are significant Indication of the indirect path of moral character to social skills is not significant due to the mediating role of suportive parent’s coping styles with children’s negative emotions and Indirect path of moral origins to social skills are significant due to the mediating role of non supportive parent’s coping styles with children’s negative emotions ‎. It showed that moral character, both directly and in a process by reducing the non supportive parent’s coping styles with children’s negative emotions‎ can lead to the social skills in children. Conclusion Finding of this study suggests that positive moral character (affirmation of altruistic values and rejection of selfish values) can play a significant role in explaining how parents deal with their children's emotions and in some way affect their children's emotional socialization. Thus, the moral character‎ of parents play a significant role in explaining the emotional ‎socialization and social skills of children.‎ 

This study aimed to investigate the mediating role of the academic emotion of hope in the relationship between mindfulness and socio-emotional loneliness. The statistical population of the study included all undergraduate students from Shiraz University who were studying in the academic year 2018-2019, from which 300 students (137 boys and 163 girls) were selected by random cluster sampling. They completed the Adolescent and Adult Mindfulness Scale (Droutman, Golub, Oganesyan & Read, 2018), Academic Emotion of Hope (Pekrun, Goetz, Titz & Perry, 2002), and Social and Emotional Loneliness Scale for Adults (Ditommaso, Brannen & Best, 2004). The results showed that the direct effect of mindfulness on the feeling of socio-emotional loneliness was not significant, but the direct effect of mindfulness on the academic emotion of hope and the direct effect of academic emotion of hope on the feeling of socio-emotional loneliness was significant. Also, the effect of mindfulness on the feeling of socio-emotional loneliness was mediated significantly by the academic emotion of hope. In general, the findings revealed the role of mindfulness and academic emotion of hope in explaining the feeling of socio-emotional loneliness and, it can be concluded that in order to reduce students’ feelings of socio-emotional loneliness, their mindfulness, and hope should be considered.

he aim of this study was to describe the concept of self-deception and investigate the psychometric properties of Sirvent, Herrero, Moral, & Rodríguez›s self-deception questionnaire (2019) (SDQ-12) in undergraduate students at Shiraz University. The study participants were 315 students (185 girls and 130 boys) who were studying in the 2019- 2020 academic yea,and completed Sirvent et al.›s (2019) Self-deception questionnaire, Khoramie & Ghaemi›s (2018) Moral Character, and Bandura, Barbaranelli, Caprara & Pastorelli› s (1996) Moral Disengagement scales. The Data were analyzed using correlation coefficient, Cronbach›s alpha coefficient, and confirmatory factor analysis. The results of confirmatory factor analysis confirmed two factors of mystification and manipulation. The results of correlation with other tests and Cronbach›s alpha coefficient also confirmed the convergent validity and reliability of the questionnaire. The results showed that Sirvent et al.›s self-deception questionnaire has a very good validity and reliability in Iranian students, and it is effective in measuring self-deception in two dimensions mentioned.

Considering the importance of paying attention to job problems such as stress and job self-efficacy and the role of early maladaptive schemas (EMS) in the work environment. In this study, the role of self-sacrifice, obedience, emotional inhibition, and strict standards was investigated. Stress and job self-efficacy of teachers were discussed. For this purpose, Bandura teacher self-efficacy questionnaires (1997), Kahn et al.'s occupational stress questionnaires (1964) and related questions of Yang schema questionnaires (1994) were used. The statistical population included elementary teachers working in the academic year of 1400-1401 in the 2nd district of Kerman. Based on Morgan's table, 201 people were examined by stratified random sampling, and the data were analyzed by Pearson's correlation method and multiple linear regression analysis. The statistical space of spss 22 was investigated. The results showed that job stress has a negative and significant relationship with self-efficacy, and the regression results confirmed the relationship between job stress and self-efficacy. The primary maladaptive schemas of obedience, sacrifice, emotional inhibition, and strict criteria are related to increasing job stress and decreasing job self-efficacy, and they can even play a predictive role for these two variables. Therefore, due to the negative effects of incompatible initial schemas in all aspects of a person's life, and on the other hand, the importance of the role and influence of the teacher in the education of students, especially in elementary school, it is necessary to adjust the schemas. It should be addressed in teachers to reduce their job stress and increase their job self-efficacy in education.

The aim of the present study was to investigate the psychometric properties of the Elliott, Mariyama and Pekran Achievement Goal Questionnaire in two groups of junior high school and high school students. Therefore, in the form of a psychometric study to evaluate the validity and reliability of the Achevement Goal Questionnaire; 699 students (279 junior high school students, 420 high school students) of evaz city (located in the south of Fars) who were studying in the academic year 400-99; Multi-stage random cluster sampling method was selected; And answered the questionnaires of achievement goals, academic engagement, academic self-regulation and intrinsic motivation. Data were analyzed using correlation coefficient, Cronbach's alpha and confirmatory factor analysis. The results of confirmatory factor analysis confirmed the six components of task orientation, task avoidance, self-orientation, self-avoidance, other-approach and other-avoidance. Cronbach's alpha method was used to determine the reliability of the scale; All coefficients indicated acceptable internal consistency of the components of the development goals. The results show that the Elliott et al.'s Achievement Goal Questionnaire has good validity and reliability in junior high and high school students; And has the necessary efficiency to measure the goals of that progress.

Working memory is an active system for maintaining and manipulating information temporarily to accomplish complex cognitive tasks such as learning, reasoning, perception, and thinking. Therefore, improving the memory performance can lead to better performance of these assignments.

The purpose of this study was to determine the impact of using the cognitive strategies including organization and elaboration on working memory improvement in elementary school students.

In this research, a experimental design, a pre-test, post-test with experimental and control group were used. Participants included 24 students (12 experimental group, 12 control group), sixth grade elementary boys school from Shiraz who were selected by multi-stage cluster sampling and assigned into two groups randomly. For working memory evaluation, Letter-Number Sequencing subtest of the fourth-edition of Wechsler complementary scale was used. At first, a pre-test was conducted for the two groups, then the organization and elaboration strategies were taught to the experimental group, and finally the post-test were run on the two groups. Data were analyzed by using descriptive statistical methods and ANCOVA tests.

The findings showed that there is a significant difference between the performance of the students' working memory in the experimental and control groups. Also, the Eta coefficient is 0.77, which indicates that 77% of the variance of memory is explained through training.

The research finding showed that training organization and elaboration strategies has improved the performance of students' working memory.

The purpose of this study was to investigate the mediating role of academic self-regulation in the relationship between academic hope and academic well-being. The Research design was a description of the type of correlation and the research population included all students of the higher school in Evaz city, located in the south of Fars province, among them (1281 student) 519 student (174 boys, 345 girls) were selected by convenience sampling method; And answered the questionnaires of academic hope (Khormaei & Kamari, 2017), academic well-being (Tuominen-Soini et al., 2012), and academic self-regulation (Hong & O'Neil, 2001). SPSSv16 and AMOSv24 statistical software were used to analyze the data. The results of path analysis showed that the academic hope can predict academic well-being both directly and through the mediators of academic self-regulation. academic self-regulation also directly predicts positive academic well-being. Academic hope also significantly predicts academic self-regulation. The findings of this research include new topics from both theoretical and practical dimensions. The results of this research theoretically confirmed the mediating role of academic self-regulation in the relationship between academic hope and academic well-being. Practically, it can also help students' academic well-being by promoting academic hope and teaching academic self-regulation strategies.

Genuine self-forgiveness, as an adaptive response to a self who is faced and traumatized with moral misconduct. It consists of the reorganization of feelings, thoughts, and behaviors. Researchers are interested in studying the psychological difficulties experienced during self-forgiveness. In this study, students' self-forgiveness experiences were explored through thematic narrative analysis. The study participants were 6 students who had experienced self-forgiveness. Narrative interviews were used to collect data. By analyzing the interviews based on the theoretical foundations and research literature, three main themes of preservative self-forgiveness, transformative self-forgiveness, and pseudo-self-forgiveness were extracted. Most participants experienced preservative self-forgiveness. The results of this study can elucidate extensive dimensions of cognitive and emotional aspects of people’s coping with life’s challenges. The various negative emotions that people experience in face of life problems will create the foundations for anxiety and mood disorders in the future. A deeper understanding of how to confront these emotions and self-forgiveness, will facilitate therapy.

This study set out to examine the relationship between family atmosphere, school value and academic buoyancy mediated by perceived self-efficacy among a group of junior high school students. The present study had a correlational design. The statistical population of the study included all junior high school students in Marvdasht in 2018-19 school year. The participants were 356 students who were selected by random cluster sampling method and completed the Heilbrun’s Parent-Child Interaction Rating Scale (1964), School Value Scale (Tuominen-Soini, Salmela-Aro & Niemivirta, 2012), Perceived Self-efficacy Questionnaire (Muris, 2001), and Academic Buoyancy Questionnaire (DehghaniZadeh & Hosseinchari, 2012). Structural equation modeling was performed to analyze the data. The results showed that the model fitted the data. Regarding the relationship between variables, it was observed that family atmosphere could directly predict academic buoyancy. Family atmosphere and school value were also direct predictors of perceived self-efficacy. In addition, perceived self-efficacy played a mediating role in the link between family atmosphere, the value of school and academic buoyancy. These findings underscore the role of family and school contextual variables in encouraging learners to be involved in school affairs to overcome academic adversities and achieve academic buoyancy. Most importantly, these contextual variables exert their effect through the psychological variable of perceived self-efficacy.

The aim of this study was to investigate the psychometric properties of behavioral emotion regulation questionnaire (BERQ). The research was a correlational study and the validation of the test. Participants were 291undergraduate students (121 male, 170 female) of Shiraz University in 1398-99 academic year, selected by random multistage cluster sampling method and completed Behavioral Emotion Regulation Questionnaire (Kraaij & Garnefski, 2019), Cognitive Emotion Regulation Questionnaire (Garnefski, Kraaij, & Spinhoven, 2001), Basic Psychological Needs Satisfaction and Frustration Scale (Chen, Vansteenkiste, Beyers, Boone & Deci, 2015) and Neuroticisim scale (Costa & McCrae, 1992). After translating the Behavioral Emotion Regulation Questionnaire, Correlation and Confirmatory factor analysis with other scales were used to determine the validity. Cronbach’s alpha method was also used to evaluate the reliability. The results of confirmatory factor analysis confirmed the five factors of Seeking Distraction, Withdrawal, Actively Approaching, Seeking Social Support and Ignoring. The results of correlation with other tests also confirmed the convergent validity of the scale. Also, all Cronbach’s alpha coefficients indicated a high internal consistency of the factors. The results show that the Behavioral Emotion Regulation Questionnaire has a very good validity and reliability in Iranian students, and is effective in measuring behavioral emotion regulation in the five dimensions mentioned.

Despite the importance of social safeness, little research has provide a causal explanation. Therefore, the purpose of this study was to introduce a causal explanation of the social safeness based on neuroticism and the satisfaction and frustration of basic psychological needs among a group of undergraduate students at Shiraz University. Participants were 291 (170 girls) during 2020-21 academic year, who were selected using a multi-stage random cluster sampling method. They completed the Costa and McCrae neuroticism scale (1992), basic psychological needs satisfaction and frustration scale Chen et al. (2015), and social safeness and pleasure scale Gilbert et al. (2009). The validity and reliability of the research scales were evaluated and confirmed using confirmatory factor analysis and Cronbach's alpha coefficient. For analyzing the research model, path analysis and Amos 24 software was used. Also, the results showed that the research model fits well with the data collected. Findings showed that neuroticism predicted social safeness indirectly (Through the mediation of the basic psychological needs satisfaction and frustration). In general, the results of this study indicate that social safeness planning requires attention to both personality traits and the situations created by these traits, such as the satisfaction and frustration of basic psychological needs. The results are discussed based on research and theoretical evidence.

The purpose of this study was to investigate the mediating role of mindfulness in the relationship between parental psychological control and suicidal ideation. Participants included 375 undergraduate students (204 girls and 171 boys) from Shiraz University who were selected using multistage random cluster sampling. They completed the dependency-oriented and achievement-oriented psychological control scale, five facet mindfulness questionnaire, and beck scale for suicide ideation. Reliability of research instruments was determined by Cronbach's alpha and validity by confirmatory factor analysis and internal consistency. The results of structural equation modeling showed that the proposed model fits well with the data of this study and that parental psychological control negatively predicts the dimensions of mindfulness. The findings also showed that parental psychological control has an indirect effect (through mindfulness) on suicidal thoughts. It is concluded that the parents' induction of shame and guilt in order to achievement or dependency of children can prevent mindfulness and then determine suicidal thoughts.

The purpose of this study was to examine the effect of Dialectical Behavior Therapy skills on anxiety and depression symptoms in university students. The research method was an experimental method of data collection and was applied purposively. The statistical population of the study consisted of all male high school students in the city of Kavar during the 2019-20 academic year, and 30 students with moderate to high scores for anxiety and depression were selected. The sampling procedure was multistage cluster randomization. An adolescent dialectical behavior therapy skills protocol was used to deliver the interventions. In addition, the Hospital Anxiety and Depression Scale (HADS) was used for data collection. The validity of the instrument was examined using confirmatory factor analysis (AMOS software version 24), the reliability of the instrument was examined using Cronbach’s alpha (SPSS software version 24), and the significance of the training performed was examined using MANCOVA (SPSS software version 24). The results of the MANCOVA statistical analysis showed that teaching dialectical behavior therapy skills had a significant effect on reducing students' anxiety. However, it had no significant effect on reducing students’ depression. In general, it can be concluded that dialectical behavioral therapy techniques can be used to reduce students' anxiety, but teaching these techniques to reduce students’ depression requires further consideration.

This study was conducted to compare the effect of education programs based on PERMA model and psychological empowerment training on the future orientation and self-actualization of junior high school students. This study used a quasi-experimental pretest-posttest control group design. The statistical population of the study consisted of all ninth grade students in Shiraz, Iran, in the 2019-2020 academic year. Purposive sampling was used to select 175 students. The sample consisted of three intact classes with 87 girls and three other intact classes with 88 boys. The six classes were randomly assigned, based on the type of instruction offered to them, to three groups, namely PERMA =55, psychological empowerment= 47, and control =73. Considering data collection, the Future Orientation Questionnaire (Di Maggio et al., 2016), and Ahvaz SelfActualization Inventory (Ismaeelkhani et al., 2001) were distributed among participants at pre, post, and follow up phases. The experimental groups were taught based on either PERMA or psychological empowerment packages for eight 90-minute sessions. The control group, however, received no intervention. ANCOVA results showed a significant increase in post-test mean scores concerning participants' future orientation in both PERMA and Empowering groups (P=0.01). Similar finding was concerned in relation to participants' selfactualization. However, only the effect of PERMA intervention on selfactualization was significant in the follow-up phase. Based on the overall findings, it can be concluded that the two types of intervention can be helpful in overcoming the adolescent crises and in increasing students' empowerment and self-actualization.