مرجان آل بهبهانی

The desirable and harmful effects of cyberspace on different aspects of life especially education and schooling have always been a subject of debate. Thus, the main purpose of the study was to investigate the effect of lifestyle influenced by cyberspace on academic engagement of students. The statistical population consisted of high school students (junior and senior) of the city of Dehloran (Ilam Province, Iran) in the academic year 2018-19., 360 of whom were selected as the sample through cluster random sampling. The necessary data were collected by two standard questionnaires, i.e., Reev’s (2013) student engagement questionnaire and Taheri’s (2014) questionnaire. Cronbach’s alpha was used to measure the reliability of both questionnaires (α = 0.88). The correlation coefficients showed that there is a significant negative relationship between lifestyle influenced by cyberspace and academic engagement (r=-0.39, p≤0.001). Analysis of structural equation modeling (SEM) with AMOS also indicated that the lifestyle influenced by cyberspace variable and its six dimensions (knowledge acquisition, communication, identity, services, enjoyment seeking, and outcome) were able to predict 51% (R2=0.51) of the variance in the academic engagement variable (β= -0.53 and p≤0.00). The results showed that lifestyle influenced by cyberspace had a negative effect on academic performance of students. Therefore, it was concluded that such lifestyle needs to be modified with a view to attain maximum benefits and minimum costs.

Autism spectrum disorder leads to acute behavioral disorders such as aggression in the inflected children. Therefore, the present study was conducted to determine the effect of training mindfulness to the mothers of the children with autism spectrum disorder on the decrease of their aggression.

the present study was quasi-experimental with pretest, posttest, control group and one-month follow-up period design. The statistical population of the present study included eighty five six-to-twelve-year-old children with autism spectrum disorder who referred to two autism rehabilitation centers in the city of Tehran (Shamim and Fariha)in the spring and summer of 2019. 20 people (14 boys and 6 girls) were selected through purposive sampling method and they were randomly accommodated into experimental and control groups (each group of ten children). The mothers of the children present in the experimental group received twelve sessions of training mindfulness during three months. The research questionnaires included children’s aggression questionnaire (Shahim, 2006). The data were analyzed via repeated measurement ANOVA.

The findings of the present study showed that training mindfulness to the mothers of the children with autism spectrum disorder was effective on the decrease of their aggression (F=12.06, Eta=0.62, P≥0002).

The findings of the present study indicated that training mindfulness can be used as an efficient method to decrease aggression in the children with autism spectrum disorder through employing techniques such as thoughts, emotions and mindful behavior.

The aim of this study was to compare the effectiveness of vibroacoustic therapy and logodotherapy on aggression in children with autism. The research method was quasi-experimental pre-test-post-test with a control group and one-month follow-up. The statistical population of the study included 85 children aged 6-12 years with autism spectrum disorder who referred to two autism rehabilitation centers in Tehran (Shamim and Fariha centers) in the first half of 1398. Among them, 30 people (21 boys and 9 girls) were selected as a research sample by purposive sampling method and 10 people were randomly replaced in three groups of experiments (1, 2) and control. The first experimental group received vibroacoustic therapy for 12 sessions (20 minutes) and the second experimental group received logodotherapy for 12 sessions (45 minutes); The control group was placed on a waiting list. The Shahim Children's Aggression Questionnaire (2006) was used to collect information. In order to analyze the data, repeated measures analysis of variance and Bonferroni post hoc tests were used. Findings from the study showed that by controlling the effect of pre-test, there was a significant difference between the mean scores of aggression components (relational, verbal and physical aggression) in the experimental group and the control group in the post-test and follow-up. . Also, the findings showed that vibroacoustic therapy was more effective than legodotherapy in reducing aggression in children with autism.

There have been numerous Internet opportunities in all aspects of life in the last few decades, but they have been followed by modern and diverse threats, such as Internet addiction. The main purpose of this study is to identify students' experience of Internet addiction. A qualitative method was used in this study and the Grounded Theory was used for data analysis. In-depth and semi-structured interviews were conducted on 25 high school students. The sample size was also based on theoretical saturation and purposive sampling and the findings were validated by outside experts in addition to the analysis and review of the codes. The findings included 55 primary concepts and 9 main themes, namely "Internet addiction as pain-creating sympathizer". The identified main themes were self-avoidance, triple disorders (physical, sexual, and mental), connection management, systematic procrastination, school system repression, de-intimation and multi-dimensional facilitator. Finally, the main themes were formulated within the framework of Strauss and Corbin's five-fold model: underlying causes, contextual factors, intervening conditions, strategies and consequences

Autism is a complex developmental disorder that challenges not only the individual but also the family and the community.

The present study aimed to compare the effectiveness of interventions based on mindfulness training of mothers and Lego therapy on signs of autism in children.

This quasi-experimental research had a multiple-group pretest-posttest design and a control and follow-up group. In addition, it was an applied study in terms of objective. The statistical population included 85 children with autism, who referred to two autism rehabilitation centers in Tehran, Iran in 2019. In total, 30 subjects were selected by convenience sampling and were randomly divided into three groups of (1 and 2) test and control (10 subjects per group). The participants in the test groups attended 12 45-minute sessions while the control group received no treatment. Data were collected using the Gilliam Autism Rating Scale (1994), and data analysis was performed in SPSS version 22.

In this study, the results of repeated measures ANOVA showed the effectiveness of mindfulness training of mothers and Lego therapy on the decrease of signs of autism and its dimensions (social interactions, social interactions, communication, and stereotyped behaviors) (P< 0/001). However, Lego therapy had a greater impact, compared to mindfulness training.

According to the results of the present study, Lego therapy decreased the signs of autism in children more than the interventions based on mindfulness training of mothers.

Assessment of student performance has always been one of the teachers' concerns. Assessment should not be targeted solely on cognitive issues and retention.Thus, the main purpose of the present study was to investigate the effect of trans-cognitive assessment on eighth grade students' social studies course in the academic year 2016.The assessment involved comprehension of the course’s instructional subjects. To obtain data on assessment results, two second-grade classes of the junior high school were asked to participate in the study. Independent samples t-test and SPSS software were used to analyze the obtained data. The results showed that in the cognitive test, (a) and (b) obtained mean scores of 12.77 and 11.57, respectively.But in the next test which was non-cognitive for class (a) and cognitive for class (b), a mean difference of 4 points was observed. To confirm this result, a completely non-cognitive test was administered in class (a) and a test with a semi-cognitive and a non-cognitive part was administered in class (b).The mean score of class(b) in non-cognitive section was equal to that of class (a).However, in cognitive section mean score of class(b) differed from that of class (a). Also, in the comparison of class (b) with itself, in cognitive questions the mean score was 10.44 but in non-cognitive questions the mean score was 16.44.From this experiment, it can be concluded that the same students who obtained low mean scores on the cognitive test obtained better mean scores on the non-cognitive test with an improvement of about 4-5 points.

The present research aimed to examine the effectiveness of teaching spiritual intelligence components in educational progress among a selected group of male students in the 3rd year of a boarding high school in Delphan city, Iran. The study was conducted in a quasi-experimental framework with experimental and control groups. The population included all 3rd-year high school students (i.e., 2nd grade in high school) who studied in second semester of calendar year in 2014-15, among whom a total number of 36 students were selected through a multistage sampling method in Imam’s Martyrs District High School and then randomly divided into experimental and control groups. As the first step, the average scores of students in the period, provided by head of high school, were considered as the pretest, and then the experimental group received the treatment for 8 sessions on the basis of Educational Protocol of Haditabar et al. (2011). The data were, then, analyzed through Analysis of Covariance (ANCOVA), the results of which revealed that there was a significant difference between the scores of control and experimental groups in posttest. It was concluded that teaching spiritual intelligence could considerably enhance educational progress of students in secondary school

The purpose of this study is investigate the therapeutic effects of cognitive-behavioral group therapy on depression of children with Attention Deficit/ Hyperactivity Disorder (ADHD). Population of the research were male students of grade fiveelementary schoolsof Shiraz diagnosed as having ADHD by their teachers’ rating using CSI-4, as well as diagnostic interview. Then, a sample of 57 students randomly was selected from the population. The sample was assigned into 3 groups of equal sizes that were composed of 2 treatment groups, and one control group. Participants responded simultaneously to pretest and posttest of depression scale respectively. Their teachers responded to CSI-4 questionnaire. The results showed that 1) the general depression of the cognitive-behavioral group therapy with focus on children, and cognitive-behavioral group therapy with focus on motehr + children incomparison to the control group: 2) depression of the cognitive-behavioral group therapy with focus on mother + children wassignificantly decreasedin comparison to the two other groups of the school in the children with ADHD.

B>IntroductionAttention-deficit hyperactivity disorder (ADHD) is a heterogeneous disorder with unknown etiology. ADHD often overlaps with other conditions such as anxiety and mood disorders. The core features of ADHD are poor attention, excessive impulsivity and hyperactivity. The aim of this research is to investigate the therapeutic effects of cognitive behavioral skills group training focused on children and focused on mother + children on manifest anxiety in children with ADHD.Research Quessions 1- Does cognitive-behavioral skills group training focused on children and focused on mother + children significantly decrease the degree of physiological signs of anxiety in children with ADHD?2- Does cognitive-behavioral skills group training focused on children and focused on mother + children significantly decrease the degree of the worry and oversensitivity in the children with ADHD?3- Does cognitive behavioral skills group training focused on children and focused on mother + children significantly decrease the degree of the manifest anxiety in the children with ADHD?MethodsThe resaerch was conducted among the male students of the grade five in the primary school in Shiraz, Iran. The participants were diagnosed as ADHD, according to a diagnostic interview by researchers. The children were selected using CSI-4 that was completed by teachers. A sample of 57 students were selected from the population randomly. The sample was assigned into 3 groups of equal sizes that were composed of 2 treatment groups, and one control group. Subjects responded simultaneously in pretest and posttest situations to the manifest anxiety scale respectively and their teachers responded to CSI- 4 questionnaire too. ResultsThree main results were concluded: 1) Cognitive-behavioral skills group training focused on children and focused on mother + children significantly decreased the degree of physiological signs of anxiety in children with ADHD. 2) Cognitive-behavioral skills group training focused on children and focused on mother + children significantly decreased the degree of the worry and oversensitivity in the children with ADHD. 3) Cognitive behavioral skills group training focued on children and focused on mother + children significantly decreased the degree of the manifest anxiety in the children with ADHD.Discussion and conclusionAs a result, Cognitive-behavioral skills group training had a significant effect on the manifest anxiety in the children with ADHD. The series of studies confirmed curative effects of cognitive–behavioral skills group training on ADHD (Rohde; Clarke; Mace; Jorgensen & Seeley, 2004). Based on the results, it could be said cognitive –behavioral skills can improve parents’ attitudes toward children’s problems such as cognitive error and communication deficit. The final conclusion is that parenting and family interventions as well as intervention focused on children significantly decreased the degree of the manifest anxiety in the children with ADHD.