فهرست مطالب مهدی یوسف وند

Entering adolescence is one of the most important periods of transition in life. At this stage, leaving the safe and familiar environment of the home and facing academic challenges, the teenager faces significant tensions, which is one of the most important challenges in the field of emotion and emotional discipline, so this research aims to compare the effectiveness of dialectical behavior therapy and metacognition. Treatment was performed on cognitive strategies of emotional regulation in teenagers.Research

The research method was semi-experimental with a pre-test-post-test design and follow-up with a control group. The research population included all adolescent girls aged 13 to 16 years in district 1 of Baharestan city who studied in the seventh to tenth grades in the academic year of 1402-1401, who were referred to the education counseling center in 1401, and out of these, 3 The group of 20 people was randomly divided into two experimental groups and a control group (which in the research process were reduced to dialectical behavior therapy (17 people), metacognitive therapy (18 people) and control group (20 people) by random sampling method. ) and responded to the questionnaire of cognitive regulation strategies of emotion, Garnevsky, Kraich and Spinhaven in three times: pre-test, post-test and follow-up. The subjects of the experimental group were trained in dialectical behavior therapy and metacognitive therapy in a group (in the form of training and skills), for 2 months, 1 session of 90 minutes per week, but during this time, no training was given to the control group. The data was statistically analyzed with SPSS software and using the analysis of variance test with repeated measurements and a significance level of p < 0.05.

The results showed that the effect of metacognitive therapy on the cognitive strategies of emotional regulation is significant (P=0.019). So that metacognitive therapy has significantly increased cognitive strategies in adolescents compared to dialectical behavior therapy.

According to the results of this research, it can be said that the goal of dialectical behavior therapy and metacognitive therapy is to increase behaviors that probably lead to emotional regulation in adolescents, which is the reward.

 Depressive disorder is the second major health condition in the world. It has affected over 350 million people so far and the share of women is twice that of men. Group semantic therapy can be used as a new treatment for the depressed women with low ambiguity tolerance, concerns about body image and few metacognitive beliefs. The present study was conducted with the aim of determining the effectiveness of group semantic therapy on tolerating ambiguity and concerns about body image and metacognitive beliefs in the women with depression symptoms.

 The present research is a quasi-experimental study with a pretest-posttest control group design. Among the target statistical population, 30 women with depression symptoms in Borujerd were randomly placed into two groups: Intervention (15) and control (15). Ten sessions of group Semantic therapy were held for the intervention group. The research tools consisted of Sweden et al’s Intolerance of Uncertainty Scale (IUS), Littleton et al’s Body Image Concern Inventory (BICI) and Wells' metacognitive beliefs questionnaire. The tools were completed by the intervention group in both pretest and posttest stages. The data were analyzed using variance analysis method in SPSS 26 software.

Ethical Considerations:

 The research objectives were explained to the participants and data confidentiality was ensured. Then informed consent was obtained from the participants.

 The results showed that group semantic therapy has significant effects on tolerating ambiguity (F=14.6, P<0.05) and concerns about body image (F=11.7, P<0.05) and metacognitive beliefs (F=5.6, P<0.05) in the women with depression symptoms (p-value<0.05).

 According to the results of this study, performing group semantic therapy can give meaning to individuals’ lives, increase their tolerance and metacognitive beliefs and reduce their concerns about body image. Therefore, planning to promote such training for the depressed is essential.

Academic procrastination is one of the most common problems at different academic levels. In recent years, procrastination has been defined as a lack of self-discipline. The aim of this study was to provide a causal-structural model for academic procrastination in nursing and midwifery students. The research method is correlational using structural equation modeling. The statistical population of the study included all nursing and midwifery students of Lorestan University of Medical Sciences in the academic year of 2019-2020, of whom 260 were selected by stepwise cluster sampling. The research instruments were: academic procrastination questionnaire, academic procrastination scale, motivational strategies for learning questionnaire, and measuring goal orientations, all of which had acceptable validity and reliability. AMOS-24 software was used to analyze the data. The results showed that all the indicators of the research model are in the desired range. In general, the fit indices were in acceptable ranges. The results showed that there is a positive significant relationship between the direction of goal orientation and academic procrastination (r = 0.41), between academic procrastination and academic burnout (r = 0.57), and between self-regulation and academic procrastination (r = 0.59). Academic self-regulation also mediates between goal orientation and academic procrastination, but academic self-regulation does not mediate between academic procrastination and academic burnout. Therefore, according to the findings, officials of medical universities should pay serious attention to the issue of student procrastination and try to reduce it by taking into account goal setting and self-regulation.

Considering the importance of academic resilience as an effective variable in the process of education, it is necessary to pay more attention to this subject and its predictive factors. In this regard, the present study was aimed to explain the causal relationship between academic optimism, internal locus of control and academic resilience. Participants included 400 students from Lorestan University in the academic year of 2017-18, selected by simple random sampling method. In order to measure the variables of the research academic resilience, internal locus of control and academic optimism questionnaires were used. To evaluate the proposed model, AMOS software and path analysis method were used. The findings showed that, 1- according to the values of the indices, the data are fitted with the research model; 2- the internal locus of control, academic optimism, problem-oriented and positivist, skill of communication and future orientation Variable are positively predictive; 3- academic optimism variable can positively affect the problem-orientation, communication skills and future orientation; Significant predictive value; 4- internal locus of control through academic optimism significantly predicts all aspects of academic resilience. Therefore, according to the results, it is obvious that increasing the tendency towards the internal locus of control and consequently increasing the level of academic optimism will increase the problem-oriented and positivist level, communication skills and future orientation in the students.

The aim of this study was to determine the Effectiveness of Cognitive – metacognitive strategies instruction the difference of education self-defeating behavior and negative self-assessment thinking in high school female students in the second Khorramabad .This quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects among female high school students of Khorramabad were selected and randomly assigned to experimental groups (Cognitive – metacognitive strategies training) and control group was assigned. Intervention in the experimental group for 8 sessions of 2 hours of teaching cognitive strategies - were metacognitive. During this period, the control group received no intervention. To collect the data from the questionnaire Negative Self-assessment thinking Rezaei and Javadi(1996) and education self-defeating behavior Koninghum(2007) in the pre-test and post-test for both test and control groups were used. A data were analyzed using analysis of covariance. Data analysis software program (SPSS.21) was performed. Covariance analysis showed significant differences between the two groups. Results showed that Cognitive – metacognitive strategies training in decreasing the level of instructional self-defeating behavior and negative self-assessment thinking is effective.

The aim of this study was to design a model for better development of human resources considering self-determination and educational needs of students. In the present applied-survey study, the statistical population of the study consisted of all university students and the National Research Institute of National Defense and Strategic Research in 2009 that 300 samples were selected by available sampling method; and self-determination needs questionnaires, Gary and the Questionnaire of Factors Facilitating and Preventing Human Resource Management were distuributed. The results of factor analysis showed that human resource management factors constituted the attitude to development ratio, feeling of superiority, loyalty of human resources, developmental leadership, supervision and follow-up, policy, human resources culture, human resource justice and human resources. There was also a positive relationship between psychological empowerment and human resource management facilitators. Therefore, based on the present research’ findings, it is completely clear that paying attention to cultural, political, personality and educational factors, which must be considered, were identified important and necessary for the promotion and development of human resource management.

The aim of this study was to investigate the effect of corrective feedback (written and verbal) of teachers in a formative evaluation of the learning love of first grade male students in the nith grade in Alashtar city, Iran.

This study was a quasi-experimental study in which the pretest-posttest control group was used. The sample consisted of 40 subjects selected by multistage cluster sampling method and were randomly assigned to experimental groups and control group. The data were collected from McFarllen Learning Love Questionnaire (2007). Data were analyzed using univariate analysis of covariance.

The results of one-variable covariance analysis showed that there was a significant difference between male and female students of experimental and control groups in terms of love for learning English (P <0.001, F = 24.58).

It can be concluded that written and verbal feedback of Butler and Wine-based model can be effective. If the teachers after the model of Butler and Wine’s formative assessment provide feedback to students, the level of Learning Love could be significantly increased.to students, they can study the level of Learning Love to significantly increase.

The aim of this study was to investigate the effect of feedback corrective teachers in a formative evaluation of the Resiliency Education and Meaning of education Khorramabad city was the first high school male students. this quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects that among male high school students of Khorramabad selected by multistage cluster sampling method and were randomly assigned to experimental groups (written and verbal feedback Butler and Wine-based model) and control group were assigned. The intervention groups for 10 weeks after genetic evaluation model based on feedback received. During this period, the control group received no intervention. The data were collected from questionnaires meaning of education and resilience scale study in the pre-test and post-test for both test and control groups were used. Data were analyzed using multivariate analysis of covariance. Covariance analysis showed significant differences between the two groups. they come to significantly increase. Results showed that the level of academic resilience and Meaning of education experimental group was significantly increased compared to control group. they come to significantly increase. Thus If the teachers after the model of formative assessment Butler and Wine to provide feedback to students, they can study the level of resiliency and Meaning of education to significantly increase.

In order to decrease the vulnerability, urban planning is in need of recognizing the vulnerability of every physical elements of the city. In this case, evaluation and analysis of the transportation criterion in order to decrease the vulnerability of the communication network and especially city passages, as a physical element of the city, is highly important. This research, deals with the analysis of the transportation criteria by using analytical network process (ANP-SWOT) with the applied analytical method. The objective of this research is to analyze and evaluate the transportation elements in order to decrease the vulnerabilities arising from earthquake, and to recognize and separate the effective factors on vulnerability in the city passages network of Sanandaj. The transportation criteria that are used in this research are, city land use, materials and quality of buildings, the distance of the passages network from fault, passages hierarchy, optimizing the capacity of passages, remoteness and proximity of passages to the medical centers. The final results indicate that the ranked one criterion of the passages hierarchy has the most importance and the material and the quality of the buildings with the priority six has the least significance.

 Addiction nowadays has become one of the most serious problems of human society, which leads to the emergence of poverty and unemployment and, more importantly, the emergence of frequent occupational, social and legal problems.The main purpose of this study was to determine the effectiveness of behavior-dialog therapy in changing the level of negative and positive meta-cognitive beliefs among addicted in Khorramabad city. Work

 This quasi-experimental study was carried out using pretest-posttest design with control group. The research sample consisted of 40 subjects selected from among addicted men in Khorramabad city of Iran and randomly assigned to experimental (of cognitive group therapy) and control groups. At the intervention stage, the experimental group was trained in life-style therapy in 8 sessions. Metacognitive beliefs questionnaire was used for data collection in pre-test and post-test phases for both experimental and control groups. Data were analyzed using multivariate analysis of MANCOVA. 

 The results of covariance analysis showed a significant difference between the two groups (p <0.06). The findings indicated that the of cognitive group therapy of the health care system is effective in changing the level of positive and negative financial implications.

 Therefore, people who work in the field of combating drugs and treating people with addiction, use of cognitive group therapy, they can create metacognitive beliefs in patients.

Addiction has nowadays become one of the most serious problems of human society, which leads to the emergence of poverty and unemployment and, more importantly, the emergence of frequent occupational, social and legal problems.The main purpose of this study was to determine the effectiveness of behavior-dialog therapy in changing the level of negative and positive meta-cognitive beliefs among addicted men in Khorramabad.

This quasi-experimental study was carried out using pretest-posttest design with the control group. The research sample consisted of 40 subjects selected among addicted men in Khorramabad, Iran. They were randomly assigned to the experimental (of behavior-dialog therapy) and the control groups. At the intervention stage, the experimental group was trained in the life-style therapy for 8 sessions. The Wales metacognitive beliefs questionnaire (2000) was used for data collection in pre-test and post-test phases for both the experimental and the control groups. The data were analyzed using the multivariate analysis of MANCOVA.

The results of covariance analysis showed a significant difference between the two groups (p <0.01). The findings indicated that behavior-dialog therapy of the health care system is effective in changing the level of positive and negative financial implications.

Individuals who work in the field of combating the drugs and treating addicted people can create metacognitive beliefs in patients provided that they use behavior-dialog therapy.

The present study was aimed to explain the causal relationship between academic conflict, external locus of control and academic resilience. Participants included 400 students from Lorestan University in the academic year of 2017-18, selected by simple random sampling method. In order to measure the variables of the research academic resilience, external locus of control and academic conflict questionnaires were used. To evaluate the proposed model, AMOS software and path analysis method were used. The findings showed that, according to the values of the indices, the data are fitted with the research model; the external locus of control, academic conflict, problem-oriented and positivist, skill of communication and future orientation Variable are positively predictive; academic conflict variable can positively affect the problem-orientation, communication skills and future orientation; Significant predictive value; external locus of control through academic conflict significantly predicts all aspects of academic resilience. Therefore, according to the results, it is obvious that increasing the tendency towards the external locus of control and consequently increasing the level of academic conflict will increase the problem-oriented and positivist level, communication skills and future orientation in the students

The purpose of this study was to investigate the effectiveness of teacher feedbacks in the education form of acceptance and commitment on coping strategies in male students. Hence, the research method was a semi-experimental design using a pre-test-post-test design with control group. The statistical population of this study included all male students of Hamedan University of Medical Sciences in the academic year of 1998-97. Based on the statistical society and the aim of the study, 40 male students of Hamadan University of Medical Sciences were selected and compared after screening. A multistage cluster sampling method was also used to select the sample. In this research, the field method was used to conduct the research, and the coping strategies questionnaire was used to collect information. Then, the data were analyzed using covariance analysis. Consequently, the findings of this study showed that the feedback of the teacher in education of acceptance and functional commitment on coping strategies had a significant effect.

The stress of cancer diagnosing prepare situation for many psychological disorders. The objective of this study is to evaluate the effectiveness of acceptance and commitment therapy on reducing depression in Cancer Patients.

This research was a semi-experimental study including pre-test, post-test and control group in which the statistical society consisted of patients with cancer who referred to cancer radiotherapy center of khorram abad in summer of 2016. The samples included 30 patients with cancer who were selected based on DSM-IV distinctive standard and Beck depression inventory and then assigned randomly in two groups of experimental (15) and control (15). The experimental group was treated by acceptance and commitment therapy in 12 sessions, and the control group received no psychotherapy. The data were analyzed by covariance analysis using version 21 of SPSS software.

The results of study showed this kind of psychotherapy can significantly reduce depression in experimental group (P < 0/001).

acceptance and commitment therapy reduce depression in Cancer Patients. This kind of psychotherapy because of increasing psychological resilience, connecting patient to present and also leading to committed acting to personal values, can be one of the best psychotherapies for reducing depression in cancer patients.

Addiction nowadays has become one of the most serious problems of human society, especially developing countries, with a young population and, on the other hand, poverty and high unemployment. The main purpose of this study was to determine the effectiveness of quality cognitional therapeutic group in changing the level of negative and positive meta-cognitive beliefs among addicted men in Khorramabad city.

This quasi-experimental study was carried out using pretest-posttest design with control group. The research sample consisted of 40 subjects selected from among addicted men in Khorramabad city of Iran and randomly assigned to experimental (quality cognitional therapeutic group) and control groups. At the intervention stage, the experimental group was trained in life-style therapy in 8 sessions. Wales metacognitive beliefs questionnaire (2000) was used for data collection in pre-test and post-test phases for both experimental and control groups. Data were analyzed using multivariate analysis of MANCOVA.

The results of covariance analysis showed a significant difference between the two groups (p <0.01). The findings indicated that the quality cognitional therapeutic group of the health care system is effective in changing the level of positive and negative financial implications.

Therefore, if people who work in the field of combating drugs and treating people with addiction, use quality cognitional therapeutic group, they can create metacognitive beliefs in patients.

 The system of education, like other systems, has its own principles and characteristics. One of the essential features of this evaluation is the provision of useful feedback, through which one can identify important educational goals and, among other things, examine the important needs for language learning. The aim of this study was to investigate the effect of feedback corrective (written and verbal) teachers in a formative evaluation On the amount of emotional excitement (emotions related to learning and emotions related to the lesson) male students Khorramabad city was the first grade male students in the eight grade. Research

 This quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects selected by multistage cluster sampling method and were randomly assigned to experimental groups and control group.The data were collected from Educational Excitement Questionnaire were used. Data were analyzed using univariate  and multivariate analysis of covariance. 

 Covariance analysis showed significant differences between the two groups. Discussion and

 Thus it can be concluded that written and verbal feedback Butler and Wine based model can be effective. If the teachers after the model of formative assessment Butler and Wine to provide feedback to students, they can study the level of emotional excitement to significantly increase.

The aim of this study was to determine the effectiveness of cognitive self-compassion interventions on improving self-determination needs (autonomy, competence and perceived communication) and academic procrastination and resiliency among the depressed female students in a military residential complex.

The design of the study was quasi-experimental with pretest, posttest and experimental and control groups. The sample included 40 female students selected from among the depressed female students (first and second high school) in a military residential complex and assigned into an experimental and a control group. Then the experimental group received eight 90-minute sessions of cognitive self-compassion training while the control group received no training. The research instruments were the Sorybo et al. Self-Determination Needs Scale (2009), the Kakici Academic Procrastination Scale (2003) and the Samuel Academic Resiliency Questionnaire (2004). To analyze the data, the SPSS software and analysis of covariance were used.

The results showed significant differences between the two groups.

It can be concluded that cognitive self-compassion interventions improve self-determination needs (autonomy, competence and perceived communication) and academic procrastination and resiliency among depressed female students.

The aim of this study was to determine the effectiveness of cognitive – metacognitive strategies education the difference of Problem solving styles and referential thinking in high school female students in the second Khorramabad. this quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects among female high school students Khorramabad were selected and randomly assigned to experimental groups (cognitive – metacognitive strategies education) and control group were assigned. Intervention in the experimental group for 8 sessions of 2 hours Intervention cognitive strategies - were metacognitive. During this period, the control group received no intervention. To collect the data from the questionnaire referred thinking and Problem solving styles in the pretest and posttest for both test and control groups were used. Data were analyzed using of covariance. analysis showed significant differences between the two groups. Results showed that cognitive – metacognitive strategies education in increasing the level referential thinking and Problem solving styles is effective. Therefore, it can be said that as teachers learn and master the cognitive-meta-cognitive strategies of teaching, they can help reduce referral thinking and increase the use of student problem solving style.

The aim of this study was to determine the Effectiveness of Cognitive – metacognitive strategies training the difference of academic resiliency and referential thinking in high school female students in the second Khorramabad. This quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects among female high school students of Khorramabad were selected and randomly assigned to experimental groups (Cognitive – metacognitive strategies training) and control group were assigned. Intervention in the experimental group for 8 sessions of 2 hours of teaching cognitive strategies - were metacognitive. During this period, the control group received no intervention. To collect the data from the questionnaire referred thinking Aryng (2010) and resiliency academic Samuel (2003) in the pre-test and post-test for both test and control groups were used. Data were analyzed using analysis of covariance. Data analysis software program (SPSS.21) was performed. Covariance analysis showed significant differences between the two groups. Results showed that Cognitive – metacognitive strategies training in increasing the level of referential thinking and academic Resiliency is effective

Academic resilience is one of the most important factors affecting educational out comes. The purpose of this study was to develop a model of educational resilience of medical students.
The research method was descriptive and was a structural equation model. The sample consisted of 433 undergraduate students selected by simple random sampling method and selected from among students of Lorestan University. The religious orientation, academic satisfaction, academic engagement and academic resilience were completed by the participants. Data were analyzed by structural equation analysis with AMOS22 software.
The results showed that the initial model has a favorable fit. In this study, all direct and indirect paths were significant except for direct religious orientation on educational conflict.
Therefore, in developing educational programs to study the status of academic resilience, it is better to examine the religious orientation, academic engagement and academic optimism.

This study aimed to investigate the effectiveness of acceptance and commitment based on the self - compassion and emotion regulation Among depressed couples in a Abdanan. The research method was semi experimental with pretest-posttest design with control group. The statistical population of this study included all depressed couples in Abdanan city in the academic year 2016 - 17. The study of the screening was used for the first 700 couples Depression Inventory (BDI) from among 30 couples with depression (one standard deviation above the mean group) were selected. Then selected 30 couples randomly assigned to two groups of 15 experimental and control groups. The experimental group received 8 sessions of 4 hours (weekly sessions) for 2 months for the training group therapy were based on acceptance and commitment. Data were collected through a questionnaire and analyzed using covariance method. The findings of this study showed that acceptance and commitment education had a significant effect on increasing the self - compassion and emotion regulation. The observations also confirmed the effectiveness of treatment based on the level of commitment and acceptance of self - compassion and emotion regulation in couples suffering from depression.