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Currently, the most important concern of the educational system is to create a suitable platform for effective and sustainable learning through education. Education helps students expand and improve their lifestyles. One of the important factors that can promote a positive educational environment among students is academic progress, which can be influenced by many factors, such as students' tendencies, standards, and persistence in school activities. On the other hand, academic progress is undoubtedly one of the most important psychological concepts in education, which plays a unique role in the energy, direction, stability, and activation of students, and it will be essential to investigate the effective and related factors. In the past decades, teachers and researchers in education and training have tried to identify the background factors that cause the success and failure of learners and stated that success cannot be attributed to one factor. Still, many factors are involved; among these factors are academic motivation and academic meaning. Therefore, the present study was conducted to investigate the effectiveness of teaching mindfulness–based techniques on academic motivation and meaning in students with poor academic progress.

The present study was quasi–experimental and employed a pretest–posttest design with a control group. The statistical population of the current study included all students in the 11th grade of the senior high schools in Tehran City, Iran, in the academic year of 2020–2021. The statistical sample comprised 40 students with low academic achievement randomly assigned to the experimental (20 people) and control (20 people) groups. A sample size of at least 15 people is recommended for experimental and causal–comparative research. The inclusion criteria were as follows: not using psychology and psychiatric services simultaneous with this study intervention, lacking psychiatric disorders or using psychiatric drugs, and not being under group consultation during the study period. The exclusion criteria were as follows: dissatisfaction with the study procedure, absence of more than two sessions from the educational program, and failure to do the educational assignments.
 They received the academic motivation questionnaire (Ali and McInerney, 2006) and the meaning of education questionnaire (Henderson–King and Smith, 2006) to collect data. The experimental group participants received eight mindfulness techniques sessions (Kabatzin, 2003). The obtained data were analyzed by multivariate analysis of covariance using SPSS–22. The significance level of the tests was considered 0.05.

The participants of this research were 40 students with poor academic progress. The results of covariance analysis showed that, after removing the pretest effect, mindfulness–based techniques effectively increased students' academic motivation and meaning (p<0.001). In other words, according to the eta square, the average increase of each variable of academic motivation and academic meaning was 48% and 19%, respectively, affected by the intervention with the training of mindfulness–based techniques.

The results showed that mindfulness–based techniques were effective in academic motivation and academic meaning in students with poor academic progress. Increasing concentration while studying leads to increasing self–awareness in students, improving the quality of studying and learning, which increases academic motivation. The Mindfulness method, due to its hidden mechanisms, such as acceptance, increasing awareness, desensitization, being present at the moment, and observation without judgment and confrontation, is effective in expanding the meaning of education. On the other hand, the effectiveness of treatment remains for a long time.

The present study was conducted with the aim of determining the effectiveness of solution-oriented therapeutic approach on the meaning of life in couples with in cold emotional relationship. The current research was practical regarding its purpose and method. It was a semi-experimental pre-test-post-test study using a control group. The statistical population of this research included women with cold emotional relationships aging 25-35 years in Ahvaz in 2020-2021. 30 women with cold emotional relationship were selected as a sample using available sampling and were randomly assigned to two groups of 15 people (15 people in the experimental group and 15 in the control group) and answered the Meaning in Life Questionnaire by Steger et al. (2006). The experimental group received 8 sessions of Grant's solution-oriented therapy (2011). The data were analyzed by multivariate covariance using SPSS v.19. The findings showed that solution-oriented therapy was effective on the meaning in life of couples with cold emotional relationships in the experimental group (p<0.05). The findings indicated that solution-oriented therapy using techniques such as emotional control in relationships Sincerely, validating the spouse's various experiences, identifying therapeutic potentials and encouraging autonomy, focusing on finding solutions, and identifying denied needs can be used as an effective method to improve the meaning in life for couples with cold emotional relationship

The aim of the present study was to investigate the effectiveness of cognitive behavioral therapy on the distress tolerance and resilience of women with substance-dependent incarcerated spouses.

The present study was a semi-experimental study with a pretest-posttest design and a control group. The statistical population of the study included all women with substance-dependent incarcerated spouses who were served by the Tehran Prisoners Support Association in 2024. Among them, 30 individuals were selected by the convenience sampling method and were randomly divided into an experimental group (n =15) and a control group (n =15). Participants in both groups completed the distress tolerance scale and the resilience scale in the pre- and post-test. Cognitive behavioral therapy was conducted in the experimental group in 8 sessions of 90 minutes each with a frequency of two sessions per week. The data were analyzed using multivariate analysis of covariance.

The results showed that there was a significant difference between the two groups, and that cognitive behavioral therapy significantly increased distress tolerance and resilience in women with substance-dependent incarcerated spouses.

Based on the results, cognitive behavioral therapy can be used by counselors and family therapists to improve the distress tolerance and resilience of women with substance-dependent incarcerated spouses.

The present study was conducted with the aim of determining the effectiveness of life skills training on communication skills and resilience of male adolescents in the Corona era. The method of the current research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research included male students in the second year of high school studying in Tehran in the academic year 2021-2022, among them 30 students were selected as a sample using the available sampling method and randomly divided into two groups of 15 people (15 people The experimental group and 15 people of the control group) were replaced. To collect data, Queen Dam's Communication Skills Questionnaire (CSTR 2004) and Connor and Davidson's Resilience Questionnaire (CD-RISC 2003) were used. Life skills training sessions were arranged in 12 sessions, two sessions per week each session lasting 90 minutes. Data were analyzed through multivariate analysis of covariance. The results of data analysis showed that by controlling the effect of the pre-test, there is a significant difference between the mean scores of communication skills and resilience in the post-test of the two experimental and control groups at the level of 0.05, and teenagers in the experimental group have higher communication skills and resilience than teenagers in the control group. Showed.

The aim of this study was to compare the effectiveness of solution-focused approach and compassion-focused therapy on emotional cognitive regulation and post-traumatic stress disorder in female-headed households.

The research method was quasi-experimental having pre-test and post-test with a control group. The statistical population included female-headed households who referred to the Welfare Center of Tehran province in 2021. Thirty-six female-headed households were selected through simple random sampling and randomly assigned to three groups of 12 (two experimental groups and one control group). The research instruments were Mississippi (2006) Post Traumatic Stress Disorder Scale and Garnfsky, Grich & Spinhaven (2002) Cognitive Emotion Regulation Questionnaire. Participants in the experimental group received Grant’s (2011) Solution-focused counseling sessions and Gilbert’s (2010) Compassionate Therapy sessions, both for 8 sessions. In addition to descriptive statistics, analysis of covariance and Benferoni pair comparison were used to analyze the data.

The results of data analysis showed that the differences between the three groups in the variables of adaptive emotion regulation (F=30.61, P <0.001), uncompromising emotion regulation (F=22.73, P<0.001) and post-traumatic stress disorder (F=37.45, P <0.001), is significant. There is no significant difference between solution-focused therapy and compassion-focused therapy on the regulation of compromised emotion and post-traumatic stress disorder, but there is a significant difference in the non-compromised variable.

The findings of this study shows that solution-focused therapy and compassion-focused therapy were both effective in improving cognitive emotion regulation and stress disorder (PTSD), and of the two approaches can be used to reduce emotional regulation and post-traumatic stress disorder in female-headed Households.

Bullying poses a pervasive problem, disrupting one's learning process and leading to undesirable personality and social consequences. Adverse consequences of bullying include loneliness, low self–esteem, psychological problems, high suicidal ideation and suicide attempt in adulthood, problems in romantic relationships in adulthood–marriage, substance abuse, anxiety, carrying weapons, adjustment problems, poor relationships with peers, challenging friendships, personality disorders, antisocial behaviors, and reduced empathy. Bullying is one of the factors that, in the long run, can decrease empathy and social wellbeing in students. Meanwhile, people with high moral intelligence show more warmth and intimacy. They are kind to their friends and are more sensitive to their needs. Therefore, the present study was conducted to determine the effectiveness of teaching moral intelligence skills on empathy and social wellbeing of bullying students.

The method of the present study was quasi–experimental with a pretest–posttest design and a control group. The statistical population comprised all senior high school students in the 18th district of Tehran City, Iran, in the academic year 2021–2022. Two schools were selected from the boys' high schools in the region. Finally, 40 students who received the highest score in Olweus Bully/Victim Questionnaire–Revised (OBVQ–R) (Olweus, 2003) were selected and randomly assigned to the experimental group (20 students) and the control group (20 students). The inclusion criteria included not using other psychological and psychotherapeutic services while participating in the research, lacking psychiatric disorders, not taking psychiatric drugs, and not undertaking the advice of another group during the research. The exclusion criteria included dissatisfaction to participate in the study, absence from more than two training sessions, and inability to perform training sessions. The study data were collected using Basic Empathy Scale (Jolliffe & Farrington, 2006), Social Welfare Questionnaire (Keyes, 1998), and Olweus Bully/Victim Questionnaire–Revised (OBVQ–R) (Olweus, 2003). Experimental group participants received 11 sessions of moral intelligence skills training (Borba, 2001). However, no intervention was provided for the control group. The analysis of the data obtained from the research was done with the help of SPSS version 22 in two parts: descriptive statistics (mean and standard deviation) and inferential statistics (multivariate covariance analysis). The significance level of the tests was considered 0.05.

The results showed that after removing the effect of the pretest, moral intelligence training was effective in increasing the empathy (p<0.001) and social wellbeing (p<0.001) of students. According to Eta squared, the increase in the mean scores of empathy and social wellbeing was 85% and 76%, respectively, after the intervention with moral intelligence training.

According to the results, moral intelligence skills training effectively increases the empathy and social wellbeing of bullying students. Therefore, it is recommended that school counselors use moral intelligence skills training to improve the empathy and social wellbeing of bullying students.

The aim of this study was to compare attitudes and tendencies towards premarital relationships and irrational beliefs with self-restraint in male and female students.

The research method was descriptive causal-comparative. The statistical population consisted of all students of Shahid Beheshti University in 2015-2016, from which 365 people (170 boys and 195 girls) were selected as a sample by stratified random sampling method. Tools for data collection included the following questionnaires: Irrational Beliefs (Jones, 1980), Premarital Relationship (Cordlow, 2001), and the Self-Determent Questionnaire (Weinberger and Schwartz, 1990).

Data analysis by independent t-test showed that there is a significant difference between attitudes and tendencies towards premarital relationship, irrational beliefs and self-restraint in male and female students (P<0.01).

The results showed that gender is a factor influencing attitudes and tendencies towards premarital relationships, irrational beliefs and self-restraint. As such, males had greater attitudes and tendencies toward premarital relationships, and lower irrational and slef-restrait, compared with female students.

The commission of some crimes has increased in recent years with the number of abusive women. Having a quality of life and psychological flexibility can help prevent these crimes. This study aimed to evaluate the effectiveness of solution-focused therapy on the quality of life and psychological flexibility of abusive women with addiction readiness.

This is a quasi-experimental study with a pretest-posttest design with a control group. The abusive women who were referred to the Welfare Center of Khuzestan, Iran in Shushtar city formed the statistical population of the present study in 2021. To screen abusive women with addiction readiness, Zargar et al. (2006) Addiction Readiness Questionnaire was used with a validity of 0.45 and a reliability of 0.90, and 30 people with the highest score were selected among the 200 abusive women who completed this questionnaire. Samples were randomly assigned to experimental (n=15) and control (n=15) groups and responded to the WHO Quality of Life Questionnaire-Short Form with 0.81 validity and 0.84 reliability and Psychological flexibility of Dennis and Vander Wall (2010) with 0.75 validity and 0.74 reliability. Experimental group participants received eight sessions of one and a half hours of the solution-focused therapy program (Grant, 2011). Data were analyzed using multivariate analysis of covariance with SPSS 22 software.

The mean age of 15 female participants in the experimental group was 32.7± 2.8 and in the control group was 33.4±2.6 years, which ranged from 22 to 37 years. The scores of quality of life and psychological flexibility of the experimental group in the post-test were higher than the scores of the control group. The results of multivariate analysis of covariance showed a significant difference in the scores of the two groups (p=0.003; F=5.53; Pillayi trace=0.51). According to the obtained F values for post-test of quality of life (70.66) and psychological flexibility (55.16) and their significance level (p<0.001), it was observed that treatment was the solution and was able to increase the quality of life and psychological flexibility of abusive women with addiction readiness.

Solution-focused therapy is an effective way to improve the quality of life and psychological flexibility of abusive women with addiction readiness.

In academic life, students face various challenges, obstacles, and pressures specific to this life. Some students overcome these obstacles and challenges, but other students fail in this field and suffer from academic stress. In the current situation, academic stress is one of the most important challenges that most learners experience, which may have a negative impact on the academic vitality and academic enthusiasm of students. Various research findings have shown that students who are cognitively and emotionally interested in learning are more likely to spend more time and effort on homework and study, and experience less stress than students who are less emotionally and cognitively eager. According to what was said, the present study was conducted to determine the effectiveness of stress immunization training on academic vitality and academic enthusiasm of students with academic stress.

The research method was quasi–experimental with a pretest–posttest design with a control group. The statistical population of the present study included all tenth–grade students of the second secondary school in Ahvaz in the academic year 2020–2021. To select the samples, first, a cluster was selected from the education districts of Ahvaz City, Iran using cluster random sampling method. Then, two schools were selected from the secondary school girls in this area. Due to the outbreak of the coronavirus, a link to the questionnaires was sent to the students' parents. Under parental supervision, the students filled out the academic stress questionnaire. The sample is recommended in thirty experimental designs. Through the results, 40 students who had the highest score (150 and above) on the Academic Stress Questionnaire (Zajacova et al., 2005) were selected and randomly assigned to the experimental and control groups (n=20 for each group). The intervention protocol was based on the Meichenbaum study (1974), which was arranged in eight 90–minute sessions once a week for two months and was performed only for the experimental group. For data collection, Academic Enthusiasm Questionnaire (Fredricks et al., 2004), Academic Vitality Scale (Dehghanizadeh & Hossein Chari, 2012) and Academic Stress Questionnaire (Zajacova et al., 2005) were used. The data obtained from the research were analyzed by descriptive statistics (mean and standard deviation) and inferential statistics (multivariate covariance analysis method) using SPSS version 22. The significance level of all tests was considered 0.05.

The results showed that the academic vitality (p<0.001) and academic enthusiasm (p<0.001) of students with academic stress in the experimental group was significantly higher than students with academic stress in the control group after eliminating the effect of the pretest. According to Eta results, the variables of academic vitality and academic enthusiasm were 82% and 75%, respectively, affected by the intervention with stress immunization training.

Based on the findings of the study, stress immunization training is effective in increasing the academic enthusiasm and academic vitality of students with academic stress. Therefore, the mentioned training can be used by counselors and therapists to improve the academic vitality and academic enthusiasm of the students.

Mental health of employees, especially nurses and the work environment play a decisive role in the quality and safety of patient care. The outbreak of the corona pandemic has led to a high degree of uncertainty and has filled health systems with a variety of challenges. The aim of this study was to compare job motivation, mental health, psychological flexibility and psychological capital of corona nurses with other hospital wards.

The research method was descriptive-comparative causal. The statistical population of the present study consisted of all nurses in Corona ward and other wards in Ahvaz in 2020. Among them, 100 nurses (50 nurses in Corona ward and 50 nurses in normal wards) were selected as the sample by sampling method and were assigned to job satisfaction questionnaires. Scaofley et al. (2002), Goldberg and Hiller (1979), mental flexibility Dennis and Wendwall (2010), and Loatz (2007) psychological capital responded. Multivariate analysis of variance was used to analyze the data.

The results showed that there was a significant difference between job motivation, mental health, psychological flexibility and psychological capital between the two groups of nurses (P <0.01). Thus, the level of job motivation, psychological flexibility and psychological capital of nurses in normal wards was higher, and mental health, which included anxiety and depression, was higher in nurses in coronary wards.

Therefore, it can be concluded that corona nurses feel less job security, which leads to anxiety and stress in them, which requires more attention and investigation by the relevant authorities.

The aim of this study was to determine the effectiveness of solution-oriented treatment education on academic excitement and academic vitality of students with low academic achievement. The research method was experimental with a pre-test-post-test design with a control group. The statistical population of the study consisted of all female high school students in Tehran in the academic year 2020-2021, from which 40 students with low academic achievement were selected using cluster random sampling method and randomly in the experimental group (20 people) and Controls (20 people) were replaced and answered the questionnaire of educational excitement of Pekran et al. (2005) and the academic vitality of Dehghani-Zadeh and Hossein-Chari (2012). Participants in the experimental group received 10 sessions of the Grant-Based Solution Therapy Program (2011). Data were analyzed using multivariate analysis of covariance. Findings showed that the research hypothesis on the effectiveness of solution-based therapy training on academic excitement and academic vitality of students with low academic achievement has been confirmed and students with low academic achievement in the experimental group compared to students with low academic achievement. The control group had significantly more positive academic emotions and academic vitality and less negative academic emotions in the post-test(P<0.05). Therefore, it can be concluded that solution-oriented treatment education is effective in increasing positive academic excitement and academic vitality and reducing the negative academic excitement of students with low academic achievement.

Imposed war as a stressor can lead to unfortunate consequences in human life. People who are directly involved in the imposed war and are somehow exposed to the trauma caused by this devastating disaster are the first victims of the war. The effects of the imposed war also penetrate deep into families and society. The families of the wounded, the disabled, the martyrs and the captives are the forgotten victims of the war. The purpose of this study was to investigate the role of holy defense on the self-efficacy of war veterans in Ahvaz by survey method. The statistical population of the present study included veterans of Ahvaz in 1398. The sample size was 150 veterans who were selected by random and stratified methods. The instrument used in this study was a self-efficacy questionnaire. The results showed that the mean and standard deviation of self-efficacy were 52.44 and 7.09, respectively. The results of the study showed that the holy defense and a kind of imposed war, although it has negative effects on the mental health of veterans, but leads to increased self-esteem and value, sense of adequacy and efficiency in dealing with life issues, all of which indicate self-efficacy in veterans. Is back.

The purpose of this study was to present a model of academic burnout based on family emotional status, psychological capital, purposefulness, procrastination and academic involvement of non-native master students of Ahvaz city. The research method in this study was applied according to the nature of descriptive-correlational research aThe statistical population of the study included all master students of humanities and technical fields in Ahvaz who were studying in 2019-2020. In order to collect data from Olson Emotional Atmosphere Scale (1999), Rio Academic Involvement Questionnaire (2013), Riding Academic Procrastination Scale (2011), Revised version of Beaufort et al.'s Achievement Target Questionnaire, Bresso et al. ), Lutans (2007) Psychological Capital Questionnaire was used. Analysis of research data using SPSS software version 20 and AMOS software was used to model structural equations. The results showed that according to the good fit indices in which NFI, CFI, TLI, IFI and GFI indices were obtained more than 0.90 and also AGFI fit index greater than 0.50 and chi-square ratio fit index Based on the degree of freedom, which was in the range of 1 to 5, the research hypothesis was generally confirmed. In other words, the structural pattern of academic burnout has a favorable fit based on the variables of family emotional status, psychological capital, goal orientation, procrastination and master's academic engagement. Therefore, by reducing procrastination and strengthening psychological capital, goal orientation and academic engagement at the same time in the master's degree through workshops and counseling sessions, their tendency to burnout can be reduced.

The aim of this study was to determine the effectiveness of solution-based therapy on cognitive self-control and mental well-being in mistreated women with addiction readiness.

The research method was quasi-experimental with pretest-posttest design with a control group. The statistical population of the present study included all mistreated women referred to the Welfare Center of Tehran province in 2020. To screen mistreated women with addiction readiness, the Zargar Addiction Readiness Questionnaire was used, and out of 200 mistreated women who filled out this questionnaire, 30 were selected with the highest score (cut-off point= scores above 54) and randomly assigned into the experimental (n = 15) and control (n = 15) groups. The participants in the experimental group received 8 sessions of a solution-based program. Data were analyzed using multivariate analysis of covariance.

The results showed that the solution-based therapy training had a significant effect on cognitive self-control and mental well-being in mistreated women with addiction readiness. Mistreated women with addiction readiness in the experimental group had significantly less cognitive self-control and more mental well-being in the post-test than those in the control group.

Based on the findings of this study, it can be concluded that the solution-based intervention is an appropriate way to improve cognitive self-control and mental well-being in mistreated women.

The aim of this study was to develop a model of academic buoyancy based on school connection, family emotional atmosphere, motivation, self-efficacy, and academic engagement of students.

This research was of descriptive-correlational. The statistical population of the study included all first and second grade high school students in Isfahan in 2018-2019. From among them, a sample of 375 people were selected by multi-stage cluster random sampling. The tools for  data collection included the following questionnaires: Dehghanizadeh and Hosseini Chari Academic Buoyancy Scales (2013), Panaghi et. al School Connection Questionnaire (2011), Razavieh Vesamani Family Emotional Atmosphere (2000), Patrick, Hicks and Ryan (1997) Academic Self-Efficacy Scale, Reeve, Agentic Engagement Scale (2013), and The Harter Academic Motivation Scale (1981).

The results showed that at 95% confidence level, the direct effect of school connection on academic buoyancy was confirmed with an impact factor of 0.207. Also, academic engagement has an effect on academic buoyancy, with an impact factor of 0.356, and self-efficacy has an impact on academic buoyancy with an impact factor of 0.202.

Findings showed that the indirect effect of school relationship on academic buoyancy mediating academic engagement is confirmed, so that the intensity of the indirect effect is equal to 0.206, the indirect effect of family emotional atmosphere on academic buoyancy mediated academic engagement was also confirmed, and  that the indirect effect is equal to 0.055. Furthermore, the indirect effect of academic motivation on academic buoyancy is mediated by self-efficacy, the intensity of the indirect effect is equal to 0.084 (p <0.05).

The purpose of this study is to "compare academic goal orientation among male and female students of Shahid Chamran University of Ahvaz." The present study is "descriptive-cross-sectional" in nature and survey in terms of data collection. There is a positive relationship between performance in male students and dominance and performance in female students. In fact, the more functional the goal of male student achievement and the more dominant the goal of female student achievement, the more progress they make in education. It should be noted that some of these differences can be related to differences in personality, talent, parental behavior towards girls and boys. It also seems that girls 'orientation and motivation are more internal than boys', and girls have more positive beliefs about their ability to control situations and strive for goals.