میترا کامیابی

The ability to problem-solve is one of the high objectives in educational systems. On the other hand, fostering a spirit of help-seeking in various dimensions has been emphasized in the higher-level documents of the education system. Upon reviewing the literature in this area, few studies can be found that provide a basis for presenting a model for problem-solving skills and academic help-seeking based on the five-factor personality dimensions, considering the role of self-concept.

The aim of the present study was to propose a structural model of problem-solving skills and academic help-seeking based on the five-factor personality dimensions with the mediating role of self-concept in female students.

The research design was descriptive correlational, utilizing structural equation modeling (SEM). The statistical population of the study included all female high school students in Tehran, totaling 98237 individuals during the academic year 2022-2023. According to the Morgan table, 538 individuals were selected as the sample using stratified random sampling (proportional to students' academic level). Data were collected using the NEO Personality Inventory (1986), Problem-Solving Inventory (Heppner, 2012), Academic Help-Seeking Scale (Ryan & Pintrich, 2007), and the Self-Concept Scale (Rogers, 1975). Data analysis was performed using SPSS 25 and AMOS 24 software.

The results of structural equation modeling indicated a good fit for the model. The findings showed that there is a significant relationship between the five-factor personality dimensions (neuroticism, extraversion, openness to experience, agreeableness, conscientiousness) and students' problem-solving skills and academic help-seeking, with the five-factor personality dimensions collectively explaining 28.5% of the variance in students' problem-solving skills and 38% in academic help-seeking (P< 0.05). The mediating role of self-concept in the model was also confirmed (P< 0.05).

Based on the results, it can be inferred that attention to students' personality profiles by educational system stakeholders can provide a basis for predicting their problem-solving skills and academic help-seeking behaviors. Therefore, it is recommended that school counselors prepare personality profiles for students to be documented in their academic records.

Given the rapid pace of changes in the medical field and the necessity for continuous updating of knowledge and skill, lifelong learning has become an indispensable requirement for physicians. This study aimed to identify the development and application of the components related to lifelong learning characteristics and behaviors in general medical course curricula.

 The research was a qualitative approach, utilizing the Delphi method for data collection. The participants consisted of 15 individuals from the fields of medical education, curriculum planning, and medical faculty in Isfahan, Rafsanjan, and Kerman Universities in 2024, who were selected by purposive sampling. Data were collected through a questionnaire combining close-ended questions (5-point Likert scale) and open-ended questions using the Delphi method. Descriptive statistics, including frequency, percentage, mean, standard deviation, interquartile range, and agreement ratio of 4 or more, as well as expert consensus were employed in the analysis of 75%.

Following the first round of Delphi analysis, four components were eliminated with an agreement ratio below 75%. Nine components were identified with a consensus ratio of 93% or higher, including self-education spirit, the enjoyment and utility of learning, creating a sustainable intrinsic motivation for learning, applying continuous learning findings in personal life, a research-oriented mindset, critical thinking, learning management, being a good communicator, and a passion for learning, which reached the highest consensus.

The identified key components reveal that lifelong learning in medicine is a multifaceted process, requiring a complex interplay of attitudes, skills, and behaviors. Fostering these components can contribute to the development of more competent and responsive physicians to meet the evolving healthcare needs of the community.

Conduct disorder (CD) is a repetitive and persistent behavioral pattern in which the primary rights of others and social norms are violated due to inefficient communication patterns and lack of appropriate moral development for age. By tailoring treatment strategies to the specific cultural, social, and economic context of a community, healthcare providers can better address the unique needs and challenges faced by individuals in that community. Considering the Islamic cultural context of Iranian society, the present study was conducted with the aim of determining the effectiveness of spirituality-therapy based on Iranian-Islamic culture (STIIC) on communication patterns and moral development of adolescents with conduct disorders.

This is an Educational trial study with a pretest post-test control group design and a 60-day follow-up period. Adolescence with CD referring to Rafsanjan’s Ravan-pooyesh counselling center in 2022 as the statistical population, out of whom 32 were selected using the convenience sampling method. Then, they were randomly placed in two experimental and control with 16 participants in each group. To collect data, Koerner & Mary Anne (2002) communication patterns questionnaire and Rest (1987) ethical reasoning scale were used. The intervention group received 14 individual sessions of STIIC, including Quranic verses and Hadiths. The control group did not receive any psychological intervention during the study. Statistical analysis was performed using SPSS software and two-way repeated measures ANOVA tests. Ethical considerations were observed in this research, and the authors did not report any conflicts of interest.

The results of data analyziz showed that STIIC had a significant effect on improving communication patterns (p<0.001). The amount of this effect according to the relative eta square (effect size) was such that 43.6% of the changes in communication patterns in the post-test stage were caused by the difference between the intervention and control groups. STIIC did not have a significant effect on increasing moral development (p=0.750).

STIIC improves the communication skills of adolescence, therefore, based on the religious context of Iranian society, this treatment protocol can be used along with other treatments for people with CD.

Enhancing marital relations is the aim of numerous educational and therapeutic interventions for couples. By raising awareness, couples can improve their quality of life and mental health.

The purpose of this research was to determine the effectiveness of relationship enrichment on the quality of life and mental health of couples facing divorce in Kerman.

The study employed a semi-experimental design with pre-test and post-test measures, including a control group. The statistical population comprised couples seeking psychological services at Kerman city’s counseling centers, who were referred to judicial centers for divorce in 2022. A total of 30 participants (15 in the experimental group and 15 in the control group) were selected through availability sampling. Data collection utilized quality of life and Goldberg mental health questionnaires, alongside an educational intervention. Data analysis was performed using descriptive statistics (mean and standard deviation) and covariance analysis with SPSS version 24, considering a p-value of less than 0.05 as significant.

In the test group, the mean and standard deviation of mental health scores were 36.62±6.98 in the pre-test and 52.25±7.36 in the post-test. Similarly, the mean and standard deviation of quality of life scores in the test group were 38.5±5.55 in the pre-test and 43.25±7.23 in the post-test (P<0.01). The results of the covariance analysis indicated that relationship enrichment positively affected both the mental health and
quality of life of couples facing divorce (P< 0.01).

The findings of this research indicate that relationship enrichment training is an effective intervention for enhancing both the quality of life and mental health of couples facing divorce.

Procrastination has many negative consequences both on physical and mental health and on people's ability to achieve goals. The present study was conducted with the aim of predicting academic procrastination based on self-efficacy, perfectionism and negative metacognitive beliefs in male and female psychology students of Kerman Azad University. The research method was descriptive-correlation. The statistical population consisted of 560 psychology students of Kerman Azad University, and the statistical sample was considered to be 227 people using the Karjesi and Morgan table, who were investigated by simple random sampling. To collect data, the academic procrastination scales of Sowari et al. (2018), metacognitive beliefs MCQ30 Wells and Cartwright (2004), perfectionism Hill et al. (2004) and general self-efficacy GSE-17 Scherer and Maddox (1982) were used. Data were analyzed using Pearson correlation and multiple regression analysis. Pearson correlation results showed that academic procrastination has a negative and significant relationship with self-efficacy and perfectionism, and a positive and significant relationship with negative metacognitive beliefs (P<0.01). The results of multiple regression analysis showed that 38% of the variance of academic procrastination is explained based on the variables included in the model. Self-efficacy negatively and significantly and negative metacognitive beliefs positively and significantly predict academic procrastination, so academic procrastination is explained based on self-efficacy variables and metacognitive beliefs. The results of the present study can help therapists and educators in enriching knowledge in the field of learners and preparing an intervention program and implementing a training workshop for students in the field of improving procrastination, increasing self-efficacy, modifying metacognitive beliefs and adjusting perfectionism in order to reduce negative psychological effects.

By using primary and secondary evaluations of school and classroom context, teachers can gain effective moral experiences and a relative understanding of their capabilities and emotions. The main goal of the current research is to evaluate the model of professional ethics based on the character abilities and emotions of the teacher, taking into account the mediating role of moral identity in the teachers of Babak city.

The current research was applied and among descriptive-correlational researches. The statistical population of the research includes the teachers of Babak city, the sampling method was available sampling. The sample size was 384 teachers of Babak city. The data collection tool was a questionnaire and finally the data were analyzed by structural equation analysis using SPSS23 and Smart PLS software.

The results of the hypothesis analysis showed that the value of the path coefficient was an acceptable value, and the t coefficients for most of the research hypotheses were high (above 1.96), so it was significant at the 95% confidence level. All assumptions are confirmed. According to the Sobel test, the indirect effect of the mediating variables is at the 5% level with the Sobel statistic of 3.56 and their confidence interval is significantly higher than zero. The results show that the effect of the mediator variable in the regression model is significant and effective.

Based on the results of the present research, there is a relationship between professional ethics based on character abilities and teacher needs with the mediating role of moral identity in the teachers of Babak city, and it can be concluded that the research model has a suitable fit.

Academic sustainability and well-being influence students’ academic success. This study examines the relationship between mental health, persistence, and academic well-being, considering the mediating role of transformational capital. This applied research adopts a descriptive-correlational approach. Information was collected through library and field methods. The statistical population included first-year male and female secondary school students in Kerman, with 300 students selected from six schools in a multi-stage cluster. The data collection tools included the Transformational Capital Questionnaire, the Academic Well-being Questionnaire by Tominen-Swini et al., and the Academic Sustainability Scale. Data analysis was performed using AMOS and SPSS version 23 software path analysis. The results indicated that transformational capital, as a mediating variable, affects the relationship between mental health, sustainability, and academic well-being. A relationship between academic sustainability and academic well-being is mediated by transformational capital. The model analysis showed that the indirect effect of academic sustainability on academic well-being through transformational capital was 0.35, indicating a relationship between academic sustainability and academic well-being mediated by students’ transformational capital. Students with higher developmental capital (social, cultural, and family) exhibit cohesion and integrity and experience academic satisfaction. The external-textual dimension of transformational capital, which is the positive experiences individuals receive daily from relationships with people and the social system, can influence their well-being and academic sustainability.

The purpose of the current research was to validate the curriculum model based on the quantum physics paradigm in schools using the Delphi method. The present research method is quantitative and based on Delphi technique and fuzzy calculations and is practical in terms of purpose. The statistical population included experts and specialists who had executive records in the field of curriculum planning and quantum physics. The sample size was determined based on the Delphi technique and 12 people were selected in a targeted manner. The research tool was a researcher-made questionnaire, whose validity was calculated with face validity and reliability with Cronbach's alpha test. Delphi technique and Excel software were used for data analysis. The findings showed that the criteria identified for the curriculum model based on the quantum physics paradigm in this research are a total of 26 main categories including (ability to see purposefully (0.8933), ability to think paradoxically (0.8381), ability to feel empowered (8580. 0), the ability to intuitively recognize (0.8778), the ability to respond (0.8736), the ability to trust the flow of life (0.8782), the ability to live in relationships (0.8625), specialized knowledge (0.8807), skill base (0.8542), conflict with tradition (0.8625), attitude of teachers and managers (0.8542), lack of knowledge of quantum approach (0.8667), creative teaching (0.8703), recognition and awareness of Students (0.9020), teaching based on intuition (0.8113) and participation of students in class and involving students (0.8740) and 54 subcategories. Based on the results, it can be concluded that the curriculum includes a wide range of components and indicators that the planners of the educational system can use the most desirable and efficient elements to design the curriculum by comparing different results.

The present study sought to determine the effectiveness of therapeutic community-based treatment with methadone agonist on the executive functions of substance abusers of compulsory treatment (Substance Abusers of Article 16 of Anti-Narcotics Law) in Kerman province in 1398 and 1399. The method of the present study is quasi-experimental pre-test post-test with control group. The statistical population of this study includes all clients (substance abusers) who are quitting at least one of the consumables except nicotine and alcohol and were 3582 people. The research sample consisted of 30 people who were selected by purposive sampling method from drug addicts with arrest warrants and were randomly assigned to experimental and control groups. The experimental group was in community-based treatment with methadone agonist and the control group was only on the waiting list for treatment. The assessment tool of this study was the Barkley (2011) Failure in Executive Function Questionnaire. The results of this study using analysis of covariance showed that therapeutic community-based treatment with methadone agonist had a significant effect on reducing the scores of time management self-management, self-organization, self-control, self-motivation and self-regulation. And Article 16 substance abusers had lower scores of time self-management, self-organization, self-control, self-motivation, and self-regulation compared to the control group who did not receive treatment. And treatment had the greatest effect on self-control and time self-management with an effect size of 0.473 and 0.45, respectively.

The present research aimed to design a model for enhancing the online teaching-learning process based on theoretical studies and the lived experience of professionals and practitioners of the online teaching and learning process. The research method was mixed (first qualitative and then quantitative). In the first step, using meta-synthesis, the factors for the enhancement of the online teaching-learning process were extracted from theoretical and research backgrounds with qualitative methods using MAXQDA 2018 software. In the second step, relevant factors were obtained using the phenomenological method of Van Manen (2016) from the lived experiences of professionals and practitioners in the virtual learning process, and in the third step, the initial model was compiled using the obtained factors. Before editing the final model, a 59-item questionnaire containing items from the qualitative phase was developed and distributed among 25 professionals and practitioners in the virtual learning process of higher education. The content validity ratio (CVR) of model items was calculated, and after omitting some items, 48 items remained. To validate the final model, a 48-item questionnaire was also distributed among 25 samples, and the validity of the items was confirmed with mean and standard deviation and t-test, and the final model for enhancing the online teaching-learning process was formulated based on four themes: the capabilities of the educational system, teacher competency, learner competency, and family structure.

Hyperactivity disorder in children can increase emotional problems such as lack of emotional processing and emotional self-awareness. This study was conducted to determine the effectiveness of executive function training on emotional processing and self-awareness in hyperactive children.

The method of this research was semi-experimental and pre-test-post-test with a control group. The statistical population of this research included all children aged 7 to 12 with hyperactivity disorder who had a file in Kerman City welfare in 2023. 30 people from the aforementioned community were selected as a sample using the available sampling method and were randomly divided into two experimental (15 people) and control (15 people) groups. Baker et al.'s emotional processing questionnaires (2007) and Grant et al.'s (2001) emotional self-awareness questionnaires were used to collect information. The experimental group underwent executive function training for 10 sessions of 60 minutes and the control group did not receive any training. The research data was analyzed using correlation.

The mean ± standard deviation of the experimental group in the post-test in the variable of emotional processing from 6.17±21.45 to 7.54±39.66 and in the variable of emotional self-awareness from 5.58±66.47 to 89.5 83 ± 7.73 increased. The results showed that in the post-test phase, the average scores of emotional processing and self-awareness in the experimental group increased significantly compared to the control group (P<0.01).

Executive functions were effective in improving emotional processing and emotional self-awareness. Therefore, this type of training can be suggested to reduce the problems of children with hyperactivity disorder.

This study aimed to design and present a model that explores the relationship between the five dimensions of personality and problem-solving skills, as well as academic help-seeking behaviors in female students.

Methods and Materials:

 The research utilized a quantitative approach, involving a sample of female students from various schools. Data were collected through standardized questionnaires measuring personality dimensions, problem-solving skills, and help-seeking behaviors. Statistical analyses, including correlation and regression analyses, were performed to examine the relationships between these variables.

The results indicated a significant relationship between the five dimensions of personality and both problem-solving skills and academic help-seeking behaviors. Specifically, traits such as resilience and conscientiousness were positively associated with higher problem-solving skills and a greater propensity to seek academic help.

The study concludes that personality traits play a crucial role in influencing problem-solving skills and help-seeking behaviors in female students. Enhancing positive personality traits can potentially improve these skills, leading to better academic outcomes. Future research should focus on intervention strategies that bolster these traits.

The current research method is qualitative and based on theme analysis and practical in terms of purpose. The participants in the research were university experts in curriculum and quantum physics fields, who were selected according to the nature of the subject, 15 people based on purposeful sampling until theoretical saturation. The research tool was semi-structured interviews, the questions were adjusted during the interview. For the validity of the findings, the researcher rechecked the entire coding process. Also, for face validity and reliability, the text of several interviews was coded with another coder, and based on the agreement coefficient between the coders, its value was 89%. Thematic analysis method with open, central and selective coding was also used to analyze the data. The findings showed that 4 main themes include: quantum curriculum development factors, quantum curriculum development consequences, quantum curriculum development intervention conditions, and quantum curriculum development strategies are the main components of quantum physics based curriculum. Also, the indicators of this program include: (the ability to see purposefully, the ability to feel empowered, the ability to intuitively recognize, create multidimensional learning, create potential learning capabilities, create dynamic learning environments, use all brain neural networks in learning, butt conflict, attitude teachers and administrators, lack of knowledge of quantum approach, creative teaching, knowledge and awareness of students, intuition-based teaching, participation of students in class and involving students, use of encouragement and reward in education and promotion of students' responsibility).It can be concluded that the curriculum based on quantum physics, from the point of view of experts, has several components that curriculum planners can pay attention to in curriculum design.

Procrastination has many negative consequences on both physical and mental health and the ability of people to achieve goals. Therefore, it is reasonable to study to know the related factors. The present study was conducted with the aim of analyzing the path of predicting academic procrastination of students based on their perfectionism and self-efficacy, considering the mediating role of metacognitive beliefs.

The current research is a descriptive-correlational study. The statistical population included undergraduate psychology students of Kerman Islamic Azad University in the academic year 2022-2023, and 227 students were selected by convenience sampling and completed the scales of Savari et al.’s Academic Procrastination, Sherer and Maddux’s General Self-Efficacy, Hill et al.’s Perfectionism, and Wells and Cartwright’s Metacognitive Beliefs. Data were analyzed using structural equations modelling.

The results indicated that self-efficacy has a direct, positive and significant effect on positive metacognitive beliefs (β=0.39, p<0.01) and an inverse, negative and significant effect on negative metacognitive beliefs (β=-0.42, p<0.01) and academic procrastination (β=-0.32, p<0.01). The results also showed that perfectionism has a direct, positive and significant effect on positive metacognitive beliefs (β=0.83, p<0.01) and negative metacognitive beliefs (β=0.51, p<0.01).

The results of the current study showed that metacognitive beliefs can play an important role in the relationship between self-efficacy and perfectionism and academic procrastination. Considering the negative consequences of procrastination on the academic health of students, it is recommended that intervention programs be prepared to appropriately change the variables affecting procrastination.

The purpose of the current research is to design and validate the curriculum model based on the school of martyr Haj Qassem Soleimani in the social studies course of elementary school. The statistical population of the research in the qualitative part includes 24 university professors of curriculum planning, education experts and managers and teachers with experience in elementary school, experts familiar with Shahid Soleimani's school and their friends and comrades, who were selected by purposeful sampling; The statistical population of the quantitative part includes all elementary teachers and education planning experts of Kerman city, numbering 2654 people. According to Cohen's table, the sample size is 176 people who were randomly selected in a stratified manner. In order to analyze the data, NVIVO, SPSS, Smart PLS software were used. The results of qualitative data coding led to the extraction of 92 open codes, 29 central codes and 13 selective codes, strategies and consequences of the implementation of the curriculum model based on the school of Martyr Haj Qassem Soleimani in the social studies course of the elementary school, the factors forming the curriculum model based on the school of Martyr Haj Qassem Soleimani in the course of social studies The primary period of education is in Kerman, and the strengthening and stability of national identity, the realization of global justice and the Islamic ideal considered by Martyr Soleimani, and the promotion of the religious status of the education system have the greatest impact on the research model.

One of the problems of children with attention-deficit/hyperactivity disorder is the lack of social skills and emotional processing. This research was conducted to determine the effectiveness of training of executive functions on improving social skills and emotional processing in children with attention-deficit/hyperactivity disorder.

The method of this research was semi-experimental and pre-test-post-test with a control group. The statistical population of this research included all children aged 7 to 12 with attention-deficit/hyperactivity disorder who had a file in Kerman city welfare in 2022. 30 people from the aforementioned community were selected as a sample using a simple sampling method and were randomly divided into two experimental (15 people) and control (15 people) groups. Gresham and Elliot's (1999) social skills questionnaires and Baker et al.'s (2007) emotional processing questionnaires were used to collect information. The experimental group underwent executive function training for 10 sessions of 60 minutes and the control group did not receive any training. The research data was analyzed using covariance.

The mean ± standard deviation of the experimental group in the post-test in the variable of social skills from 4.52±17.41 to 5.73±31.29 and in the variable of emotional processing from 6.17±21.45 to 39.66± It increased 7/54. The results showed that in the post-test phase, the average scores of social skills and emotional processing in the experimental group increased significantly compared to the control group (P<0.01).

Executive functions were effective in improving social skills and emotional processing. Therefore, this type of training can be used to reduce the problems of children with attention-deficit/hyperactivity disorder.

Due to the complexity of the industrial society, the number of people exposed to injury and the problems that people face increases. Students are a group of people who face many challenges daily. Students face scientific, social, financial and competitive pressures and obstacles. Therefore, resilience plays an essential role in the well-being and success of students. Studies show the role of self-compassion, empathy, and spiritual well-being in individual resilience, and there is a research gap in examining the resilience of people who use emotion-oriented coping strategies. This research was conducted with the aim of explaining the mediating role of emotion-oriented coping strategy in the relationship between self-compassion, empathy and spiritual well-being with resilience in students.

The method of the present research was a descriptive correlation of the type of structural equations and the statistical population of the study included all students of the Islamic Azad University of Yazd branch in the academic year 1401-1402, 420 of whom were selected by a one-stage cluster sampling method and 20 people from the sample group, the data of 400 of them were analyzed. The data collection tools included Connor and Davidson resilience questionnaire (2003), Rice self-compassion questionnaire (2011), Davis empathy questionnaire (1983), spiritual well-being questionnaire (1982) and Lazarus and Folkman coping strategies questionnaire (1980). . Data analysis was also done by structural equation modeling and PLS.

The obtained findings indicate that the resilience model based on self-compassion, empathy and spiritual well-being with the mediating role of emotion-oriented coping strategy in students has a good fit. 05/.

According to the findings obtained in the present study, it seems that emotion-oriented coping strategies play a mediating role in the relationship between self-compassion, empathy, and spiritual well-being with resilience in students. The results of this research can be a guide for higher education centers, families and counselors in order to improve emotion-oriented coping strategies, self-compassion, empathy and spiritual well-being in students and improve resilience.

Measuring and enhancing teachers' empowerment for developing and maintaining a high-performance and flexible workforce is essential; Therefore, the purpose of this study was to validate the teacher empowerment scale. This descriptive study was conducted using psychometric method. The statistical population included all teachers working in Kerman province in 2022. The number of samples was determined according to psychometric criteria to 100 people for the convergent validity section, 750 people for the structural validity section and 100 people for reliability. The samples were selected by cluster sampling method. The research data were collected electronically by sending the questionnaire link to the participants' mobile phones through two scales of teacher empowerment of Ozkan Hidiroglu and Tanriyogen and psychological empowerment of Spreitzer and Mishra. To examine the validity of the scale, content validity, concurrent validity, and factor analysis methods were used. The reliability of the scale was examined using internal consistency and split-half reliability methods. The results showed that the scale has content and concurrent validity (P<0.001). The results of exploratory factor analysis showed that the teacher empowerment scale consists of four factors and has appropriate validity. Confirmatory factor analysis also confirmed the four-factor model. Cronbach's alpha coefficients for the whole scale and subscales ranged from 0.81 to 0/94, indicating the appropriate reliability of this scale. The 37-item teacher empowerment questionnaire can be used to assess teacher empowerment

Abused teenagers have many behavioral and psychological problems. Therefore, the purpose of this research was to predict social adjustment based on successful intelligence, moral intelligence, and psychological toughness in abused teenagers.

The present research is of the correlation type. The current study population included all the abused teenagers living in day and night welfare centers of Kerman province in 2021, out of which 250 people were selected as a sample by stratified random sampling method. Short-form questionnaires of the California Social Adaptation Scale, Sternberg's Successful Intelligence Questionnaire, Lenik and Kiel's Moral Intelligence Questionnaire, and Kubasa's Hardness Scale were used.

The results showed that successful intelligence, moral intelligence, and mental toughness are able to predict social adjustment. Successful intelligence, with a regression coefficient value of B=0.33 (P<0.001), moral intelligence with a value of B=0.34 (P<0.001), and mental toughness with a value of B=0.51 (P0.001). They could directly predict social adjustment (P<0.001).

It can be concluded that successful intelligence, moral intelligence, and mental toughness are predictors of social adjustment in abused teenagers. It is suggested that social adaptation training courses be held to increase the successful intelligence, moral intelligence, and mental toughness of abused teenagers.

The purpose of the present study was to determine the educational goals of the curriculum based on the school of Martyr Haj Qasim Soleimani in the social studies course of elementary school.

The present research is descriptive-correlational in terms of quantitative method and practical in terms of purpose. The statistical population included social studies specialists who were randomly selected 110 people by random sampling method. The research tool consisted of an interview and a researcher-made questionnaire, the validity of which was obtained with face validity and reliability with Cronbach's alpha test of 0.89. SPSS24 software was also used for data analysis.

The findings showed that in the belief dimension; The index of patience and tolerance with an average of 4.95 ranks first, in the rational dimension; The index of belief in God with the average and coefficient of variation (4.63 and 0.38) ranks first, in the personality dimension, God-centered orientation with the average and coefficient of variation (4.38 and 0.37), in the moral dimension; respect for the family of martyrs with the average and coefficient of variation (4.09 and 0.36), in the social dimension; attention to halal and haram with the average and coefficient of variation (3.79 and 2.07) and in the management dimension; Correction of wrong methods with the average and coefficient of variation (3.66 and 2.05).

Based on the findings, it can be concluded that paying attention to the educational dimensions of Haj Qassem Soleimani and its indicators can be paid attention to by social studies experts, and paying attention to these indicators will provide favorable orientations to the personality of elders and national heroes.

The current research was conducted with the aim of the relationship between personality structures based on the neo-approach and moral development with regard to the mediating role of emotion regulation. The research method is correlation. The statistical population was the students of Farhangian University of Kerman in the academic year of 1401-02. A sample of 350 people was randomly selected. Research tools were NEO-SF, Garnevsky's Emotional Regulation Questionnaire, and Lotfabadi's Moral Development Scale. Data analysis was done with SPSS-19 and AMOS software. The results of path analysis showed that the modified model by removing weak paths; It has a good fit. Also, the investigation of the mediating role showed that emotion regulation dimensions are a significant mediator between personality traits and moral development. Based on the findings of the research, it can be said that teaching the dimensions of emotion regulation will be effective in improving moral developmen

teachers gain effective experiences of their ethics, capabilities and emotions by using primary and secondary evaluations of the context of the school and classroom. The main goal of the current research was to design a model of professional ethics based on teacher's emotions with the mediating role of moral identity in teachers of Babak city.

This research is a descriptive correlation research. The statistical population of this research includes all the teachers of Shahrbabak city, whose number is 1200. From this number, 291 people were selected as the sample size using Cochran's formula. The sampling method used for teachers in Babak city in this research was simple random sampling method. After determining the sample size in each class, simple random method was used to select the sampling unit and 291 people were selected using simple random sampling and the questionnaire was distributed among them. Then, using Armito et al.'s (2011) professional ethics questionnaires, Ghasemi et al.'s (2018) teacher emotions, and Majdabadi's ethical identity (2016) data were collected. Statistical analysis was done using Amos and SPSS software and structural equation model.

The results of the hypothesis analysis showed that the effect of the mediator variable in the regression model is significant and effective. As a result, the main hypothesis of the research that there is a relationship between professional ethics based on teacher's emotions and the mediating role of moral identity in teachers of Babak city is confirmed.

Therefore, all the hypotheses of the research are confirmed and finally it can be concluded that there is a positive and significant relationship between the research criteria.

women facing divorce decrease in quality of life and mental health. Cognitive mindfulness treatment plays an important role in their mental and physical health. The aim of the present study was to investigate the effectiveness of mindfulness therapy based on knowledge on the quality of life and mental health of divorced women referred to judicial centers in Kerman.

The research method was semi-experimental and pre-test, post-test with a control group. The statistical population of this research includes all women who referred to the counseling centers under the supervision of the welfare organization and counseling system of Kerman city, who were referred to judicial centers in 1401 for the purpose of divorce, seeking psychological services. 30 people (15 people in the experimental group and 15 people in the control group) were selected by available sampling method. The tools of data collection were quality of life questionnaires, Kasinski and Keller (1996) and Goldberg (1979) mental health questionnaires. Mindfulness training intervention was implemented during 8 sessions of 90 minutes twice a week in the experimental group and the control group did not receive any training. Data analysis was done with descriptive tests (mean and standard deviation) and covariance analysis using SPSS version 24 software. P value less than 0.05 was considered significant.

The results of the multivariate covariance analysis showed that cognitive therapy based on cognition is effective on the quality of life and mental health of women referring to judicial centers at a significance level of

The Validation of Life Skills Questionnaire can help to assess life skills in ten-year-old children; Therefore, the aim of this study was to evaluate the validation of the electronic form of the Life Skills Scale in ten-year-old children.

This study is a tool psychometry that the statistical population included all ten-year-old children in Kerman province. The number of samples was determined based on psychometric criteria to be 100 for the predictive validity section and 430 for the construct validity section. Research data were collected electronically through two questionnaires on the life skills of Cronin and Allen (2017) and the life skills of Sharma (2003) by sending the link of the questionnaire to the mobile phones of parents of children. Content validity, convergent, and construct validity methods were used to evaluate the validity of the scale. The reliability of the scale was assessed by internal consistency methods and class reliability.

The results of exploratory factor analysis showed that the researcher-made scale consists of eight factors and has good validity and reliability. The second-order confirmatory factor analysis also confirmed the eight-factor model. This questionnaire was administered along with the short form of the Sharma Life Skills Scale (2003) which had a significant correlation between the two questionnaires also Cronbach's alpha coefficient for all questions and dimension questions were all greater than 0.7. Therefore, Cronin and Allen Life Skills Scale (2017) with 43 items has good reliability and validity in 10-year-old Iranian children.

The Cronin and Allen Life Skills Scale (2017) questionnaire can be used to assess life skills in ten-year-old children.