ندا صفری

The present study was conducted with the aim of investigating the effectiveness of a direct attention training program on the attention dimensions of dyslexic students. The layout of the current research design semi-experimental pre-test-post-test-follow-up type with a control group. The statistical population included all male students of the third grade of Kermanshah city in the academic year of 1402-1401. In this regard, 30 dyslexic students were selected as available and randomly replaced in two experimental and control groups. The experimental group received the direct attention training program in 12 sessions of 45 minutes. Research tools were Stroop test, Wisconsin card sorting test and continuous performance test. Data were analyzed using mixed variance analysis and the SPSS-24 software. The findings showed that there was a significant difference between the aspects of Sustained, selective and shifting attention of dyslexic students in the three stages of pre-test, post-test and follow-up by considering different experimental and control groups (P>0.05) According to the results, the direct attention training program can be effective in strengthening the dimensions of stable, selective and shifting attention of dyslexic students. From a practical point of view, considering the effectiveness of direct attention training program exercises in reducing the attention problems of dyslexic students, this program is recommended as one of the basic strategies of cognitive interventions to teachers and learning disorder specialists.

The prevalence of coronavirus and the formation of its mutant species has caused stress and anxiety in communities. Fear and anxiety caused by coronavirus are destructive and can lead to mental disorders in people. The aim of this study was to predict corona stress based on coping strategies with stress, quality of life and psychological well-being among nurses in Kermanshah.

The method of this research was descriptive-correlation. The statistical population consisted of all nurses in Kermanshah in April 1400. A total of 200 people were selected as a statistical sample by voluntary sampling through online response to questionnaires. In this study, Corona stress scale (Salimi et al., 1399), stress coping strategies questionnaire (Lazarus and Folkman, 1998), short version of the World Health Organization quality of life questionnaire (2004) and psychological well-being scale (Reef, 1989) were used. . Data analysis was performed using multivariate regression simultaneously with the help of SPSS-22 software.

The correlation results showed that stress has a positive relationship with emotion-oriented coping strategy and a negative relationship with problem-oriented coping strategy, quality of life and psychological well-being. The results of regression analysis showed that the strongest predictor of corona stress was emotion-oriented coping with Beta = 0.854, and yet all variables had a significant share in the regression equation.

The results of this study showed that the application of problem-oriented coping strategy and high quality of life and psychological well-being can be associated with a reduction in coronary stress. Therefore, by using strategies and interventions focused on increasing the levels of quality of life and psychological well-being, steps can be taken to reduce nurses' stress

Dyslexia is the most common learning disability. One of the most important factors associated with dyslexia is attention which can affect reading accuracy, speed and comprehension. Present study aimed to investigate the effectiveness of cognitive rehabilitation program and attention reinforcement on the dimensions of attention and reading efficacy in students with dyslexia.

This research was a quasi-experimental study with control group pretest-posttest design. The study population included all the male primary school students of grade 3 in Kermanshah in the academic year 2016-2017. Among them, 30 students with dyslexia were selected by convenience method and then randomly assigned to either the experimental or control group (15 in each group). The experimental group received the cognitive rehabilitation program for 12 sessions of 45 minutes, while the control group underwent no intervention. Wechsler Intelligence Scale for Children- Fourth Edition), Reading Disorder Test, Stroop Test, Wisconsin Card Sorting Test, and Continuous Performance Test were used as the study tools and data were analyzed by repeated measures ANOVA.

The findings of the study showed that cognitive rehabilitation program was effective on selective attention, shifting attention, and reading efficacy of students with dyslexia and the effect of this intervention was persistent after two-month follow up period, however there was no significant effect on sustained attention (Commitment error: F= 1.52, p≥0.05; Negligence error: F= 2.32, p≥ 0.05; Reaction time: F= 0.13, p≥0/05).

Based on the results of this study, it can be concluded that by strengthening the dimensions of attention and increasing the accuracy and more accurate processing of letters and words read, the intervention method used in this study improves the reading efficacy of students with dyslexia.

The purpose of current study was to analyze the effectiveness of Cognitive Rehabilitation Package on reading efficiency in dyslexic students. The design of the study was semi-experimental in form of pretest/post-test/follow-up with a control group. The statistical population includes all male third grade students in Kermanshah, Iran, in the academic year of 2016-17. Thirty dyslexic students were chosen through convenient sampling and randomly assigned to two experimental and control groups. Children’s Wechsler Intelligence Scale, and Reading Disorder Test were used. The experiment group, received cognitive rehabilitation for twelve 45 minutes sessions. The data were analyzed using mixed variance analysis. The findings showed that cognitive rehabilitation is effective on understanding and attention of students but not on their speed of reading. Based on the findings of this study, dyslexics are weak in cognitive functions and utilizing cognitive rehabilitation can improve the activity of these weak functions and finally result in efficient reading of these students.

The aim of this study was to test a conceptual model for the mediating role of perfectionism in the effects ofimplicit theories of intelligence on general self-efficacy in university students. A sample of three hundred and eighty-two (20.40 ± 1.84 years, range: 18-23) girl students was selected randomly through multi-stage cluster sampling from University of Mazandaran, and filled the Implicit Theories of Intelligence Scale (ITIS; Abd-El-Fattah & Yates, 2006), the Perfectionism Inventory (PI; Hill, et al., 2004), and the General Self-Efficacy Scale (Sherer, et al., 1982). Using Maximum-Likelihood estimation and bootstrapping procedure, the results from structural equation modeling showed that the direct effects of incrementalimplicitbelieves on organization, planfulness, and striving for excellence, and entity implicit believes on concern over mistakes and need for approval were positive and statistically significant.Also, organization, planfulness, and striving for excellence (components of conscientious perfectionism) mediated the effect of incremental implicit believes on general self-efficacy components. Concern over mistakes and need for approval (components of self-evaluative perfectionism) mediated the effect of entity implicit believes on general self-efficacy components (p< 0.05).