هوشنگ جدیدی

Early communication quality plays an essential role in adult marital relationships; therefore, according to experts, communication problems are among the main topics in family-related investigations. One of the most critical factors in establishing healthy relationships is the orientation of people's attachment. Insecurity and attachment anxiety have been introduced as essential factors of marital problems, dissatisfaction, and instability in marital life. Early interactions and relationships with influential people in life create expectations and beliefs in people that direct their perceptions and social behavior about how relationships and relationship partners will be in adulthood. These beliefs play a role in determining people's expected behaviors and actions in attachment situations. Attachment anxiety causes a couple's interpersonal damage. Therefore, the present study was conducted to compare the effectiveness of Gottman's couple therapy with couple therapy based on choice theory on couples' attachment anxiety.

The research method was quasi-experimental, using a pretest-posttest and follow-up design with a control group. The statistical population of the research comprised all the couples referred to Nejat Sexual Counseling Center in Tehran City, Iran, in 2022. Of them, 45 volunteer and eligible couples were selected. After homogenization of age and duration of marital life, they were assigned to two experimental and one control group(s). Then, the couples of all three groups were evaluated in the pretest and responded to the Experiences in Close Relationships Questionnaire-Revised (ECR-R) (Brennan et al., 1998). After that, the couple therapy sessions were conducted for two experimental groups, while the control group was not subjected to any educational intervention. Gottman's couple therapy interventions were performed in 9 sessions once a week, and each session lasted 90 minutes for one experimental group. The couple therapy based on choice theory was performed in 10 sessions once a week, and each session lasted 90 minutes for another experimental group. Finally, the three groups were re-evaluated in the posttest to measure the effect of the independent variables (Gottman's couple therapy and couple therapy based on choice theory) on the dependent variable (attachment anxiety). After 3 months, a follow-up test was conducted to determine the stability of the effectiveness of couple therapy strategies over time. To analyze the data, analysis of variance with repeated measurements and Bonferroni post hoc test was used in SPSS software and the significance level was set at 0.05.

The findings showed significant effects of group, time, and the interaction of group and time on attachment anxiety (p<0.001). Also, the results indicated a significant difference between the mean scores of Gottman's couple therapy and couple therapy based on selection theory with each other (p=0.044) and with the control group (p=0.033) and (p=0.045) in the attachment anxiety variable. In the two test groups, a significant difference was observed in the mean scores of attachment anxiety in the pretest, posttest, and follow-up (p=0.001). However, no significant difference was observed between the posttest and the follow-up in the two experimental groups, which showed the persistence of the effectiveness of both couples therapy approaches in the follow-up stage (p>0.05).

Based on the findings of the research, Gottman's couple therapy is more effective in reducing attachment anxiety than couples therapy based on choice theory. Therefore, this program is suggested as a preventive approach to problems of a couple.

Academic ethics plays an undeniable role in the final decisions and behaviors of learners. The aim of this research was to Prediction of Academic Ethics based on Five Personality Factors with the mediating role of Educational Engagement and Academic Flow.

The research method was correlational. The study community included all high school girls' students of Sanandaj City in 2019-2020, that among them 384 students selected as samples by available sampling. Research questionnaires included: academic ethics (AEQ), five personality factors (NEO- FFI), educational engagement (EEQ), academic flow questionnaire (FSS). Data analysis was performed using path analysis statistical method and by the SPSS-24, and AMOS-22 software.

Finding showed that the direct effect of neuroticism, extroversion, receptiveness, agreeableness and conscientiousness and educational engagement and academic flow was significant(P<0/01). Also, the results revealed that neuroticism, extroversion, receptiveness, agreeableness and conscientiousness has an indirect effect on academic ethics through the mediation of the educational engagement and academic flow(P<0/01).

Therefore, teachers and practitioners in the field of education in educational programs can improve the academic ethics of students by improving academic engagement and academic flow.

 Sexual health, a critical component of public health and individual well-being, plays a pivotal role in the quality of life and comprehensive development of an individual, influencing interpersonal communication and self-perception. The present study aimed to develop a predictive model of sexual health for medical staff, focusing on the roles of irrational beliefs, sexual self-concept, and perceived social support, with an examination of self-efficacy as a potential mediating factor.

The study adopted a descriptive-correlational research design. The target population comprised medical staff working in Kermanshah hospitals during the 2021-2022 period. Considering the total population of 6303 individuals, a sample of 500 participants was selected through stratified random sampling, ensuring a representative distribution across different hospital departments. The choice of sampling size was guided based on their sex, age range and job ranking. Research instruments included ManaviPour's Sexual Health Questionnaire, the Questionnaire of Irrational Beliefs-Ahvaz, the Multidimensional Sexual Self-Concept Questionnaire, the Multidimensional Scale of Perceived Social Support, the General Self-Efficacy Scale(GSE), and a researcher-developed demographic profile questionnaire. Data analysis was conducted using the Partial Least Squares (PLS) approach to SEM, facilitated by SPSS24 and Smart PLS software.

The evaluation of our conceptual model's fit indices demonstrated that the model adequately fits the data, indicating acceptable levels of fit. Analysis of the path coefficients revealed that the relationships from irrational beliefs, sexual self-concept, and perceived social support directly to sexual health were significant. Similarly, irrational beliefs and perceived social support had a significant indirect effect on sexual health through self-efficacy, underscoring the mediatory role of self-efficacy in these relationships. However, the path from sexual self-concept to sexual health, mediated by self-efficacy, did not show a significant effect.

This study demonstrates that the sexual health of medical staff can be significantly influenced by variables such as irrational beliefs, sexual self-concept, and perceived social support. These findings underscore the importance of addressing these psychological and social factors as part of comprehensive strategies to enhance the well-being of healthcare professionals. This research opens avenues for further studies to explore the mechanisms through which these variables interact and affect sexual health. By prioritizing the mental and social dimensions of sexual health, we can contribute to the holistic well-being of medical staff, ultimately impacting the quality of healthcare delivery.

This study aimed to determine the promotion of social and emotional competency of elementary school students using the CASEL method.  The study used a quasi-experimental pretest-posttest design with a control group and follow-up assessment. The statistical population included all community-dwelling students in the second-level elementary schools of Qazvin in the 2020-2021 academic year. Sixty students were selected using convenience sampling and were randomly assigned to experimental and control groups. Measurement tools were the social and emotional competencies questionnaires for students and teachers (CASEL, 2012) and Achenbach's Child Behavior Checklist (1991). Members of the experimental group received twenty-eight 45-minute sessions of social and emotional competence training during the course of four months, and the control group did not receive any intervention. Subsequently, both groups completed the questionnaires at the post-test, and the experimental group answered the questionnaires for a third time after three months. Multivariate analysis of covariance was used to evaluate the program's effectiveness using the SPSS v22 and SmartPLS v2 software.  This study's findings showed a significant difference between the experimental and control groups during the experimental stages and the follow-up.  The results showed that teaching social and emotional competence using the CASEL method can improve students' self-awareness, self-management, social awareness, and social management skills.

This research aimed to investigate The Mediating Role of Psychological and Situational Gains and Losses in the relationship between Expectations and Values with Academic Motivation. This research was descriptive correlation and path analysis. The study community included all high school students of Qorveh City in 2019-2020, among them 384 students were selected as samples by multi-stage cluster sampling. Research questionnaires included the expectancy-value-cost Scale (EVCS - 2014), the Academic Motivation Scale (HEMS - 1980), the Psychological Gains and Losses Scale (PGLS - 2022), and the Situational Gains and Losses Scale (SGLS - 2022). path analysis was used to analyze the data. Findings showed that Expectations and Values have a significant effect on Academic Motivation (P<0.001), and Psychological and Situational Gains and Losses have a significant effect on Academic Motivation (P<0.001. Also, the results revealed that Expectations and Values have an indirect effect on Academic Motivation through the mediation of Psychological and Situational Gains and Losses (P<0.001). The fit index also showed that the default model has a good fit. Thus, it can be said that by creating expectations in students, it is possible to help increase academic motivation.

This study aimed to determine the effectiveness of the academic ethics package on educational engagement and the academic flow of high school students. The research method was a quasi-experimental pretest-posttest with a control group. The statistical population of this study was the high school students in Sanandaj in the academic year 2020-2021, from which 60 people were selected by purposive sampling method and then randomly assigned to two groups of 30 experimental and Control Groups. The Academic Ethics program was implemented for the experimental group for a 90-minute session every week. educational engagement (Zerang 2012- EEQ) and academic flow (Martin, Jackson, 2008- FSS) were used to collect data. Data were analyzed using multivariate analysis of covariance. The results of the analysis showed that by controlling the pre-test effect, there is a significant difference between the post-test average of educational engagement and academic flow in the two test and control groups at the P<0.001 level. From the above findings, it can be concluded that academic ethics education is effective in increasing students' educational engagement and academic flow. According to the results of the research, it is suggested that teachers and practitioners in the field of education improve students' academic engagement and academic flow by applying academic ethics in educational programs.

The aim of the current research was to investigate the psychological components of hypocrisy and the effectiveness of the completed program based on the dimensions of the academic well-being components of the Kurdistan University of Medical Sciences. In terms of methodology, the current research was part of qualitative research using thematic analysis method, the statistical population of the research included sources and scientific content and documents, and expert professors and specialists, and in the quantitative part, nursing students of Kurdistan University of Medical Sciences. From the point of view of methodology, the present research was a part of mixed research, therefore, it was carried out in two parts, qualitative and quantitative. The statistical population in the qualitative part included scientific sources and content and documents, expert professors and specialists, and in the quantitative part, nursing students of Kurdistan University of Medical Sciences. The tools of data collection in the qualitative part, library studies and in the quantitative part, three questionnaires asking opinions from experts, and academic imposter based on the qualitative results made by the researcher and the academic well-being questionnaire (Tominen-Swini, 2012) were used. it placed. The results of the quantitative part showed that the educational program based on the model of academic pretense on both variables of academic pretense with the f value calculated equal to 17.57 and the significance level less than 0.05 and the academic well-being variable with the f value calculated equal to 16.05 and the significance level Less than 0.05 had a significant effect.

 One of the topics that has attracted the attention of many researchers in recent years is special learning disabilities in students. The present study intends to compile this program, the contents of which are taken from the document of fundamental change, to examine the effectiveness of this program on the level of self-regulation, self-efficacy and self-esteem of students with learning disabilities who are always weak in these factors.

 The aim of this study was to develop a parent-child educational program based on all-round education of the document of fundamental change and its effectiveness on self-esteem, self-efficacy and self-regulation of students with special learning disabilities.

 This research based on data search had a hybrid nature so that both qualitative and quantitativeresearch approaches were used simultaneously.The statistical population in the qualitative part of the document of fundamental change in education of the Islamic Republic of Iran and in the quantitative part were parents of all students and children with learning disabilities in Asadabad, Hamadan province, who in the academic year (2020-2021) Those who referred to learning disability centers were selected by available sampling method and descriptiveand inferential statistics were used to analyze the data. These analyzes were performed at an error level of 0.05 with the help of SPSS software version 24.

 The results showed that the education of the developed parent-child program based on all-field training of the document of fundamental change on improving the self-efficacy of students with effect size (0.827); On improving students' self-regulation with effect size (0.771); It is effective in improving students' self-esteem with effect size (0.702)

 The results of the present study showed that teaching a parent-child educational program based on a comprehensive educational system of the document of fundamental change to parents of children with learning disabilities increases awareness and ability of people to deal appropriately with children with disabilities and thus promotes self-esteem and self-efficacy. And students' self-regulation will suffer from special learning disabilities.

Background & This research aims to investigate the effect of the causal model of the relationship between the tendency to psychosocial harms and the hope of education in students with a statistical population and statistical sample of about 1050 people in 26 schools, of which 14 were in District 1 and 12 were in District 2. Psychological injuries result from the complex interaction of biological, psychological and socio-cultural factors. In this context, there are different views, including Freud's psychodynamic view, which emphasizes the role of unconscious determinants of behavior, and focuses on unconscious motivations and conflicts in the case of psychological injuries. Another view in this regard is the view of humanism, which believes that psychological damage occurs when people are not able to experience life in the present, and the socio-cultural point of view considers the cause of psychological damage to be factors outside the individual, social damage to any type of individual action with A group is defined as a group that does not fall within the framework of moral principles and general rules of formal and informal collective action of the society where the activists are active, and as a result, it faces legal prohibition or moral and social disgrace. The law of public morality and social order is hidden. Because otherwise, they face prosecution, moral excommunication and social exclusion. which was selected based on the proportional multi-stage cluster random method. Considering the size of 1050 people in the statistical population, the target sample was calculated using Cochran's formula, and its number was determined to be approximately 281 people.
The research tool was the tendency to psycho-social harms with a standardized 60-question questionnaire by Oruji, Marzieh (2015) with a 5-point Likert scale and to collect data related to educational hope from Sohrabi and Samani's educational hope scale. (2011) was used based on Snyder's theory of hope and Omid Shouri and Snyder's questionnaire. In the present study, the educational hope scale of Sohrabi and Samani (2011) based on Snyder's theory of hope and Omid Shouri and Snyder's questionnaire is used to collect data related to educational hope. Omid Shouri prepared the educational hope scale and adapted it for the Iranian society. This scale includes 9 items that are scored based on an 8-point Likert scale (from 1 for completely false to 8 for completely true). The academic hope scale measures the two components of agency and pathways. The sample items of these two components are, respectively, "I have many academic goals", I am looking for different ways to get good grades". Shuri and Snyder (2004) reported favorable concurrent validity as well as Cronbach's alpha reliability of the original instrument with which this instrument has high content consistency. In Iran, Sohrabi and Samani (2011) also extracted the factor structure of this instrument using the factor analysis method. Also, by calculating the correlation of hope scale with similar tools, its concurrent validity was confirmed. In addition, in the mentioned study, Cronbach's alpha higher than 0.70 for both dimensions indicated the good reliability of the tool. In the research of Sohrabi and Samani (2011) using confirmatory factor analysis method and calculating Cronbach's alpha coefficient, the psychometric properties of academic hope scale were investigated. The results of the confirmatory factor analysis indicate the presence of two factors of passage and agency for this questionnaire, so the factor structure of the academic hope scale was confirmed. In the transit factor, the range of factor loadings of the transit factor items was between 0.63 and 0.72 and the agency items were between 0.63 and 0.73.
the causal model of the relationship between the tendency to psychosocial injuries has an effect on the hope of education of the second year high school students of Sanandaj city; And it can be analyzed in this way that the F value of the effect of the independent variable in the fourth row of the table (204.3127) is significant, that is, after removing the effect of the pre-test, there is a significant difference between the average scores of the students' expectation of learning in the two groups in the post-test of the predicted educational program. Based on the mentioned model, there is; Therefore, the null hypothesis of the non-significance of the difference in the average of the two groups in the post-test after removing the possible effect of the pre-test is rejected.
In explaining the above findings, it can be said that mental health is "finding individuality" and the first condition of individuality is to be aware of the aspects of the self that are sometimes neglected, and the level of psychological toughness and the type of excitement can determine the type of relationship with the school. Communication with the school, which includes communication with school parents (principal, assistants and other personnel), teachers and classmates can be the main form and a specific predictor of the tendency to social harm. In other words, if a person has high psychological toughness, or in other words, the level of commitment, control, and struggle of a person, as the main components of psychological toughness and the type of positive emotion, can have positive tendencies towards the school, school staff and parents. creates and practically creates a range of student's interests to the school, which determines the form and type of relationship with the school, and this can lower the tendency to social and psychological harm in the individual, and the reverse of this characteristic Based on the obtained model, it can create a positive result in the tendency to psychological and social harms.It can be said that the causal model of the relationship between the tendency to psychosocial injuries and the hope of education of the second year high school students of Sanandaj city is effective.

The present study examines the structural relationship of school well-being based on emotional regulation, test anxiety, and academic self-efficacy, considering students’ academic emotions as a mediating variable. The study was conducted as a descriptive-analytical work with a correlative nature. The sample group consisted of 384 male 9th-grade students in Islam Abad Gharb (Kermanshah Province, Iran). The participants were selected through multiple cluster sampling. The required data were gathered using the following five questionnaires: Emotion Regulation Questionnaire (Gross and John, 2003), Test Examination Questionnaire (Friedman, Bendas-Jacob’s, 1997), Academic Self-Efficacy Questionnaire (Jinks & Morgan, 1999), Academic Emotions Questionnaire (Pekran, 2006), and School Well-Being Questionnaire (Konu et al., 2002). The collected data were analyzed using structural equation modeling (SEM). Overall, the results indicated that emotion regulation (r = 0.40), test anxiety (r = -0.36), and academic self-efficacy (r = 0.31) had a significant and direct effect on school well-being. In addition, the mediating role of academic emotions in the relationship of school well-being with emotional regulation, test anxiety, and academic self-efficacy was confirmed (P < 0.05). As can be inferred from these data, teachers, school principals, and educational officials can prepare the grounds for enhancing emotional regulation, academic self-efficacy, and test anxiety reduction. As a result, these factors can improve the students’ well-being.

The beginning school of every person is his home and family. As the early years of training play a fundamental role in the physical, emotional, moral, and rational structure, they are of great importance and the role of the family in these years is so distinguished. As one of the family pillars, the father does not have any substitutes. Children acquire the first affection, friendship, hatred, and hostility lessons at home. The role of the father is highly outstanding in the family because he is the main person responsible for the proper training of children. This research aims at investigating the educational role of the father in the teachings of Nahj al-Balaghah. The study was done with the descriptive-analytical approach and gathered library data, in particular Nahj al-Balaghah and Imam Ali's (A.S.) sayings related to the role of the father in training children. Thus, qualitative content analysis was used to analyze Nahj al-Balaghah. The ATLAS.ti software was used in this study to code, classify, and categorize selected texts. After the Nahj al-Balaghah statements related to the research subject were collected and coded, in total 571 codes related to the training and father themes were extracted from which 53 were about the training and father codes. Summarizing and incorporating Nahj al-Balaghah codes and classifying them leads us to six titles of the factors that influence training. Dashti translation of Nahj al-Balaghah was used for coding this book.

In recent years, education and psychology specialists have come to believe that attachment to school and Academic Engagement as a psychological state in students about their abilities is key to their academic resilience, The purpose of this study was to Modeling and testing the Relationship between academic resilient and school Attachment with mediation of Academic Engagement.

The research method is descriptive correlation and structural equation model. The statistical population of the study consisted of all secondary school students in Sardasht who were studying in the academic year of 2016-2017. From this population, 400 students were selected using multi-stage cluster sampling method. Standardized questionnaires of academic resilience of Samuels and Wu (2009), attachment to school Moton et al. (1993) and academic engagement Zerang (2012) were used as assessment tools. Data analysis was performed using SPSS and AMOS software were.

Findings indicate a direct and significant effect of academic resilience on academic engagement and school attachment as well as academic engagement on school attachment. On the other way, the findings showed an indirect and significant effect of academic resilience on school attachment mediated by academic Engagement.

By increasing these academic resilient and Academic Engagement, students' attachment to school can also be increased.

This study aimed to develop and investigate the factor structure of the academic imposter scale among nursing students. The research method was descriptive correlational research that the statistical population consisted of all students of Kurdistan University of Medical Sciences who were selected using a simple random sampling method. Based on G*power the software A sample size was randomly selected as 220 students of the paramedical school. To collect information, theoretical and empirical sources were used to plan the initial design of educational pretension and after a researcher-made tool based on practical and experimental foundations, which included 39 questions. SPSS and AMOS with psychometric and confirmative analysis methods were used to analyze the data. The results of analyzing theoretical and empirical basics associated with academic imposter 39 markers about an academic imposter in 5 main components of disability, external control, and family support, the expectations of others, felt deception and felt guilty. The result in statistical analysis of the confirmatory factor analysis showed that the RMSEA was confirmed by 0.068 and ultimately proved that the tool with five final components based on quantitative results. Finally, based on the results obtained in this study and the consistency of these results, with theoretical and empirical foundations, the conclusion is that educational instruments in this study can use to detect individuals with the academic imposter and relate to other variables affecting academic performance Use.

Abstract</span></span></span></span></span></span>
Background &

</span> Adaptating and harmonizing with oneself and the environment are vital for every living being; the daily effort of humans revolves around adaptation. Senior high school students struggle with academic activities during their studies. The future of students largely depends on whether they are successful or not. The purpose of this study is to investigate whether academic adaptation training affects the academic well–being of students or not. This article will not only provide scientific evidence for high school educators and administrators but will also be helpful by enhancing students' aptitude and adaptability through a comprehensive discussion of their educational environment.</span> The present study was conducted to determine the effectiveness of the educational adaptation training package on the academic well–being of students</span>.</span></span></span>

</span> This quasi–experimental study employed a pretest–posttest design with a control group. The statistical population comprised all senior male high school students in Mahabad City, Iran, in the academic year of 2018. After explaining the research content, its goals, special conditions, and challenges at the time of the research, 60 students with low scores on the academic well–being test were recruited. Then, they were randomly assigned to the experimental and control groups (30</span> students in each group). The inclusion criteria included students with a low academic well–being score, studying at the senior level of high school, having sufficient attention and appropriate academic performance, and being willing to cooperate with the researcher. The exclusion criteria were their non–cooperation and unwillingness to continue attending the meetings.</span> For the experimental group, </span>8</span> academic adaptation training sessions designed by Ashkoti et al. (2021) were held, and the control group did not receive any training. After the training sessions, control and experimental groups were given a posttest of academic well–being. Tuominen–Soini's academic well–being questionnaire (2012) was used to collect data. For data analysis, descriptive statistics, including mean and standard deviation, and inferential statistics, including 1–way analysis of covariance at a significance level of 0.05,</span> were employed using SPSS version 26</span> software</span>.</span></span></span>

</span> Based on the descriptive findings, the highest frequency of the students in the control and experimental groups was in the 12th</sup> grade (11 students) and then the 11th</sup> grade (14 students). Also, most of the members of both groups studied in the field of humanities (15 students in the experimental and 13 students in the control groups), lived in a two–parent family (14 students in the experimental and 13 students in the control groups), and had an average economic status (16 students in the experimental and 18 students in the control groups). The results of covariance analysis showed that after removing the pretest effect, there was a significant difference between the experimental group and the control group (p<0.0001) in the components of students' academic well–being scores in the posttest</span>.</span></span></span>

</span> Based on the findings, the academic adaptation training package is effective in students' academic development, and higher levels of academic adaptation are related to lower levels of academic burnout and higher levels of academic well–being. Academic adaptation training can be considered a suitable method and can effectively be used to improve the academic well–being of students</span>.</span></span></span></span></span></span></span></span></span>

The aim of this study was to develop a causal model of marital conflict based on attachment styles with the mediating role of early maladaptive schemas in women on the verge of divorce. Research

This research is a multivariate correlation study in terms of applied purpose and descriptive data collection. However, in order to finally present the results in a model, structural equations have been used. The statistical population of this study includes all women with marital conflicts on the verge of divorce in Tehran who in 1391 referred to family counseling centers in the third district of Tehran. The sampling method used in this study is available (targeted) cluster sampling, which is randomly selected from different urban areas of an area, then selected from counseling centers in that area. Data: Marital Conflict Questionnaire, Barati and Sanaei, Hazen and Shivar Attachment Styles Questionnaire and Young Young Early Incompatible Schemas were used.

The results showed that there is a positive and significant relationship between early maladaptive schemas in the field of cut and exclusion, self-regulation and impaired function, impaired constraints, excessive ringing and inhibition with marital conflicts; The results also showed that there is a positive and significant relationship between avoidant / ambivalent insecure attachment styles and early maladaptive schemas in the field of cut and rejection, impaired autonomy and function, impaired constraints, excessive ringing and inhibition; But there is a negative relationship between secure attachment style and early maladaptive schemas.

The results show that the design of a suitable structural model for predicting marital conflicts based on attachment styles and the mediating role of early maladaptive schemas in women on the verge of divorce is consistent with the theoretical model and has a good fit.

The aim of this study was to determine the mediating Role of Perceived Social Support in Relationship between Academic Satisfaction, Emotional Intelligence, Self-Regulation and Assertiveness. The research method was correlation of the type path analysis. The statistical population included all high school students in Kermanshah, from which 384 people were selected as a statistical sample. The sampling method was Multistage sampling. In order to collect Data the Academic Satisfaction Questionnaire (ASQ), Schutte Self-Assessment Questionnaire, (SRI), Gambrill, Richey Assertion Inventory(AI), Multidimensional Perception Social Support Scale (MSPSS) and Bouffard self-regulatory questionnaire(BSF) were used. Data analysis was performed using path analysis statistical method and by the SPSS-24, and AMOS-22 software. Findings showed that emotional intelligence, self-regulation and assertiveness through perceived social support have an indirect and significant effect on academic satisfaction and the causal model of academic satisfaction is based on the The mentioned variables is significant. Due to the important role of satisfaction in academic success and achievement, it is suggested to families, teachers and educational institutions that more research be done to identify the factors affecting this variable to provide the necessary conditions to increase academic satisfaction.

The purpose of this research was to investigate the effectiveness of the educational program based on the hope of learning on the academic persistence and emotional intelligence of the twelfth grade students.

In terms of methodology, the current research is part of the semi-experimental designs of pre-test, post-test and follow-up with a control group. The statistical population of the research was all 12th grade female high school students in Hamedan city who were studying in the academic year 2008-2019. 30 students with low academic tenacity were selected from this population using the purposeful sampling method and randomly replaced in two groups of 15 people, experimental and control. The experimental group was taught 10 90-minute sessions of the program based on hope for education. The members of both groups completed the pre-test, post-test and follow-up questionnaires of Benishek and Lopez's academic tenacity in all three stages. The data were also analyzed by mixed variance analysis.

The findings showed that the mean scores of the academic tenacity variable in the experimental group compared to the control group increased significantly in the post-test and follow-up phase.

Therefore, the educational program based on the hope of learning has been effective in increasing the academic tenacity of students.

Today, all human beings are constantly striving for their material and spiritual progress, using all available scientific facilities. The first step in this path is education, in order to reach a valuable scientific degrees. The purpose of this research was to modeling school well-being based on emotion regulation, test anxiety, self-efficacy and academic emotions and investigate the effectiveness of this model on the academic satisfaction of the third grade students of the first period of secondary school in Eslamabad-e-Gharb City.

The first part of this research was descriptive, correlation using the structural equation modeling method and the second part was a semiexperimental with a pre-test-post-test design with a control group. The statistical population of the current research was all male students of the ninth grade of high schools of the city of Eslamabad-e-Gharb in the academic year of 2019-2020. In order to select the members of the participating group using Cochran's sample size formula, 384 students were selected by multi-stage cluster random sampling method. The research tools included the questionnaires of Gross and John's emotion regulation, Fridman et al.'s anxiety test, Morgan Jinker's academic selfefficacy, Pakran et al.'s academic excitement, Kono et al.'s school wellbeing, and Huebner's academic satisfaction questionnaire. Statistical analysis was done with SPSS and AMOS version 23 software.

The results showed that the structural model of school wellbeing based on emotion regulation, test anxiety, self-efficacy and academic emotions has a good fit. Also, the results showed that the causal model based on the school well-being school is effective on the academic satisfaction of the third grade students in Eslamabad-e-Gharb City

It is suggested to pay attention to the issues related to the school's well-being and factors affecting it, such as emotional and motivational factors, in order to increase the level of academic satisfaction of students

The aim of this study was to determine The Effectiveness of the Academic Satisfaction Package on the Self-Regulation and Assertiveness of High School Students. The research method was a quasi-experimental pretest-posttest with a control group. The statistical population of this study was the second-year high school students in Kermanshah in the academic year 2020-2021, from which 60 people were selected by purposive sampling method and then randomly assigned to two groups of 30 experimental and Control Groups. The academic satisfaction program was implemented for the experimental group for 8 weeks. Self-regulatory (Bouffard, 1995- BSF) and Assertion Inventory(Gambrill, Richey, 1995-AI) were used to collect data. Data were analyzed using multivariate analysis of covariance. The results of the study of covariance showed that there was a significant difference between the experimental group and the control group in terms of dependent variables in the post-test stage (P <0.001). The results showed that Academic Satisfaction Package led to increased students' assertiveness and self-regulation.

 Motivation is one of the most important elements of learning and progress. Although intelligence and talent are important and determining factors of students' learning, other factors are also important and influential besides these factors. Among these factors, motivational beliefs can be mentioned. Academic motivation generally refers to the motivations, needs, and factors that cause a person to attend educational environments and obtain an educational certificate. Motivation is defined as a process by which goal-oriented activities are stimulated and maintained. In the theoretical and conceptual models of motivation, progress, beliefs, and expectations of people, the most important and main determinants of progress behavior are considered. These models include attribution theory, expectation-value theory, self-determination theory, goal theory, and self-efficacy theory. When learners have the necessary motivation to learn, the process of communication is facilitated, content becomes more fluent, anxiety is reduced, and creativity and learning are manifested. Also, motivated students have positive motivational effects on the teacher and as a result, they make education satisfactory for both the teacher and the students. Also, the study showed that students' motivation affects all classroom activities. The issue of academic motivation is an essential issue for teachers and education custodians of different countries. Increasing the motivation level of students requires a change in the factors that motivate a person, which is divided into two categories, internal and external. Motivational beliefs, the expectation of success, and perceived subjective value act as mediating variables about cognitive processes and progress behaviors. At the most general level, it is assumed that the socio-cultural environment acts as the main source of influence on the mental processes of the individual. This environment includes stereotypes related to gender and culture, behaviors and beliefs of socializers, talents, and previous development of the individual. Considering that the researchers of expectancy-value theory have emphasized the different roles of task value, ability-expectation beliefs, task difficulty understanding, source of control, and previous progress in subsequent progress, it can be said that expectation-value can influence It has positive and negative effects on students' academic motivation, therefore, in this research, we seek to answer the following question. Do psychological and situational gains and losses in the relationship between expectations and values ​​affect academic motivation?

The current research is of the correlation type, which examines the relationships between the variables of the proposed model using the structural equation modeling method. The statistical population of this research includes all secondary school girls and boys of Qorve city in the academic year 2020-2021, and the number of these students is reported to be 10,000 by the Ministry of Education. The sample size in this research was calculated using Cochran's pheromone equal to 384 people. The sampling method in this research is multi-stage cluster sampling. The city has two regions, north and south, and girls' and boys' schools, and one class from each school and each level were selected through virtual and in-person selection (according to the conditions of the corona disease and the strictness of the schools) and a questionnaire was provided to them. The main tool for collecting information in this research is a standard questionnaire (psychological gains and losses, expectations, academic motivation). In order to determine the presence or absence of a relationship or influence between the variables and to estimate and generalize the results obtained from the sample size to the statistical population from the Kolmogorov-Smiranov test, the simple correlation model with the obvious variable, the Pearson correlation coefficient test and the path model (mediator) to evaluate the hypotheses and data The research and the research conceptual model have been used. The tool for analyzing questionnaire data of this research is Spss statistical software and Amos structural equation modeling software.

According to the findings of this research, expectations have a positive effect on academic motivation. Expectations have a positive effect on psychological gains and losses. Psychological gains and losses play a mediating role in the relationship between expectations and academic motivation.

In general, it can be said that by creating expectations in students, it is possible to help increase academic motivation. Also, according to the relationship between expectations and psychological losses, it can be concluded that by increasing expectations, psychological losses in students can be increased. In the model of expectation and value, these structures are the two main predictors of behavior leading to progress, and it is assumed that expectation and value have a direct effect on progress behavior, and the amount of expectation and value is influenced by the perception of the social environment, cultural context. Therefore, motivation and engagement are powerful processes that can motivate students to learn new skills on the one hand and can lead to a lack of engagement and educational self-destruction on the other hand. (Positive or negative reactions towards the teacher, classmates, university, or school; the feeling of belonging to the individual, conformity with the school or its demands). The review of the research literature shows that the educational involvement of parents is accompanied by the educational involvement of students, especially the concern to do homework at home and a positive attitude towards school. Students' involvement in school activities leads to educational progress, positive expectations about academic ability, improvement of academic performance, and reduction of dropping out. One of the limitations of this study is the inability to generalize to other cities in the country because the results of the study were only for students in Qorve. Also, the unnecessary strictness of the school administrators in distributing the questionnaire among the students can be mentioned, as well as the very poor cooperation of some students in answering the questions of the questionnaire, which we convinced them to cooperate with great difficulty and convincing explanations.

One of the important goals of development programs in any country is to reduce social harms, and achieving this goal requires recognizing the effective factors that cause it in society. Nowadays, researchers consider social capital as one of the underlying and effective factors in social health and reducing risk in society .Students in a society constitute a large segment of the active population of a country, which various factors such as internal stimuli and external stressors, can endanger their social and mental health and are exposed to various social harms. And put at risk . Many efforts have been made in countries around the world to identify environmental and individual factors that predispose to risk. Among these efforts, attention to the social dimension is possible. Social capital is the result of the "social capital" of health, which is the study of phenomena such as mutual trust, social interaction, social groups, a sense of collective identity, a sense of a shared vision of the future and teamwork with effective interpersonal and group interactions. It can provide risk prevention and many social harms such as violence, drug use, alcohol and high-risk sexual behaviors. Studies have shown that youth and adolescents' access to social capital can reduce social and behavioral problems, so by providing the basis for social interaction, social skills and teamwork can reduce the rate of social harm and risk. They provided opportunities for academic advancement and health promotion. The purpose of this study was to present a model of social capital communication model and high-risk behaviors of social identity in students of Kermanshah University of Medical Sciences.

The present study is descriptive-correlational in terms of applied purpose and in terms of data collection method. n terms of applied purpose, the present study is descriptive-correlational in terms of data collection method because no manipulation has been done on variables and factors and based on the research approach, it is small. The statistical population of the present study will be selected from all students studying medicine in Kermanshah (2000 people in total) in the academic year 1399-1398 using Morgan table and available sampling method of 322 people to compensate for the possibility of falling sample size. 350 people were considered who will eventually be removed after completing the questionnaires by the volunteers of the distorted questionnaire and the relevant data of 322 people were analyzed. To measure high-risk behaviors, the High-Risk Behaviors Scale (YRBSS) was used. The adaptation of the High Disease Behavior Questionnaire of the US Centers for Disease Control and Prevention (CDC) was designed and developed in 2010 (15). The reliability of the high-risk behaviors questionnaire by Brenner et al. (2002, quoted by Mohammadi, Refahi and Samani, 2013) was evaluated through a test-retest and the results of the items ranged from 14.5 to 91.1 kappa. (1998) has three structural, communication and cognitive dimensions that examine the seven subscales of networks, trust, cooperation, mutual understanding, relationships, values, and commitment, and are arranged in 28 items based on a five-scale scale. Likert (I strongly agree = 5, I agree = 4, I have no opinion = 3, I disagree = 2 and I strongly disagree = 1). The reliability coefficient of this questionnaire in Sardari, Silavio Silavi (2016) research was 0.89 (16) and the Ethical Identity Questionnaire is a self-report scale that was developed and validated by Ako Bino and Reid (2002) and has two subscales of internalization from questions 1 to 5. (The degree to which moral identity is centralized in the individual's self-concept) and symbolism from questions 6 to 10 (the degree to which each subject shows moral identity in their appearance) (17). The answer to this questionnaire is in the range of 1 (strongly agree) to 5 (strongly agree) in each of the questions. The scoring of two items 4 and 7 is done in reverse. First, the person is asked to pay attention to the moral traits written at the top of the questionnaire, and then 10 questions about these traits are asked of the subjects to determine the extent to which these traits are important to the person. Cronbach reported these two dimensions as 0.77 and 0.76, respectively.

In order to analyze the data, descriptive statistics indicators (frequency, mean, standard deviation, graphs) and inferential statistics were used. In order to determine the validity and reliability of the research instrument, Cronbach's alpha statistical methods and confirmatory factor analysis were used to evaluate the normality of data distribution, skewness and elongation indices, and path analysis was used to examine the relationships between variables. SPSS and Smart PLS software were used to perform these tests.The results of the present study showed that moral identity and social capital have a significant effect on high-risk behaviors of students of Kermanshah University of Medical Sciences.

Laying the groundwork for improving and increasing the social capital of young people both at the family level and at the community level by increasing the sense of social trust, social solidarity, social awareness, providing the necessary social support and youth participation in social and cultural affairs. It seems that according to the theories and backgrounds and the results of the present study, the existence of a significant amount of social capital facilitates social actions and paves the way for achieving certain goals and Subsequently, it can act as a shield against social problems and harms, such as the occurrence of risky behaviors of young people.Universities and institutions of higher education should design and implement special training courses or classes in the form of extracurricular activities in order to educate and familiarize students with the field of social identity and social capital and high-risk behaviors with its constituent components.

Student engagement challenging is a definition that is influenced by multiple factors as a complex structure.The aim of this study was to determine the relationship between self-regulation strategies and achievement goals with academic engagement and mediation role of Self-Handicapping and perfectionism in students.

Research method was descriptive - correlation with structural equation modeling method. The statistical population was all of the grade 10 and 11 students of Sardasht city, and determined 307 people with table's Morgan and selected as sampling by clustered random sampling method. The research data were collected through Pintrich and Diegretot Self-Regulatory Learning Strategies, Elliot & Murayama's achievement goal questionnaire, zerang's academic engagement, Jones & Rhodewalt's Self-Handicapping Scale and Frost's perfectionism Questionnaires. Data analyzed in AMOS software with structural equation modeling.

Analysis of the paths of the model show that there is significance the direct effect of self-regulation strategies, Achievement Goals mastery-approach, mastery-avoidance, performance-approach, performance-avoidance on perfectionism. There is significance the direct effect of self-regulation strategies, Achievement Goals mastery-approach, mastery-avoidance, performance-approach, performance-avoidance on Self-Handicapping. The direct effect of Self-Handicapping and perfectionism on academic Engagement is also significant. There is directly and indirectly significant effect of variable Achievement Goals mastery-approach on academic engagement.

The results showed that self-regulatory strategies, achievement goals, mediated by Self-Handicapping and perfectionism promote students' academic engagement.

Academic Adjustment refers to the ability to adapt to new information, experiences, and learning environments. Among the important features that can affect academic adjustment is the ability of emotional self-regulation and orientation of tendency-dominance with the mediating role of academic flourishing in students. However, so far, no research has examined the integration of the relationships of these variables in the form of a comprehensive model.

This study was conducted to develop a causal model of academic adjustment based on emotional self-regulation and orientation of tendency-dominance and the mediating role of academic flourishing in students.

In this descriptive-correlational study, the statistical population included 384 people consisted of all high school second-grade students in Mahabad in 2019-2020, which were selected by multi-stage cluster sampling. Research instruments include the Achievement Goal Questionnaire (Elliott & Murayama) (AGQ-R), March's Emotional Self-Regulation Questionnaire (1998), the Diner and Biswas Academic Flourishing Scale (2008), and the Baker and Cyriac Standard Adjustment Questionnaire (1984). The evaluation of the proposed model was performed using the path analysis method.

The results showed that the variables of emotional self-regulation (P= 0.001), orientation of tendency-dominance (P= 0.004) and academic flourishing (P= 0.001) predicted academic adjustment directly. Also, emotional self-regulation (P= 0.001) and orientation of tendency-dominance (P= 0.001) have a direct relationship with academic flourishing. Emotional self-regulation and orientation of tendency-dominance have an indirect relationship with the mediation of academic flourishing on academic adjustment (P= 0.001).

According to the findings of this study, academic flourishing (in the meaning of the desire to progress and get better) plays a significant mediating role in the relationship between emotional self-regulation, orientation of tendency- dominance and academic adjustment.

  The aim of this study was to The effect of school welfare program on academic satisfaction of female high school students in Kermanshah.   The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population was all female high school students in Kermanshah in the academic year of 1996-97 who were studying and were replaced by multi-stage random sampling in two groups of 15 experimental and control and the school welfare training program in 10 sessions of 90 minutes on The experimental group was performed. Research data were collected using Lent and Singlai's Academic Satisfaction Questionnaire, Shaw, Gainor, Bardner, Tristman, and the Canoe and Rimpla School Welfare Questionnaire before and after the educational intervention. The results showed that the scores of academic satisfaction in the experimental and control groups, in the post-test stage, in the amount of F obtained is equal to 12.6, which was significant (P <0.01). The results of this study showed that the school welfare educational program increased academic satisfaction.

The aim of this study was to model marital conflicts based on attachment styles with the mediating role of early maladaptive schema domains in women on the verge of divorce.

The research method was descriptive and the type of study was correlational. The statistical population of women with marital conflicts was on the verge of divorce in Tehran, who had referred to family counseling centers in the third district of Tehran from May to November 2016. The sampling method was multi-stage and the sample size was determined based on G Power 440 statistical software.

The structural model of predicting marital conflicts based on attachment styles with the mediating role of areas of early maladaptive schemas in women on the verge of divorce has a good fit. Among the attachment styles, only the avoidant attachment style affects marital conflict through the domain of exclusion and orientation of early maladaptive schemas, and the ambivalent attachment style affects marital conflict through the domain of deafness. Also between insecure attachment styles. Avoidance / ambivalence and early maladaptive schemas in the field of cut and rejection, self-management and dysfunction, impaired constraints, other orientation, excessive ringing and inhibition, but there is a negative relationship between secure attachment style and early maladaptive schemas. There is a reverse.

Knowing the schemas helps to create solutions to change people's cognition and thoughts and leads to marital satisfaction by improving relationships.