کاظم برزگر بفرویی

The present study was conducted with the aim of analyzing the determinants of decisional procrastination among students and evaluating a structural equation model, in which self-regulation in concentration mediates the relationship between metacognitive beliefs about procrastination and decisional procrastination. Based on Cochran's formula, 391 students from three courses of undergraduate, master, and doctoral studies who were studying at Yazd University in the academic year of 2021-2022 were selected by cluster random method and completed the metacognitive beliefs about procrastination questionnaire (Fernie et al, 2009), the procrastination scale of the Melbourne decision-making questionnaire (Mann et al, 1997) and the self-regulation in concentration scale of the learning and study strategies questionnaire (Weinstein & Palmer, 2002). Data analysis was done using structural equation modeling and the hypothesized model was largely confirmed. The results of structural equation modeling showed that: positive and negative metacognitive beliefs about procrastination have a negative effect on self-regulation in concentration. Also, self-regulation in concentration plays a mediating role in the relationship between positive and negative metacognitive beliefs about procrastination and decisional procrastination. These findings provided a basis for examining decisional procrastination as an obstacle to academic success and emphasized the vital role of self-regulated learning strategies in predicting the tendency to delay in decision-making situations.

The increase in the Older adults  population and the emergence of new needs for health services to promote active young aging reveal the need to pay attention and recognize the factors affecting their health and well-being as an important part of the society and determine priorities in this field. Therefore, the present study was conducted with the aim of determining the effectiveness of the educational program developed locally for the needs of young Older adults   people in improving the quality of life and reducing depression of young Older adults   people in Yazd city.

The research method was a semi-experimental type of pre-test and post-test with a control group. The statistical population was all people with the age range of 60 to 75 years in Yazd city. The sample size of 36 people was selected and randomly divided into control and experimental groups (18 people in each group) according to the criteria for entering the research. The experimental group received the training package in 8 sessions of 90 minutes, and the control group did not receive training. The research tool was the quality of life questionnaire for the Older adults   by Lipad (1998) and depression in the Older adults by Yeswageh (1996). Multivariate and univariate analysis of covariance tests were used to analyze the data.

The results showed that the native educational package of the needs of young Older adults had a significant effect on reducing depression and improving the quality of life (and then life satisfaction) in the post-test stage (P<0.05). But it has not had a significant effect on the improvement of quality of life dimensions (physical, self-care, depression and anxiety, cognitive, social and sexual issues).

Considering the importance of the local educational program for the needs of the Older adults, it can be useful to hold training courses for the young Older adults in order to improve the quality of life and reduce depression.

Today, procrastination as a type of performance failure is the main focus of psychological/educational research. In the current study, assuming a cognitive perspective, the relationship between metacognitive beliefs about procrastination and decisional procrastination was investigated, considering the mediating role of self-regulation in anxiety.

The statistical population of the present research consisted of all students studying at Yazd University in the academic year 2021-2022. 391 students, who were selected based on Cochran's formula and by cluster random sampling from three bachelor, master, and doctoral courses, completed questionnaires that measured the level of metacognitive beliefs about procrastination, self-regulation in anxiety, and decisional procrastination. To analyze the descriptive data and the correlation matrix of the research variables, SPSS software version 26 was used and, to test the hypothesis and the final research model, AMOS software version 20 was used.

The findings indicated that metacognitive beliefs (positive, β= 0.05 and p= 0.437; negative, β= 0.004 and p= 0.981) do not have a significant direct effect on decisional procrastination; but metacognitive beliefs (positive, β= -0.43 and p= 0.0001; negative β= -0.47 and p= 0.001) have a significant direct effect on self-regulation in anxiety and also, self-regulation in anxiety (β= -0.56 and p= 0.001) on decisional procrastination. Also, self-regulation in anxiety mediated the relationship between metacognitive beliefs and decisional procrastination.

In general, the current research findings are consistent with the decisional conflict theory model and provide a theoretical basis for investigating procrastination as an obstacle to learners' academic success.

The present study was conducted with the aim of investigating the relationship between Employment hope and academic buoyancy with the mediation of academic engagement.

The descriptive research method was of the correlation type based on structural equation modeling. The statistical population of all students of Yazd University in the academic year 2021-2022 was equal to 14470 people, of which 216 people were considered as a statistical sample. The non-random sampling method was available. Research tools include: Qureshirad's Employment hope Questionnaire (2007); Fredricks, Blumenfeld, Paris Academic engagement questionnaire (2004); and Academic Buoyancy questionnaire of Dehghanizadeh and Hossein Chari (2012) were obtained, and the reliability of each of the questionnaires was obtained through Cronbach's alpha coefficient, 0.94, 0.87 and 0.89, respectively. Data were analyzed using SPSS23 and AMOS24 software.

The results showed that hope for employment has a direct and significant effect on academic engagement (β=0.42; P<0.01) and an indirect and significant effect on behavioral engagement (β=0.39; P<0.01), cognitive (β=0.35; P>0.01) and emotional (β=0.32; P>0.01). Employment hope has a direct and significant effect on academic vitality (β=0.29; P<0.01). However, there is no significant relationship between academic conflict and academic vitality, and academic conflict cannot mediate between hope for employment and academic vitality.

Therefore, the hope of getting a job related to the field of study and students' interest is important in their efforts to increase their engagement and academic Buoyancy. It is possible to provide consulting services, hold educational workshops related to the field of study, psychological capital training, introduce successful educated people who are prominent in the field of entrepreneurship and employment, create a safe environment, combined with a sense of hope, trust and confidence, the platforms for increasing engagement and buoyancy. provided students with education.

The purpose of this study was to investigate the role of time perspective and self-compassion in the happiness of exceptional teachers.

This research is a descriptive-correlation type. The statistical population of the research is made up of all the teachers of the exceptional schools of Mashhad in the academic year of 2020-2021, numbering 240 people. The statistical sample of this research included 240 exceptional teachers of Mashhad city using the full number sampling method. To collect information, the Oxford happiness questionnaires of Michael Argyle (1989), self-compassion - long form of Neff et al. (2003) and Zimbardo and Boyd's time perspective inventory (1999) were used. Research data were analyzed using Pearson correlation coefficient, regression, independent t-test and analysis of variance in SPSS 26 software.

The findings showed that there is a positive and significant relationship between all dimensions of self-compassion and happiness (r=0.47 and P<0.01). Also, between happiness and positive past time perspective (r=0.23 and P<0.01), hedonistic present (r=0.35 and P<0.01) and future (r=0.42 and P<0.01) There is a positive and significant relationship between happiness and negative past perspective (r=-0.16 and P<0.05) and the present destiny (r=-0.22 and P<0.01). And there is meaningful. The dimension of self-kindness against self-judgment (ꞵ=0.001, p≤3.65, t=0.28) and the dimension of compassion against extreme assimilation (p≤2.83, t=21/0.01) ꞵ=0) significantly predict happiness in exceptional school teachers.

The perspective of time and self-compassion is effective in the happiness of exceptional teachers, and the authorities of exceptional education can increase the happiness of teachers by holding self-compassion training courses.

Adolescence is the third developmental stage, beginning after the completion of childhood. This stage, influenced by developmental changes, exposes individuals to a higher risk of developmental dysfunctions and psychosocial harm compared to other life stages. The present study aimed to design and internally validate an educational-therapeutic model for addressing co-dependency based on the perceived lived experiences of co-dependent adolescents in the Khattam region.

Methods and Materials:

 A sequential exploratory mixed-methods approach was employed. The qualitative part utilized inductive content analysis, while the quantitative part gathered opinions from professors and experts through a survey. In the qualitative section, the statistical sample for semi-structured interviews included 15 co-dependent adolescents from the Khattam region. In the quantitative section, 12 professors and specialists were selected as the sample. Based on the content analysis, 5 main themes and 12 sub-themes were extracted.

The qualitative findings indicated that the themes and sub-themes were divided into two dimensions, individual and social. The individual dimension included reactivity with sub-components (denial, obsession, and anger), the need for control with sub-components (suppression of emotions and difficulty in establishing relationships), and alienation. The social dimension included interpersonal dependency with sub-components (controlling, distrust, abnormal relationships, weak boundaries), and external focus with sub-components (caring for others and being influenced by external factors).

It can be concluded that educational system stakeholders should consider the proposed model of this research for designing and implementing effective education aimed at enhancing the self-efficacy of adolescents.

The aim of this study was to determine the barriers and challenges of implementing student learning assessment methods in corona conditions from the perspective of Farhangian University professors and students in the academic year of 2020-2021 at the same time with the outbreak of Covid 19 disease and virtualization of education. The method of the present study was applied in terms of purpose. It was a descriptive research of causal-comparative type in terms of nature. The statistical population in this study included all professors and student-teachers of Farhangian University of Yazd in the number of 2400 people. Using available sampling method and based on Morgan's table, 106 professors and 332 student teachers completed the questionnaire. The instrument used in this study was a researcher-made questionnaire that was used after confirming its validity and reliability. To analyze the data, firstly, by using tables and graphs, a summary of the attitude of the respondents according to the different groups studied regarding the obstacles and challenges of learning measurement methods in the Corona situation was described and then, the research data using the Mann-Whitney U Test was analyzed. The results showed that there was no significant difference between the views of professors and student-teachers about the barriers and challenges of learning assessment methods in coronary conditions, but according to the average of respondents to each of the items, there are many challenges in virtual assessment that should be taken into consideration according to the results of this research.

Schemas arise due to the failure to fulfill the primary emotional needs of childhood. A person who has mental health can adaptively satisfy these basic emotional needs. The present study was conducted to test the modeling of primary maladaptive schemas in the positive thinking of Yazd nursing students with the mediation of cognitive emotion regulation.

This was a descriptive and correlational study. The statistical population included all Yazd Paramedical University nursing students in 2021-2022. Among the 800 students, 183 females and 77 males were selected using the Random sampling. The research tools included Garnevsky's Emotional Cognitive Questionnaire (2001), SF-SQ Early Inconsistent Schemas Questionnaire, Yang and Braun (2005), and Ingram and Wysinski's Positive Thinking Questionnaire (1998). Descriptive and inferential statistics methods (Pearson correlation, Path analysis, and Structural Equation Model) were used to analyze the data using SPSS ver. 25.0 and AMOS 24 software. P = 0.01 was considered significant.

The findings showed that cognitive emotion regulation can significantly mediate between the primary maladaptive schemas and students' positive thinking. The results of structural equation modeling showed that none of the primary maladaptive schemas could directly and significantly predict positive thinking. Positive cognitive discipline directly, positively, and significantly (0.69) predicts positive thinking in nursing students. Negative cognitive discipline directly, negatively, and significantly (-0.17) predicts positive thinking in nursing students.

The results showed that it is possible to increase positive thinking in nursing students by using schema therapy techniques and modifying maladaptive schemas. Considering the mediating role of cognitive emotions, it is suggested that universities of medical sciences help students increase their positive thinking by holding educational workshops on cognitive regulation of emotions.

The present study was conducted with the aim of determining the effectiveness of self-compassion training on academic emotions in sixth grade male elementary school students of Zarch City.

The research method was quasi-experimental with a pre-test and post-test design and a control group. The study population consisted of all the male students of the sixth grade of elementary school in Zarch city during the academic year 2021-2022. The sample was 30 people according to the experimental research, who were selected randomly and 15 of them were randomly assigned to the experimental group and 15 of them to the control group. Pekrun et al.'s (2002) academic emotions questionnaire was used to measure the research variables. The experimental group received self-compassion training in eight 60-minute sessions, but the control group did not receive any intervention. The data were analyzed with SPSS 22.

The results of multivariate covariance analysis (MANCOVA) showed that there was a significant difference between the experimental and control groups in positive and negative academic emotions of post-test.

Self-compassion training is effective in improving academic emotions of elementary school students, and school counselors, psychologists, and other professionals in the field of working with students and education can use self-compassion training as a useful intervention to help students.

The present study was conducted with the aim of investigating the role of positive adolescent development and self-compassion in the aggression tendency of female students of high schools in Yazd City.

The research design in this study was descriptive and correlational. The participants in this research were 362 female students in the second grade of high school in Yazd City in the academic year of 2020-2021, who were selected based on random cluster sampling In order to collect data, Goldhoff et al.'s Positive Development Questionnaire (2014), Self-Compassion Questionnaire (2003) and Bass and Perry's Aggression Questionnaire (1992) were used. Data analysis and correlation method based on the approach Structural equation modeling was done using AMOS software, version 21.

The results showed that the positive transformation of adolescence has a direct, positive and significant effect on self-compassion (β = 0.66 and P < 0.01) and a direct, negative and significant effect on aggression (β = -0.33 and P < 0.01) and self-compassion have a direct, negative and significant effect on aggression (β = -0.29 and P < 0.01) in the female students of the second grade of high school in Yazd City.

self-compassion plays a mediating role in the relationship between the positive development of adolescence and aggression of female students in the second grade of high school in Yazd City and by increasing the positive development of adolescence and self-compassion in adolescents, their tendency to aggression can be reduced.

The present study was conducted with the aim of investigating the effectiveness of Scamper idea generation training (a method to increase creativity) on the achievement motivation of male students in the fourth grade of elementary school in Yazd city. The research method is quasi-experimental and the research design was pretest-posttest with a control group. The statistical population of this research included all 6173 male students of the fourth grade of primary school in Yazd who were studying in the academic year 2017 to 2018. This sample consisted of 58 fourth grade male students in Yazd who were selected using the available sampling method and were randomly divided into two experimental and control groups with equal numbers. Before carrying out the experimental design, both groups performed the Torrance Tests of Creative Thinking Form A (TTCT) and the Hermance Achievement Motivation Test (AMT) and the results showed that before the intervention, the creativity and progress motivation of the students in both experimental and control groups There is no significant difference. Both groups responded to the pre-tests, and then the experimental group was trained in Scamper's idea generation method during 10 sessions. Finally, both groups answered the tests again (post-test). First, both groups answered the pre-tests and then only the experimental group was trained in the Scamper technique in 10 sessions. Finally, both groups answered the tests again (post-test). Data were collected using Hermance Achievement Motivation Test (1977) and analyzed using analysis of covariance. The findings showed that there is a significant difference in the post-test of the two experimental and control groups in the average progress motivation and its components (confidence, perseverance, foresight and hard-working). The results of the present study showed that Scamper method teaching is effective on students' progress motivation and its components.

The aim of this study was to investigate the role of emotional intelligence and self-compassion on academic burnout mediated by academic help seeking. The present study was a descriptive and correlational study. The statistical population of this study was all undergraduate students studying in Yazd University in the academic year of 2018-2019, numbering 9022 people. Meanwhile, 368 students were selected to participate in this research by available sampling method, and in order to collect data, they used Berso's academic burnout scales (2007), self-compassion questionnaire-long form (2003), Ryan and Pintrich's help-seeking questionnaire (2012). Pearson's correlation coefficient and path analysis were also used to analyze the data. Findings showed that emotional intelligence, self-compassion and academic help-seeking have a negative and significant relationship with academic burnout at the 0.01 level. The results of path analysis also indicated that self-compassion and emotional intelligence are able to indirectly and negatively affect academic burnout through mediation of academic help-seeking. Academic help-seeking and self-compassion can also directly and negatively predict academic burnout. But emotional intelligence does not directly predict academic burnout. Overall, according to the obtained results, it can be concluded that by using self-compassion strategies, cooperative teaching methods to increase academic help-seeking capacities and self-regulation skills related to emotional intelligence, the adverse effects of academic burnout can be overcome at first, and then as Preventive strategies to prevent the occurrence of academic burnout.

The purpose of this study was to investigate whether teaching story mapping strategies and comprehension can improve the reading skills of students with reading difficulties. This study used a single subject experimental design with baseline, and the statistical population consisted of third-grade students with reading difficulties in Yazd during the 2020-2021 academic year. Due to the limitations imposed by the corona pandemic, only four male students were selected using convenience sampling, but one participant dropped out, leaving three participants who attended 12 sessions. The WISC-IV and NAMA tests were used to screen and establish baseline measures for the participants. Data were analyzed using percentage of recovery and index of stable change calculations. The research findings showed that six reading skills improved in the first and third participants, and eight skills improved in the second participant. All three participants showed significant growth in rhyming subtests, word comprehension, vowel removal, letter marks, and category marks. The first and second participants improved in reading non-words, while the second and third participants improved in comprehending text. These improvements were attributed to the teaching of story mapping strategies and comprehension. Overall, the results suggest that teaching story mapping strategies and comprehension can improve most reading skills in students with reading difficulties.

This study aimed to analyze the textbooks of Heavenly Messages and Religion and Life in the secondary high school based on the components the Michel Burba’s theory of moral intelligence.

The study was descriptive and content analysis type using ‘Shannon’s entropy’ method. The statistical population included 9 textbooks of heavenly messages and religion and life of secondary high school, published in 2023, which were analyzed using the census sampling method. In addition, the text of the lessons, pictures, sentences, poems, stories and verses were analyzed. The unit of analysis of written texts was sentences, and thematic analysis was used to examine the images. The tool of study was the verification form of the seven components of Burba’s theory of moral intelligence. The validity of the study was obtained based on the university professors’ and experts’ views, and its reliability was obtained through the Scott’s reliability coefficient, pi, equaled with 0.73. Data analysis was carried out using Excel software, and frequency distribution table, percentage, and importance coefficient were utilized.

In the reviewed textbooks, the component of self-discipline (WJ=0.216) had the highest importance coefficient, and followed by the components: fairness (WJ=0.188), patience (WJ=0.176), and empathy (WJ=0.164), respect (WJ=0.122), conscience (WJ=0.106), and Kindness (WJ=025), respectively. The highest importance coefficient for the components was (WJ=0.170) in the textbooks the Heavenly Messages of grade 7 and Religion and Life in grade 10, and followed by, the Religion and Life in grade 12, (WJ=167), the Heavenly Messages in grade 9, (WJ=0.165), the Religion and Life in grade 11, (WJ=0.164), had importance coefficient, and the lowest importance coefficient, (WJ=0.162), was the in the textbook the Heavenly Messages in grade 8.

In general, the components of moral intelligence do not have a balanced distribution when they are compared to each other, and the textbooks reviewed in different grades in secondary high school have also addressed these components in an imbalanced way.

The present research investigates the role of negative perfectionism and experiential avoidance in academic stress with the mediating role of fear of negative evaluation in Yazd University students. The type of research is descriptive correlation. The statistical population of research are all 14470 students of Yazd University who were studying in the academic year 2021-2022, of which 384 were selected by the available method and using Morgan table. Theresearch instruments included the standard questionnaires of perfectionism of Hill (2004), the acceptance and practice questionnaire of Bond et al. (2011), Fear of Negative Assessment of Watson & Friend (1969), and Godzella SLSI Student Stress Scale (1991). The validity of the questionnaire is confirmed by using the divergent validity method with PLS software and the reliability of the questionnaire is confirmed by using Cronbach's alpha test. Data analysis is performed using SPSS26 and SmartPLS2 software’s. The results showed that the two variables of negative perfectionism and experiential avoidance have significant effect on predicting academic stress. The two variables of negative perfectionism and empirical avoidance have significant effect on predicting academic stress with the mediating role of fear of negative evaluation.

Today, academic engagement has attracted the increasing attention of researchers and educators due to its comprehensive description of motivation and learning. The present study aimed to investigate the role of time perspective in academic engagement with the mediation of students' self-efficacy.

The study population consisted of all undergraduate students of Yazd University (10436 students) in the academic year 2019-2020. Participants were 381 Undergraduate students (170 women and 211 men) selected based on random cluster sampling. This study used Time Perspective Inventory, General Self-Efficacy, and Academic Engagement scale. Data analysis was done using AMOS software and in the form of structural equation modeling.

The results revealed that future dimensions (β=0.15, P<0.05) and deterministic present (β=-0.27, P<0.01) indirectly and adversely affect academic engagement. In addition, the dimensions of the future (β=0.16, P<0.01) and the hedonistic present (β=0.09, P<0.05) positively and indirectly affect through the mediation of self-efficacy, and the deterministic present has an indirect and negative effect on academic engagement (β=-0.20, P<0.01). In other words, self-efficacy had a mediating role in the relationship between time perspective and academic engagement.

Therefore, it can be concluded that the hedonistic present perspective is harmful when associated with other variables, such as low self-efficacy. However, it is not harmful when accompanied by a high level of self-efficacy, and due to self-efficacy, it increases academic involvement. Furthermore, the results of this research can be used to increase students' academic engagement.

The aim of this study was to investigating the mediating role of character strengths and virtues in the relationship between gender and positive and negative excitements of elementary teachers in the classroom. The present study was a fundamental research that falls into the category of descriptive research and more precisely correlation of structural equations. The statistical population of this study included all primary school teachers in the academic year 2020-21 in Ashkzar city, numbering 207 people; all the people were selected using the total number method. The Peterson and Seligman (2004) Character Strengths and Virtues Questionnaire and the Villainscience (2010) Teaching Excitements Questionnaire were used to collect research data. Data were analyzed using SPSS and Amos software at both descriptive and inferential levels. The results of structural equation modeling showed that gender positively and significantly (β = 0.55) predicts character strengths and virtues. The findings also showed that character strengths and virtues positively and significantly (β = 0.31) predict positive teaching excitements and negatively and significantly predict negative teaching excitements (β = -0.43). Examination of model fit indices also showed that the final research model has a good fit. Therefore, it can be concluded that by strengthening the character strengths and virtues of elementary teachers, the experience of positive excitements in teaching can be increased to some extent and the experience of negative excitements can be reduced.

The aim of this study was to investigate the effectiveness of dialectical behavior therapy training package based on experience of perfectionist adolescents on adolescent self-efficacy in Falavarjan (Isfahan).

The research method was quasi-experimental with pre-test-post-test and a control group. The statistical population of the study included all adolescent boys in the first secondary school of Falavarjan (Isfahan) in 2020. Thus, 40 adolescent boys were selected using cluster sampling method according to the inclusion and exclusion criteria and were randomly assigned to the experimental and control groups (20 individuals in each group). Participants responded to research tools including a self-efficacy questionnaire (Morris, 2002) before and after the intervention. The participants in the experimental group underwent the dialectical behavior therapy training based on the experience of perfectionist adolescents for 90-minute 8 sessions, while the control group did not receive any intervention. Data were analyzed at two levels: descriptive (mean and standard deviation), and inferential (one-way analysis of covariance) using SPSS22 software.

The results of data analysis indicated that the experimental group had a significant increase in self-efficacy and academic, social and emotional components in the post-test stage compared to the control group (p<0.05).

According to the research findings, the dialectical behavior therapy training package based on the experience of perfectionist adolescents can be used in order to improve self-efficacy and its components in adolescent boys. The results of this research can be used by counselors and psychologists.

This research investigates the relationship between attribution styles and psychological capital through the flow with academic engagement. The type of research was descriptive and correlational. The statistical population of the research is male and female students of Yazd University in the academic year 1398-1399 (14470), in which 384 students were selected by convenience sampling. The research instruments included standard questionnaires of attributional styles by Patterson and Seligman (1984), flow by Jackson and Auckland (2002), psychological capital by Luthans, Avolio, Avey, & Norman (2007) academic engagement by Fredericks, Blumenfeld & Paris (2004). Data analysis was performed using SmartPLS2 and software. The results of structural equation modeling showed that psychological capital plays a role in predicting academic engagement. Positive attribution style plays a role in predicting academic engagement. Negative attribution style plays a role in predicting academic engagement. Psychological capital plays a role in predicting academic engagement by mediating the flow. Positive attribution style plays a role in predicting academic engagement by mediating the flow (p<0/05). Negative attritional style plays a role in predicting academic engagement through the mediating role of the flow (p<0/05).Finally, considering the role of document styles and psychological capital in predicting academic enthusiasm, it seems necessary to establish educational workshops to improve psychological capital and improve students' document styles.

The aim of this study was to investigate the role of attributional styles in attitudes toward online learning mediated by coronary anxiety in Yazd University students.

The present study was descriptive-correlational. The sample consisted of 280 people from all students of all academic years of the academic year 1399-1499 and the method of voluntary sampling. To collect data from the attributional style questionnaires of Seligman et al. 2017) and Corona Anxiety et al. (1398) were used. Data analysis was performed by correlation and structural equation modeling with 24 AMOS software..

Positive attribution directly, positively and significantly predict the attitude to online learning (β = 0.26). Negative attribution predict inverse, negative and significant attitudes toward online learning (β = -0.55) as well as directly and positively and significantly predict coronary anxiety (β = 0.79). Finally, the results showed that coronary anxiety could not be a mediator.

In general, the results showed that people with positive attribution style had a more positive attitude towards online learning and people with negative attribution style had a more negative attitude and also people with negative attribution style experienced more coronary anxiety.

The prevalence of coronavirus, the restrictions imposed, the closure of educational institutions, the unknown and cognitive ambiguities of this virus, and the resulting mortality rate caused high anxiety in individuals. This study aimed to provide a model for the relationship between mindfulness and corona anxiety mediated by self-compassion and to determine the model's fit based on experimental data. The method of the present study was descriptive-correlational. Three hundred and eighty undergraduate students of Yazd University (193 girls and 187 boys) were selected via available sampling method. The participants answered to the online questionnaires. They included Mindfulness, Self-Compassion, and Corona Anxiety. The data were analyzed using structural equation modeling. The results showed the hypothetical model fitted the experimental data. Mindfulness had a significant direct effect on corona anxiety. Also, the direct effect of self-compassion on corona anxiety was significant. In addition, mindfulness indirectly affected corona anxiety through the mediating variable of self-compassion

The aim of this study was to determine the mediating role of psychological resilience in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd in the academic year 2020-2021. The present study is a correlational study in which the relationships between research variables were analyzed in the form of examining the paths of a causal model. The study population was all teachers of exceptional schools in Yazd. The available sampling method was used to select 200 teachers from the population. The research instruments are Connor and Davidson Resilience Questionnaire (CD-RISC), Langer Mindfulness Questionnaire for teachers, and Creative Self-Efficacy Questionnaire (CSEQ). The results showed that the psychological resilience hypothesis has a mediating role in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd city. Mindfulness also, directly and indirectly, predicts creative self-efficacy in exceptional school teachers through its mediating role. Mindfulness also directly predicts resilience in exceptional school teachers, and resilience directly predicts creative self-efficacy in exceptional school teachers. It can be concluded that psychological resilience has a mediating role in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd.

Researchs show that learning disabilities cause many problems for students in various fields, especially emotions. The aim of the current study was to determine the effectiveness of self-compassion training on emotion regulation of female students with specific learning disorder. This research is a quasi- experimental study with a pre and post-test with a control group design. Statistical population of this study included all of elementary sixth grade female students with special learning disabilities who studied in Yazd city in the year 2017-2018. The study sample included 30 students with special learning disabilities (15 experimental group and 15 control group) who were selected by cluster sampling and randomly divided into the experimental and control groups. The data was collected using emotion regulation questionnaire. The self-compassion training was held for the experimental group in ten 60-minute sessions. The results of covariance (ANCOVA) indicated that self-compassion training significantly increased emotion regulation and reappraisal (positive dimension of emotion regulation) (P< 0/001), but no effect was found on suppression (negative dimension of emotion regulation). These findings suggest that the self-compassion training is an effective method for the use of specialists in educational and therapeutic centers to improve the mental health of students with special learning disabilities.

The purpose of this study was to investigate the relationship between socio-economic status and parents' religious attitudes toward child exposure to domestic violence in Kabul in the academic year 98-97.The statistical population of the study consisted of 275736 elementary school students in Kabul city. Based on Morgan-Krejcie table, 384 students and parents out of 13 schools were selected by cluster sampling method and Power Socioeconomic Status Scale, Khodayari Fard and Associates Religious Attitude Scale. And the child exposure scale to domestic violence were used by Adelson et al. Data were analyzed using descriptive statistics and Pearson correlation coefficient and multiple regression. These results indicated that there is a significant relationship between socioeconomic status and parents' religious attitudes with domestic violence and socioeconomic status variable has a positive role in predicting domestic violence against children. Also,parents' religious attitude variable has a negative role in predicting domestic violence against children. This means that by improving the socio-economic status of the family, violence against children increases and by increasing the religious attitude of parents, the rate of domestic violence against children decreases. Suggestions include identifying these children through education and the use of social workers, educating parents and teachers about the effects of violence on children, and teaching life skills and self-care to children at risk.