گلین مهدی نژاد گرجی

Aggression in male adolescent is a common phenomenon and addiction to electronic games can increase their aggression. Therefore, the present study was conducted with the aim of determine the effectiveness of short-term cognitive behavioral therapy on aggression in male adolescent with PUBG game addiction.

This research in terms of purpose was applied and in terms of implementation method was semi-experimental with a pretest-posttest design with a control group. The research population was male adolescent referred to the computer game clubs of Sari city in 2021 year, who among them number of 30 people after checking the inclusion criteria were selected as a sample with the purposive sampling method and by simple random method with the help of lottery were assigned into two equal groups (each group 15 people). The experimental group received eight sessions of 90 minute for two months (one session per week) the short-term cognitive behavioral therapy based on Stark and Kendall's model (1996), and during this period the control group did not receive any training. The research tools were included the D'Souza et al's PUBG addiction test (2019) and the Buss and Perry's aggression questionnaire (1992), which their psychometric indicators were appropriate and desirable. Data were analyzed by univariate analysis of covariance method in SPSS version 26 software.

The findings of the present research showed that there was a significant difference between the experimental and control groups in terms of aggression in male adolescent with PUBG game addiction. In the other words, short-term cognitive behavioral therapy reduced aggression in male adolescent with PUBG game addiction (P<0.001).

According to the results of the present research, i.e., the effectiveness of short-term cognitive behavioral therapy on reducing aggression in male adolescent with PUBG game addiction, to reduce emotional problems of adolescents such as aggression can be used short-term cognitive behavioral therapy along with other treatment methods.

This study aimed at ‎Predicting Mental Health Based on Psychological Hardiness, Emotional Intelligence and Cognitive Triad in Mothers with Slow-Learning Children. The research method was descriptive and correlational. The statistical population consisted of mothers with Slow-Learning children who were selected through non-probability and convenience sampling method during 2017-2018, in Tehran. In this study Ahvaz hardiness inventory (1998), Petrides and Furnhams emotional intelligence scale (2001), Beckham’s cognitive triad inventory (1986) and Goldberg general health questionnaire (1979) were used. The data were analyzed by multiple regression Inter method. The findings revealed that psychological hardiness of mothers with slow-learning children has a significant effect on predicting their mental health of them (p < 0.05). The results also showed that from among the components of emotional intelligence, optimism and control of emotions predicted mental health significantly (p < 0.05). On the other hand, it was found that among cognitive Triad components, view to self and view to future predicted mental health significantly (p < 0.05). As a result, it can be argued that having a cognitive personality and high emotional intelligence as well as positive perspective to self and future in mothers with slow-learning children can lead to their mental health.

Aging is a biological process that all living beings, including humans, experience it. Therefore, it is crucial to notice and prevent some disorders such as anxiety in the field of aging. One of the undeniable facts about aging is recognizing the reality of death and anxiety that weakens compatibility in elderly. The present study aimed to investigate the relationship between psychological hardiness and practical commitment to prayer with death anxiety in the elderly. It was a descriptive-correlation survey. The statistical population included all the elderly man over 60, living in the 1th district of Tehran. 250 elderly men over 60 were selected using convenience sampling in local parks of the 1th district of Tehran. Psychological hardiness questionnaire by Kiamarsi et al., Templer Death Anxiety Scale and scale of attitude and practical commitment to prayer Enisi et al. were completed. Data were analyzed in SPSS-22 using Pearson's correlation coefficients and multiple linear regression with Enter Method. The results suggested a negative and significant correlation between psychological hardiness and practical commitment of Prayer in the Elderly (P<0.01). Also, Death Anxiety Regression Model showed that psychological hardiness (P<0.05), practical commitment to prayer (P<0.01), the effectiveness of prayer in individual and social life (P<0.01), attentions and acts of precepts (P<0.01), serious commitment to prayer (P<0.01) and care and presence of the heart in prayers (P<0.01) could negatively predict death anxiety. According to the result, it was suggested that counselors and psychologists working with elderly may reduce the anxiety of death among them through raising awareness and applying measures to increase hardiness and practice religious beliefs.

The aim of this study was to determine the effect of Mandala art therapy on reducing anxiety in women with substance abuse.

The research design was quasi-experimental with pre-test and post-test with control group. The study population consisted of women with substance abuse in Sari city. The sample consisted of 30 patients who were selected by non-random sampling method from addicts referring to the Women's Addiction Treatment Center and randomly divided into experimental (n = 15) and control (n = 15) groups. Zank’s Anxiety Scale was used for the research instrument. The Mandala art therapy was given to the experimental group for 8 sessions of 60 minutes and the control group did not receive any intervention.

The results of covariance analysis showed that the mean scores of anxiety in the experimental group were significantly lower than the control group.

According to the results of this study, Mandala art therapy can be used as an effective non-pharmacological approach to reduce anxiety in women with substance abuse.

This study examined the effectiveness of emotion regulation skills training on psychological well-being of female nursing students with symptoms of depression, anxiety and stress.
This is a quasi-experimental study with pretest-posttest control group design. The sample were selected randomly and performed depression, anxiety and stress (DASS-21) on all of them. The students with high scores on depression, anxiety and stress, were randomly divided into two Experimental (12 students) and Control groups (12 students. Emotion regulation training was applied in 8 sessions of 60 minutes for the experimental group Emotion. Data collecting instrument was Psychological well-being questionnaire (SPWB) and depression, anxiety and stress (DASS-21).
The results showed that emotion regulation skills training have been significantly effective on experimental group compared with the control group and increased psychological well-being of nursing students with symptoms of depression, anxiety and stress (p Because of emotion regulation skills have been more effective to enhance the psychological well-being of nursing students with symptoms of depression, anxiety and stress, this intervention can be used to enhance student's mental health.

The present study was aimed to investigate predicting academic performance in English language, based on the components of Foreign Language Classroom Anxiety Scale among Babol’s female senior high school stu-dents. The research was done using descriptive (correlational) method. 285 female students were selected through random cluster sampling as the research sample. The Foreign Language Classroom Anxiety Scale (FLCAS), and stu-dents’ first semester scores in English as the measure for academic achievement were used. The results of the study revealed there were negative significant relationships between the components of English Language Classroom Anxiety Scale and academic achievement in En-glish language. The results of regression analysis how that fear of negative evaluation; negative attitudes toward the English class, and Comm-unication apprehension can predict 60% of the academic achievement in English language.

The aim of the present study was to examine the effectiveness of remedial treatment on the basis of Davis’s method on improving dyslexia. The research method was experimental including a pretest, a posttest and a control group. The research population included all guidance school male students in 2015-2016 academic years. Through clustering random sampling, 300 male students were selected. Finally, 24 students determined as dyslexic by entrance criterion were selected and randomly divided into an experimental and a control group. The experimental group participated 19 training sessions provided by Davis’s method. The result of covariance analysis showed that remedial treatment of Davis’s method was effective on improving dyslexia. Based on the results of the study, it can be claimed that remedial treatment of Davis’s method is effective for treatment of dyslexia.

Aims: One of the influence factors of Dyslexia’s students are self- regulation and Academic achievement.The aim of this study was to determine the effectiveness of academic self –regulation strategies in dyslexic students Academic achievement in third primary school.
An experimental method using pre – test and post –test with control group was employed. The statistical population consisted of third grade primary school students in Neka. 30 students with reading disorder (Dyslexia) were identified through relevant tests. Using multiple stage cluster sampling they were randomly divided into groups. (One experimental group and one control group). After performing pretests in both groups the experimental group received Self –regulation strategies instruction for 6 sessions of 45 minutes but the control group didnt receive any instruction. The Academic achievement post –test was administered in both groups and after two months of instruction Academic achievement post – test was administered. Data was analyzed using repeated measurement analysis.
Findings: Data analysis indicated that after instruction the anxiety of experimental group comparing with control group decreased significantly.
In one hand instruction self-regulation strategies was effective on improvement of primary dyslexic student's Academic achievement and on the other hand, using these strategies caused learning permanency in this group(after 2 months).

The present study was aimed to investigate the relationship between motivational orientations (Intrinsic motivation,Extrinsic motivation & Amotivation) and students’ academic achievement in English language.The research is done in descriptive (correlation) method. The statistical universe consisted of all Babol’s female high schools, first,second and third grades,(with age range,15-17years) who were 4363 persons.354 female students were selected through Stratified random sampling as the research statistical sample. The questionnaires including Language Learning Orientations Scale-Intrinsic Motivation, Extrinsic Motivation, and Amotivation subscales (LLOS_IEA) was utilized to collect the data. To analyz the data descriptive and inferential statistical methods (the Pearson Correlation, Multiple Regression Analysis, one-way ANOVA test and Scheffe post hoc test) were used. The results of the study revealed that there is a positive significant relationship between intrinsic motivation, its components and student's academic achievement in the English language. There is a very weak positive relationship between extrinsic motivation, its components and student's academic achievement in English language. There is a negative significant relationship between amotivation and student's academic achievement in English language. Intrinsic motivation has the highest share to predict the student's academic achievement in English language. There is significant relationship between motivational orientations and educational grades. In this study, we suggested some educational and pedagogical strategies to English language teachers to increase students’ motivation and help them to internalize their motivation.