مقالات رزومه دکتر اسماعیل سعدی پور

According to the World Health Organization, 20% of children and adolescents worldwide currently have mental health problems, but effective treatment coverage in this area is very low. Therefore, the application of evidence-based interventions for children with separation anxiety disorder is a fundamental necessity.

This study aimed to compare the effectiveness of play attachment therapy and play therapy based on the parent-child relationship on the psychological well-being of children with separation anxiety disorder.

The method of the present study is quasi-experimental and a pre-test, post-test-follow-up design of 2 months was used to collect data. The statistical population of this study included all mothers and children aged five to six years old with separation anxiety who were enrolled in preschool centers or kindergartens in District 4 of Tehran in the academic year 2022-2023. An experimental group and a control group were assigned. The experimental groups received attachment-focused play therapy for 8 sessions of 90 minutes and play therapy based on parent-child relationships for 10 sessions of 120 minutes. To collect data, a psychological well-being questionnaire (Abed et al., 2016) was used. Data were analyzed using SPSS.24 software using repeated measure analysis of variance.

The results of repeated measure analysis of variance showed that each Attachment-based play therapy and parent-child relationship play therapy significantly improved the psychological well-being of children with separation anxiety disorder (P< 0.05). The results of Bonferroni's post hoc tests showed that there was no difference between Attachment-based play therapy and parent-child relationship play therapy in the post-test and follow-up stages.

According to the above, and the relatively high prevalence of this disorder and its comorbidity with other disorders among children and adolescents, the use of evidence-based interventions such as Attachment-based play therapy and parent-child relationship play therapy can significantly reduce their psychological distress.

The present study investigated the mediating role of cognitive control and goal orientation relationship between spiritual intelligence and conscientiousness with flow experience. The research method was descriptive-correlation based on structural equation modeling. The statistical population included Farhangian University of Guilan students in 2022-2023. Some 450 students were selected using the convenience sampling method. The research tools include goal orientation (AGQ) (1999), conscientiousness subscale from Neo's five-factor (PI-R) (1992), flow experience (1996), spiritual intelligence (2017) cognitive control (CCFQ) (2018). Structural equation analysis was used to analyze the data. The results showed the optimal fit of the research model. The result showed that spiritual intelligence and conscientiousness have a significant direct effect on flow (P<0/01), Spiritual intelligence and conscientiousness do not have an indirect impact on the flow through goal orientation (P> 0.05). These results show that cognitive control can explain the flow due to the role of spiritual intelligence and conscientiousness.

Happiness is a positive inner feeling received from cognitive and emotional perceptions, and it means emotional and cognitive happiness in the balance of emotions and mental health, and the feeling of psychological well-being is the overall evaluation of a person in self-acceptance, positive relationship with others, autonomy, purposeful life, personal growth. and dominate the environment. Several studies have shown the positive effect of psychological well-being on emotional intelligence, on happiness, social support on happiness, emotional intelligence, social support on happiness; However, developing a happiness model based on psychological well-being and social support with the mediation of emotional intelligence has been neglected.

The current research has been carried out to develop a model of happiness based on psychological well-being and social support with the mediation of emotional intelligence in undergraduate students.

Applied research design and descriptive correlation method was based on structural equations. The statistical population of the research consisted of all undergraduate students of Islamic Azad University, Science and Research Department of Tehran in the academic year of 1402-1401, and based on Klein's point of view in the structural equation model, 414 people were selected through random multistage cluster sampling. Became Happiness questionnaire (Oxford, 2002), psychological well-being (Reif, 2002), perceived social support (Zimet, 1988) and emotional intelligence (Shot, 1998) were used to collect data. Data analysis was done through structural modeling using 26amos software.

The research findings showed that psychological well-being, social support and emotional intelligence have a positive and significant effect on students' happiness, and emotional intelligence among students positively and significantly mediates the effect of psychological well-being and social support on happiness.

It can be concluded that considering the changing importance of psychological well-being and social support in the happiness of students, trainings and workshops on life skills, communication and positive interactions that improve and increase happiness in students should be planned, developed and implemented at the level of universities and higher institutions. be executed.

The study of behaviors that can hinder the healthy academic lifestyle of learners has always been the interest and attention of researchers. The present study investigates the mediating role of self-efficacy in the relationship between parenting styles and academically inhibiting behaviors of secondary school students.

This descriptive-correlational study was conducted using the structural equation method. Its statistical population included all secondary school students in public schools in Tehran in 2022-2023.Accordingly, 407 people were included in the study by multi-stage cluster sampling method and measured using Parenting Styles Questionnaire (Baumrind, 1973), General Self-Efficacy Scale (Sherer et al.,1982), Academic Cheating Scale (Farnese et al., 2011), academic procrastination Questionnaire (Savari, 2013), and aggression Questionnaire (Williams et al., 1996). Data were analyzed by structural equation method in SPSS-23 and AMOS-24 software.

Based on the results of this research, the proposed model had a good fit. The results showed that Parenting Styles has a significant effect on Academically inhibiting behaviors both directly and indirectly through self-efficacy (P<0.05); and this role becomes more prominent with the mediation of self-efficacy.

Considering the meaningful relationship between Parenting Styles and Academically inhibiting behaviors and confirming the mediating role of self-efficacy, it is suggested in this context. In order to decrease the Academically inhibiting behaviors of students, while paying attention to the Parenting Styles, focus on increasing self-efficacy in this group. In this context, it is important to empower students as well as extracurricular training sessions focusing on the aforementioned variables.

The purpose of this research was to predict emotion regulation in married women based on the theory of mind and cognitive abilities. The research method was descriptive-correlation studies. The research population was all married women aged 20 to 45 living in District 5 of Tehran in 1401. The research sample was 172 married women who were selected by the available sampling method. Baron Cohen et al.'s Mind Reading Test (RMET) (2001) Rescue Cognitive Abilities (CAQ) (2012) and Gross and John's Emotional Regulation (ERQ) (2003) were used to collect data. Multiple linear regression was used to analyze the data. The results showed that the theory of mind and cognitive abilities can predict emotional regulation in the suppression dimension (P<0.05). The adjusted coefficient of determination showed that the predictor variables could explain 12.2% of the suppression variance. These findings indicate that the emotional regulation of married women can be predicted with the variables of theory of mind and cognitive abilities to prevent marital problems.

The present study was conducted with the aim of developing a model of happiness based on psychological well-being with the mediation of emotional intelligence in undergraduate students. The type of applied research and its method was descriptive correlation based on structural equations. The statistical population of the research consisted of all undergraduate students of the Islamic Azad University of Science and Research. In order to determine the sample size based on Klein's point of view in the structural equation model, 414 individuals were selected through cluster multistage random sampling. Oxford happiness (2002), Rief psychological well-being (2002) and Schott emotional intelligence (1998) questionnaires were used to collect data. Data analysis was done through structural modeling using Amos software. The results showed that psychological well-being and emotional intelligence have a positive and significant effect on students' happiness, and emotional intelligence among students positively and significantly mediates the effect of psychological well-being on happiness. It can be concluded that the psychological well-being of students acts as a protection against stressful events and has an essential role in influencing and improving the quality of life, mental health and happiness in different societies.

This research was conducted with the aim of investigating the impact of anger management training on social adaptation, endurance and courage of students in Sari city.

The study method is a semi-experimental study with a pre-test-post-test design with a control group. Also, this research was practical in terms of purpose. The statistical population includes all tenth grade male students of Sari city who were studying in the academic year 1402-1401. In the present research, from the mentioned statistical population, using the multi-stage cluster sampling method, first, district two was randomly selected from the two education districts of Sari city and among the schools of this district, one school was Randomly selected and among the 10th grade classes, a class of 20 students was selected as an experimental group and a class of 20 students was selected as a control group. Then the anger management intervention was implemented in eight 90-minute sessions on the experimental group, but no intervention was done on the control group. The California Social Adaptation Questionnaire (1953), Gambrill and Ritchie's Boldness Questionnaire (1975) and Connor and Davidson's Resilience Questionnaire (2003) were used to collect information. SPSS version 26 software was used for data analysis.

The results of covariance analysis showed that anger management training has a positive and significant effect on students' social adaptation, students' resilience and students' courage.

The ability to solve social problems is one of the skills and capabilities related to culture in today's world, where group cooperation and presence in a collective context are highly emphasized. The aim of this study was designing and validating a tool tomeasure social problem solving based on the stories of Kalileh and Demeneh.

The research method was a mixed exploratory type based on the integration of the Thematic analysismethod in the first stage (qualitative) and the tool development model in the second stage. In the qualitative section the Kalileh and Demaneh book were evalited. The quantitative part was conducted with the participation of 336 teenage students in the agerange of 12 to 20 years and targeted sampling. The data was collected using a researcher-made questionnaire consisting of 43 questions. Data was analyzed using MAXQUDA software, LISREL-8.8, exploratory and confirmatory factor analysis method and SPSS Statistics for Windows, version 19.0 (SPSS Inc., Chicago, Ill. Coding reliability was calculated using Kappa method equal to 0.95. The content validity of the scale was confirmed using experts' opinions.

The questionnaire for measuring social problemsolving skills based on the stories of Kalila and Demeneh included the components of emotions and their management, thinking and decision-making, interpersonal communication, consultation, the way of dealing with problems and the attitude towards problem solving. Criterion validity of this questionnaire was confirmed based on Pearson's correlation coefficient equal to 0.63, for solving the social problem of D’Zurilla at the level of 0.001. The reliability of the tool was obtained using Cronbach's alpha coefficient for the overall scale and the six dimensions identified as 0.92, 0.75, 0.72, 0.87, 0.72, 0.90 and 0.83 respectively.

The study showed that the social problem solving skill measurement scale based on the stories of Kalila and Demenehhas acceptable reliability and validity.

It is very important to pay attention to the development of children in different social dimensions and to take preventive measures against the occurrence of behavioral problems at an early age. Therefore, it will be helpful to identify targeted and effective intervention programs in this field. So far, various methods have been used to reduce children's behavioral problems, However, there is a research gap regarding the comparison of the effectiveness of the social skills training package based on puppet show and Walker's social skills training program on children's behavioral problems.

The present study was conducted with the aim of comparing the effectiveness of social skills training based on puppet shows and Walker's social skills training program on preschool children's behavioral problems.

The current research design was a semi-experimental type of pre-test, post-test with control group. The statistical population of the research included all preschool children in Kerman city, from among them a sample of 60 people was selected as available and they were placed in two experimental groups and one control group. One of the experimental groups of training through the social skills training package based on puppet shows (10 sessions) and the other experimental group underwent 11 sessions of training through Walker's training program (1983). The data collection tool was Gresham & Elliot (1990) Social Skills Rating System. The research data was analyzed by univariate and multivariate covariance analysis using SPSS-24 software.

The results of covariance analysis in the present study showed that both intervention methods were effective in reducing behavioral problems. However, the effectiveness of social skills training based on puppet shows in internalizing and hyperactivity problems was higher than Walker's method (P< 0.05).

According to the obtained results, it seems that the use of intervention methods based on puppet shows are more effective in improving the behavioral problems of preschool children than purely mental methods, Therefore, preschool teachers and child psychologists can use the mentioned method to reduce children's behavioral problems.

Today, self-efficacy beliefs and vitality are extensively foregrounded. Studies show that to change behavior and cognition, it is imperative to strengthen individuals’ psychological relationships with their thoughts and feelings by enabling them to select appropriate alternatives from various choices and not perform actions to avoid bothersome thoughts, feelings, memories, or desires. Thus, can Acceptance and Commitment Therapy (ACT), with its six principles of diffusion, acceptance, contact with the present moment, the observing self, values, and committed action lead to self-efficient beliefs and academic vitality?

The present study aimed to investigate the effectiveness of ACT on students’ self-efficacy beliefs and academic vitality.

This research was a quasi-experimental study with a pretest-posttest control group design. The statistical population included all grade 2 high school students in district 3 of Tehran during the 2020-2021 academic year. Thirty students were selected by mixed (simple and convenience) sampling and assigned into experimental and control groups. Sherer’s (1980) self-efficacy scale and Martin and March’s (2006) academic vitality questionnaire were used for data collection, and Multivariate Analysis of Covariance (MANCOVA) was employed for data analysis.

The results showed that ACT improved students’ self-efficacy beliefs and academic vitality in the posttest (p<0.01).

According to the findings of this research, we can assert that ACT improves self-efficacy beliefs and academic vitality by enhancing psychological flexibility. Hence, awareness of these interventions can positively impact students.

Happiness is one of the most important variables in the field of positive psychology, and a precise understanding of its definition and components requires careful examination in the cultural context of each society. Therefore, this research was aimed at redefining the concept of happiness under the title of happy-living or wise happiness based on Ferdowsi's Shahnameh. This research was basic in terms of purpose, and qualitative research based on the grounded theory method. Verse was considered as the unit of analysis. The ground of data was taken from text of Ferdowsi's Shahnameh, revision of Jalal Khaleghi Motlagh. Statistical analysis based on the process of open coding, axial and selective coding was performed in MAXQUDA2018. In order to validate the designed model, the point of view of experts and researchers was used with the purposeful sampling method. The reliability of the coding of the components was found to be 0.89 based on the Kappa index. The findings showed that the happy-living or wise happiness in Ferdowsi's Shahnameh consists of 12 sub-components of happy-living based on moral principles, unchangeable difficulties acceptance ability, purposeful learning in the direction of living life, having rational thoughts and freedom from disturbing thoughts, focus on the present time, positive relationship, emotion regulation and impulsive self-control, spiritual relation with god, courageous and resilient confrontation with life's difficulties and sufferings, hope for the future and optimism in difficult conditions, physical activity and avoiding laziness and meeting the basic material needs of life had the most extracted free codes, respectively.

Parental self-efficacy as an important factor in reducing children's educational and personality disorders is influenced by various factors, among them are parenting styles. So far, no study has been conducted on the effect of parenting training based on self-determination theory on the self-efficacy of parents.

The purpose of this study is to investigate the effectiveness of the parenting training package based on the self-determination theory on parenting self-efficacy.

The present research is based on quantitative and qualitative data type, prospective in terms of time and an exploratory mixed research regarding the aim. First, a parenting training package based on the theory of self-determination was compiled and after confirming validity and reliability by experts, in order to investigate its impact on parenting self-efficacy, 40 parents with a children aged 7 to 11 years in Damavand city were selected by purposive sampling, divided into two groups, experimental and control, and completed the parenting self-efficacy scale (Domka, 1996) in the pre-test and post-test stages.

The results of the analysis of covariance (ANCOVA) showed that the F value (P< 0.01,
F= 14.21) for the effect of the independent variable (group) on the parenting self-efficacy score was statistically significant and the parenting self-efficacy of mothers who underwent the intervention was more than the parents of the control group and the effect size is 33%.

In line with past research, it was found that the use of self-determination in parenting improves the self-efficacy of parents in regard to raising children properly, and Domka self-efficacy questionnaire can be used in family studies.

The purpose of this research is to measure the effectiveness of the teaching package of religion and life based on the Choice Theory on responsibility and practice of religious beliefs in the 10th grade female students in the academic year of 1402-1403.

The research method was semi-experimental and pre-test and post-test with a control group by gender. The statistical population was 360 10th grade female students in the 18th district of Tehran, and the statistical sample consisted of two groups of 30 people. The research tool was the educational package and questionnaire of responsibility of Kurdlo and the questionnaire of practicing the religious beliefs of the Temple. The method of analysis was analysis of variance with repeated measures.

The educational package has a significant effect on the responsibility of female students at the confidence level of 95%. (F=15.266, P<0.01) and the results reveal that the effect size of education on the responsibility of adolescent female students was equal to 35%. this education has no significant effect on the religious beliefs of adolescent female students at the 95% confidence level. (F=0.117, P>0.05) and the effect size of education on the religious beliefs of adolescent female students was less than 1%.

The intervention of the researcher led to an increase in the level of responsibility of students in the statistical sample, and by learning the principles of choice theory, students make responsible and effective choices. This method of education and intervention did not lead to an increase in the amount of practicing the religious beliefs of the students in the statistical sample.

Spatial ability and response inhibition skills are essential for cognition, learning, and success in both school and life.

The aim of this research was to examine the effectiveness of a cognitive-emotional empowerment educational package on the spatial ability and response inhibition of female students.

A semi-experimental design with pre-test, post-test, and follow-up was employed, including a control group. The population consisted of all sixth-grade female students in Tehran during the academic year 1400-1401. A sample of 30 individuals was selected, and they were assigned to control and experimental groups. The experimental group received a cognitive-emotional empowerment educational package for 12 sessions of 45 minutes each week, while the control group did not receive any intervention. Research tools included forward matrices (Raven, 1956) and go/no-go test (Gordon and Karamaza, 1982). The research data were analyzed using SPSS version 24 and repeated measures analysis of variance.

Data analysis revealed a significant difference in the mean scores of spatial ability and response inhibition between the experimental and control groups in pre-test and post- test stages (p < 0.05). The effect size of cognitive-emotional empowerment on spatial ability and response inhibition was estimated at 0.133 and 0.139, respectively.

Based on the results, the cognitive-emotional empowerment educational package led to an improvement in the spatial ability and response inhibition of students. Therefore, it is recommended to use this intervention as an educational method to enhance the spatial ability and response inhibition of children.

The purpose of this study was to comparison of effectiveness of training based on self-regulated strategy development model and cognitive strategies training based on Englert model on mathematical performance of students with learning disorder. This semi-experimental study was conducted with a pretest-posttest design with control group and follow-up 2 month. In this research, the statistical population was all 9-11-year-old male students with specific learning disorder in Tehran city in academic year of 1400-1401. In the first stage, using convenience sampling method, 45 students were selected and then randomly divided into 2 experimental groups (each group 15 students) and one control group (15 students) were replaced and experimental groups underwent self-regulation strategies and cognitive strategies training (10 sessions 90 minutes), but the control group received no training and remained in the waiting list. To collect data Colorado learning difficulties questionnaire (CLDQ) of Willcutt and et al (2011), Iran Key Math diagnostic test (IKMDT) of Knooley (1988). Data analysis was performed using SPSS-24 software with analysis of variance with repeated measures and Bonferroni. The results of the study showed that of self-regulation strategies and cognitive strategies training in post-test and follow up had a significant effect on mathematical performance (P<0.05). In addition, the results of Bonferroni post hoc test showed that self-regulation strategies is more effective in mathematical performance (P<0.05).

The purpose of this research was to develop and validate the educational package of cognitive-emotional empowerment and its effectiveness on working memory and emotional recognition of sixth grade female students. The research method is considered to be fundamental and applied in terms of its purpose, and the research is considered to be hybrid-exploratory. The statistical population of the research in the qualitative part included Persian and English specialized books and articles in the field of cognitive-emotional empowerment in the last 20 years, which were selected by the purposeful sampling method of the sample group. Then the components of cognitive-emotional empowerment were extracted and coded with the qualitative method of thematic analysis. Finally, the package of cognitive-emotional empowerment was compiled during twelve sessions and its formal and content validity was confirmed by experts. The research method in the quantitative part was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of this research includes all the female students of the sixth grade of elementary school in 1400-1401 who were studying in schools in Tehran. The sample size includes 30 people from the statistical population selected by available sampling method and they were placed in two control and experimental groups. For the experimental group, the developed program of cognitive-emotional empowerment was implemented, while the control group did not receive training. The research tools included numerical span test (Wechsler, 2003) and facial emotion recognition test (Ekman and Friesen, 2003). The results showed that the cognitive-emotional empowerment intervention had a significant effect on improving working memory and emotional recognition in the post-test and follow-up stages.

Competence is a structure that casts a shadow over all the weaknesses and excellent performances of a teacher like an umbrella. The purpose of this study is to identify the dimensions and components of teachers' professional competence in the level of the Islamic Republic of Iran. The grounded theory qualitative research method has been used. The community of this research included experts in educational sciences and all developmental documents and theoretical foundations, and 11 people were selected as the research sample based on the two factors of expertise and experience, from university professors until the data reached theoretical saturation through targeted sampling; The data collection tools were semi-structured interviews, focus group discussions and documents related to the topic. After the implementation of the interviews, primary data analysis was done through inductive content analysis using open, central and selective coding techniques and using Max QDA software for qualitative data analysis. Validity was confirmed by the three-way method of data sources, and its reliability was obtained by the agreement method between two coders of 86.03%, which shows high concordance and adequate reliability. The research findings were identified in 4 dimensions and 19 components and 96 sub-components, which are: professional knowledge, professional practice, professional commitment and professional identity development. Therefore, professional competence including professional ethics, adherence to religious values and professional competence has been explained and should be used in new methods of teacher training.

The present study investigates the mediating role of Social Competence in the relationship between parenting styles and academically inhibiting behaviors of secondary school students. This descriptive-correlational study was conducted using the structural equation method. Its statistical population included all secondary school students in public schools in Tehran in 2022-2023. Accordingly, 407 people were included in the study by multi-stage cluster sampling method and measured using Parenting Styles Questionnaire (Baumrind, 1973), Social Competence Questionnaire (Felner et al.,1990), Academic Cheating Scale (Farnese et al., 2011), academic procrastination Questionnaire (Savari, 2013), and aggression Questionnaire (Williams et al., 1996). Data were analyzed by structural equation method in SPSS-23 and AMOS-24 software. Data analysis revealed that the structural model indices had a good fit. The direct and negative effect of authoritarian parenting patterns on social competence was significant with a standard coefficient of -0.18 and the direct and negative effect of authoritative parenting patterns on social competence was significant with a standard coefficient of 0.25. Also, the direct and positive effect of permissive parenting patterns with a standard coefficient of 0.17 and the direct and negative effect of authoritative parenting patterns and social competence with standard coefficients of -0.21 and -0.34, respectively, were significant on academic inhibiting behaviors. Additionally, the effect of permissive, authoritarian, and authoritative parenting patterns on academic inhibiting behaviors with the mediating role of social competence was significant with standardized coefficients of -0.18, 0.13, and 0.24, respectively (P < 0.01). The results of these relationships can predict academic inhibiting behaviors in the form of a model. These results have practical implications for preventive measures against the increase of academically inhibiting behaviors and reducing their negative consequences.

The purpose of the current research endeavor was to examine the efficacy of mindfulness skills training in enhancing the social competence and alexitimia of children who exhibit symptoms consistent with anxiety disorder. With experimental and control groups, a three-stage design (pre-test, post-test, and follow-up) and a two-month follow-up period, the research methodology was semi-experimental. The study’s statistical population comprised Tehran-based children in the fourth and fifth grades of primary education during the academic year 2020-2021 who exhibited symptoms consistent with anxiety disorders. A purposive sampling method was employed to select 36 children (21 girls and 15 boys) who exhibited symptoms of anxiety disorder. These children were then randomly assigned to either the experimental or control groups. Ten and a half-hours of mindfulness skills training were allocated to the students in the experimental group. The present investigation employed the Children’s Anxiety Scale (CAS), the Alexitimia Questionnaire (IQ), and the Social Competence Scale (SCS). The data were subjected to analysis using mixed ANOVA in the SPSS-23 software. Children exhibiting symptoms of anxiety disorder benefit significantly from mindfulness skills training in terms of social competence (p<0001, Eta=0.55, F=42.39) and alexitimia (p<0001, Eta=0.53, F=38.16), according to the findings. Based on the results obtained from the current investigation, it can be inferred that mindfulness skills training may serve as an effective approach to enhance social competence and reduce anxiety symptoms in children diagnosed with anxiety disorder. This is achieved through the development of emotional and five-sensory awareness, as well as the incorporation of mindfulness practices into daily life.

The current research was conducted with the aim of designing and validating Sternberg's successful intelligence training package and its effectiveness on the vitality of 11th grade students. The research method was semi-experimental and in terms of quantitative and qualitative underlying paradigm, it was practical in terms of purpose. The statistical population of the research was 11th grade female students of Zahedan city in the academic year of 1401-1400. The research sample consisted of 60 female students of Farzangan, Zahedan city, who were first selected through available sampling method and then randomly assigned to experimental and control groups (30 people in each group). After the pre-test, the students of the experimental group were exposed to the training of the components of successful intelligence for 10 sessions. Then the data related to the post-test was collected. The research tool was the academic vitality questionnaire (Martin and Marsh, 2008). Data analysis using covariance analysis method showed that there is a significant difference (p>.1.) between the experimental group and the control group in terms of academic vitality. Therefore, teachers can use Sternberg's theory of successful intelligence in their educational system as an effective teaching method to increase the academic vitality of students.

The occurrence of risky behaviors in Iranian society has turned into a social concern. Additionally, risk-taking affects the health of adolescents negatively and it is suggested that committing risk-taking behaviors at least once during adolescence is associated with the likelihood of other problems and maladjustment in adulthood. Therefore, the present study aimed to investigate the structural relationship between risk-taking based on parenting styles and Alexithymia in adolescents from the city of Mashhad, with the mediating role of perceived social support and the extent of social media use with the regulating role of gender.

The method of the present study is applied and correlational. The population consisted of all the high school students aged 14-18 in the first, third, and fifth districts of Mashhad, during the second semester of the 2021-2022 academic year. The sample consisted of 600 students in ninth, tenth, eleventh, and twelfth grades selected based on convenience sampling. The data collection for the study included the Iranian Adolescents’ Risk-Taking Scale (Zadeh Mohammadi, 2011), The Toronto Alexithymia Scale (Taylor, 1986), The Perception of Parenting Styles Questionnaire (Grolnick et al., 1997), The Multidimensional Scale of Perceived Social Support Questionnaire (Zimet et al., 1988), and the Scale of Social Media Use Questionnaire (Hosseini Esfidvadjani, 2021). Data analysis was conducted using path analysis modeling and test of mediating effects in the proposed model with the bootstrap method using SPSS26 and AMOS24 software.

The results of this study indicate that the proposed model fits well with the data. A significant negative relationship can be detected between the perception of parenting styles and perceived social support with risk-taking in both girls and boys. In addition, a significant positive relationship is detected between alexithymia and risk-taking in both girls and boys (P<0.01). Furthermore, the study confirms the mediating role of social support and the extent of social media use in relation to perceiving parenting styles and alexithymia with adolescent risk-taking (p<0.01).

Based on the results of this study, we can state that the variables of perceived social support and the extent of social media use play a mediating role in the relationship between risk-taking and the perception of parenting style and alexithymia in adolescent girls and boys.

The purpose of this study is to investigate the relationship between parenting styles and parents' social adjustment in children with learning disabilities.

In terms of purpose, this research is an applied research and in terms of execution, it is a descriptive type of correlational research. The statistical population of the research is all parents who have children with learning disabilities. 150 people were selected as a statistical sample. According to the nature of the research, data collection was done using Gholami and Delavar's learning disorder questionnaires (2021), Diana Baumrind's parenting methods (1973), Weizmann and Pekel's social adjustment scale (1978). In the analysis of the research findings, correlation coefficients were used. And multiple regression was used with SPSS 20 software.

The results of the research showed that Spearman's correlation coefficients in the parenting styles component are 0.352, permissive style 0.175, autocratic style 0.187, assertiveness and confidence 322.00 and significance level (p≤0.005). Therefore, parenting styles have a direct relationship with parents' social adaptation in children with learning disabilities. Also, the multiple regression coefficient between parenting styles and parents' social adjustment in children with learning disabilities is equal to (R2=0.377). This value indicates the fact that parenting styles have been able to predict about 0.377% of the variance of social adjustment changes.

It can be concluded that there is a relationship between parenting learning styles and social adaptation, and learning centers and other organizations related to learning disorders can pay more attention to parenting styles in the education of these types of children in order to provide them with a better education