مقالات رزومه دکتر محمد نریمانی

Most of the children involved with mental health problems come from broken families. Therefore, the aim of the current study is to predict the psychological well-being of divorced children based on Components of parenting with the mediation of the guardian's personality traits.

The research method is descriptive-correlation. The statistical population includes primary school students (second, third, fourth, fifth and sixth grades) of Qom province in the academic year of 2022-2023 whose parents were separated. The sample group included 200 students (100 girls, 100 boys). The samples were selected by multi-stage random sampling method. Divorced children participating in the study completed the "Psychological Well-Being Scale (Children's form)" and the "Alabama Parenting Questionnaire". As well as the "NEO Five-Factor Inventory" by the guardian parent of each child was answered. The validity of the instruments was measured using confirmatory factor analysis and reliability by internal consistency method by calculating Cronbach's alpha coefficient. After completing the questionnaires, the data were analyzed using the structural equation model method using SPSS v. 26 and Lisrel 8.8.

Based on the fit indices, the proposed model has a good fit (x2/df =1.64, 2.64, CFI=0.97, NFI=0.96, RMSEA=0.056). Also, the results showed the components of parenting with psychological well-being. Divorced children have a direct, positive and significant correlation (P<0.01). Also, the personality traits of the guardian parent between the components of parenting and the psychological well-being of divorced children have a positive and significant mediating role (P<0.01).

Components of parenting increases the psychological well-being of divorced children directly and indirectly through the personality traits of the guardian parent. Therefore, it is suggested that educational authorities hold workshops and training programs to teach the parenting, sometimes raise parents and try to improve the psychological well-being of students.

Investigating the role of the personality variable of alexithymia in the marital satisfaction of couples is one of the topics discussed in psychology. Several researches have been done on the relationship between Alexithymia and marital satisfaction, But sometimes their results are inconsistent and contradictory, Therefore the purpose of the current research is to use the meta-analysis method in order to analyze and combine the results of the studies conducted on the relationship between alexithymia and marital satisfaction. In order to perform meta-analysis, among the researches related to the relationship between alexithymia and marital satisfaction that were published in Persian and foreign (English) research journals between 2009 and 2022, 35 studies that were conducted in a descriptive way and the criteria for entering the research were selected and in the next step, the coefficient the effect size has been evaluated using CMA software. The size of the effect or coefficient of alexithymia on marital satisfaction is -0.39 in the random effects model and -0.37 in the fixed effects model , which according to Cohen's interpretation system, this effect is considered above average. The combination of the conducted research shows the negative relationship between alexithymia and marital satisfaction.

The purpose of this study was to compare the effectiveness of Transcranial Direct Current Brain Stimulation (tDCS) and computer-based cognitive rehabilitation on improving impulsivity in children with attention-deficit/ hyperactivity disorder.

The current research design was quasi-experimental with pre-test-post-test and control group. 60 children with attention-deficit/ hyperactivity disorder were selected by purposeful sampling and randomly placed in three groups: experiment 1, experiment 2, and control (20 people in each group). Data were collected using Connors Parent Rating Scale (1978), Raven's Progressive Matrices Test (2000), and Barrett's impulsivity questionnaire (1995). The subjects of the first experimental group received Transcranial Direct Brain Stimulation and the second experimental group also received Captain Log's rehabilitation intervention. The control group did not receive any intervention. Data were analyzed with covariance analysis and Bonferroni's post hoc test.

The results showed that experimental groups had lower impulsivity compared with the control group. Also, by controlling the effect of the pre-test in the two experimental groups, there is a significant difference between the two methods of transcranial direct current brain stimulation and computer-based cognitive rehabilitation (P<0.05), and transcranial direct current brain stimulation is more effective in improving the impulsivity in children with attention-deficit/ hyperactivity disorder.

According to the results, it can be said that the intervention of transcranial direct brain stimulation and cognitive rehabilitation was effective in improving impulsivity in children with attention-deficit/ hyperactivity disorder. Therefore, both interventions can be used to improve impulsivity in these children.

The present study aimed to investigate the effect of a course of practicing motor games based on Montessori theory on the fine and gross motor skills of children with attention-deficit/hyperactivity disorder. 

 The present research was quasi-experimental. This study was done using a pretest-posttest design on 30 male students with attention-deficit/hyperactivity disorder. They were randomly divided into the control (15 students with a mean age of 8.1±0.4 years) and experimental (15 students with a mean age of 8.1±0.5 years). Children with attention-deficit/hyperactivity disorder were diagnosed and found appropriate by psychiatrists. They were also assessed using the Conners’ parent and teacher rating scale questionnaire, whose validity and reliability in Iran were found to be 81%, using the Cronbach method. Then, through the Lichen-Ozeretsky motor adequacy test, both groups were assessed, and the experimental group received motor games based on Montessori theory for 12 weeks (three days per week). Covariance analysis was used to analyze the obtained data. 

The results of covariance analysis indicate a significant difference between the experimental and control groups. The subtests of strength (P<0.008), balance (P<0.001, F=31.97), 2-way coordination (P<0.001, F=21.32), motor vision control (F=94.15, P<0.001), agility speed (F=82.5, P<0.023), and response speed (F=10.22, P<0.003) were different between groups.

The study’s results showed a significant improvement in strength, balance, 2-way coordination, motor vision control, response speed, speed, and agility after the training period. Therefore, using this training program in children with attention-deficit/hyperactivity disorder is recommended.

Social anxiety disorder is considered one of the most common psychiatric disorders. Considering the role of various factors in its creation and continuation, the current research was conducted with the aim of determining the relationships between emotional schemas and cognitive fusion and social anxiety symptoms with the mediating role of anxiety sensitivity.

In terms of methodology, the current research was a descriptive-correlational type of structural equations. The statistical population in this research consisted of all secondary school students of Qazvin City who started studying in the academic year 2023-2024. Four hundred of them (200 girls and 200 boys) were selected using a multi-stage cluster random sampling method and answered the questionnaires on emotional schemas, cognitive fusion, social people, and adolescent experiences. The analysis of research data was done through structural equations modeling.

The results of structural equations modeling showed that emotional schemas with a path coefficient of 0.35 and cognitive fusion with a coefficient of 0.20 have a significant direct relationship with the symptoms of social distress (p<0.001). Also, emotional schemas with a path coefficient of 0.19 and cognitive fusion with a path coefficient of 0.09 have a significant indirect relationship with social anxiety symptoms with the mediation of anxiety sensitivity (p<0.001).

The results of the present study indicated that emotional schemas and cognitive fusion can be risk factors for the symptoms of social anxiety disorder in adolescents. These variables can also intensify social anxiety by increasing anxiety sensitivity. It is recommended that mental health professionals pay attention to these factors in order to improve the quality and speed up treatment in their treatment plans.

Overeating as a maladaptive behavior and an inefficient way of emotion regulation is associated with harmful health consequences. Therefore, the present study was conducted to investigate the relationship between affective and emotional composite temperament and overeating concerning the mediating role of emotion regulation.

The current research design is descriptive-correlation and modeling type, and its statistical population was all students of the secondary high school of Rasht, Iran in the academic year of 2021-2022, from which 368 people were selected using a multi-stage cluster sampling method. To collect information, the affective and emotional composite temperament questionnaire, emotion regulation questionnaire, and Binge eating scale were used and the data were analyzed using Pearson correlation and structural equation modeling.

The results of structural equation modeling showed that the research model had a good fit and confirmed the direct effect of affective and emotional temperament (0.93) on overeating. Furthermore, the results of investigating the mediating role of emotion regulation revealed that emotion regulation had a significant mediating role (0.75) in the relationship between affective and emotional temperament and overeating.

Preventive interventions focused on emotion regulation and following the temperamental characteristics of students, it is possible to reduce overeating behaviors and their unpleasant consequences.

The present research was conducted with the aim of investigation of the mediating role of implicit learning in the relationship between spatial cueing and visual search with students' dyslexia in the second language. 

The method of the current research was path analysis correlation. Participants were selected from among the students of the first secondary schools of Tabriz in 2022 through purposive sampling. To collect data, the dyslexia subscale of the Colorado learning disability questionnaire and Coglab software were used. To determine the significance of the mediating relationships of the model, Bootstrap and Sobel tests were used in Amos software and SPSS version 24.Resuts: The results showed that the variables of implicit learning, spatial cueing and visual search played a role in explaining the students' second language dyslexia model which in total, 49% of the variance of second language dyslexia was explained through model variables. The direct effect of implicit learning (-0.47) and visual search (-0.34) was significant in estimating students' second language dyslexia. But the direct effect of spatial cueing was not significant at the 5% level. The indirect effect of visual search (t-value = 2.08) and spatial cueing (t-value = 1.98) was significant (P < 0.05) with the mediation of the mediating role of implicit learning.

Considering the role of spatial cueing, implicit learning and visual search in explaining the model of students' dyslexia, it seems that students' dyslexia can be resolved by strengthening spatial marking, implicit learning and visual search.

Social anxiety is seen as one of the most prominent psychological symptoms in students. The aim of this study was to determine the mediating role of cognitive emotion regulation in the relationship between social anxiety symptoms and experiential avoidance in college students.

In this descriptive research, 253 students of Mohaghegh Ardabili University were selected and studied in the academic year 2022-2023 by cluster random sampling method. To collect data, the Social Anxiety Questionnaire of Conor et al., the Acceptance and Action Questionnaire – version 2, and the short form of the Cognitive Emotion Regulation Questionnaire were used. The obtained data were analyzed using the statistical methods of structural equations modeling and Pearson’s correlation.

According to the findings, experiential avoidance (β=0.31, p<0.001), cognitive regulation of positive emotion (β=0.29, p<0.001), and cognitive regulation of negative emotion (β=0.37, p<0.001) had a direct effect on social anxiety. Also, experiential avoidance through cognitive regulation of negative emotion (β=0.130, p<0.001) and cognitive regulation of positive emotion (β=0.122, p<0.001) had an indirect effect on social anxiety

The results showed that experiential avoidance plays a role in creating and maintaining social anxiety directly and indirectly through the mediation of cognitive emotion regulation. Interventions to reduce experiential avoidance and emotional management in students are recommended.

The aim of this study was to investigate the role of irrational beliefs and social competence in predicting students' cyber bullying experience. The method of this research was descriptive-correlational. The statistical population of the present study consists of all male students of the second year of public high schools in Ardabil province in the academic year 2019-2020 (N = 21756). A total of 409 of these individuals were selected by cluster random sampling from the above statistical population and individually answered the questionnaires of bullying-cyberbullying experience, irrational beliefs and social competence. The data collected in this study were analyzed using Pearson correlation tests and multiple regression analysis. The results of correlation coefficient showed that cyber bullying experience has a positive relationship with irrational beliefs (p <0.001; r = 0.45) and a negative and significant relationship with social competence (p = 0.001; r = -0.41). Conclosion: regression analysis also showed that irrational beliefs in a positive way and social competence in a negative way are able to predict the experience of cyber bullying in students.

academic adjustment plays an important role in the academic achievement and general intercultural experiences of students. The purpose of this study was to determine the role of sense of coherence and hope beliefs in predicting students' academic adjustment.

This study was correlational. The statistical population of this study consisted of all second-grade male secondary school students of Farsan, who were studying in the year 2018. Of this sample population, 120 people were selected and responded to questionnaires of academic adjustment, sense of cohesion and hope Beliefs. Data were analyzed by descriptive statistics, Pearson correlation coefficient and multiple regression.

The results of correlation coefficient showed that the academic adjustment was related positively to agency thinking, pathway thinking and total score of sense of coherence and the components of Comprehensibility and Manageability. The results of regression analysis also showed that variables of sense of coherence and hope beliefs predict about 17 Percent of the variance of academic adjustment in their students.

The results show that hope beliefs and sense of coherence are among the variables related academic adjustment in students, which should be presented in educational programs with ways to increase sense of those.

This research conducted with the aim of investigate the effectiveness of Redecision Therapy on reducing latent marital communication aggression, changing communication patterns and reducing the emotional insufficiency of conflicting couples. The research method was quasi-experimental pretest-posttest with a testifier group. The statistical population of this study was maladapted couples referring to Bijar city counseling centers (2 centers) in 1398. By purposive sampling method, 30 couples (60 people) were selected as a statistical sample. Experimental group Were located Under Redecision Therapy intervention in 10 sessions of 1.5 hours While the group did not receive any treatment. The Hidden Communication Aggression Scale (Nelson and Cowell, 2006), Communication Patterns (Christensen and Heavey, 1990) and Toronto Emotional Dysfunction (Bugby, Taylor, and Parker) were used to collect data.SPSS-21 software was used to analyze the data and multivariate analysis of covariance was used at the inferential level.The results of analysis of covariance showed that there was a significant difference between the post-test of the experimental and control groups in terms of dependent variables (latent marital communication aggression, emotional insufficiency and mutually constructive communication patterns, reciprocal avoidance, expectation / withdrawal) (p<0/000). These results indicate effectiveness of Redecision Therapy on reducing latent marital communication aggression, changing communication patterns and reducing the emotional insufficiency of conflicting couples.

The aim of the present study was to investigate the structural pattern of difficulty in emotional regulation with conduct disorder based on mediating emotional and cognitive empathy in male adolescents. The research method was descriptive-correlation based on structural equation modeling. The statistical population included all the male students of the first secondary school in Kermanshah city in 2021-2022, 234 students who obtained the highest scores in the pediatric symptoms questionnaire and had the most symptoms of conduct disorder, were selected as a sample group based on the purposive sampling method. the questionnaires were the Difficulty in Emotion Regulation Questionnaire (DERS, Gratz and Roemer, 2004) and the Empathy Benefit Scale (EQ, Baron-Cohen, 2003). For analyzing data we used the Pearson correlation test and analysis of structural. The results of data analysis showed that the model has a good fit and there is a significant correlation & difficulty in regulating emotion and emotional & cognitive empathy have a direct and significant effect on the behavioral disorder(P<0.01). Also, difficulty in regulating emotion through the mediation of emotional and cognitive empathy has an indirect and significant effect on students' behavior disorder (P<0.01). Based on these findings, it can be concluded that the development of self-regulation of emotion can make it possible to achieve empathy in a person and act as an effective factor in reducing the symptoms of conduct disorder and increasing prosocial behavior in adolescents.

Conduct disorder is a risk factor for future antisocial behaviors, and evidence suggests the role of temperamental factors in the development and persistence of this disorder.

This study aimed to test the pettern of structural relationships of affective temperaments with symptoms of conduct disorder with investigating the mediating role of moral disengagement in adolescents.

The study utilized a descriptive-correlational method. The statistical population comprised first and second-period high school students in Urmia during the 2020-2021 academic years. Two hundred and twenty individuals were selected through multistage random sampling and responded to the strengths and difficulties questionnaire, affective and emotional composite temperaments scale, and moral disengagement scale. Data analysis was conducted using structural equation modeling via SmartPLS 3. 

The results of structural equation modeling showed that internalized (β=-0.10; t=-2.48) and stable (β=-0.17; t=-2.17) temperaments have a negative direct effect on symptoms of conduct disorder, while the externalized (β=0.30; t=2.62) and unstable temperament (β=0.52; t=2.52) have a positive direct effect on symptoms of conduct disorder. Furthermore, internalized (β=0.04; t=2.13) and unstable temperament (β=0.03; t=2.20) have an indirect effect on symptoms of conduct disorder via the mediating role of moral disengagement. P<0.05 was considered as a significant level.

These findings indicate that internalized and stable temperaments can act as a protective factor, while externalized and unstable temperaments can act as a vulnerability factor for conduct symptoms. Moral disengagement also mediates the negative effects of temperaments on conduct symptoms, highlighting the importance of addressing temperamental factors in early identification of conduct disorder and the
need to develop skills to address moral disengagement in order to prevent this disorder.

The purpose of the present study was to identify and investigate the challenges of face-to-face education in the post-corona era from the perspective of teachers. The research method was qualitative with an interpretive phenomenological approach. For the interview, the participants were selected by the purposeful sampling method. The criteria for participating in the interview was the willingness of the teachers to express their opinions on the subject of the research. The sampling process ended when data saturation was reached during the interview. The method of Strabert and Carpenter (2003) was used for data analysis. In this way, the findings were presented to the participants and their opinions were received. In order to maintain the verifiability of the research, in all stages, the documents obtained by obtaining the opinions of the participants were preserved, which makes the reliability of the data and their verifiability possible. After analyzing the findings, the factors and reasons for the behavioral and educational changes of students after the corona era in education in five categories: causes related to the teacher, causes related to the school; causes related to family, causes related to virtual space; reasons related to the student; were classified. In Iran and in most developing countries, education is still traditional and attending physical classes. Undoubtedly, before the corona pandemic, the decision-makers and decision-makers, as well as the administrators of the educational system, were aware of the fact that in any case, part of the present and future lives of children and students will be in the virtual space, and this issue is inevitable and also They knew that with the advancement of different technologies; Education will also change and the boundaries of teaching and learning will change. But no one imagined the sudden and forced change. On the other hand, the spread of the new corona virus was considered as a threat to the health and life of millions of people around the world. The corona pandemic caused this process to suddenly and forcefully shed its skin and crawl out of the traditional way and enter a new world. Although he was not very familiar with it, the infrastructure of education was not prepared. Corona changed many of our mental schemas. Many teachers who in the past did not have a positive opinion about the use of mobile phones and virtual relationships, in the era of Corona, we went to tools and a world that we prohibited teenagers and young people from. Our views on the harms of cyber space were adjusted and the examples that existed before were reviewed and we actually entered virtual education and the new way of education became an excuse to enter the vast, exciting and even dangerous virtual world. Time and place lost their true meaning and a kind of disorder ruled their educational life while one of the goals of going to school; Education is the concept of discipline and lawfulness that the student must spend a certain time in the educational place and follow certain rules. Such challenges continued during the virtual education period until the situation almost returned to normal and face-to-face education. and the special conditions of the post-corona virus era caused behavioral changes, the result of which is the entry of teachers and students into the field of new challenges, and from the point of view of the majority of teachers, the educational conditions are not favorable, and perhaps it can be called the post-corona virus educational crisis. Research method, the qualitative method was an interpretive phenomenological approach. To conduct the interview, the participants were selected by the purposeful sampling method. The criteria for participating in the interview were the willingness of the teachers to express their opinions on the subject of the research. Based on the findings of this research, various factors affecting students' behavioral change are divided into five categories: causes related to the teacher, causes related to the school; family-related causes, student-related causes; the reasons related to the tests were classified. Among the reasons related to the teacher, some teachers are not familiar with media literacy and educational hardware and software. They didn't consider it more than a pest or their level of familiarity with educational aids used in virtual space was not enough to use it correctly. In this way, the teachers lost the necessary authority. The second factor was the school. The physical space and available facilities and equipment were compared and the inequalities became more obvious and affected the students' motivation and caused them to change their behavior. The third factor was the expectations of the school office, non-attendance training due to the fact that the tests are online, the students' grades and percentage Acceptance was in a better condition from a quantitative point of view. The expectation of the school office is that in face-to-face education, grades and percentage of acceptance will not drop quantitatively, and this is practically not possible. The next factor was the parents and family. Family members have also been involved in virtual training. Especially a member of the family, who has stood by the student's side during the online training moments and has gone step by step with him, and with unprofessional interference in the education matter, sometimes appeared in his place in the class and took the exam student's place during the online test. Among the reasons related to the student, disorder was one of the most important factors. Not being bound to fixed daily hours and the floating time of education in the post-corona era has also continued and turned into damage. In virtual education, due to the lack of face-to-face communication and interpersonal interactions, the lack of motivation and excitement among students, we witnessed educational boredom and reluctance to attend class and their non-participation. Students' writing problems have also increased. In addition to not knowing the correct spelling of words, they have also become slow writers. The unknown time has caused excessive disturbances in non-educational hours. Reminding and even re-teaching the subject, which is tiring and boring for a number of students and causes unexpected behaviors, according to the teachers, this problem, existed before, but now it has intensified. There have been behavioral changes of students, and these behavioral changes can be mentioned as the challenge of face-to-face education after Corona. In order to overcome this challenge, it is necessary for the parents of students, school staff and teachers to have more interaction, like-mindedness and coordination. Holding training sessions for parents by the association of parents and teachers can be helpful.

The present study was conducted with the aim of comparing the effectiveness of education based on multiple intelligences and phonological awareness and the combination of these two methods on improving the working memory of dyslexic students. The research method is an experimental type with a multi-group pre-test and post-test design with a control group. The statistical population of the research included students with dyslexia in Ardabil city in the academic year of 2017 (N=112). The sampling method was readily available, and using this method, 64 people were selected and divided into three experimental groups of 16 people and a control group. The first experimental group had ten sessions of phonological awareness training, the second experiment had eleven sessions of training based on multiple intelligences, and the third group had twenty sessions combining the two methods and the control group had their normal daily schedule. Raven's progressive matrices test and Cornoldi's working memory test were used to collect data. Analysis of variance test was used to analyze the research data and SPSS statistical software was used for this purpose.Resuls: The findings showed that training based on phonological awareness and multiple intelligences and the combination of the two methods significantly improved the working memory of the tested groups (P<0.05). Also, the results showed that the combined training of phonological awareness and multiple intelligences had a greater effect on the average working memory scores of dyslexic children. Based on the obtained results, the combination of two methods of phonological awareness and multiple intelligence improves the working memory of dyslexic children. So, psychologists are advised to use education based on phonological awareness and multiple intelligences in order to help improve the working memory of children with dyslexia.

The aim of this study was to determine the role of social competence and Weakness in emotion regulation in anticipating adolescents Conduct disorder.

The statistical population included all male high school students in Kermanshah in the academic in 2019-2020, which was 234 students who obtained the highest scores in the pediatric symptoms questionnaire (parent form) (Gadow & Sprafkin, 2007) and They had the most symptoms of conduct disorder, were selected as a sample group based on multi-stage cluster sampling method, and participants completed the social competency questionnaire (Felner & elt, 1990) and difficult emotion regulation questionnaire (Gratz & Roemer,2004). Data were analyzed by,multiple regression by stepwise method.

Resulte:

 The results showed that the linear relationship between the behavior disorder variable and the predictor components was statistically significant (P<0.001). This means that social competence and emotion self-regulation are able to predict behavioral disorders in adolescents. The results of stepwise regression analysis showed that among the components of social competence; respectively the components of cognitive abilities and skills, behavioral skills and emotional competencies as well as among the components of emotion self-regulation; lack of emotional clarity, lack of emotional awareness, difficulty in controlling impulses, and limited access to emotional strategies, respectively, are the strongest variables that can be used to predict conduct disorder.

These findings have important implications for the prevention, treatment, and counseling services for children and adolescents with symptoms of conduct disorder and it could be useful with plans and programs to decreases the symptoms of conduct disorder.

The aim of this study was to predict depression symptoms based on personality traits and perfectionism in secondary high school students. This study was descriptive and cross-sectional and its statistical population was all secondary high school students of Rasht City In the academic year 2022-2023, 368 students from 10 schools were selected using a multi-stage cluster sampling method. In order to collect data, Costa and McCrea's Five Personality Factors (FPQ) (2004), the Beck depression questionnaire (BDI) (1996), and Hewitt and Felt perfectionism scale (MPS) (1991) were used. The collected data were analyzed using Pearson's correlation test and Simultaneous regression. The results showed that among personality traits, neuroticism, and conscientiousness, and among the components of perfectionism, other-oriented and social-oriented had a positive and significant relationship with depressive symptoms. Also, personality traits 30/1% and perfectionism 14% explained and predicted the variance of depression symptoms (P<0/001). According to the obtained results, considering personality traits and perfectionism in the field of prevention, diagnosis, and treatment of depression symptoms is effective and it is necessary to be considered in the formulation of preventive and therapeutic interventions.

The present study was conducted with the aim of The role of birth factors in predicting hyperactivity disorder in children. Considering its purpose and application, this research was a case-control research, which is one of the types of descriptive-analytical and quantitative research methods. The statistical population includes hyperactive and normal male and female students of Ardabil city in the age group of 7-12 years old in 2022, from this population, 50 students with hyperactivity disorder were selected by available sampling method and 50 normal students were selected by purposive sampling and participated in this research. The final diagnosis is made by examining the information contained in the medical records of the students in the clinic and health center of Ardabil city and examining all the archived family files (birth weight, head circumference, premature birth, jaundice) and interviewing the mothers (parents). done. The data was also analyzed using audit analysis test.  According to the coefficients obtained from the diagnostic analysis, it was determined that hyperactivity disorder can be predicted based on the variables of birth weight, head circumference, premature birth and family history of hyperactivity, and finally, the diagnostic analysis model was able to predict hyperactivity Identify students correctly with a value of 90%. Therefore, it can be said that the results of this research can be used by family and school counselors and psychologists, health and mental health caregivers, so that by using these results, they can play an important role in preventing this disorder.

This study sought to develop a structural relationship model for relapse prediction based on dysfunctional personality beliefs regarding the mediating role of inhibition control. The investigation involved the correlation of structural equations. In 2021, the statistical population comprised all drug addicts who sought treatment at Ardabil Addiction Treatment Camp. 200 male subjects were chosen using the available sampling method and the Relapse to the Prediction Questionnaire (RPS), the Dysfunctional Personality Beliefs Questionnaire (PBQ), and the Inhibition Control Test (go / nogo). Using clever pls3 software, the obtained data were analyzed using structural equation modeling. According to the results of structural equation modeling, dysfunctional personality beliefs have a direct and significant effect on relapse. In addition, inhibition control mediated the indirect impact of dysfunctional personality beliefs. The value of fit (GOF) criterion was utilized to evaluate the model’s overall fit, which governs both the measurement and structural model components. Consequently, the value of goodness of fit (GOF) is 0.41, which, when compared to acceptable values for GOF, demonstrates the model’s overall good fit. According to the findings of this study, it is necessary to provide regular training programs for substance abusers based on the principles of cognitive-behavioral therapy in order to determine the patient’s dysfunctional beliefs about addiction, assist the patient in developing more effective beliefs and behaviors, and assist the patient in developing more effective coping mechanisms.

  This study aims to predicting the anxiety of preschool children based on Parents abnormal dimensions of personality and adaptive strategies of cognitive emotion regulation.

 The present study was descriptive-correlational. The statistical population of this study was all mothers of pre-school children in public schools of Amol city in the academic year of 1969-98. Among them, 165 parents (mother) were selected by random sampling method and responded to the pre-school children's anxiety scale, a short version of the DSM-5 Personality questionnaire (PID-5), and an cognitive emotion regulation questionnaire.

The results of Pearson's correlation coefficient showed that there was a significant positive relationship between preschool children's anxiety with abnormal dimensions of personality and a significant negative relationship with adaptive cognitive emotion regulation strategies (p<0.01). The results of multiple regression showed that the variables abnormal dimensions of personality and adaptive strategies of cognitive emotion regulation; significantly predicted Variables Criteria for Preschool Children Anxiety.

the results obtained showed that abnormal dimensions of personality of parents have a significant effect on the anxiety of preschool children; therefore essential in the education process and mental health of children should be paid particular attention to abnormal dimensions of personality and parental cognitive emotion regulation components.

Students of every society are efficient and future makers of every country. In order to identify the factors related to academic resilience, the present research was conducted with the aim of finding a causal model of academic resilience based on personal intelligence with the mediation of religious orientation in secondary school students. The present research method was descriptive and correlational. The statistical population included all second year high school students in Ardabil city in 2022. 200 of these people were selected from the above statistical population using available sampling and responded to the scales of academic resilience, religious orientation and personal intelligence. SPSS 25 and smartpls.4 software were used to analyze the collected data. The results showed that personal intelligence directly and indirectly and with the mediation of religious orientation play a role in academic resilience. Model fit indices also indicate that the model is desirable. In general, the results of this study are in addition to the fundamental achievements that can be applied in education organizations and counseling centers.

 The Purpose of this study was to investigate the role of reward sensitivity and cognitive insight in the recovery from type 1 bipolar disorder with the mediating role of working memory. This cross-sectional study was conducted on a sample of 126 patients with type 1 bipolar disorder in the manic phase who were referred to psychiatric offices and were selected using available sampling method. Sample subjects were reassessed for mania severity 30 days after completing the questionnaires and initial assessment. Data were analyzed using structural equation modeling in Smartpls-3 software. The results showed that reward sensitivity has a significant and negative effect on recovery from disorder and working memory. Working memory also has a significant and positive effect on recovery from the disorder. Cognitive insight has no significant effect on working memory and recovery from the disorder.