دکتر ابوالقاسم یعقوبی

The purpose of this study was to investigate the effect of self-compassion training on cognitive emotion regulation and fear of intimacy in adolescents with oppositional defiant disorder. The semi-experimental study employed a pre-test and post-test with the control group design. The statistical population of this study consisted of all male students diagnosed with oppositional defiant disorder studying in high school of Boin Zahra City in the academic year 2022-2023. The sample size of the study, based on previous experimental research, included 30 people who randomly placed in two experimental groups (15 people) and a control group (15 people). The experimental group received training in 8 sessions of 90 minutes once a week and the control group received no training. The instruments used in this study were clinical interviews based on Dsm-5 criteria, the cognitive Emoting Regulation Questionnaire (Garnefski & Kraaij, 2006), the Fear of Intimacy Questionnaire (Descutner & Thelen, 1991), and the Oppositional defiant disorder scale (Hommersen et al., 2006). Data analysis conducted using Multivariate Analysis of Covariance (MANCOVA). The results showed that self-compassion training leads to an increase in adaptive strategies of cognitive emotion regulation, a decrease in maladaptive strategies for cognitive emotion regulation, and a decrease in fear of intimacy in adolescents with oppositional defiant disorder (p<0/05). Therefore, self-compassion training can used to improve cognitive emotion regulation and reduce fear of intimacy in adolescents with oppositional defiant disorder.

This research was conducted with the aim of investigating the effect of a combined program based on strengthening psychological functions and education with the TIBA approach on the reading of dyslexic students. The design of the present study was a semi-experimental pre-test-post-test with a control group. The statistical population of the study included all dyslexic students in the second grade of primary school in Mehrdasht district of Isfahan province in the academic year of 2021-2022. The research sample included 30 dyslexic students who were selected using a multi-stage and accessible sampling method and were placed in two groups of 15 people, experimental and control. And the consolidated program was conducted on the experimental group during 30 sessions of 60 minutes. To collect data, subtests of (WISC-V), reading and dyslexia test (NEMA) were used. For data analysis univariate and multivariate covariance analysis were used. The results showed that the integrated program based on strengthening psychological functions and education with the TIBA approach has been effective in improving reading in dyslexic students (P>0.01). Also, this program, has been effective in strengthening psychological functions (Active memory and speed of information processing) of students (P>0.01). According to the results of the present study, it can be concluded that the integrated program based on the strengthening of psychological functions and education with the TIBA approach improves the process of recalling and recognizing words from the vocabulary and the ability to analyze words and has an impact on the reading fluency in Students with dyslexia.

The aim of this study was to develop a causal model of academic engagement based on academic mindfulness with the mediating of fear of self-compassion, academic wising and core self-evaluations in students. The research method was correlational (structural equation modeling). The statistical population consisted of all students in Bu-Ali Sina University in the academic year of 2022-2023. To determine the sample size, 420 students were selected using the multistage cluster random sampling method. The instruments for data gathering included an academic engagement questionnaire (Reeve & Tseng, 2011; Reeve, 2013), an academic mindfulness questionnaire, a fear of self-compassion scale (Gilbert et al., 2011), an academic wising scale and core self-evaluations scale (Judge et al., 2003). Data were analyzed using Pearson correlation and structural equation modeling. The findings indicated that the model was confirmed by the excellent fit. The results of the model showed that academic mindfulness, fear of self-compassion, academic wising and core self-evaluations had a direct and significant effect on academic engagement. Moreover, the results showed that academic mindfulness mediated by fear of self-compassion, academic wising and core self-evaluations had a significant effect on academic engagement. In this study, the effect of variables mentioned on student's academic engagement was confirmed. This shows the importance of attention to these four variables in order to explain academic engagement.

This research was conducted using the meta-analysis method with the aim of synthesizing existing research on the relationship between identity styles and academic performance. The statistical population of the study included all relevant studies conducted in Iran from 1385-1400 and available in the databases of Jahad Daneshgahi, Nurmagz, and Magiran. After evaluating the criteria for entrances and layaway requirements research, the correlation effects of the research were analyzed by CMA software. Also, two models of random effect and fixed effect were calculated. According to the results of the heterogeneous analysis, the randomized model was selected through Q and squared I indices. The findings revealed that the size of the combined effect of the investigated research after the removal of 4 effects size was 0.107. The combined effect size of the research was calculated based on the mean Cohen’s index. The results of heterogeneous analysis revealed of the existence moderating variables in the research as well. The results of this meta-analysis of theoretical and empirical foundations are indicative of the relationship between identity style and academic performance variables. Given the results of this meta-analysis, it can be concluded that for academic performance to be successful, it is essential to address the identity style among university and school students.

Motivation and the learning process have deeply connected. The study was therefore aimed at examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and post-test design with a control group. Statistical community all female students of the first secondary school year 2022-2023 were in the city of Hamedan. 40 students with low academic motivation were selected for sample selection by sampling method and were randomly placed in two Test groups (20 students) and the witness Group (20 students). After grouping and conducting the pre-test, the test group was presented with 10 sessions of training in metacognitive strategies. Then both groups were tested. Then both groups were tested. The data collection tools included The academic motivation questionnaire of Wallerand et al. (1992), Questionnaire on the skill of concentration of savari and orkei (2015) and The questionnaire of the academic hope of the Kharmaei and Kemari (1396). In order to analyze the data, covariance analysis was used using spss27 software. The findings suggested that teaching metacognitive strategies had a positive and meaningful impact among students with low academic motivation. (p < 0/01). So it can be concluded that teaching metacognitive strategies improves concentration skills and strengthens academic hope in students and These factors together increase their academic motivation. Accordingly, it is suggested that teachers encourage students to use metacognitive strategies more actively and effectively for better learning and motivational outcomes

By transforming writing activities into engaging and captivating ones, we can enhance the quality of students’ writing (Maleki, Naderi, Saif Naraghi, et al 2019). Water and a few inexpensive tools can provide a rich sensory and learning experience (Gross, 2012). This study investigates the effectiveness of water-based games on the performance of First Section Primary Education male students with dysgraphia, based on a Structured educational intervention. Students who struggle with writing often experience a decline in self-esteem, which, if left unaddressed, can have long-term negative effects on their academic performance and even lead to dropping out. These consequences can have harmful impacts on the individual, their family, and society as a whole (Seif Naraghi & Naderi, 2018). Writing requires mental, perceptual, and motor skills (Akyol & Kodan, 2016). Such disorders are characterized by age-related deficiencies in the quality or speed of achieving legible handwriting (Gargot, Asselborn, Zammouri, et al, 2021). The main factors contributing to poor writing and spelling problems include a lack of attention and accuracy, underdeveloped motor skills, difficulty perceiving letters and words, weaknesses in visual and auditory memory, challenges in transferring information between sensory channels, and the abstract nature of written content (Seif Naraghi & Naderi, 2018).Water play is a fundamental aspect of early childhood education that promotes sensory and spatial awareness and physical competence (Cline & Smith, 2016) Homemade water toys can be as enjoyable as store-bought ones (Gross, 2012). It can involve different resources such as sand, ice, soap, or paint, allowing children to explore textures and temperatures and learn about the properties of water. Adding elements such as waves or moving toys enhances the senses of hearing and sight (Barber, 2006; Fanaei Nemat Sara, 2023). Water play can also support cognitive development and academic growth in various subjects (Gross, 2012). Gross (1946), suggests that water activities can be easily implemented in familiar environments such as home or school, where instructors can control the conditions and design the activities more precisely. In this study, we use a systematic protocol to integrate various methods and techniques of learning and teaching with water-based educational games, which can be applied in different water spaces such as tubs, glasses, water containers, and water trays. The benefits of playing with water are presented in Table 1.Specifically, we attempt to answer two basic questions. First, does play water have a significant effect on the writing abilities of boys with dysgraphia or not? Second, does the water game affect certain aspects of writing performance? This study used a pre-test and post-test approach with a control group to examine the effects of a water-based game intervention on first-grade male students with special learning disabilities. We selected a sample of 30 dysgraphic students from the target population and randomly divided them into an experimental group and a control group, each consisting of 15 students. The experimental group participated in 15 sessions of the water-based game intervention (Including 5 targeted games), with three sessions per week.By ensuring that parents were well-informed and involved in the process, we obtained their consent for the study. The inclusion and exclusion criteria were carefully established to ensure that the participants met the research requirements. This approach allowed us to gather reliable data and maintain the integrity of the study.In this study, we used SPSS 27 software to analyze the data and various statistical techniques, including descriptive and inferential statistics. Overall, with a comprehensive analysis of the data, the absence of outliers, and confirmation of normality, the reliability of the findings increased.We used the WICS-1V test to evaluate the standard of intelligence of students in the sample group. The dysgraphia diagnostic test was created by Yaghoobi, Afzali, and Palangi in 2017 to identify dysgraphia in students with learning difficulties. It was standardized on 332 students in grades 1–3 in the Hamadan province. The test showed a high level of reliability, with a Cronbach’s alpha of 92%. It includes components such as fine motor skills, auditory memory, auditory fluency, visual memory, visual fluency, and language comprehension. The test demonstrates construct validity and can be used for students with poor writing skills (Yaghoobi, Afzali & Palangi, 2017). In our study, the test mentioned earlier was used as a pre-test and post-test.To examine the first research question, univariate covariance analysis was used, the results of which are presented in Table 3. The results in Table 3 show that the effect of the pre-test was significant, and its selection as a covariate variable was effective. The effect of the group was also significant (p<0.01, F = 67/14), which means that playing with water had a significant effect on the writing performance of male students with dysgraphia in the first elementary course, and according to the Eta square, this effect was 71%.To investigate the second research question, multivariate covariance analysis was used, the results of which are presented in Table 4. To check the significance of the difference in the average of the components of dysgraphia, Wilks’s lambda multivariate statistic was investigated. The results of this test are shown in Table 5. Playing with water significantly affects fine motor skills, listening memory, visual memory, and visual discrimination in dyslexic male students, as shown by covariance analysis. However, it did not significantly affect auditory discrimination or receptive language.Water play gives children unique opportunities to learn various skills (Fanaei Nemat Sara Z., 2023; Gross, 1946). This approach aligns with teaching methods used for children, such as multiple sensory and perceptual-motor methods (Siadatian, Abedi, Sadeghian, et al, 2015). As it improves hand-eye coordination and other perceptual-motor skills such as body perception, balance, orientation, spatial orientation, and eye tracking (Gross, 1946). Water play also integrates sensory dimensions, such as visual, auditory, movement, touch, and balance, which can strengthen reading, dictation, and writing skills. Overall, engaging in water play has a noteworthy and beneficial influence on writing performance and its various components. Therefore, it is recommended to incorporate this approach into educational and therapeutic settings.

Studies have shown that wising is an important factor in many domains, including academic performance. Therefore, the aim of this study was to the development and validation of a scale to measure academic wising. The research was a descriptive-correlational study and the validation of the test. For this purpose, a sample of 420 students of Bu-Ali Sina University in the 2022-2023 academic year were selected by multistage cluster random sampling method and completed the academic wising scale, academic engagement questionnaire, and fear of self-compassion scale. Data were analyzed using exploratory and confirmatory factor analysis. Examination of the data in exploratory factor analysis showed that all 18 items had acceptable factor load and the finding revealed three factors (cognitive, affective, reflective). Moreover, the results of confirmatory factor analysis indicated that the scale had an acceptable fit. The findings showed that academic wising was significantly correlated with academic engagement and fear of self-compassion. Moreover, the results indicated that the Cronbach's alpha of the scale were favorable. Therefore, it can be concluded that the academic wising scale has very good validity and reliability and can effectively measure academic wising in the three factors mentioned.

The purpose of this research was to evaluate and analyze the content of Persian literature books in elementary schools in order to determine the extent to which the conditions that facilitate wisdom growth are addressed based on Brown's model. This is a fundamental and descriptive research of content analysis type. The unit of analysis is pages (including text, images, questions, or activities). The statistical population is the content of Persian literature books of elementary school. This investigation illustrates that among the Components of wisdom growth, analysis, and judgment component, and also the life knowledge component It experienced the highest and lowest frequency respectively. The results also indicated in Persian literature textbooks, proper attention has not been devoted to the components of wisdom. It is worth noting, there is a considerable need to change the content of textbooks. In conclusion, strongly proposed that scholars provide a comprehensive understanding of the components of wisdom in writing textbooks. Also, in the following phases, scholars have to facilitate to preparation of suitable content for use in Persian literature textbook design.

Choosing an effective treatment method to improve family functions has always been the focus of counselors and psychotherapists. This study aimed to determine the effectiveness of couple behavioral-integrated therapy and Gottman couple therapy approaches on marital boredom and resilience of couples with marital conflict. The research method was a single-case asynchronous multiple baseline design. The statistical population included all couples who were referred to Shamim Counseling Center in the winter of 2020. Samples were selected using the available non-random sampling method, which included 6 pairs of people who referred to this center, who according to the results of the Marital Relationship Quality Questionnaire (Fletcher et al, 2000; citing Madani, 2017) were classified as conflicting couples and They were randomly replaced in two groups. Gottman's treatment protocols (Gottman & Gottman, 2015) and behavioral-integrated (Poor Sardar, 2021) was performed in two to four stages baseline, 16-session intervention, and two-month follow-up. Participants answered the Marital Boredom Questionnaire (Paniz,2003) and Couples Resilience Questionnaire (Connor & Davidson, 2003). Data were analyzed by visual drawing, stable change index, and recovery percentage. The results showed that Gottman's method was more comprehensive and stable in terms of the magnitude of change, generality and stability, and the level of recovery of conflicting couples in the Gottman method and behavioral integration in the post-treatment stage compared to the behavioral-integrated method. Follow-up was marital boredom (44.55), (37.14), and couple resilience (45.69) and (38.79) percent, respectively. Based on the results, it can be said that despite the effectiveness of the two intervention methods, Gottman's method has played a more effective role in improving and reducing marital boredom and resilience of couples.

The present study was conducted with the aim of investigating the effectiveness of a direct attention training program on the attention dimensions of dyslexic students. The layout of the current research design semi-experimental pre-test-post-test-follow-up type with a control group. The statistical population included all male students of the third grade of Kermanshah city in the academic year of 1402-1401. In this regard, 30 dyslexic students were selected as available and randomly replaced in two experimental and control groups. The experimental group received the direct attention training program in 12 sessions of 45 minutes. Research tools were Stroop test, Wisconsin card sorting test and continuous performance test. Data were analyzed using mixed variance analysis and the SPSS-24 software. The findings showed that there was a significant difference between the aspects of Sustained, selective and shifting attention of dyslexic students in the three stages of pre-test, post-test and follow-up by considering different experimental and control groups (P>0.05) According to the results, the direct attention training program can be effective in strengthening the dimensions of stable, selective and shifting attention of dyslexic students. From a practical point of view, considering the effectiveness of direct attention training program exercises in reducing the attention problems of dyslexic students, this program is recommended as one of the basic strategies of cognitive interventions to teachers and learning disorder specialists.

This study aimed to determine the effectiveness of mindfulness training on working memory capacity of children with dyslexia in a case study with A-B design . The study sample comprised three fourth-grade girls with dyslexia who were randomly selected from the children referred to Shiraz counseling centers in the academic year 2020-2021. The research tools were Wechsler Intelligence Scale for Children (1986), and Pickering and Gathercole’s (2001) Working Memory Test. Mindfulness program was instructed in ten 90-minutes sessions. Paired t-test was used to analyze the data. The results indicated that mindfulness training program had a significant effect on improving the working memory capacity of children with dyslexia in three components: Central Executive, Phonological Loop and Visual Spatial Sketchpad. According to the findings, it is suggested that teachers and therapists use mindfulness techniques as an independent method or complementary to other treatment methods to strengthen the working memory capacity of children with dyslexia.

The purpose of this research was the effectiveness of combined behavioral couple therapy and Gutman couple therapy on the quality of marital relationships and marital intimacy of conflicted couples. In this research, a single-case experimental design of the asynchronous multiple baseline type was used. The statistical population included couples who referred to the Shamim counseling center in 2019. The sample consisted of 6 couples who were selected by non-random sampling method and according to the results of marital relationship quality questionnaire (Fletcher et al., 2000), they were classified as conflicting couples and randomly divided into two alternative groups. became The participants answered questionnaires of marital intimacy (Elson, Shafer, 1981) and quality of marital relationship in pre-test, post-test and follow-up stages. which was implemented using Gutman's (Gutman, 2017) and integrated behavioral (Pour Sardar, 2018) protocols in two to four stages of baseline, 14 and 16-session intervention and two-month follow-up. The data were analyzed by visual drawing method, stable change index and recovery percentage. Findings It showed that the effectiveness of the Gutman method compared to the combined behavioral method in terms of the size of change, generality and stability, comprehensiveness and stability, and the level of recovery of conflicting couples in the Gutman and combined behavioral group The stages after treatment and follow-up in quality variables were marital relationship (49/53),(43/68),maritalintimacy (39/65),(38/56).

This research was carried out to investigate Quantitative results of experimental studies conducted on the effect of sex education on parents and children using meta-analysis method between 1394-1400 in Iran. The statistical population is all studies related to sexual education that have been published in scientific research journals, Among them, 10 studies that were methodologically acceptable were selected and meta-analyzed. The research tool was a meta-analysis checklist and Cohen's effect size method was used to obtain the overall relation value. Data analysis was performed with version 2 of CMA software. The results showed that the average size of the effects is 1.17 which is a high effect size. It is included that sex education has had a significant effect on the psychological variables used in the studies. However, new research in this area seems necessary.

The statistical population of this study included all students studying in the academic year 1400-1401 in Bu Ali Sina University of Hamadan. The sample group, which included 387 people, was selected by random cluster sampling method. And responded to the developmental assessts Questionnaire (Minnesota Research Institute, 2005), core self-evaluation Questionnaire (Jaj et al., 2003), Academic help seeking Questionnaire (Ghadampoor and Sarmad, 2006) and Academic engagement Questionnaire (Shuffle et al., 2002). Pearson correlation and structural equation analysis were used to analyze the data. Findings of this study showed that core self-evaluation and developmental assessts have a positive and significant relationship with the dimension of acceptance of help and academic engagement and a negative and significant relationship with the dimension of avoidance of help. There is a positive and significant relationship between the acceptance dimension of help seeking and academic engagement and a negative and significant relationship between the avoidance dimension of help seeking and academic engagement. The acceptance dimension of academic help seeking and the avoidance dimension of academic help seeking play a significant mediating role in the relationship between core self-evaluation and academic engagement and developmental assessts and academic engagement. Based on this finding, it can be concluded that by strengthening the internal and external Developmental Assessts and the Core Self-Evaluation of the individual, the acceptance dimension of help seeking increases and the avoidance dimension decreases. These factors can also increase people's participation and academic engagement in interaction with each other.

The purpose of this research was to analyze the content of Persian books to be read in elementary school from the point of view of the amount of attention paid to hope and its components. The research method was descriptive and content analysis type. According to the research done and the results obtained about the important role of hope in the important dimensions of life, it was found in the investigations that Persian books of the elementary period have not been analyzed by any researcher in terms of hope and its components. It has not been analyzed and it is necessary to analyze these books from different aspects so that the planners and policy makers of the educational system can make possible revisions in the future with more peace of mind and confidence based on the results of the researches.
 With this description and with regard to the mentioned cases, the purpose of the present thesis is to analyze Persian books from the point of view of the degree of reflection of hope and hope and its components, and in order to achieve this important goal, the following questions will be asked and we will try to answer them: What are the important components of hope? How is the level of reflection of hope and its components in the Persian books of the sixth grade?
The statistical population was elementary school books, which were selected based on purposeful sampling (according to the objectives of the lessons) of Persian books to be read in the six grades at the beginning of the year 1400, which consists of 715 pages. The selection of key words, i.e. the components of hope, was based on Snyder's theory of hope, and to determine the reliability of analysts' views regarding the components of hope in the content of textbooks, the P. Scott method was used, which is known for intra-subject agreement. The rate (0.85) was obtained, which is a high coefficient. The data obtained from the analysis of the content of the components of hope have been analyzed in the form of descriptive statistics using the three stages of Shannon's entropy. The results and findings of the qualitative part of the content analysis showed that the 5 components of hope based on Snyder's theory of hope, which are emphasized in most sources and texts, are: having a goal, the power to find a way with planning (passage thinking), the power of will (active thinking), identifying obstacles to achieving the goal and the power of patience and persistence (resilience).
After collecting the necessary data and information, Shannon's entropy method, which is used in quantitative content analysis, has been used to process the results. Based on Shannon's entropy method, let's read Persian books, the six elementary grades from the point of view of 3 respondents and 5 components of hope have been classified and based on the following steps:First step: Normalizing the frequency matrices of the table.
Second step: The information load of each category was calculated and placed in the relevant columns.
Third step: Using the information load of the components, the importance coefficient of each component is calculated, and any component that has more information load has a higher degree of importance.
And in the quantitative part of the content analysis that was done with Shannon entropy, among the 5 studied components of hope, the component of having a goal with the amount of information load of 0.7923 and the importance coefficient of 0.2009 received the most attention and the component of the power of patience and stability (resilience) with The amount of information load of 0.7940 and the importance coefficient of 0.1992 has been given the least attention. And finally, the findings of the amount of reflection of the components of hope show that this amount of attention is unevenly distributed. This means that some components have been given relatively enough attention and others have not been given much attention, and this imbalance is quite noticeable in the lessons and sections of the book and among the basic books.
According to the research done and the results obtained about the important role of hope in the important dimensions of life, it was found in the investigations that Persian books of the elementary period have not been analyzed by any researcher in terms of hope and its components. It has not been analyzed and it is necessary to analyze these books from different aspects so that the planners and policy makers of the educational system can make possible revisions in the future with more peace of mind and confidence based on the results of the researches. Bearing in mind the research results that emphasize the mutual effects of the components of hope, it is of great importance that setting important goals leads to increased motivation and this motivated motivation in turn may help to find a way out.
Although there is hope in humans from the moment of birth, it is not inherent, but acquired and learned, and this can be done through education, especially through textbooks and their content. Therefore, it is very important and fundamental to mention that textbooks and their content as an informative agent and tool can play a very important role in learning and learning hope.
Therefore, according to the contagious nature of hope, which has been pointed out by the researchers, and the fact that adults play an important role in the hopeful thinking of their children, and today's generation is able to fight tomorrow's problems by teaching and learning about hope. The important role of education and the content of textbooks are emphasized again. Based on the research results, hope is introduced as a positive psychological theme, so the text and content of books should be emphasized as an important source for teaching hope, especially during primary education. Because the words and sentences that we use in our daily life to refer to hope indicate that hope is a gift that can be created, exchanged or received in schools and classrooms during education.

The aim of this study was to investigate the effectiveness of assertiveness skills on the academic self-concept of students with learning disabilities with a sense of high and low suspension to school. Research method was semi-experimental with pre-test and post-test design. The statistical population of the study included all students referred to Mehr Learning Special Medical Center in Tuyserkan, in the academic year 2019-2020; So that 32 stdents were selected as the sample by available sampling method from among student with special learning difficulties. The research tools included Academic Self-concept (ASC) and Student Sense of Connectedness Scale (SSCS). The sample was divided into two groups of 16 people with low and high sense of school connectedness based on Student Sense of Connectedness Scale. Then the individuals underwent 8 sessions of assertiveness skills training. Data were analyzed using paired t-test and one-way analysis of covariance using SPSST-23 software. The results showed that the teaching of assertiveness skills is effective on the academic self-concept in both groups with a sense of high and low connectedness to school. Also, the results of experiments and data analysis showed that teaching assertiveness to the students with high sense of connectedness was more effective in increasing the feeling of connectedness to school .Therefore, it is recommended that school counselors and the Rehabilitation and Education Center teach students with learning disabilities to learn spesific learning difficulties in educational and therapeutic situations.

The identification of factors that can explain the occurrence of moral behaviors by individuals has been studied by theorists in various studies. However, it is also important to consider why moral behaviors are not performed by people with moral identities and attitudes. Could other factors, such as benefit and cost, play a role as a consequence of moral behaviors in different situations?

In this regard, this study was conducted to investigate the predictors of adolescent moral behavior based on moral attitude, moral identity, benefit, and cost.

The design of this study was descriptive and correlational. The statistical population included all adolescents in the academic year 2021-2022. The sample size consisted of 928 people who were selected by multi-stage cluster random sampling and completed the Moral Behavior Scale (Delfan Beiranvand & Rashid, 2022), Moral Identity (Aquino & Reed, 2002), Moral Attitude (Delfan Beiranvand & Rashid, 2022), and Benefit and Cost Scale (Delfan Beiranvand & Rashid, 2022). Data were analyzed using variance analysis and stepwise regression

The results of this study indicated a positive significant relationship between variables of moral identity, moral attitude, situational benefit, and psychological benefit with moral behavior, and a negative significant relationship between situational cost and psychological cost with moral behavior. The results revealed that variables of situational benefit, moral attitude, situational cost, and moral identity were the most important predictors of moral behavior among adolescents, respectively, and these variables could predict 0.25% of the variance of moral behavior (R2= 0/255, R= 0/50).

Based on the research findings, it can be said that compared to moral identity and attitude, the degree of benefits and costs that is gained by performing moral behaviors in a situation can play a greater role in predicting moral behaviors. When moral behaviors are associated with more situational benefit and less situational cost, they are more likely to occur by individuals in the situations. The results of this study have significant implications for all organizations.

The purpose of the present study was to design a model of academic vitality based on meaning and life expectancy with the mediation of happiness in female secondary school students in Hamedan city.

The research method was correlation and structural equations. The statistical population included all the female students of the second secondary school in Hamedan city, and the statistical sample was selected based on the number of items used in the questionnaires in the amount of 370 people using the multi-stage cluster sampling method. Oxford scales of academic vitality, life expectancy, meaning of life and happiness were used to collect data. For data analysis, structural equation test was used in Amos 22 software environment.

The results showed that the meaning and hope of life have a direct and positive effect on the happiness and academic vitality of students (p<0.01). Also, happiness has a direct and significant effect on academic vitality (p<0.01). According to the results, the indirect effect of meaning and life expectancy on academic vitality through happiness was also significant (p<0.05).

According to the results, it can be said that hope and the meaning of life create motivation and a positive mental state and are effective in increasing happiness, and on the other hand, happiness plays an important role in increasing the freshness and vitality of the academic environment, which has the effect of increasing academic vitality.

The purpose of this study was to develop a critical thinking model based on moral justice and cognitive abilities mediated by metacognition in students. Therefore, the research method was correlation type and the statistical population included all the students of Semnan city, based on Norman and Streiner's (2003) view, 300 of them were selected as a sample using the sampling method. Data collection tools included Ricketts (2003) Critical Thinking Questionnaire, the short form of the Wells Metacognition Questionnaire (1997), the Rescue Cognitive Abilities Questionnaire (2013), and the Birger Ethical Justice Questionnaire (2012); Data analysis was performed using Amos software and path analysis method. Findings showed that there is a significant positive relationship between metacognitive, moral justice and cognitive ability with critical thinking 0.24, 0.45 and 0.21, respectively. The results of structural equations also showed that there is a significant relationship between cognitive ability and moral justice indirectly through the mediation of metacognitive beliefs with critical thinking; There is also a direct and significant relationship between critical thinking and metacognitive beliefs with moral justice and cognitive ability, and the assumed model indices has also shown that the model has a suitable and acceptable fit. Based on the findings of the research, the necessity of combining different structures in individual performance was confirmed, so it is suggested that, by confirming the above relationships, basic education should be paid attention to by experts and planners from early childhood and in preschool stages.

Although mental, emotional and social variables play an important role in the general health of teenagers, but without a doubt, the meaning that teenagers find for themselves in life, i.e. spiritual vitality, can also affect their lives. In fact, vitality and spiritual health is the newest dimension of health, which is placed next to other aspects of health such as physical health, mental health, and social health. In a comprehensive definition, it can be said that spiritual vitality is having a sense of acceptance, morality, a sense of positive mutual connection with a sovereign and superior holy power with others, which comes about through a dynamic and coordinated cognitive, emotional, action and personal consequence process (7).Since the family is the center and core of care, the most effective services are those that emphasize the role of the family and strive to empower families, because the family-centered approach is effective for children, parents, families, and service providers. It improves medical services and increases families' satisfaction with the services provided. This is despite the fact that the performance of each person within the family system, especially the guardian, who is a mental-behavioral model for continuing, maintaining and changing the behavior of other family members, affects the psychological and social well-being of children (9). Therefore, family-oriented educational intervention means providing information to families about various issues or mental disorders and methods of prevention, coping and facing them. The main goal in family-oriented educational interventions is to improve the attitude and change the behavior of family members, especially spouses (10). According to the mentioned materials, the use of effective psychological interventions can provide the ground for the normal social and emotional development of teenagers. However, it should be noted that teenagers should assume professional and social roles upon entering adulthood. Therefore, weakness in effective emotional components such as mental health and weak spiritual vitality can make them face many problems. Therefore, considering the strong role of mental health and spiritual vitality in adolescence and its extensive effects on the personal, social and professional life of adolescents, it is necessary to take appropriate measures to improve this component. At the same time, it is necessary to address the research gap. As such, conducting family-oriented research in order to reduce the psychological and emotional problems of adolescents in the high-risk period of puberty has been largely neglected. Now, considering the research gap (lack of similar research) and considering the effectiveness of family-oriented interventions, the main problem of the present study is to evaluate the effectiveness of family-oriented spiritual-respectful psychological intervention on the mental health and spiritual vitality of adolescents during puberty.

In order to conduct the present semi-experimental research, which was conducted with a pre-test-post-test design with a control group and a two-month follow-up period, among adolescent boys (13 to 15 years old) present in the first secondary schools of the 5th district of Tehran in the academic year 2018-2019, whose score less than 65 in the mental health questionnaire and less than 70 in the spiritual vitality questionnaire, 25 teenagers were selected by purposeful sampling and randomly divided into two experimental groups (13 people) and control group (12 people). In the following, the samples of the mental health questionnaire of Goldberg and Hiller (1979) which has 28 questions, 14 of which measure psychological well-being and 14 of which measure psychological helplessness in a five-point Likert scale from 0 (completely disagree) to 4 (completely agree) The range of scores is between 0 and 112. Scores lower than 65 indicate the presence of damage in the mental health process of a person (4), and the spiritual vitality scale of Polotzin and Ellison (1982) which has 20 questions, 10 of which are religious health and 10 Another question measures existential health. The range of religious and existential health score is 10-60, each separately. For religious and existential health sub-groups, there is no leveling and judgment is based on the obtained score. The higher the obtained score, the higher the sign of spiritual and existential vitality. The score of spiritual vitality is the sum of these two subgroups, the range of which is 20-120. Answers to the questions were categorized on a six-point Likert scale from strongly disagree to strongly agree. In negative questions, scoring is done in reverse. Obtaining scores less than 70 indicates a person's lack of spiritual vitality. Finally, descriptive statistics of mean and standard deviation and Shapiro-Wilk tests were used to check the normality of the distribution of variables, Levine's test to check the equality of variances, Mochelli's test to check the assumption of sphericity of the data, and mixed analysis of variance and Bonferroni's post hoc test were used to test the research hypothesis. became.

According to Table 3, the effect of the factor of group membership (respectful-spiritual family-oriented psychological intervention) on the scores of mental health and spiritual vitality of male adolescents during puberty is significant (p<0.001). The effect size shows that group membership (respective-spiritual family-centered psychological intervention) explains 44 and 42 percent of the difference in mental health and spiritual vitality scores, respectively. Also, the results indicate that the interaction effect of the type of treatment and the time factor on the mental health scores and spiritual vitality of male adolescents during puberty is significant (p<0.001). As the results of Table 4 show, there is a significant difference between the average scores of the pre-test, post-test and follow-up in the variables of mental health and spiritual vitality. This means that family-centered religious-spiritual psychological intervention has been able to significantly change the post-test scores and follow-up mental health and spiritual vitality of adolescent boys in the puberty period compared to the pre-test stage. Another finding of this table showed that there is no significant difference between the average scores of the post-test and follow-up stages. This finding can be explained by the fact that the scores of mental health and spiritual vitality of adolescent boys in the puberty period, which underwent a significant change in the post-test phase, were able to maintain this change during the follow-up period as well. In a summary, it can be stated that family-centered religious-spiritual psychological intervention has been able to lead to a significant change in the mean scores of mental health and spiritual vitality of adolescent boys in the post-test phase, and this effect has maintained its stability in the follow-up phase.

The results showed that family-centered religious-spiritual psychological intervention had a significant effect on the mental health and spiritual vitality of male adolescents during puberty and was able to improve the mental health and spiritual vitality of these adolescents. In the present explanation, it can be said that family-oriented psychological intervention improves the management of emotions and feelings (19). Based on this, family-oriented psychological intervention by improving the skills and management of emotions, cognitions and cognitive processing causes adolescents to show better mental health. In addition, during the family-centered religious-spiritual psychological intervention training sessions, parents were taught to familiarize themselves with the psychological, emotional and cognitive characteristics of adolescence and learn ways to establish healthy relationships with adolescents. Such a process made it possible for parents to establish normal psychological and emotional relationships with their children and in this way prevent the occurrence of challenges between them. Based on such a trend, the amount of mental and emotional disturbance of teenagers is reduced and they show better mental health.The second finding showed that family-centered religious-spiritual psychological intervention had an effect on the spiritual vitality of adolescent boys during puberty. In the present explanation, the concepts taught during the sessions should be addressed. First of all, it should be mentioned that family-based education is able to strengthen the communication of family members with each other by promoting the culture of mutual thinking and negotiation, and in this way, it helps to improve the mental, emotional and cognitive health of the people present in the family (25). This process can also prepare the ground for improving the cognitive and emotional processing of children, and in this way, their mental and spiritual vitality increases.

Childhood is considered as the most important developmental stage in everyone's life. Most children may experience behavioral and emotional problems in this stage. Children who suffer from speech disorder are more sensitive and therefore experience more emotional problems. This research aimed to examine the effect of unified transdiagnostic treatment on anxiety and the regulation of children's emotion who have stuttering.

This research was a semi-experimental (pre-test-post-test-follow-up) type of ABA single-subject designs. The research population consisted of 8-12-year-old boys with stuttering, 6 of them were purposefully selected from speech therapy centers, but due to the drop of 2 of the subjects, 4 of them were examined in the study. The tools of this research included Riley's (1994) stuttering severity questionnaires, Reynolds' and Richmond's (1978) manifest anxiety, and Garnevsky and Craig's (2007) cognitive regulation of emotion. The treatment sessions of this research were conducted by the researcher in 12 sessions. For data analysis, visual analysis and effect size were used in the method of reduction from the baseline.

The results indicated that unified transdiagnostic treatment can reduce the12% to 27% stuttering and it can reduce the 17% to 33% anxiety and it can also improve10% to 21% positive strategies for emotion regulation and it can reduce  9% to 16% negative strategies for emotion regulation.

Transdiagnostic integrated treatment can be effective in reducing the severity of stuttering and anxiety symptoms, as well as reducing the use of negative emotion regulation strategies and increasing and improving positive emotion regulation strategies

There are many factors that lead to progress in the academic environment. Factors such as motivational and environmental characteristics are important, but it is widely assumed that motivation is one of the main elements of progress in the educational environment. One of the important topics in the field of motivation is goal orientation. The theory of goal orientation mainly examines why people choose a specific goal, how they approach the desired goal and engage with the task related to it. One of the dimensions of goal orientation that has been examined in this research is mastery goal orientation, which has a direct relationship with people's learning and performance. Mastery goal orientation is known as a person's unconscious approach to a learning task. In general, the mastery goal orientation directs the academic behavior and is able to explain the relationship between the student's beliefs about academic success and being involved and continuing to complete a task, which has an effective role in the academic progress of students. Self-efficacy is another important factor that is of interest to researchers and administrators in the field of education. Bandura investigated the effects of self-efficacy on academic performance and named this construct as academic self-efficacy. He believes that self-efficacy beliefs play a role in academic success more than ability, knowledge and previous success. Academic self-efficacy emphasizes students' beliefs about their ability to succeed in academic subjects, curricular areas, and self-regulation in learning and study activities. Cognitive-motivational intervention is the process of monitoring, reviewing and directing behavior that reduces aimlessness and inconsistency between motivation and effort and leads a person on the path of effort and achieving efficiency. Studies have shown that teaching self-regulation components in Martin's theory can; affect the level of students' motivation, for example, sustainability in Martin's approach is one of the factors that is known as an effective factor and can lead to more self-efficacy and increase academic motivation in students. Persistence means that a person continues in his work despite the difficulty of the work and the challenges that exist. Due to the fact that training motivated, purposeful and efficient learners is one of the requirements for achieving academic success and the concept of motivation has always been the focus of researchers and education specialists. Therefore, cognitive motivational multidimensional intervention can be useful in the field of education. Considering the importance of this approach, the research question is: Is cognitive motivational multidimensional intervention effective on students' academic self-efficacy and mastery goal orientation?

The present study was a semi-experimental study with a pre-test, post-test and follow-up design with experimental and control groups. The statistical population of the research was all the fifth-grade students of Nahavand primary school, a sample of 30 people (15 in the experimental group and 15 in the control group) was selected through cluster sampling. The research tools included the academic self-efficacy questionnaires of Zajakova et al. (2005) and the goal orientation of Midgley et al. (1998). After the pre-test, the experimental group was trained in cognitive motivational intervention during 9 sessions of 45 minutes, and the control group did not receive any intervention. After the completion of the experimental intervention, the post-test and after one month, the follow-up test was performed. To analyze the data, Mixed analysis of variance was used in SPSS-23 software.

The results showed that cognitive motivational intervention has an effect on academic self-efficacy and mastery goal orientation (p<0.01).

Considering the impact of cognitive motivational intervention on increasing academic self-efficacy and the goal orientation of students' mastery, this method can be used to increase their academic progress. It is important to mention that the data presented in this study is self-reported. Although this method of data collection is a reasonable and defensible method, it would be useful to conduct research that examines similar constructs using data obtained from other sources such as teachers and parents. The current research, like other experimental designs, also had limitations, one of which was the small sample size, which reduces the generalizability of the findings; To solve this limitation, it seems necessary to conduct a study with a larger sample size in order to reach more stable results. Another limitation of this study was not considering the academic progress of the students. Considering the academic progress can affect children's self-efficacy, therefore, the results may have been integrated with the effects of academic progress, which should be cautious in generalizing the results, and it is suggested to control the educational progress and the level of children's motivation in future studies. According to the results of the current research and previous studies, it can be said that the cognitive motivational multidimensional intervention is effective and can be used, but schools are facing problems in the field of implementation, and the implementation of this approach requires planning and policy making in educational programs.