دکتر رسول کرد نوقابی

Self-actualization which very few people succeed in achieving it, can lead to a feeling of happiness and life satisfaction. This developmental stage is based on the quality of people's perceived parenting that have experienced and the factors which have a role in it's formation indirectly. Married women and men, in the position of present or future parents, have a significant contribution in raising self-actualized people. However, the underlying factors of self-actualization in them as the most important educational model have not been identified so far, therefore they have been studied in this research.

The purpose of this study was evaluating the fit of the structural model of the relationship between perceived parenting, psychological flexibility and self-actualization in married women and men.

The research method was descriptive-correlational that conducted using structural equation modeling. The target population included all married women and men of Shiraz in 2023. The sample size included 409 people, selected by proportional stratified sampling method. Data were collected using Esmaeilkhani' s self-actualization (2001); Grolnick et al.'s perceived parenting (1997); and Ben –Itzhak et al.'s psychological flexibility (2014) questionnaires, and in order to analyze the data, SPSS and AMOS software were utilized.

The results indicated that the proposed model fit the data. Also, the direct paths of parental autonomy support to psychological flexibility, parental warmth to self-actualization, and psychological flexibility to self-actualization were significant (P< 0.05). Furthermore, based on the results of the Bootstrap Test, parental autonomy support had an indirect and significant effect on self-actualization with the mediating role of psychological flexibility.

According to the results of this research, in order to train self-actualized people in the society, it is recommended that the educational institutions especially departments of education and training have long-term and macro planning in addition to intra-organizational planning in line with self-actualization training courses based on optimal parenting and also psychological flexibility for married women and men.

The purpose of the present study was to develop a model of wisdom based on successful intelligence and psychological well-being in students with the mediating role of creativity. The present study employed a correlational design and the statistical population in this study included high school students of Arak, Iran in academic year of 2022-2023. The sample selected using convenience sampling, which led to the recreuiment of 500 students. Data collection tools included the wisdom scale, successful intelligence questionnaire, psychological well-being scale and creativity questionnaire. Data were analyzed using Pearson correlation and structural equations modeling. The results showed that creativity had a partial mediating role in relationship between successful intelligence and psychological well-being with wisdom. Also, findings showed that the direct effect of successful intelligence, psychological well-being and creativity were significant on wisdom. Proposed model had an acceptable fitness to the data and the analyses also revealed that %46 of variance of wisdom was explained by successful intelligence and psychological well-being through the mediating role of creativity. Based on the results of this study, it can be concluded that wisdom is affected by successful intelligence, psychological well-being, and creativity and these findings can be used to increase the level of wisdom of students.

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.

Sleep is one of the most important psychological and physiological processes for brain function and mental health that control human health. Sleep quality is essential in middle-aged society, and sleep problems in this society are recognized as a main risk factor for mental and physical health problems. So far, the effectiveness of various treatments have been performed to improve sleep quality in middle-aged people, but no study has compared cognitive behavioral therapy and acceptance and commitment therapy.

The present study was conducted with the aim of comparing the effectiveness of cognitive behavioral therapy and acceptance and commitment-based therapy on improving insomnia in middle-aged people.

The research method was experimental with a pre-test and post-test design with a control group and a three-month follow-up. The statistical population of this research included all middle-aged men and women suffering from insomnia who referred to health centers in Hamedan city in 2022. 60 people were selected as available sampling and randomly divided into 3 groups of 20 people (two experimental groups and one control group), cognitive behavioral therapy, commitment and acceptance therapy and control group. The measurement tool in this research was the insomnia disorder questionnaire of Homai Maaz et al. (2023). The experimental groups were subjected to cognitive behavioral therapy based on acceptance and commitment for 9 sessions of 75 minutes respectively, and the control group received the usual treatment.

The findings showed that after the intervention, both treatment methods improved the insomnia disorder compared to the control group, and the treatment results were maintained in the follow-up period (p<0.001); However, acceptance and commitment therapy compared to cognitive behavioral therapy had a greater effect on the improvement of middle-aged insomnia disorder (p<0.001).

According to the research results, it can be said that cognitive behavioral therapy and acceptance and commitment therapy, along with other therapeutic methods, are suitable intervention methods for improving insomnia disorder in middle-aged people. Psychologists, clinical counselors, and therapists can reduce the problems of patients with insomnia disorder by holding psychological workshops such as cognitive behavioral therapy for insomnia and acceptance and commitment therapy for insomnia as easy, accessible, and low-cost treatments to help these people.

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 present study was conducted to investigate the effect of narrative therapy on anxiety thoughts of divorced mothers in Behbahan. This research was a quasi-experimental study with a pretest and posttest design with a control group. The study population was all divorced mothers in Behbahan; 44 of them announced their readiness to participate in the research; Which were selected as a sample and randomly assigned to the experimental and control groups. After performing the pretest, the protocol of eight sessions of narrative therapy was performed. The AnTI Wells Anxiety Thought Questionnaire (1994) was then administered. Statistical analysis of covariance showed that the protocol of narrative therapy, anxiety thoughts: (p <0.01, F = 34.04), social anxiety: (p <0.01, F = 34.00), physical anxiety: (p <0.05 , F = 7.16), meta-worry: (p <0.01, F = 14.15) has reduced divorced mothers. Therefore, narrative therapy had an effect on the anxious thoughts of divorced mothers and this treatment method can be applied to divorced mothers to reduce anxious thoughts, increase mental health and reduce the psychological damage of life after divorce and being a single parent.

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.

The aim of the research was to design, construct and determine the psychometric characteristics of the insomnia disorder diagnosis and etiology questionnaire.

The research method was descriptive and psychometric. The statistical population studied was all the middle-aged people who referred to the health centers of Hamedan city in 2022, and 300 people were studied using the available sampling method. At first, using the two-dimensional specification table, the items of the questionnaire were prepared and exploratory and confirmatory factor analysis was used to check the construct validity.

The findings showed that in the insomnia diagnosis questionnaire, 5 factors with eigenvalues greater than one explain 62% of the variance of the total scores. Also, Cronbach's alpha coefficient for the whole insomnia diagnosis questionnaire was 0.88. In the insomnia disorder etiology questionnaire, 7 factors with eigenvalues greater than one explain 65% of the variance of the total scores, and Cronbach's alpha coefficient for the entire insomnia disorder etiology questionnaire was 0.94. Insomnia disorder questionnaire factors including sleep stress, sleep quantity, sleep pattern, sleep quality and sleep continuity and insomnia disorder etiology questionnaire factors include; Psychological conditions, environmental conditions, social conditions, sleep hygiene, physical conditions, consumption of drugs and alcohol, and attitude to sleep which explain insomnia and the causes of insomnia.

The results of the confirmatory factor analysis were greater than 0.5 in all cases and the composite reliability values in all components were greater than 0.4 in both questionnaires. Therefore, the mentioned questionnaire has good reliability and validity.

The purpose of this study was to investigate the validity and reliability of the wisdom questionnaire. The population was all the citizens living in Hamadan. in doing so, 440 individuals were selected by convenience sampling procedure. Then, in order to collect data, a researcher-made questionnaire was administered to the participants of the study. The results of factor analysis showed that 58 items from 121 items were eliminated and the opening of the experience was removed from 9 dimensions and 63 items showed high factor loading. Findings indicate that 8 dimensions of the questionnaire had a total variance of 41.81%. Cronbach's alpha reliability coefficient and the test-retest of the wisdom questionnaire were 0.85 and 0.87, respectively, which indicates an acceptable level of reliability. Therefore, coordination between dimensions with total score is acceptable. The validity and reliability of the researcher-made questionnaire are at the acceptable level and indicates that the questionnaire is good enough.

The aim of this study was to investigate the effect of wisdom-therapy on occupational stress of primary school teachers in Asadabad city. This study was conducted in the framework of applied research and semi-experimental with pre-test and post-test design with control group. The statistical population of this study was all primary teachers in the city in the academic year of 1400-1401 with 200 people. The intervention program of this study included wisdom-therapy program based on the technique of key scenes of life which consisted of a six-session one-hour course and was performed over a month. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (one-way analysis of covariance) using SPSS22 software. The results showed that wisdom-therapy reduced the level of job stress in teachers. Based on sub-findings, wisdom-therapy reduced the components of job stress (demand, control, co-workers' support, management support, relationships, role and change).  The highest rate of this effect was on the component of managerial support and the least effect on role component.

The aim of this study was to investigate into the effect of wisdom-therapy on self-actualization of highly educated teachers. The research method was quasi-experimental with pretest-posttest and a control group. The statistical population consisted of all teachers with PhD. degrees in Hamedan in 1400. The sample of the study included 32 participants who were selected based on purposive sampling method and were randomly divided into two equal groups of experimental and control. Then, the wisdom-therapy protocol (adapted from from Kordnoghabi, 1400) was performed on the experimental group in eleven sessions. The self-actualization measure was the Jones and Crandall’s (1968) Self-Prosperity Questionnaire. to analyze the data univariate covariance test was applied using SPSS program (version 22). The results showed that the effect of treatment was significant (P <0.05) and personal wisdom-therapy approach had a positive effect on increasing the self-actualization of highly educated teachers. Therefore, it can be claimed that education officials can use this strategy to increase teachers’ self-fulfillment.

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 this study was to test the proposed model of the relationship between mindfulness and academic performance with the mediation of social-emotional competence. The research method was fundamental in purpose and correlation and structural equation analysis in data collection. The statistical population included 23,681 people (12,556 girls, 11,125 boys) of the second grade of elementary school in the academic year 2018-2019, and a sample of 380 subjects (225 girls and 155 boys) was selected using cluster sampling. Research instruments included the Mindfulness, Attention, and Awareness Scale (MAAS), the Social-Emotional Competence Questionnaire (SECQ), and the Academic Performance Test (APT). Structural equation model analysis using SPSS version 22 and LISREL version 8.8 was used to analyze the data. The results showed that the proposed model had a good fit with the data. The results indicated that the direct effect of mindfulness on the components of social-emotional competence was positive and significant. The direct effect of social-emotional competence on academic performance was also positive. The results indicated that the components of social-emotional competence had a significant mediating role between mindfulness and academic performance. The results suggest that high levels of mindfulness play an effective role in enhancing social-emotional competencies and that improving children’s social-emotional competencies has a positive effect on academic performance.

Mindfulness is one of the methods that affect different areas such as improving social and emotional skills and educational performance of children. Thus, mindfulness training as a factor on controlling emotions and interpersonal relationships can play an important role in learning process and academic performance. The purpose of this study was to investigate the effectiveness of mindfulness program based on social-emotional learning on the components of social-emotional competencies and academic performance in children.

The quasi-experimental with pre-test and post-test design and control group was employed. The study population consisted of male students in the second stage of elementary school. The sample method was randomly clustered so that two schools were randomly selected from all schools and among all, two fifth grade classes were selected and randomly assigned as experimental (18 subject) and control group (18 subject). Social-emotional competencies scale (Zhou & Ee, 2012) and academic performance test were used as research instruments. Subjects in the experimental group were trained in mindfulness audio files for 90 days and the control group did not receive any intervention.

The results of covariance analysis showed that mindfulness training had a significant effect on increasing the components of social-emotional competencies and academic performance (p <0.01).

Based on these findings, it can be concluded that the mindfulness training program used in this study can be an effective method for promoting social-emotional competencies and academic performance in primary schools

Logical-mathematical intelligence is one of the common needs of modern life to deal with various types of computational and problem-solving situations.

The aim of this study was to investigate the brain regions associated with the core skills of LMI (calculations, logical reasoning and game strategies) using functional magnetic resonance imaging (fMRI).

This study used a cross- case design. From 28 male and female volunteers aged 18 years and over who visited the Brain Mapping Laboratory in 2020, one with very a high Logical-mathematical intelligence was selected through purposive sampling and using the Multiple Intelligence Developmental Assessment Scale (MIDAS). The tools used in this study were Computational Assignments, Chess and Logical Reasoning. FMRI was also utilized to examine the brain regions. Data were preprocessed and statistically analyzed in SPM-12.

The results demonstrated similar neural activation involved in computational skills, logical reasoning, and chess game in the frontal and parietal lobes. They also showed significant activity in the cerebellum, insula, cingulate gyrus, precuneus, pre-and post-central gyri, fusiform gyrus, and supramarginal gyrus in all three skills.

The results revealed that the neural activation patterns in each skill have unique neural bases, but have common patterns with other skills of Logical-mathematical intelligence. These common and unique patterns present a unique neural architecture in support of the Theory of Multiple Intelligences as a scientific model of human intelligence.

The purpose of this study was to compare the effectiveness of time out, cognitive regeneration, and cognitive diffusion techniques in children's self-control. This research was a quasi-experimental study with a multi-group post-test design with a control group. The population consisted of all elementary students of Hamadan city in the academic year 2017-2018. The sample consisted of 60 children who were selected by multistage cluster random sampling and were randomly assigned to four experimental and control groups. The data collection instrument was the amount of time spent not eating sweets up to 10 minutes. The results of analysis of variance showed that there was a significant difference between groups (p < 0.01). Post hoc test results showed that time out and cognitive restructuring techniques had a significant effect on increasing self-control scores of the participants (ρ < 0.01). But the impact of cognitive diffusion on self-control was not significant (ρ = 0.08). Also, time out could increase self-control more than cognitive restructuring in the participants. According to the results, cognitive deprivation and time out techniques can be used to increase the level of self-control in children.

The aim of this study was to compare the effectiveness of mindfulness-based stress reduction and mindfulness-based social-emotional learning on the components of social-emotional competence and children's academic performance. The method of this study was quasi-experimental with post-test pre-test design with unequal control group. The study population consisted of male students of the second elementary school of Hamedan in 1397-98, that 54 students of whom were selected by cluster sampling method and were divided into two experimental groups (18 people) and a control group (18 people). First, students in the experimental and control groups filled the Zhou and Ee (2012) Socio-Emotional Competence Scale and the researcher-made academic performance test in the pre-test stage. Then, one experimental group was trained in mindfulness-based stress reduction method in 10 sessions and the other experimental group was trained in mindfulness-based social-emotional learning method in 18 weeks (90 audio files) and the control group no received interventions. After completing the training, all groups completed the tool again in the post-test phase. The results of analysis of covariance showed that the effectiveness of two methods of mindfulness on increasing the components of social-emotional competence and academic performance was significant (p< 0.01). But no significant difference was observed in the effectiveness of the two methods (p> 0.05). Based on these findings, it can be concluded that mindfulness can be used as an effective method to promote social-emotional competencies and academic performance in primary schools.

This study endeavored to predict phonological awareness based on processing speed (Reaction Time and Rapid Automatized Naming) in students with reading learning disabilities. As a descriptive-correlational study with the sample size of 56 students referred to learning disability centers in the academic year of 2019-20 who were selected by available sampling method based on inclusion and exclusion criteria. To gathering the data, the binary form of information and picture completion of Wechsler (Shahim, 1995), reading and dyslexia test (NEMA) of Karami Nouri and Moradi (2006), Wilson et al. (2015) reaction time task and Wolf and Dunkla (2005) rapid automatized naming task were used. The results showed that reaction time (p < 0.01) and rapid automatized naming (p < 0.05) can predict phonological awareness. So that the reaction time and the rapid automatized naming predict 11.5% and 5.3% of the variance of phonological awareness, respectively. Therefore, it is necessary to pay attention to the role of processing speed in examining the phonological awareness of children with reading learning disabilities.

This study was to investigate the effectiveness of cognitive-emotional skills on the decrease of high school student' tendency to aggressive behaviors. The design of the study was experimental using a pre-test and post-test method with a control group. The population of the study included male students of Hamedan and Tehran studying in 1391-1392. The sampling in the first step was done through multi-level cluster sampling and in the second step, random substitution was used. Also, to increase the assurance coefficient to control the examinees subsidence, twenty students were considered in each group and were assigned to 4 groups by random substitution sampling. Firstly, the Interpersonal Aggressive Questionnaire was administered to the students. Then, 80 students (40 students in each province) were chosen from among those who were upper than the cut point and were randomly assigned to the control and experimental group. The cognitive-emotional skills program were each performed in 10 sessions (each group session took 90 minutes). The tools used in this research were Interpersonal Aggressive Scales (Straus, 1979), Emotional intelligence questionnaire (Bar-On, 1997), Affective control scale (Williams, Chambless, & Ahrens, 1997), and the second version of Rahim organizational conflict scale (Rahim, 1997). The results of Covariance analysis (ANCOVA) indicated that teaching the cognitive-emotional skills to high school students Makes Increase self-awareness skills, anger management, and problem solving. Also, the results of the study indicated that teaching the cognitive-emotional skills have a positive and significant effect on the decrease of students tendency to aggressive behaviors such as verbal aggressive, practical aggressive of the students. However, the results indicated that teaching the cognitive-emotional skills are effective.