فهرست مطالب a. rezaei sharif

Infertility can cause social stigma and erode sexual self-esteem in women, highlighting the need to explore interventions like mindfulness-based cognitive therapy (MBCT) to address these challenges. The present study aimed to investigate the effectiveness of MBCT on infertility-related stigma and sexual self-esteem in infertile women.

This was a three-stage (pre-test, post-test, and follow-up) two-group (experimental and control) quasi-experimental study. To conduct the study, all infertile women referred to infertility treatment centers in Isfahan City in early 2023 were recruited using a convenience sampling method based on inclusion and exclusion criteria. A total of 40 participants were randomly assigned to either the experimental group (n= 20) or the control group (n= 20). The sample group completed the Infertility-Related Stigma Questionnaire and the Sexual Self-Esteem Scale in three stages: pre-test, post-test, and follow-up. The experimental group received an 8-session MBCT (one 90-minute session per week). Repeated measures ANOVA was used to analyze the results.

The findings revealed that MBCT significantly improved infertility-related stigma in the social withdrawal, family stigma, and public stigma dimensions (P<0.01). However, the intervention was not significantly effective in enhancing sexual self-esteem in infertile women.

MBCT demonstrated promise as an intervention for infertile women, leading to a significant reduction in infertility-related stigma, specifically in the social withdrawal dimension. However, further research is needed to explore adaptations of the program or investigate the influence of additional factors that might contribute to sexual self-esteem in this population.

The aim of this study was to investigate the mediating role of fear of failure and difficulty in regulating emotion in the relationship between negative perfectionism and academic procrastination. The method of this research was descriptive-correlational. The population of the study consisted of high school students who were studying in Bastak education region of Hormozgan in the academic year 2018-2019. From this population, 234 male and female students were selected as the sample by multi-stage random cluster sampling. In this study, Frost Multidimensional Perfectionism Scale, Conroy Fear of Failure Scale, Gratz and Roemer Scale of Difficulty in Emotional Regulation, and Solomon and Rothblum Academic Procrastination Scale were used, and the data were analyzed using SPSS 20 and AMOSE 20 using multiple regression and path analysis. The results showed that the components of negative perfectionism have a positive and direct effect on fear of failure and difficulty in emotional regulation. The main results of the study showed that the mediating role of fear of failure and difficult components in emotion regulation in relation to the components of negative perfectionism with students'''' academic procrastination was confirmed and also the fit of the structural model of the research was confirmed.

Hopelessness, belongingness, and perceived burdensomeness are important risk factors for suicidal ideation. Therefore, the aim of the present study was to determine the interaction of hopelessness, thwarted belongingness, and perceived burdensomeness in suicidal ideation and behavior.

The method of the present study was descriptive and modeling. The study population included all students of Mohaghegh Ardabil University in the academic year 2020; out of which 650 people were selected using convenience sampling method and completed the questionnaires of Hopelessness, Depressive Symptom-Suicidality Subscale, Suicidal Behavior, and Interpersonal Needs in an online way. Data were analyzed using Pearson’s correlation and Hayeschr('39') macro PROCESS tests.

The results showed a significant positive relationship between negative hopelessness and belongingness (r=0.45, p<0.001), burdensomeness (r=0.37, p<0.001), idea (r=0.32, p<0.001), and suicidal behavior (r=0.26, p<0.001). There was also a significant positive relationship between positive hopelessness and belongingness (r=0.32, p<0.001), burdensomeness (r=0.37, p<0.001), idea (r=0.25, p<0.001), and suicidal behavior (r=0.26, p<0.001). The results also confirmed the interaction of hopelessness, belongingness, and burdensomeness in suicidal ideation and behavior.

In general, this study supports the interpersonal theory and the interaction among hopelessness, belongingness, and burdensomeness concerning suicidal ideation and behavior. Based on these findings, it is suggested, to reduce suicidal ideation and attempt, holding skills and motivation training courses can increase hope in people.

 Today, the number of dual career couples is increasingly prevalent around the world. This lifestyle, despite the increase in the level of economic well-being, has caused marital problems due to pressures, role conflicts and the nature of their lives. Therefore, the present study aimed to explain the sexual dissatisfaction based on the lived experiences of working couples.

 The present study was a qualitative study with an interpretive phenomenological approach conducted with the participation of 13 working couples. Participants were purposefully selected from those referred to Ardabil counseling centers according to the inclusion criteria. Prior to the interview, the study participants, after signing the informed consent form, responded to the Larson Sexual Satisfaction Scale for initial evaluation and entry into the study. Data were collected using semi-structured interviews and coded, categorized and analyzed using the thematic analysis method of Depoy and Gitlin (1993).

 Based on the answers of the participants in the study, the themes of experiences related to sexual dissatisfaction of dual career couples were categorized in 2 main themes of “unfavorable sexual and marital relations” and “difficulty in sexual assertiveness” and 7 sub-themes and 19 categories.

 Based on the findings of the present study, the sexual dissatisfaction of dual career couples has sexual, functional and marital dimensions. The findings of the present study can be used in the field of pathology, prevention and treatment of marital and sexual problems of working couples in private counseling centers and organizations.

The present study is conducted to compare alexithymia, cognitive self-consciousness, and enthusiasm to school in students with and without specific learning disorders. The research type is a causal-comparative and cross-sectional study. The research population includes all level 4 and 5 primary school students with and without certain learning disabilities living in Ardebil. Sixty students of levels 4 and 5 were selected using a random sampling method. To collect data, the questionnaire of the Toronto Alexithymia Scale, Wales’s self-report questionnaire, and enthusiasm to school questionnaire were used. The results of Multivariate analysis of variance (MANOVA) indicated that there is a significant difference between students with and without certain learning disabilities in terms of alexithymia, cognitive self-consciousness, and enthusiasm to school. Findings of the current research are indicative of emotional abilities learning difficulties of students with certain learning disabilities. Students without certain learning disabilities have higher cognitive self-consciousness. Moreover, the average scores of students with certain learning disabilities in enthusiasm to school are significantly higher than the control group. According to the results, attention to psychological strategies for improving the alexithymia, cognitive self-consciousness, and enthusiasm to school in students with certain learning disabilities was suggested.

One of the important and influential issues of research is recognizing the components of the physical environment of schools as learning process can be influenced by the physical environment of the school. Paying attention to the architectural features of school buildings, among other features, can be achieved by creating schools with successful students. What is commonly known today as the physical model of the school are the classrooms that are continuously connected through the corridor, and this pattern of building schools as a pattern continues. If the learning environment, whether classroom or school, is designed in such a way that students are the center of activity, it provides a very good ground for increasing students' interest in the school environment. In the collaborative learning method that is the goal of the research, students are placed in such an environment and engage in collaborative activity. The purpose of this study was to identify the physical environment components of schools with a participatory learning approach.

This applied research is of descriptive-analytical type. The statistical population of the study was male middle school students in Tabriz. 356 male middle school students were randomly selected from four schools in different parts of the city. The data were analyzed by one-sample t-test and chi-square test.

The results showed that the satisfaction of the physical environment in all four studied schools was low and the tendency for the environments in which the students could participate was very high. It can be deduced that the more the physical environment of the school has favorable conditions for participatory learning, the higher the level of satisfaction and interest in learning in students are, and also education and training take place properly.

The results showed that the elements of physical environment such as furniture, green space, color, and space geometry are among the most important factors in learning, especially learning and cooperative activity in schools, which can have a significant effect on students’ satisfaction and their presence with enthusiasm at school. One of the suggestions of the present study is to design suitable and efficient spaces according to the aesthetic and psychological principles as well as the use of collaborative learning method for lecture-based teaching.

The purpose of this applied research was to identify the factors impacting professional development of second-grade high school teachers at Districts I and II of Ardabil Education Administration. From the community of professors, experts and key knowledgeable persons, using the theoretical adequacy of data, 51 persons were selected as the sample. This research was a qualitative research collecting data through the focus group interviewing method. The data was analyzed using content analysis technique (open source, axial, and selective coding). The results indicated that factors impacting the development of teachers include individual factors, including personality traits, incentive of progress, background and attitude, and scientific vigor; organizational factors including organizational culture, managers’ roles, performance management system, and educational courses; and economic factors including reward and progress systems, sustenance and material conditions and facilities.

The purpose of this study is about comparison of the cognitive learning strategies, metacognitive and cognitive planning in between math disability children and normal children. The research Methods was a causal-comparative study. its statistical population was consisted of students aged 11 years old with specific learning disorder at Learning Disorders Center in Ardabil city in 2015. 25 students were selected by available sampling. Also the normal group was consisted of 25 students that according to age, ability, socio-economic status, grade and the absence of psychological disorders among the schools selected to compare with the groups, matched and were selected randomlyData were collected using questioners of cognitive and metacognitive Walters (2004), MazPrtyvs (planning cognitive) and the Raven's Progressive Matrice and were analyzed with MANOVA independent t tests.The findings showed that students with dyscalculia metacognitive and cognitive planning and normal students were significantly different and these components were significantly lower than their normal counterparts. So students with dyscalculia lower performance than normal students in cognitive learning strategies cognitive planning