afsaneh lotfi azimi

The purpose of this current study is to develop and validate the educational package of wisdom and its effectiveness on the happiness and emotional intelligence of students this research is semi-experimental with a pre-test and post-test design with a control group. For this purpose, the wisdom training package was first designed and compiled based on theoretical principles and existing packages according to the target group and was approved by experts.

The statistical population was all undergraduate students of psychology at Azad University, Roudehen branch, in the academic year 2021-2022. Among them, 45 students were randomly replaced into two control and experimental groups. The research tools included the Oxford Happiness Questionnaire (1989) and the Bar-on Emotional Intelligence Questionnaire (1997). Then (22 people) from the control group and (23 people) from the experimental group were placed in a pre-test session During 8 sessions of 90 minutes, which were held 2 sessions a week, the students of the experimental group were taught the wisdom educational package, while there was no intervention for the control group.

The results showed that the educational package of wisdom on happiness and emotional intelligence is significant at the level of 0.001.

It can be concluded that wise people are receptive to new perspectives, they take emotions seriously because they know that emotions convey important information about a situation, and they feel satisfied with the smallest happiness.

A healthy person, as being addressed in the current study, is always looking for a goal that makes his life meaningful. Viktor Frankl's theory of logotherapy, which is known as one of most pivotal theories of perfection psychology, gives meaning to a healthy human life in the light of the characteristics as “free will” and "awareness", "sense of responsibility", "meaning-oriented will", "love", "wise tolerance of suffering", "search for meaning", "responsibility to conscience", and "believing religion". The currect study aims at examining the aspects of a healthy personality in the two main characters of Savashun in Daneshvar's novel based on Viktor Frankl's theory. The current research implies a descriptive-analytical methodology and a library information procedure is devised so as to collect the required information. In the addressed novel (Savashun), the character traits of Zari and Yousef as the main characters have been analyzed from Frankel's point of view. As the results have indicated, Yousef carries most of the characteristics of Frankel's healthy personality and, at the end of the story, Zari gradually turns into a healthy personality after the events that happen to her.

A healthy personality always seeks to find a purpose to give meaning to his life. In Viktor Frankl's theory of meaning therapy, the meaningfulness of a healthy human life is described in the light of the following characteristics: freedom of will and awakening, sense of responsibility, will directed towards meaning, love, wise tolerance of suffering, search for meaning, the answer to conscience and religious belief. Self-awareness, which means that a person is aware of himself, is one of the important components in Frankel's theory of meaning therapy. In meaning therapy, a person who is searching for meaning is faced with being responsible and aware. Novels such as Savushun Simin Daneshvar and Anna Karenina by Leo Tolstoy can examine the self-awareness of a healthy character and can be analyzed from a psychological point of view. In this research, by using the descriptive-analytical method, the psychological investigation of the novels of Savushun and Anna Karenina was done with an emphasis on Frankel's theory. And the question has been answered whether the characters of these novels have the characteristics of a healthy person according to Frankel or not. The findings of the research show that Yusuf (the main character of the novel) is a self-aware person in Savushun And self-awareness directly causes characteristics such as awakening, love, self-sufficiency, and responsible to appear in him. Zari (another main character of the novel) also comes to self-awareness after the events that happen to her, and the characteristics of a healthy personality appear in her. In Anna Karenina, Levin comes to self-knowledge as a result of events in his life together, and the traits of a healthy personality are manifested in him. Based on this and according to the basic issue of this research, it seems that the characteristics of the heroes of the novel are compatible with what Frankel defined (except for self-sufficiency). Of course, self-sufficiency can be considered a sub-component of responding to the call of conscience according to Frankel.

Maulana in Mathnawi seeks to create motivation and enthusiasm for life with spirituality. He seeks to remove the barriers to the pursuit of spirituality in front of the seeker. Enduring suffering, responsibility, true love, and a firm belief in God are the fundamental foundations of spirituality. His mystical view is in line with Victor Frankel's school of semantic psychology. Therefore, in this study, the concept of meaning and enthusiasm for living in Mathnavi is analyzed by Frankel's theory. The research method is descriptive-analytical and library-type. In this study, the components of suffering, tolerance, responsibility, love, and religiosity of Frankel's theory in Mathnavi Manavi have been explained and interpreted. The findings show that the meaning of therapy and mysticism with the aim of life's passion can only happen with divine love and enduring the problems of this dangerous path and if there was any error or sin in it by relying on God, he returns to God and the way of truth.

Safe schools can facilitate the process of socialization and sociability by creating a safe environment and appropriate recognition of students and their psychological needs, so the present study was conducted to identify the psychological indicators of safe schools.

The present study was applied in terms of purpose and qualitative in terms of implementation method. The research corpus consisted of documents and printed texts in scientific databases related to the subject of psychological indicators of safe schools between 2000 and 2020. From among the documents and considering the criteria, 18 studies were selected as the sample using purposive sampling method. Data were collected by phishing method and analyzed using content analysis method in MAXQDA software version 12.

In relation to the psychological safety of safe schools, 298 open codes and 36 pivotal codes were identified in the form of 7 selected codes, which include, planning and training for dealing with critical and emergency situations (4 pivotal codes), creating a balance between physical and psychological security (6 central codes), establishing internal and external cooperation (3 central codes), providing adequate and appropriate psychological services with 8 central codes, improving access to school-based mental health support (5 central codes), prevention services and early interventions (4 central codes) and empowerment of teachers and school staff (6 central codes). Finally, the model of psychological indicators of safe schools was designed.

Based on the identified codes, the psychological safety of schools can be evaluated and after holding meetings and expert discussions, the extent of realization of these indicators in schools can be considered

In Victor Frankl's view, meaning therapy is healing through meaning or healing through meaning. Frankel considers the meaning-oriented will to be the source of all human motives and goals. In meaning therapy, man must have the freedom to choose behavior for his mental health and step into his subconscious spirituality, and in response to his unconscious discovery, discover his transcendent inner truth so that he can give a beautiful definition of the most basic human suffering, namely death. Have. According to Frankel, meaning and finding the meaning of life is in fact the manifestation of humanity, and meaning, like faith, hope and love, can be discovered. Rumi in Masnavi Manavi seeks to create motivation and enthusiasm to live with spirituality. He tries to remove the obstacles to spirituality from the seeker. Tolerance of suffering, responsibility, true love, firm belief in God are the ways to reach spirituality. Rumi's mystical view is consistent with the semantic psychology of Victor Frankl. Therefore, in the present study, based on Frankel's theory of semantic therapy, the concept of meaning and desire for life in the spiritual Masnavi is analyzed. The research method is descriptive-analytical and library type. In this research, the components of suffering, tolerance, responsibility, love and religiosity of Frankel's theory have been explained and interpreted in the spiritual Masnavi. In Frankl's semantic psychology and the practical teachings of Rumi's mysticism, suffering

Considering the importance of students' mental health as valuable human resources in the society and the role that psychological flexibility and emotional self-regulation variables play in improving students' mental health, this research aimed to investigate the effectiveness of acceptance and commitment based group therapy on cognitive flexibility and emotional self-regulation of students.

This research adopted a quasi-experimental design with pre-test, post-test and a control group. The statistical population included all high school10th grade male students in Tehran in the academic year of 2018-2019, thirty of whom were selected by random cluster sampling and then randomly assigned to the experimental and control groups. Dennis and Vander Wal’s (2010) Cognitive Flexibility Inventory and Hoffmann and Kashdan's (2010) Emotional Self-Regulatory Questionnaire were used to collect data in the pre-test and post-test stages. Acceptance and commitment based group therapy was implemented in 8 sessions of 90 minutes in the experimental group, but the control group did not experience the treatment. The collected data were analyzed using the analysis of covariance through SPSS software version 22.

The findings showed that there is a significant difference between the post-test scores of the experimental and the control groups indicating that the therapy group based on acceptance and commitment increased the cognitive flexibility and emotional self-regulation of the experimental group (P<0.05).

Implementation of acceptance and commitment based group therapy can be effective in enhancing students’ cognitive flexibility and emotional self-regulation.

In the present study, based on Frankel's theory of semantic therapy, the concept of meaning and desire for life in the spiritual Masnavi is analyzed. The research method is descriptive-analytical and library type. In this research, the components of suffering, tolerance, responsibility, love and religiosity of Frankel's theory have been explained and interpreted in the spiritual Masnavi. In Frankel's semantic psychology and the practical teachings of Rumi's mysticism, suffering and hardship are viewed positively, and both endurance and endurance in the face of suffering are the cause of maturity and the means of human perfection. Another component of Frankel's semantic therapy is love. Is what gives meaning and enthusiasm to life. Through the mystical view of Frankl and Rumi on love, life finds a lofty purpose and transcends the materialities and appearances of the material world. It disappears to reach eternal immortality. Meaning therapy and mysticism can only be achieved through religiosity with divine love, and the experience of understanding God is possible only through intuition and the heart.

This study aimed to determine the mediating role of self-esteem in the relationship between parent-child relationship and empathy. Participants comprised 295 secondary school students from Tehran, District 6 in the academic year of 1397-1389, selected by cluster sampling method. The participants completed the Adolescent Measure of Empathy and Sympathy (Vossen, Piotrowski, & Valkenburg, 2015), Self-Esteem Inventory (Coopersmith, 1990), and Parent-Child Relationship Questionnaire (Fine, Moreland & Schwebel, 1983). The results of the correlation test and path analysis showed that self-esteem has a positive relationship with empathy, and the parent-child relationship has a positive relationship with empathy and self-esteem in adolescents. Therefore Self-esteem plays a mediating role in the relationship between parent-child relationship and empathy. In general, findings show that the parent-child relationship forms and affects self-esteem. Due to its sanctity, the parent-child relationship is also related to empathy.

In this article, we have described the characteristics of a healthy personality by studying the perspective of Victor Frankl, the founder of the school of “logotherapy”, and adapting it to four Tolstoy novels. Just like Frankl, Tolstoy seeks to define and explain a kind of self-awareness by depicting one's relationship to himself in the first place, and then to determine a healthy personality in the school of psychotherapy. In progressive research, we have achieved a literary expression of the effect of the value of life on a healthy personality by analyzing the behaviors and actions of the main characters of the novels and adapting them to the characteristics that Frankel had mentioned about the value of life (work, love, suffering, guilt, morbidity, and religion). To answer the question of what specific features are present in the main characters of Tolstoy's novels that are compatible and overlap with the main features of Frankl's intended healthy human being, we have found out that the threefold values are more manifested in the characters of Anna Karenina, than in the other novels. In Resurrection, Sergei's father and the Death of Ivan Illich, attitude values ​​are more prominent, and despite the occurrence of sequential events, some dynamic characters become better characters with healthy personalities over time. Accordingly, and with regard to the fundamental issue in progressive research, the characteristics of the novel's protagonists seem to be consistent with what Frankel has defined.

The purpose of this study was to prediction of academic dishonesty based on academic engagement, achievement goals and implicit beliefs of intelligence in during pandemic Coronavirus (Covid-19). The descriptive- correlation method was used. The statistical population consists of all female students high schools Tehran city in year academic 2019-2020. In this study, according to convenience sampling method, 200 female students by formula Plant of Tabachnick & Fidell (2007) were selected as samples and they were asked to fill in the academic dishonesty scale (ADS) of Witherspoon, Maldonado & Lacey (2010), schoolwork engagement inventory (SEI) of Salmela-Aro & Upadaya (2012), achievement goal questionnaire–revised (AGQ-R) of Elliot & Murayama (2008) and implicit theory of intelligence scale (ITIS) of Abd-El-Fattah & Yates (2006). The data were analyzed by tests of Pearson correlation and multivariate regression. Findings showed that there was significant correlation between academic engagement, achievement goals and implicit beliefs of intelligence with academic dishonesty (p < 0/01). Regression analyses also revealed that %64/3 of variance of academic dishonesty infidelity was explained by academic engagement, achievement goals and implicit beliefs of intelligence. This study confirmed the significant contribution of academic engagement, achievement goals and implicit beliefs of intelligence on academic dishonesty in students.

The purpose of the present study is to investigate the training of self-encouragement based on the Adler's theory of percieved self-efficacy and Psychological well-Being of female high school students. This study method was quasi-experimental design with pretest, posttest, control group and follow-up after 6 months. The population of this study was all high school girl students in Tehran during the academic year 2018-19. The sample consisted of 60 students (30 participants for each group) who were selected by cluster random sampling method, then the experimental group received training self-encouragement for eight 90-minute sessions once a week in group form, meanwhile the control group did not receive any training. The instrument used in this study was Morgan-jinks's percieved self-efficacy scale (1999) and Ryff's Psychological well-Being scale (1989). Data were analyzed using repeated measurements design. The results indicated that self-encouragement training on perceived Self-efficacy (p < 0/01) and Psychological well-Being (p < 0/01) caused to increase their amount. And that this effect in Psychological well-Being remained stable after the follow-up phase. Regarding the effectiveness of this training on increasing the perceived Self-efficacy and Psychological well-Being, this training is evaluated useful for students.

In recent years, there has been an increasing interest in the understanding of how emotional regulation affects the mental and physical health of individuals. Emotional regulation involves the use of behavioral and cognitive strategies to change the emotional experience or intensity. The purpose of this study was to determine the mediating role of self-esteem and emotional regulation in the relationship between personality traits and resiliency in breast cancer patients. For this purpose, in a correlational descriptive study, 275 women with breast cancer who had criteria for entering the sample were selected as an accessible sample and tested for their personality traits, self-esteem, cognitive emotions regulation and resilience. The results of path analysis indicated that self-esteem mediated the relationship between personality traits (except agreeable) and resilience. Moreover, adaptive cognitive emotion regulation mediated the relationship between neuroticism, and agreeable and also maladaptive cognitive emotion regulation mediated the relationship between neuroticism, extraversion, openness, and agreeableness and resilience. The findings were discussed according to the mediating role of self-esteem and cognitive emotion regulation

The purpose of this study was to predict the academic achievement based on academic self-concept and locus of control. The design of this study was correlational-descriptive. The population consisted of all male and female pre-university students in public high schools of Tehran majoring in natural sciences in the academic year of 2014-2015. From this population, 560 male and female students were selected using multi-stage random sampling. The instruments were academic self-concept scale, and interiority, powerful people and chance scale. Also, the students’ GPA was considered as the criterion of their academic achievement. Data analysis was performed through Pearson's correlation coefficient and regression analysis in SPSS 21. The results showed a positive significant correlation between academic self-concept and locus of control with academic achievement (p

the aim of this study was to examine the role of meaning of life and perceived social support in pain intensity. Based on a correlational study, 158 patients with cancer were selected by convenience sampling method from radiation therapy wards of two hospitals in Tehran. The participants completed the pain intensity subscale of the Multidimensional Pain Inventory (MPI), the Medical Outcomes Study-Social Support Survey (MOS-SSS; Sherborne & Stewart, 1991), and the Meaning of Life Questionnaire (Steger, Frazier, Oishi & Kaler, 2006).The results of multivariate regression analysis indicated that the meaning of life and social support correlated with the reported pain intensity.The social support and the meaning of life accounted for 83% of the variation in perception of pain intensity. The findings suggested the need to pay more attention to perceived social support in treatment of cancer patients.

The purpose of this study was to determine the relationship between control and self-efficacy with academic motivation in students. The statistical population of the study consisted of all students of state-ofthe- art undergraduate and graduate high school students who studied in Tehran during the academic year of 93-92. A multistage cluster sampling method was used to select the sample. According to the research plan, 200 people were selected and responded to the scale of academic motivation (Valerand et al., 1989), internalism, powerful people and luck (Levinson, 1981) and generalized self-efficacy questionnaire (Jayge et al., 1998). The results of regression analysis showed that the two variables of control and self-efficacy were able to explain 13% of internal motivation variance, 7% of external stimulation variance and 9% of non-motivational variance. Finally, the findings were discussed based on the importance of academic motivation in student's academic achievement.

the purpose of this study was to determine the mediating role of academic self-concept in the relationship between motivational styles and academic achievement. Based on correlational design, 140 Tehran senior secondary school female only students majoring in biology were selected by multistage random sampling and completed Academic Motivation Scale (AMS; Varelland et al.,1992) and Academic Self-Concept Scale (Delavare, 1994). Academic achievement was measured based on the mean of the final scores obtained in biology, physics and chemistry. The findings showed that academic self-concept was associated positively with intrinsic motivation and academic achievement. Furthermore, the results of path analysis showed the significance of the direct effect of academic self-concept on academic achievement while the indirect effect of extrinsic motivation, intrinsic motivation and amotivation on academic achievement was meaningful by the mediation of academic self-concept. Therfore, the mediating role of academic self-concept in the relationship between academic motivation and academic achievement was confirmed.

the purpose of this study was to examine the effectiveness of empathy training (Vaziri & Lotfi Kashani, 2011) in decreasing the aggressive behaviors. Forty eight students were selected from two boys high schools of the first educational district of Tehran (24 students per school) using voluntary sampling. The participants were assigned randomly to either experimental or control groups. The experimental group received 12 empathy training sessions (2 hours a session). Both group's aggressive behaviors were assessed using Aggressive Behavior Evaluation Scale (Vaziri & Lotfi Kashani, 2011) before and after training. The results of covariance analysis indicated that empathy training was effective in decreasing the aggressive behaviors. Also findings suggested that empathy training in schools, especially in adolescence could result in decreasing the aggressive behaviors by providing the ability to understand others.