فهرست مطالب ali jalili shishavan

Psychological factors are an important precursor to the onset of sports injuries and also play an important role in injury rehabilitation and ultimately successful return to play. The aim of this research was to predict the psychological vulnerability of sports performance based on the cognitive regulation of emotion and social support in elite student athletes.The descriptive research method is correlation type and multiple linear regression model. The statistical population of this research includes all the elite athletes of Tehran in the year 2021-2022 with the age range of 18 to 25 years and different skill levels (group and individual athletes), of which there are 300 people based on James' sample size determination method were selected, the sampling method was accessible. In order to collect data from the Psychological Questionnaire of Sports Performance ) (Hernandez-Mendo, 2006), modified Lohr Psychological Questionnaire, Cognitive Emotion Regulation Questionnaire () (Garnefsky et al., 2002) and Social Support Questionnaire Cutrona and Russell, 1987) was used.The results of the research showed that there is a positive and significant relationship between the psychological abilities of performance and the compromised strategies of cognitive emotion regulation and social support at the probability level of one percent, and there is a negative relationship between the psychological abilities of performance and the compromised strategies of cognitive emotion regulation(t=-1.396, β=-2.963 , p=0.164). It is not statistically significant.Therefore, the results showed that the psychological performance increases with the increase of social support and emotional compromise strategies, which naturally reduces the psychological damage of the athletes.

the present study was conducted with the aim of investigating the effects of critical thinking training on the improvement of the dark trinity of the personality of elite student athletes. The current research was semi-experimental with a pre-test-post-test design with two control and experimental groups. The statistical population of the research was elite male athletes and 30 people (10 people in the experimental group and 10 people in the control group) were selected and participated in the research as a sample. In the pre-test, all the subjects completed the critical thinking questionnaires (Heipel (2005) and Fisher (1986) and the dark triad of personality (Jennison and Webster). Then the experimental group completed eight 90-minute sessions. received the intervention of critical thinking. The results showed that the scores of Machiavellianism and antisocial personality traits in the experimental group were 7.502 and 6.610, respectively, and their comparison with the control group values were 11.498 and 11.498, respectively. 12.323 indicates the significant effect of critical thinking training intervention among elite athletes (F(1,25) = 31.992, p < 0.001 and F (1, 25) = 62.353, p < 0.001 ). The same results indicate the fact that the effect of the intervention in reducing narcissism in the experimental group was not significant compared to the control group. The values of narcissism in the experimental and control groups were 20.435 and 20.298, respectively. (F(1,25)=0.174, p<0.682). Therefore, it can be suggested to use the critical thinking method to increase the performance of elite athletes with dark triad of personality.

Mathematics is a complex subject that includes language, quantity, and space. Students with dyscalculia have difficulty in learning and memorizing numbers, they cannot remember the basic facts related to numbers, and they are slow and inaccurate in calculating. This research aims to investigate yoga therapy as a supplement in the management of students with dyscalculia in Tabriz city, Iran.

This study is a randomized clinical trial;. a total of 30 male students were initially allocated to either a yoga group (YG, n=15), who underwent a 8-week yoga exercise program, or to a control group (CG, n=15), who did not receive any intervention. The data collection tools are: Visual perception questionnaire, visual and auditory processing questionnaire, spatial visualization questionnaire) and learning disability questionnaire. We performed ANCOVA for data analysis using in level significance 5% by SPSS software, version 25.

The results of ANCOVA showed between-group differences for visual processing (F(1, 18)=19.01, P=0.01), visual perception, and spatial visualization (F(1, 18)=30.132, P=0.001), and spatial visualization (F(1, 18)=5202.86, P=0.001).

It can be concluded that yoga therapy can reduce the amount of math learning disorder in students with dyscalculia.

The purpose of this research was to investigate the effectiveness of executive functions training on anxiety, self-efficacy and self-regulation of elite student athletes participating in the sports Olympiad. The research method was semi-experimental with a pre-test and post-test design and a control group. The statistical population of the research was elite male student athletes and 34 people (17 people in the experimental group and 17 people in the control group) were selected and participated in the research as a sample. Beck et al.'s anxiety questionnaires (1988), Sherer's general self-efficacy (1982) and SRI-25 self-regulation questionnaires were completed before and after the training sessions by the students of the target community. Executive function training intervention sessions were conducted for 15 sessions for the experimental group. The result of univariate covariance analysis showed that executive functions training reduces anxiety (F=7.056, P<0.05) and increases self-efficacy (F=26.248, P<0.05) and also increases self-regulation (F=37.705). , P < 0.05) of student athletes participating in sports Olympiad was effective in the experimental group. It can be concluded that the training of executive functions reduced anxiety, increased self-efficacy and self-regulation of student athletes participating in the sports olympiad.

Students have important talents whose flourishing is a necessary and basic condition for the success and development of today’s societies. The purpose of this study is to investigate the effectiveness of Pilates training on cognitive function, mental wellbeing, and students’ hope for education.

This study is a randomized clinical trial. A total of 30 male students in the sixth grade of elementary school, aged ≥11 years, were initially allocated to either a pilates group (n=15, who underwent a 16 week Pilates exercise program) or to a control group (n=15, who did not receive any intervention). The data collection tools were the mini-mental state examination (MMSE), the questionnaire of academic hope by Campbell and Cowen (2001), and the short form of mental wellbeing questionnaire by Ryff and Singer (2006). We performed the analysis of covariance for data analysis using SPSS software, version 21 at a significant level of 0.05.

Results of the analysis of covariance showed between-group differences for cognitive function (F1, 27=3.8, P=0.01), mental wellbeing (F1, 27=232.46, P=0.001), and hope for education (F1, 27=29.26, P=0.001). Therefore, Pilates training increased cognitive function, mental wellbeing, and hope for education in students.

Pilates training significantly increases cognitive function, mental wellbeing, and hope for students’ education. Therefore, it is suggested to use Pilates training for school students.

The purpose of this research is to determine the effectiveness of sports intervention based on intergenerational programs on happiness and mental well-being in bodybuilding athletes. The research method is semi-experimental and pre-test-post-test with a control group. The experimental group underwent sports intervention based on intergenerational programs, but no intervention was done for the control group. The study sample includes 30 male bodybuilders in the form of two groups (including 15 bodybuilders as an experimental group and 15 bodybuilders as a control group) who were selected by multi-stage cluster random sampling. Data collection tools included the Oxford happiness questionnaire (1995), the mental well-being short form of Riff and Singer (2006) and the sports intervention method based on intergenerational programs. ANCOVA and SPSS25 software were used to analyze the data of this research. The results showed that there was a significant difference between the pre-test and post-test scores of the experimental group, as well as a significant difference between the two experimental and control groups in the happiness and mental well-being of the fitness athletes (F(1,1)=18,93 respectively). /227 F(1,1) = p˂0.05). Performing sports interventions on the variable of happiness and mental well-being had a larger effect size (Eta square equal to 0.82 and 0.81, respectively). Bodybuilding athletes who participated in sports intervention sessions based on intergenerational programs compared to the control group and compared to before the intervention, overall experienced more mental well-being and happiness.

This study aimed to explain the teachers' job involvement based on goal orientations by the mediating role of teaching emotions. Using random sampling method, 228 females (135) and male (116) high school teachers were selected from areas of the Tabriz Education Organization. Participants completed the Goal Orientations for Teaching (GOT: Butler, 2007), the Achievement Emotions Questionnaire for Teachers (AEQ Teacher: Frenzel, Pekrun, & Goetz, 2010), and the Utrecht Work Engagement Scale (UWES-9: Schaufeli; Bakker & Salanova, 2006). Data analysis was performed by structural equation modeling with the help of AMOS software. The results showed that mastery goal orientation positively predicts teachers' job engagement both directly and indirectly through the mediation of positive teaching emotions. In contrast, work-avoidance goal orientation negatively predicts job engagement both directly and through positive emotions. Also, ability-approach and ability-avoidance goal orientations predicted more job engagement only indirectly and mediated by positive emotions. Despite the significant direct effect of mastery goals and work avoidance goals on the teaching of negative emotions, but this emotion did not have a significant effect on teachers' job engagement. These results highlighted the role of adaptive goal orientations in increasing and in contrast, maladaptive goal orientations in reducing teachers' job engagement.

The aim of present study was to investigate the effectiveness of a brain based learning on everyday memory functioning and academic help seeking of students with learning disability.

This study was a research design was quasi experimental with pretest-posttest and control group. The statistical population included p students with learning disability in Hamadan city in academic year 2018-2019. 30 students with learning disability were chosen as samples and randomly were divided in 2 groups of individuals as control and experimental. Initially, the pretest was performed on two groups. The experimental groups practiced the brain based learning 8 session and 60 minutes in each session. Then, post-test was performed for them. For data collecting, questionnaire of memory measure of everyday memory functioning of Geurten, Majerus, Lejeune and Catale (2018), academic help seeking scale of Ryan and Pintrich (1997) and Colorado learning difficulties questionnaire Willcutt, Boada, Riddle, Chhabildas, DeFries and Pennington (2011) were used. Data analysis was done by using multivariate analysis of multi covariance.

Statistical data analysis illustrated brain based learning that amounts of everyday memory functioning and academic help seeking were significantly improve in experimental than control group (p < 0/05).

brain based learning might be an efficient way to improve everyday memory functioning and academic help seeking of students. Also, teachers can use this educational approach for improving problems students with learning disability. Keywords: brain based learning, everyday memory functioning, academic help seeking, learning disability.

The current research was carried out to evaluate the mediating role of self-esteem in the relationship between social capital and academic hope of elite athlete students. For this purpose, structural equation analysis method was used. The population of research included all elite athlete students, who could win the medal in National Students Sports Olympiads held in Iran during the years 2012 to 2016. Among them, 349 elite athletes were selected using proportional stratified sampling method. To measure the variables, Mobaraki Social Capital Questionnaire (2005), Rosenberg Self-esteem Questionnaire (1965), and Sohrabi and Samani Academic Hope Scale (2011) were used. Findings revealed that among the social capital components, the components of social participation, social support, and social cohesion directly increased the academic hope. Investigating the indirect effects revealed that two components of social support and mutual relations enhanced the academic hope through increasing the self-esteem. Calculating the fit indices revealed that the research model had good fit with data. Finally, results of research were discussed in light of the research literature and theoretical and applied implications of the results were provided.