alireza heidarie

The rapid increase in the prevalence of obesity, which is a multi-causal problem, in the past twenty years, in addition to genetic factors, has been attributed to cultural environmental factors, including family environment, eating and activity. . This research was conducted with the aim of predicting children's body mass index based on the mother's attachment style, taking into account the mediating role of emotional overeating in children.

The research method was applied and of the correlation type, which was done using structural equation modeling. 280 children aged 7-12 years (including 144 boys and 136 girls) along with their mothers were selected to participate in the research by using the purposeful sampling method, based on the referral of nutritionists. Research tools include body mass index (BMI), Hazen and Shaver attachment style questionnaire and emotional eating scale (EES).

The investigated model had a good fit and the results showed that mother's secure, avoidant and anxious attachment styles predict the child's body mass index both directly and indirectly through the mediation of the child's emotional overeating.

This research highlights the role of the child's early environment, especially the mother, in the development of childhood obesity.

Depression is one of the most common mental disorders. Exploring the vulnerabilities of this disorder and how these factors relate to each other remains a fundamental issue in mental health. The aim of this study was to determine the mediating role of difficulty in emotion regulation in explaining the correlation between behavioral activation system and behavioral inhibition with depression. For this purpose, in a descriptive correlational study, 200 students of Ahvaz Islamic Azad University were selected by convenience sampling method and tested for emotion regulation, behavioral activation and inhibition system, and depression. Evaluation of structural pattern using statistical indicators showed that behavioral inhibition has a significant correlation with depression. The results showed that the direct correlation between behavioral activation and depression and the difficult correlation between emotion regulation and depression were not significant. Therefore, it can be argued that the hypothetical model can better explain the relationships between research variables than the competing model. Difficulty in regulating emotion is a mediating variable in the relationship between behavioral activation and behavioral inhibition with depression, and by controlling this variable, the role of behavioral activation and behavioral inhibition on the symptoms of depression can be controlled.

The purpose of this study was to compare of the effect of metacognitive strategies and time management training on test anxiety and academic self-efficacy in Secondary School Female Students. The statistical population of this study included all female student high school Behbahan City in year academic 2018-2019, using a targeted sampling method, 45 of them were selected and randomly assigned to two experimental groups and one control group (each group of 15 Student). To collect data Test Anxiety Questionnaire of Spielberger, Gonzalez, Taylor, Algaze & Anton (1978) and Academic Self-Efficacy Questionnaire of Jing & Morgan (1999). This quasi-experimental study was conducted with a pretest-posttest design with control group. The experimental groups underwent metacognitive strategies (6 sessions 90 minutes) and time management training (7 sessions 60 minutes), but the control group received no training. Data were analysed using covariance analysis. The results showed that metacognitive strategies and time management training was effective to decrease test anxiety and increase academic self-efficacy in students (p<0.01). Also, the results showed that metacognitive strategies had a greater effect than time management training on decrease test anxiety and increase academic self-efficacy in students (p<0.01). It can be used to metacognitive strategies training to decrease test anxiety and increase academic self-efficacy in students..

Improving the parent-child relationship through appropriate interventions has an effective role in reducing emotional and behavioral problems in adolescents. The aim of this study was to compare the effectiveness of "Parent Management Training" and "Group Schema Therapy" for Parents on academic motivation and oppositional defiant of their teenage children with conduct disorder.

The research method was quasi-experimental with pretest-posttest design with control group. The statistical population of the study included all parents of adolescent girls and boys 13to 16 years old with conduct disorder in Ahvaz in the academic year 2020. Using the convenience sampling method, 60 of them were selected and one of their parents was randomly divided by random number table into two intervention groups and one the control group (20 people in each group). Demographic questionnaire, "Academic Motivation Scale" and "Oppositional Defiant Behavior Inventory" were used to collect data. The validity of the instruments was reported based on the content validity by qualitative method and the reliability by Kappa agreement coefficient method and internal consistency method by calculating Cronbachchr('39')s alpha coefficient. The intervention groups (parents) underwent "Parental Management Training" (9 sessions of 60 minutes) and "Group Schema Therapy” (8 sessions of 90 minutes), but the control group did not receive any intervention. The questionnaires were completed by their teenage children in the pre-test and post-test stages. Data analysis was performed using SPSS. 22.

Both “Parent Management Training" and "Group Schema Therapy" interventions in parents were effective in increasing academic motivation and reducing oppositional defiant in their teenage children with conduct disorder (P <0.01). Also, “Parent Management Training" has a greater effect on increasing the academic motivation of their teenage children with conduct disorder than "Group Schema Therapy" (P <0.01).

“Parent Management Training" and "Group Schema Therapy" to parents are effective interventions to increase academic motivation and reduce the oppositional defiant in adolescents with conduct disorder. To improve the academic performance of these adolescents, the implementation of the mentioned interventions on their parents is recommended.

The aim of the present study was to compare the effectiveness of compassion-focused therapy and acceptance and commitment therapy on emotion regulation difficulty in high school girl students with   oppositional defiant disorder. The statistical population included all high school girl students in Ramhormoz city in the academic year of 2018-2019. Subjects were selected by random sampling method from girls   high schools in Ramhormoz city. The research method was an experimental with pre-test, post-test and control group design. The sample number for each group was about 20 subjects with   oppositional defiant disorder. Therapeutic methods at both levels of compassion-focused therapy and acceptance and commitment therapy were considered as independent variables and emotion regulation difficulty as a dependent variable.  Emotion Regulation Difficulty Scale (Gertz & Romer, 2004) was implemented to collect data. The first experimental group was treated with compassion-focused therapy of Gilbert (2014) and the second experimental group was treated with acceptance and commitment therapy of Hayes et al. (2012). Compassion-focused therapy sessions were performed in 8 sessions of 90 minutes once a week and acceptance and commitment therapy was performed in 8 sessions of 90 minutes once a week. Multivariate and univariate analysis of covariance and Ben Foroni post hoc test were used Data were analyzed using SPSS software version 24 and the significance level was equal/less than 0.05. The results showed the efficacy of both therapies on emotion regulation difficulty in female high school students with oppositional defiant disorder and the superiority of acceptance and commitment therapy over compassion-focused therapy.

This study aimed to determine the role of news content in the level of recall and attention of students. This study was experimental with simultaneous inter-subject and between-subject designs. Out of male and female undergraduate and postgraduate students of state universities in Tehran during the academic year of 2018-2019, 60 were selected first by cluster and then purposefully sampling. The instruments used were News Tracking Questionnaire of Broadcasting, Recalled Questionnaire, Eye Tracking System, News Impact Scale, and pieces of news that were performed on the sample, and data were analyzed by SPSS21 software. The mixed analysis of variance test showed that the news content of network 1 and News more than networks 2 and 3 have cognitively loaded content (p = 0.01) and men remember cognitive elements more than women and women remember emotional elements (p = 0.001). Also, the duration of the fixation of men on the news was more than women, which indicates more attention and cognitive involvement of men (p = 0.001). Therefore, the Islamic Republic of Iran Broadcasting must present the news content cognitively or emotionally, depending on the gender of the audience, to attract more attention and recall of the audience.

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder, usually exhibiting from childhood and if left untreated, continues throughout the lifespan. ADHD is believed to be the most common neurodevelopmental disorder in childhood. The symptoms often create impairments in one or more major areas of the person’s life that require levels of attention and concentration, such as learning, relationships, and work. The purpose of the present study was to investigate the effects of cognitive rehabilitation on executive functions (response retardation and planning) in children with ADHD.

The present study was a semi experimental study, designed with pre-test / post-test clinical trial and a control group. A total of 30 children with ADHD, aged 7-9 years old, who were referred to the clinic of the Ministiry of Educaion in Shiraz, educational sector 1, were diagnosed using the Raven Intelligence Test and matched via the CSI-4 Diagnostic Test. The children, selected via purposive sampling, were randomly divided into the experimental and control groups. Children in the experimental group were given 10 sessions of rehabilitation program each week, each session for one hour. Response inhibition was measured using Stroop and Planned with Bariff test.

Pre- and Post-test scores were significantly different in measures of executive functions (both response retention and planning) in children with ADHD (P <0/001).

Training on cognitive rehabilitation appears to be effective in improving the executive functions (response retention and planning) of children with ADHD and can be offered as an appropriate replacement against the effects of psycho stimulants medications

Abstract The purpose of this study was to investigate the relationship between subjective well-being, meta-cognitive skills and tolerance of ambiguity with creativity in Ahwaz Azad University students. This research is descriptive and correlated. The statistical population of this study was all students of Ahwaz Azad University. Samples are randomly categorized among them. The specimen was determined using the Morgan table. Then, through Abedi's inventory questionnaire (1993), a researcher-made questionnaire on cognitive and meta-cognitive skills (Arjomand, (2010), Kayez Subjective Welfare Questionnaire and Magharmo (2003), McLane II Questionnaire (MSTAT-II) McLane (1993) Were studied. The results showed that there is a significant relationship between mental well-being, metacognitive skills and tolerance of ambiguity with creativity in students. Also, the results of regression showed that the prediction of student criminality on the variables of mental well-being, metacognitive skills and tolerance of significant ambiguity. 

This study was conducted to determine the effectiveness of mindfulness training on impulsivity and problem-solving styles in substance-dependent men.

The present study was quasi-experimental with pretest-posttest and follow up design with a control group. The statistical population of the study included all substance-dependent men referred to the residential addiction treatment center in Islamshahr in 2019 (n=123). Among them, a sample of 40 individuals was selected by purposive sampling method and randomly assigned into the experimental (n=20) and control (n=20) groups. Participants completed the impulsivity scale and the problem-solving styles questionnaire in pretest, posttest, and follow up. The experimental group underwent eight 60-minute sessions of mindfulness training, and the control group did not receive any intervention. The data were analyzed using multivariate analysis of covariance.

The results showed that mindfulness training improved impulsivity and problem-solving styles in the posttest phase and this effect remained stable during follow up phase.

The results of the present study showed that mindfulness training can be used as an appropriate method to improve impulsivity and problem-solving styles in substance-dependent men, and thus reduces the harmful effects of addiction.

The couple includes stage of psychotherapy process, where the psychotherapist’s primary purpose is to diagnose the many aspects of the partners’ experience in the relationship, to understand how conflicts are triggered and how they affect the dysfunction of the relationship. The purpose of this study was to Comparison of the effectiveness of couple therapy based on forgivness and Hendrix's and illustrative communication on family communication patterns, sexual satisfaction, in women referring to counseling centers in Ahwaz. The research design is a quasi-experimental pre-test-posttest with control group. The sample size was 45 women who were selected using available sampling method from the mentioned population. 15 of them were assigned to the amputee-based paternity therapist and 15 were assigned to the Hendrix communication imaging group and15 to the control group as a random assignment. The research tools used were the Kristensen & Salavia Family Relationship Model, Sexual Satisfaction of Myston and Trampnell. The Hendrix communication simulation group received nine 90-minute training sessions, as well as a group of pseudo-therapeutic training group forgiveness, nine sessions of 90 minutes. To analyze the data, multivariate and univariate analysis of covariance was used. The findings showed that both therapeutic approaches in the post-test phase had a significant impact on family relationship patterns and resulted in a significant increase in family relationship patterns. Based on the findings, it can be said that each of these approaches is one of the most effective and successful interventions in the field of therapy.

The purpose of this study was to the moderating role of test anxiety in the impact of peer education on academic negligence: the benefits effects of test anxiety. The statistical population of this study included all female students high school Behbahan city in year academic 2018-2019, using a targeted sampling, 60 people were selected as procrastinators and randomly, 30people in the experimental group (10 people in the high test anxiety, 10 people in the moderate test anxiety and10 people in the low test anxiety) and 30people in the control group (10 people in the high test anxiety, 10 people in the moderate test anxiety and10 people in the low test anxiety). To collect data test anxiety and academic procrastination Questionnaire. The experimental research method was pre-test and post-test with one experimental and one control groups (each group has three subsets including high, moderate and low test anxiety). Data were analyzed using one-way ANCOVA Analysis. The results showed that peer education was effective in students with high and moderate test anxiety, but it had no effect on students with low test anxiety. The results also showed that the text anxiety variable significantly modulates the effect of peer education on academic negligence.

The purpose of this study was investigating the causal relationship between neuroticism, job stress and work-family conflict with turnover intention and life satisfaction through mediating role of job burnout. The research method is descriptive correlational. The research population consisted of all employees of Karoun Oil and Gas Company in 2018. The sample consisted of 265 employees of Karoun Oil and Gas Company who were selected by simple random sampling method. Big Five Factor Personality (Costa & McCrae, 1992), Job Stress (Parker & De Cotiis, 1983), Work- Family Conflict (Carlson et al., 2000), Job Burnout (Maslach, 1982), Turnover Intention (Cammann et al., 1979) and Life Satisfaction (Diener et al., 1985) questionnaires were used for data collecting. The proposed model was evaluated using Structural Equation Modeling (SEM) using AMOS and SPSS software version 22. Bootstrap method was used to test the mediating effects in the proposed model. The findings showed that the final model has suitable fitness to research data. The results showed that all direct and indirect paths were significant (p < 0/05). In other words, neuroticism through job burnout on turnover intention (β=0/074, p=0/001) and life satisfaction (β=-0/092, p=0/001), job stress through job burnout on turnover intention (β=0/058, p=0/001) and life satisfaction (β=-0/074, p=0/001), and work-family conflict through job burnout on turnover intention (β=0/124, p=0/001) and life satisfaction (β=-0/154, p=0/001) have indirect effect.

The present study was aimed to assess the effectiveness of mindfulness on ‎test ‎anxiety and ‎educational ‎well-‎being ‎in ‎secondary ‎school female ‎students.

The study has been conducted based on ‎a semi-experimental design of pretest-posttest type ‎with a control group and a follow up stage. Forty students were selected based on a purposive sampling method and were assigned to two groups: (control and experimental groups, Each containing 20 individuals) based on a simple randomized method One of the experimental group received mindfulness training for a period of 10 sessions, each lasting for 45 minutes (twice a week). Data analysis was conducted using Multivariate Covariance Analysis (MANCOVA) and ANCOVA’s single-variable analysis method‏ ‏using SPSS software.

The results of MANCOVA showed a positive and significant effect of mindfulness training on test anxiety and academic well-being ‎(P<0.01). Also, the results of treatment in the follow-up test were stable after one and a half months‎ (P<0.01). ‎

‎ According to the findings of this study it can be stated that‎ mindfulness training can help reduce test anxiety and improve academic well-being.

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common disorders in children affecting three to seven percent of children. It is a neuro-developmental disorder with three major criteria: attention deficit, hyperactivity, and impulsiveness. Executive function deficits hamper academic achievement and create high risk behaviors. Children with ADHD have neuropsychological findings in the assessment of executive functions. The ain of the present study was to examin the effect of cognitive rehabilitation therapy on the performance (memory and problem solving) of children with ADHD.
The present study followed a quasi-experimental randomized clinical trial design (pretest-posttest with control group). A total of 30 children, aged 7 to 9, who were referred to the clinic at the Ministery of Education, Destrict 1, in Shiraz in 1397-98, were recruited and the diagnosis was made using CSI-4 diagnostic test. Next, they were homogenized using Raven's Intelligence Test and selected as targeted sampling. Then, they were randomly divided into experimental and control groups. The experimental group received cognitive rehabilitation trainings for 10 sessions (two sessions per week). Children were identical in terms of intelligence capability based on Raven's test. Statistical analyses were done using SPSS, version 23. Descriptive statistics and standard deviation were used for data analysis. Data were analyzed using a clinical trial with pretest and post-test design with control group. Assessment of active memory was done using 1Beck, 2Beke, and memory fragmentation tests, which are accurate tools for evaluation of memory disorders. Also, the Wisconsin Cards was used for evaluation of problem solving.
The results showed that there is a significant difference between the performance scores of memory performance in pre-test and post-test in children with ADHD (P<0.001). There was also a significant difference between the performance scores in pre-test and post-test in problem solving skills (P<0.001).
It was found that cognitive rehabilitation is effective in improving memory performance and problem solving in male children with ADHD. Cognitive rehabilitation can help children with ADHD so that they can perform their functions (memory and problem solving) more efficiently and it can be used as a substitute for mental stimulus for children with ADHD.

The purpose of the present study was to investigate the causal relationship between educational self-efficacy and the motivation for progress with academic conflict and the mediating role of self-esteem among primary school students in Ahwaz. The sample consisted of 200 high school students who were selected by multi-stage cluster sampling. The research method is descriptive and correlational. Instruments used by Patrick, Hicks and Ryan (1997), Educational Inventory of Pintrich and Divers (1991), Hermann's Advancement Motivation (1977) and Ruthus Self-Confirmation Questionnaire. The results showed that the proposed pattern in fit indices is favorable. In the final pattern of research, the path to the motive of progress was eliminated from self-assertion because it was not meaningful. The results of this study showed that there was a significant correlation between self-efficacy (P = 0.34, p≤0/03), educational involvement (P = 0.51, p≤ 0.01), self-confidence (P = 0.28) And p≤0.01) students have a meaningful positive relationship. Also, there was a significant difference between educational progression-induced learning outcomes (P = 0.34, p≤0.01) and self-confidence (P = 0.32, P≤0.01), and between self-confidence- P and p≤0.01), students have a meaningful positive relationship.

Creativity is one of the most interesting and challenging topic in different scientific fields, especially in education and psychology. In this period of history as a major power in the human mind, the main purpose of schools and educational centers. This research examines the effect of creative problem solving method to creativity components (fluid, expansion, flexibility and originality) Third-grade students Ahwaz. The study sample of 50 third grade secondary school students in Ahvaz city in the 90-91 school year as a cluster random sampling, which divided into two groups of experimental and control group. The dependent variable to measure creativity, Torrance Tests of Creative Thinking (TTCT) is used. The research design was experimental of the type pre and post test with control group. After random selection of experimental and control group, first for all two groups, pre test was performed, than the pilot intervention in 8 sessions of 70-90minutes to the test group were presented and after the training program, post-test was taken for both groups.Result (s): One-way analysis of covariance method (Ancova) at the level of p<0.05 was used. Results showed that there is a significant difference between control and treatment groups in components of creativity (fluid, flexibility and originality). Accordingly we can conclude that the training of creative problem solving can be creative component (fluid, originality and flexibility) students increased.

This research Under the title of "Comparrison of personality factors of homosex parenthless university students with parent have students of Ahwaz Islamic Azad University”. Purpose has been to examine the following hypothesis: There is relation between personality factors of motherless girls with mother have students. There is relation between personality factors of fatherless boys with father have boy students. In this research, the sample value hypothesis exam was person which have been chosen stratifiled randomly amoung students of Ahwaz Islamic Azad University. The short form of IPIP-NEO has been used for the testing of the hypothesis. A analysis of varians has shown that; There is relation between personality factors of fatherless boys and father have boy student. There is relation between personality factors of motherless girls and mother have girl students. all of hypothesis are in α< meaningful level. With attention to mean motherless girls are more agreeable than mother have and fatherless boys are more agreable and (conscientious) than father have.