فهرست مطالب amanollah soltani

Hyperactivity disorder in children can increase emotional problems such as lack of emotional processing and emotional self-awareness. This study was conducted to determine the effectiveness of executive function training on emotional processing and self-awareness in hyperactive children.

The method of this research was semi-experimental and pre-test-post-test with a control group. The statistical population of this research included all children aged 7 to 12 with hyperactivity disorder who had a file in Kerman City welfare in 2023. 30 people from the aforementioned community were selected as a sample using the available sampling method and were randomly divided into two experimental (15 people) and control (15 people) groups. Baker et al.'s emotional processing questionnaires (2007) and Grant et al.'s (2001) emotional self-awareness questionnaires were used to collect information. The experimental group underwent executive function training for 10 sessions of 60 minutes and the control group did not receive any training. The research data was analyzed using correlation.

The mean ± standard deviation of the experimental group in the post-test in the variable of emotional processing from 6.17±21.45 to 7.54±39.66 and in the variable of emotional self-awareness from 5.58±66.47 to 89.5 83 ± 7.73 increased. The results showed that in the post-test phase, the average scores of emotional processing and self-awareness in the experimental group increased significantly compared to the control group (P<0.01).

Executive functions were effective in improving emotional processing and emotional self-awareness. Therefore, this type of training can be suggested to reduce the problems of children with hyperactivity disorder.

The reason for failure in learning and academic failure is the lack of academic skills. Mentally retarded children, as a special and vulnerable group of society, usually have little academic skills for various reasons. One of the important reasons can be executive functions. The present research was conducted with the aim of investigating the role of executive functions in predicting the mathematical academic skills of mentally retarded elementary students. The descriptive research method was correlation type. The statistical population was all 995 mentally retarded students of the elementary level in the academic year 1402-1401 in Kerman city; Based on the Morgan-Karjesi table, the statistical sample size of this research was 278 people; which were selected by stratified random sampling method. Brief executive function questionnaire and math teacher-made test were used to collect data. Data analysis was done with spss25 and Amos24 software. The results of the research showed that the model of the role of executive functions in predicting math academic skills in mentally retarded primary school students has an acceptable fit by controlling the effect of intelligence and age. There was a significant relationship between inhibition, attention transfer, emotional control, initiation, working memory, planning, organization of materials and revision with mathematical academic skills of intellectually disabled students, so that the components of executive functions simultaneously accounted for 0.357 of skill variance. The academic skills of intellectually disabled students were explained and the most important predictors of mathematical academic skills in intellectually disabled students were planning and working memory respectively

The present investigation was conducted with the objective of exploring the relationship between personality structures, as conceptualized by the neo-approach, and moral development, taking into consideration the mediating role of mind reading.

The research design employed a correlational method. The target population consisted of students enrolled at Farhangian University of Kerman in 2023. A sample size of 350 students was randomly selected using the random sampling technique. The research instruments employed in this study included the NEO-SF questionnaire, Cognitive Emotion Regulation Questionnaire and Lotfabadi's Moral Development Scale. Data analysis was performed using SPSS-19 and AMOS software.

The findings derived from path analysis demonstrated that the modified model, after the exclusion of non-significant paths, exhibited a satisfactory fit. Furthermore, the results indicated that the dimensions of mind reading ability significantly mediated the relationship between personality traits and moral development.

Based on the outcomes of this investigation, it is recommended to incorporate the teaching of emotional understanding and mind reading skills as a means of enhancing moral development.

One of the problems of children with attention-deficit/hyperactivity disorder is the lack of social skills and emotional processing. This research was conducted to determine the effectiveness of training of executive functions on improving social skills and emotional processing in children with attention-deficit/hyperactivity disorder.

The method of this research was semi-experimental and pre-test-post-test with a control group. The statistical population of this research included all children aged 7 to 12 with attention-deficit/hyperactivity disorder who had a file in Kerman city welfare in 2022. 30 people from the aforementioned community were selected as a sample using a simple sampling method and were randomly divided into two experimental (15 people) and control (15 people) groups. Gresham and Elliot's (1999) social skills questionnaires and Baker et al.'s (2007) emotional processing questionnaires were used to collect information. The experimental group underwent executive function training for 10 sessions of 60 minutes and the control group did not receive any training. The research data was analyzed using covariance.

The mean ± standard deviation of the experimental group in the post-test in the variable of social skills from 4.52±17.41 to 5.73±31.29 and in the variable of emotional processing from 6.17±21.45 to 39.66± It increased 7/54. The results showed that in the post-test phase, the average scores of social skills and emotional processing in the experimental group increased significantly compared to the control group (P<0.01).

Executive functions were effective in improving social skills and emotional processing. Therefore, this type of training can be used to reduce the problems of children with attention-deficit/hyperactivity disorder.

 Regarding the prevalence of substance abuse among students, this study aimed to validate the Substance Use Motives Measure (SUMM) in this group. 

 The statistical population consisted of all high school students in Kerman city, Iran in 2022. We selected students using the multistage cluster sampling method. Out of 1045 students, 977 answered to the Substance Use Motives Measure (SUMM) and the Farjad's Addiction Tendency Scale. We used content validity indices, Pearson correlation coefficient, exploratory and confirmatory factor analysis, Cronbach's alpha, Guttman coefficient, and split-half coefficient. The data were analyzed through SPSS-22 and LISREL 8.8 software.

 The SUMM had high content and concurrent validity. The results of structural validity showed that the eight-factor model of the SUMM had appropriate fit indices, and this model explained 68.84 percent of the total variance. The results of the internal reliability of the SUMM showed that Cronbach's alpha and split-half coefficients for the whole scale and its eight factors were in the range of 0.81 to 0.95.

 Based on the findings, the Substance Use Motives Measure (SUMM) has appropriate validity and reliability and can be used to assess addiction motives in students.

Abused teenagers have many behavioral and psychological problems. Therefore, the purpose of this research was to predict social adjustment based on successful intelligence, moral intelligence, and psychological toughness in abused teenagers.

The present research is of the correlation type. The current study population included all the abused teenagers living in day and night welfare centers of Kerman province in 2021, out of which 250 people were selected as a sample by stratified random sampling method. Short-form questionnaires of the California Social Adaptation Scale, Sternberg's Successful Intelligence Questionnaire, Lenik and Kiel's Moral Intelligence Questionnaire, and Kubasa's Hardness Scale were used.

The results showed that successful intelligence, moral intelligence, and mental toughness are able to predict social adjustment. Successful intelligence, with a regression coefficient value of B=0.33 (P<0.001), moral intelligence with a value of B=0.34 (P<0.001), and mental toughness with a value of B=0.51 (P0.001). They could directly predict social adjustment (P<0.001).

It can be concluded that successful intelligence, moral intelligence, and mental toughness are predictors of social adjustment in abused teenagers. It is suggested that social adaptation training courses be held to increase the successful intelligence, moral intelligence, and mental toughness of abused teenagers.

Validating the suicide behavior scale can provide a better assessment of the quality and nature of behavior. Therefore, the aim of this study was to determine the factor structure and validity of the Suicide Behavior Assessment Scale in female high school students in Kerman City in 2021.

In this descriptive study, statistical population included all female high school students in Kerman city in 2021. A sample size of 682 was selected using cluster random sampling method. Data were collected through two suicide behavior assessment scales and the Cull and Gill’s Suicide Probability Scale. Content validity, convergent validity, structural validity, and internal consistency methods were used to examine the validity and reliability of the scale.

Exploratory and confirmatory factor analysis showed that the Suicide Behavior Assessment Scale consists of three factors that explain 62.88% of the variance of suicide behavior. The content validity ratio and content validity index were acceptable for all questions. This questionnaire, along with the Cull and Gill’s Suicide Probability Scale, with 16 items, had appropriate concurrent validity (p<0.001). The Cronbach's alpha coefficient for the entire scale was 0.84 and for subscales ranged from 0.87 to 0.95.

The 16-item Suicide Behavior Assessment Scale has appropriate reliability and validity for female high school students. Therefore, this scale can be used to evaluate the status of suicide behavior in female high school students.

The corona crisis has led to the spread of poverty in some countries and the increase of abused teenagers who have unfavorable social adaptation. Therefore, the purpose of the current research was to determine the factor structure and validate the California Social Adjustment Scale in abused adolescents in Kerman City.

This descriptive study was done using psychometric method. The statistical population included all abused teenagers in Kerman City in 2021. Based on psychometric criteria, the number of samples was determined as 360 people for exploratory factor analysis, 250 people for confirmatory factor analysis, and 100 people for convergence validity. The samples were selected by random sampling method. Research information was collected through two questionnaires, the short form of California Social Adjustment Scale and Bell's Social Adjustment Questionnaire in printed form. Content validity, convergent validity, and factor analysis methods were used to check the validity of the scale. The reliability of the scale was evaluated by the methods of internal consistency and split-half  reliability (halving).

The results of exploratory factor analysis showed that the short form of the California Social Adaptation Questionnaire consists of six factors and has good validity and reliability. Confirmatory factor analysis also confirmed the six-factor model. This questionnaire was implemented together with Bell's Social Adjustment Questionnaire, which had good reliability and validity with 24 items (p<0.001).

According to the results of this research which showed that the 24-item California Social Adjustment Scale has good reliability and validity, this scale can be used to evaluate social adjustment in abused teenagers.

The present study aimed to develop and examine the psychometric indicators of the teacher-student relationship questionnaire in high school students of Hormozgan province. The research method was descriptive correlation type. Also, the statistical population of the research in the content validity section included university professors, school principals, and education experts of the Education Office of Hormozgan. In the construct validity section, the statistical population included all high school male students of Hormozgan province. The research sample in the first part of the research was a panel of experts, of which 100 were selected using the purposeful sampling method. In the second part of the research, 384 students were selected by cluster random sampling method. A researcher-made questionnaire was used to measure the factors affecting the teacher-student relationship. The questionnaire was developed by examining the theoretical literature and using the Delphi method. Eventually, seven factors were identified. These factors include the teachers’ affective-emotional ability, perceived freedom in the classroom, support, teachers’ communication skills, classroom management ability, and teachers’ personality and motivation in class. The questionnaire’s validity was confirmed using exploratory and confirmatory factor analysis. Also, its reliability was satisfactory (Cronbach’s α = 0.89). The results revealed that the developed questionnaire measures the identified factors as the components of the teacher-student relationship and can be used as a useful instrument in measuring this construct among high school students.

Creating interpersonal relationships is considered as one of the basic human motives for which social intimacy is required. Factors influencing social intimacy are self-disclosure and social anxiety. From this perspective, the goal of this study was to investigate the relationship between self-disclosure and social anxiety with social intimacy, mediated by perceived responsiveness.

The research method was descriptive-correlational. The statistical population included all students of the Islamic Azad University of Kerman in 2019 (1800 people). Considering the volume of samples in the structural equations, 350 students were selected as the statistical sample using the Stratified Random Sampling method. This group took the Lefcourt (1982), Kahn & Hessling (2001) Self-disclosure, Watson and Friend (1969) Social Anxiety, and Reis et al. (2006) Perceived Responsiveness questionnaires. A total of 242 qualified questionnaires were received. Data was analyzed by structural equation method.

The results indicate an increase and significant effect of Self-disclosure on Perceived Responsiveness (P = 0.250), a reduced and significant effect of Social Anxiety on Perceived Responsiveness (P = -0.554), an increased and significant effect of Perceived Responsiveness on Social Intimacy (P = 0.405), an increased and significant effect of Self-disclosure on Social Intimacy (P = 0.137) and a reduced and significant effect of Social Anxiety on Social Intimacy (P = -0.178).

Increased Self-Disclosure and Perceived responsiveness leads to an increase in Social Intimacy in relationships and increased Social Anxiety leads to a reduction in the level of Perceived Responsiveness and therefore a decrease in Social Intimacy. Due to the importance of the role of social intimacy on mental health of the community, it is proposed that the appropriate organizations prepare extensive planning to manage and treat social anxiety in individuals and hold instructive classes, especially for parents and primary school teachers.

 This study aims to evaluate the factor structure and validity of the electronic form of the Persian version of Behavioral Rating Inventory of Executive Functions (BRIEF) in male school students with learning disabilities.

 This is a psychometric study using the structural equation modeling. Participants included 100 male school students with learning disabilities in Kerman for assessing the validity and 430 male school students with learning disabilities for assessing the convergent validity. They were selected by a random sampling method. The data were collected electronically using the Persian BRIEF and Nejati’s Executive Functions Questionnaire (EFQ). The reliability was determined by assessing internal consistency and split-half reliability.

The results of exploratory factor analysis showed that the questionnaire had eight factors with good validity and reliability. The second-order confirmatory factor analysis confirmed the eight-factor model. The online Persian BRIEF score had a signifcant correlation with the EFQ score (P<0.001).

 The online Persian BRIEF can be used to assess the executive functions in male school students with learning disabilities in Iran.

One of the problems of childeren with attention deficit / hyperactivity disorder is a problem in executive functions that can be increased by teaching motor skills. The aim of this study was to evaluate the effectiveness of motor skills training on inhibition of response and attention and concentration in children with attention deficit / hyperactivity disorder.

The method of this research was quasi-experimental and pre-test-post-test with control group. The statistical population of this study included all male students in the sixth grade of elementary school in Kerman in the academic year of 2020. The research sample consisted of 30 people who were selected by available sampling method and were randomly divided into two intervention groups (15 people) and control (15 people). They responded to the Swanson and Nolan and Pelham Attention Deficit Hyperactivity Disorder tests, the color-word Stroop test, and the continuous performance test before and after the intervention. The intervention group received motor skills training sessions as a group during 18 sessions of 45 minutes and the control group did not receive any training.

The response of the intervention group was significantly increased compared to the control group in response and attention. The effectiveness of motor skills training on response recovery and attention and concentration in the post-test was confirmed (p <0.01). The magnitude of this effect on the executive function of response inhibition was 0.44 and attention and concentration was 0.77.

Motor skills training is effective in improving the response inhibition, attention and concentration of students with attention deficit/hyperactivity disorder. Therefore, this type of education can be used to reduce the problems of students with attention deficit / hyperactivity disorder.

Educating students with dyslexia is very important to solve the problems in their lives, and therapists try to act in a way that these students live better by providing various trainings. Therefore, the aim of this study was to evaluate the effectiveness of intervention based on counseling needs on psychological well-being of students with dyslexia.

The present study was a quasi-experimental study with a pre-test and post-test design with control group. The statistical population included all students with dyslexia in Kerman in 2019, out of which 40 people (20 in the control group and 20 in the experimental group) were selected as a sample by a reading disorder questionnaire using available sampling method. The experimental group underwent counseling training based on counseling needs (8 sessions of 90 minutes). Research data were collected through Ryff’s Psychological Welfare Questionnaire (2002). Descriptive statistics (mean and standard deviation) and univariate analysis of covariance were used to analyze the data.

The results showed that counseling training based on counseling needs was effective in increasing psychological well-being in the post-test phase (p<0.001). Based on the Eta coefficient, the value of this effect was 0.51.

Based on the findings of the present study, using counseling training based on counseling needs, as an effective psychological intervention, is suggested to improve psychological well-being of students with dyslexia.

Today, stress has become a new disease affecting human civilization. People need new solutions to deal with this condition, and what makes people different in dealing with problems is their coping styles. High school students are one of the most vulnerable groups in society. The adolescents' assessments of the quality of life and their perceived realities differ from their parents and society. Besides, this gap is widening and deepening every day. It is up to people to feel that their quality of life is good and that their perceptions of each other are not the same. Today, students face new academic challenges, including academic stress. Previous studies have not directly examined a model for the mediating role of academic stress in the relationship between quality of life and coping styles in students. Thus, the present study investigates the mediating role of educational stress in the relationship between quality of life and stress coping styles in secondary high school students.

The research is a descriptive–correlational study and uses structural equation modeling. The statistical population comprised all secondary high school students in Kerman City, Iran, during the academic 2017–2018. To determine the sample size, we used Krejcie and Morgan's table (1970) and selected 367 students by multistage cluster sampling. The inclusion criteria were secondary high school female students and willingness to participate in this research. The exclusion criterion was returning the incomplete questionnaires. The study data were collected using Educational Stress Questionnaire (Sun et al., 2011), The World Health Organization Quality of Life Questionnaire (WHOQOL) (WHO, 1998), and the Coping Inventory for Stressful Situations (Endler & Parker, 1990). The obtained data were analyzed by descriptive statistics (mean and standard deviation) and structural equation modeling in SPSS 23 and Amos 24 software. The significance level was set at 0.05.

Results showed that quality of life had a direct and significant effect on stress coping styles of problem–oriented (p<0.001, β=0.623), emotion–oriented (p<0.001, β=–0.386), and avoidance (p=0.005, β=0.301). Also, quality of life had a direct and significant effect on academic stress (p<0.001, β=–0.341). Besides, quality of life indirectly and mediated by academic stress had significant effects on coping styles of problem–oriented (p=0.005, β=0.051), emotion–oriented (p<0.001, β=–0.297) and avoidance (p<0.001, β=–0.265,). In addition, the research model fit well with the collected data (χ2/df=1.65, CFI=0.97, GFI=0.94, NFI=0.93, AGFI=0.92, RMSEA=0.03).

According to the study results, quality of life with the mediating role of academic stress can create a good model to predict coping styles in secondary high school students. To overcome students' stress, factors affecting their quality of life, especially academic stress, should be considered.

Developmental coordination Disorder is one of the neuro-motor disabilities that causes problems in children's daily life activities or academic achievement. Children with developmental coordination disorder have more problems when assessed regarding academic achievement and psychosocial adjustment. In recognition of the importance of the sensory-motor system of the brain, Aires (1974) proposed a model of sensory-motor integration in children with learning disabilities. According to Aires' theory, integrated processing arises from perception, and the ability to combine sensory information helps interact effectively with the environment. Between the ages of 5 and 10, visual perception grows a lot. Disruption of visual skills will often cause trouble in children's academic performance. So, the current study aimed to evaluate the effectiveness of enhancing sensory-motor functions in strengthening the visual-motor control skills of children with developmental coordination disorders.

The current study has a pretest-posttest design with a control group. The study's statistical population included all children aged 5-6 years with developmental coordination disorder living in Yazd Township, Iran, in 2019. Of whom, 30 children with developmental coordination disorder were selected using a Developmental Coordination Disorder Questionnaire (Wilson et al., 2009) via random cluster sampling. They were randomly divided into two groups of 15 (experimental and control groups). In the pretest and posttest, their visual-motor control was assessed using the visual-motor control subscale of the Bruininks-Oseretsky Test of Motor Proficiency (Bruininks, 1978). Interventions related to enhancing sensory-motor functions were carried out in the experimental group. The intervention sessions were designed as 24 sessions, in which 2 sessions of 60 minutes were presented each week alternately. The sessions were performed by the study's first author and two assistant psychologists (MSc holders). The intervention design was done according to the weaknesses of children with developmental coordination disorders. In this way, the research background on the problems of children with developmental coordination disorders was examined. The needs assessment was done through interviews with 20 mothers of children with developmental coordination disorders. Then based on the book of activities related to sensory integration, games related to the treatment program were designed and approved by 3 experts in the field of childhood disorders. Descriptive and inferential statistical methods were used to analyze the data according to the type of research variables. At the level of descriptive statistics, minimum, maximum, average, and standard deviation indicators were calculated. The research data was analyzed using univariate covariance analysis. All data were analyzed at a significance level of 0.05. The collected data were analyzed in SPSS version 16 software.

The analysis of covariance showed that after adjusting the pretest scores, there was a significant difference between the posttest of the experimental and control groups in the scores of motor vision control in children with developmental coordination disorder (p<0.001). The effect size of sensory-motor enhancement on visual-motor control was 0.651. In other words, the effect of sensory-motor training on the degree of motor vision control in children with developmental coordination disorder was 65.1%.

According to the results, sensory-motor training positively and significantly increased visual-motor control and strengthened sensory-motor functions. It improves the visual-motor control skills of children with developmental coordination disorders.

The purpose of this study was to investigate the relationship between academic performance and academic motivation with self-directed learning in order to present an appropriate model. The research method was descriptive-correlational and the statistical population consisted of high school students in public schools of Sirjan city in the academic year of 2015-2016. 90 of them were selected by multistage cluster random sampling. Ninety high school students from the public schools of Sirjan, who were studying in the academic year of 2015-2016, were selected using multistage cluster random sampling. Data were collected using Fam and Taylor (1999) Academic Performance Scale, Valerand et al. (1992) Academic Motivation Scale, and Fisher et al. (2001) Self-directed Learning Questionnaire. Data were analyzed using structural equation modeling and LISREL software. The results showed that the root mean square approximation index (RMSEA) is 0.016 and the model has good fit. Also the power of the relationship between academic performance with self-directed learning was 0.78 and the power of the relationship between academic motivation with self-directed learning was 0.59 (p <0.05) which indicates a good correlation. Therefore, improving academic performance and academic motivation in schools have an impact on self-directed learning.

The purpose of this study was to investigate the relationship between educational mediators and cognitive-metacognitive strategies and motivational beliefs in children with learning disorder.

This was a descriptive correlational study. The statistical population consisted of students with learning disabilities in Tehran elementary school in the academic year 2019. For this purpose, a sample of 202 students with primary school learning disorder (fourth to sixth grade) were selected by convenience sampling method from learning disorders centers. Data collected with learning styles Inventory (Kolb, 1985), Cognitive-metacognitive Strategies Scale (Dawson & McInray, 2004) and Motivated Strategies for Learning Questionarie (Pintrich & de Groot, 1990). Data were analyzed by SPSS- 20 software and using mean, standard deviation, Pearson correlation coefficient and multiple regression.

The results showed that the relationship between educational intermediaries with cognitive- meta-cognitive strategies and motivational beliefs was significant (P <0.01). Cognitive strategies predict 0.41 and metacognitive strategies 0.32 predict the variance of educational intermediaries. Also, motivational beliefs predict the greatest value of 0.51 of variance of educational intermediaries.

Educational intermediaries had relationship with cognitive-metacognitive strategies and motivational beliefs in students with learning disabilities.

In this study, the effectiveness of cognitive-behavioral therapy with Islamic approach on social anxiety of the first and second period high school female students in the 2019-2020 school year was investigated.

The research method was a mixed one (qualitative and quantitative). The first part of the research (preparation of a cognitive-behavioral package with an Islamic approach) was performed qualitatively using the analysis of religious propositions. To investigate the validity of the package, some religious experts were asked to give comments on rightness of traditional readings by scholars and the accordance of the suggested techniques in the Islamic cognitive-behavioral package with the objectives of each session. The quantitative part was of quasi-experimental type consisted of two cognitive-behavioral groups with an Islamic approach and a control group. Among those who referred to the Education Counseling center in Kerman city with a complaint of social anxiety, 36 persons were studied by available sampling method, and 18 subjects were randomly assigned to each group. The data collection tool was the social panic questionnaire of Connor et al (2000). Data analysis was performed using descriptive statistics, univariate analysis of covariance and SPSS-22 software.

The findings showed that cognitive-behavioral therapy with Islamic approach significantly reduces students’ social anxiety (P<0/001).

Based on this study, it can be suggested that this treatment be used to reduce students’ social anxiety.

Depending on their job conditions, nurses experience various psychological problems that require problem-solving skills to solve them. Problem-solving helps manage anxiety and improve psychological health. Therefore, this study was conducted to investigate the prediction of problem-solving skills based on anxiety and the psychological health of nurses.

This study was a cross-sectional and correlational study. The statistical population of the present study consisted of all nurses in Kerman hospitals in 2019-2020. The sample consisted of 425 people who were selected by random sampling method and answered Beck Anxiety Inventory (1990), Goldberg and Hiller General Health Questionnaire (1979), and Heppner Problem Solving Questionnaire (1982). Subjects' scores were analyzed using descriptive (mean, standard deviation), and inferential statistics (correlation coefficient and linear regression) by SPSS-22.

Mean and standard deviation was in anxiety 22.20±4.80, mental health 29.46±5.46, and problem-solving 87.31± 7.43. The results showed that problem-solving skills had a significant negative relationship with anxiety (r= -0.412) and a positive and significant relationship with psychological health (r= -0.534). Anxiety 20% and mental health explained 16% of the variance of problem-solving (P <0.05).

Based on the findings of the present study, problem-solving skills in nurses can be predicted through anxiety and psychological health. Therefore, it is suggested that relying on training this component and strengthening it, reduce the level of anxiety and increase psychological health in nurses.

The ability to read and understand is one of the most vital skills in the modern world today. Due to the fact that many people have reading problems, the need for early and correct diagnosis and effective treatment is felt. The aim of the present study was to determine the effectiveness of convergence, adaptive ease, and saccade movements on reading ability in primary school students with dyslexia in Rafsanjan, Iran.

This study was a randomized clinical trial in which 45 subjects were selected from all second grade students with dyslexia in Rafsanjan in the academic year 2019-2020 by purposive sampling method and randomly divided into experimental and control groups. The intervention was performed in 15 sessions of 30 minutes. The control group, with the agreement of the child and the parents, did not receive any parallel treatment process during the study. In the experimental and control groups, the Analysis of Persian Reading Ability (APRA) test was used. Multivariate analysis of covariance (MANCOVA) was used to analyze the data.

Convergence, adaptive ease, and saccade movements had a significant effect on improving reading ability in children with dyslexia (P < 0.010).

Convergence, adaptive ease, and saccade movements may effectively improve reading accuracy and comprehension ability in children with dyslexia.

The aim of this study was to model the structural equations of the relationship between irrational beliefs and emotion management with moral judgment and class control according to the mediating role of teachers' anxious thoughts. The research method was descriptive correlation. The statistical population included all teachers with 1400 people in the academic year of 1998-99. 560 people were selected through stratified random sampling. The data were collected using the Jones (1993) Irrational Beliefs Questionnaire (Kim Graz (2004)), the Wells Anxiety Thoughts (1995), the Sinha Ethical Judgment (1998), and the Martin et al. (2002) Class Control Questionnaire. Data analysis was performed with SPSS23 and Amos20 software and descriptive and inferential statistics and structural equation modeling were used. The results showed that the model of explaining the relationship between irrational beliefs and emotion management with moral judgment and class control has an acceptable fit considering the mediating role of teachers' anxious thoughts. So that there is an inverse and significant relationship between irrational beliefs and its components with moral judgment and class control, there is a positive and significant relationship between emotion management and its components with moral judgment and class control. And anxious thoughts mediate in relation to other variables

This study aimed to design a structural model for explaining the role of mediation of academic stress in relation to quality of life and perfectionism with stress coping styles in students.

The research was correlational. The statistical population of the study was all students of Kerman high school in the academic year of 1997-39. 367 students were selected through multistage random sampling method. Data were collected using CISS Stress Questionnaire (Endler & Parker, 1990), ESSA (2011), Educational Stress (FMPS) perfectionism (Frost, 1990). Descriptive statistics and structural equation modeling (SEM) were used to analyze the data.

The results of this study showed that perfectionism has a direct and indirect relationship with the mediator of academic stress, with coping styles. Also, 0.84 of the effect of perfectionism on stress coping styles is indirectly explained by the median of educational stress (p <0.01).

Based on the results of the research, perfectionism and academic stress play a very important role in the styles of coping with stress in students and it is necessary to pay attention to these important variables in education.

Attention Deficit / Hyperactivity Disorder causes significant impairment in social, educational, occupational and motor abilities. The aim of this study was to evaluate the effectiveness of motor skills training on executive functions in children with attention deficit / hyperactivity disorder.

Methods and Materials: 

The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of this study included all male sixth grade elementary school students in Kerman in the academic year 2009-2010; The study sample consisted of 30 people who were selected by available sampling method and were randomly divided into two experimental groups (15 people) and control (15 people). Subjects in two stages of pre-test and post-test were Swanson and Nolan Pelham (1980) Attention Deficit Hyperactivity Disorder Questionnaires, Wechsler IQ (2002) Numerical Memory and Similarities Subcommittee, and Andrehori Complex Imaging Test. (1942) responded. The experimental group received motor skills training as a group during 18 sessions of 45 minutes, while the control group did not receive any training. Data were analyzed using descriptive statistics and univariate and multivariate analysis of covariance and SPSS software version 25.

The results of comparison of the experimental group with the control group showed that the executive functions of working memory and programming-organizing of the experimental group were significantly increased compared to the control group. And the effectiveness of motor skills training on executive functions in the post-test neighborhood was confirmed (p <0.01). The magnitude of this effect on the executive function of working memory was 0.64 and planning-organizing was 0.69(p <.01).

In general, the results showed the effect of motor skills training on executive functions in children with attention deficit/hyperactivity disorder. And this method can be used to treat these children.

Developmental Coordination Disorder (DCD) includes impairment in motor function that cannot be described by chronological age and intelligence level; DCD can manifest with significant delays in the acquisition of motor skills, raw motor skills, poor performance in sports, and handwriting. Among the problems in the DCD are the developmental defects in visual perception and difficulties related to visual–spatial processing. Another aspect in which children with DCD encounter challenges is balance and motor problems. Occupational therapists and movement therapists commonly use several special treatment approaches for children with DCD. The most common of these approaches is sensory integration. The theory of sensory integration is based on understanding the principles of motor–sensory learning. Thus, this study aimed to evaluate the effects of enhancing sensorimotor functions on spatial visual processing and balance function in preschool children with DCD.

This was a quasi–experimental study with pretest–posttest and a control group design. The study's statistical population included all children aged 5–6 years with DCD in Yazd City, Iran, in 2019. Furthermore, a cluster random sampling method was used to select 30 children with DCD using a parental DCD questionnaire. The study subjects were randomly divided into the experimental and control groups (n=15/group). The inclusion criteria were the age range of 5–6 years, obtaining a score above 20 in the Revised Version of Developmental Coordination Disorder Questionnaire (DCDQ'07; Wilson et al., 2009), child and parent consent to participate in the study, and no severe psychiatric disorders. The exclusion criteria were failure to participate in more than two sessions and failure to complete the questionnaire. The applied instrument was a subtest of Visual–Spatial Processing in the Revised Version Tehran–Stanford–Binet Intelligence Scale (Kamkari et al., 2006) and Balance Function Subtest in Bruininks–Oseretsky Test of Motor Proficiency (Bruininks, 1978). Interventions related to enhancing sensory–motor functions were performed for the experimental group in 24 sixty–minute sessions. Descriptive statistics, including mean and standard deviation and inferential statistics, including univariate Analysis of Covariance (ANCOVA), were used to analyze the obtained data according to the type of research variables in SPSS at the significance level of 0.05.

The collected results indicated that after removing the pretest effect, in the posttest, there was a significant difference between the experimental and control groups in the mean scores of visual–spatial processing (p<0.001) and balance function in the study participants (p<0.001). The effect of strengthening sensory–motor on visual–spatial processing equaled 0.460, and the balance function of children with developmental coordination disorder was measured as 0.626.

According to research results, strengthening sensory–motor functions improves spatial visual processing and balance function among preschool children with DCD. Therefore, implementing this method is recommended to the relevant experts.

Anxiety and aggression, as the indicators of non–adjustment, can present adverse effects, such as impaired functioning and health conditions. Social anxiety disorder is a pervasive condition in which an individual experiences severe fear in the company of others or when functioning in front of them. There exists a high prevalence and destructive consequences of such disorders concerning social functioning, education, and interpersonal relationships. Extensive investment has been performed in therapeutic interventions. One of these interventions that have received the most scientific support is Mindfulness–Based Cognitive Therapy (MBCT). Recently, due to the high prevalence of social anxiety disorders and aggression and the consequences of these conditions on the quality of social life of patients, psychological therapies are expanding in this area. Accordingly, this study aimed to evaluate the effects of MBCT on social anxiety and aggression in first– and second–grade female students.

This was a quasi–experimental study with a pretest–posttest and a control group design. The study population included all first– and second–grade high–school females in Kerman City, Iran, in the academic year of 2019–2020 who were referred to the counseling center of the General Directorate of Education (Department of Education) due to psychological problems. The sample size was selected based on the research type. Accordingly, 36 individuals were selected as the research sample by random sampling method and assigned to the experimental and control groups (n=18/group). For gathering data in pretest and posttest phases, we used the Social Phobia Inventory (Connor et al., 2000) and the Aggression Questionnaire (Bass & Perry, 1992). The experimental group received 8 two–hour sessions (twice a week) of MBCT as per Kocovski et al.’s package (2015). Descriptive statistics, such as mean and standard deviation and inferential statistics, including Analysis of Covariance (ANCOVA) were used to analyze the obtained data in SPSS. The significance level of the tests was considered 0.05.  

The ANCOVA results indicated that after removing the pretest effects, there was a significant difference in social anxiety and aggression between the control and experimental groups in the posttest step (p<0.001). The relevant effect size was measured as 0.38 and 0.14 for social anxiety and aggression, respectively.

According to the research results, MBCT reduced social anxiety and aggression in the examined students. Thus, psychologists and counselors can use this technique to reduce students' psychological problems.