bagher sardary

This research was conducted with the aim of presenting a structural model of academic well-being based on epistemological curiosity and the meaning of life with the mediating of academic engagement in students. The present research was among descriptive-correlational studies. The statistical population of the research included all undergraduate students of Islamic Azad University, Khoy Branch, in the academic year of 2023. The statistical sample consisted of 350 people who were selected from different faculties by staged cluster sampling method. Data collection tools included Academic Wellbeing Questionnaire (AWBQ), Epistemological Curiosity Scale (ECS), Meaning of Life Scale (MLQ) and Academic Engagement Questionnaire (AES). Data analysis was done using Pearson correlation and structural equation analysis in SPSS and AMOS programs. Data analysis showed that epistemological curiosity and the meaning of life have positive and significant direct effects on academic engagement and academic well-being, and academic engagement has a significant and positive direct effect on academic well-being. Also, epistemological curiosity and the meaning of life have a positive and significant indirect effect on academic well-being through academic engagement (p<0.01). Therefore, it seems that increasing epistemological curiosity and the meaning of life can help improve academic engagement and academic well-being. This study can be useful in developing strategies to improve academic engagement and academic well-being.

This research was conducted to determine the effectiveness of a social cognition training program on moral metacognition and empathy level among students. The current research was a quasi-experimental study with a pretest-posttest follow-up design and a control group. The statistical population included all male students in junior high schools of Khoy, Iran, in the academic year 2020-2021. Thirty students were selected by random cluster sampling and were then randomly assigned to experimental and control groups. The participants received training in a social cognition program over ten sessions, each lasting 60 minutes. Data collection tools included the Moral Metacognition Scale and the Basic Empathy Scale. The collected data were analyzed using repeated-measures ANOVA in SPSS version 26. The results showed that social cognition training led to an increase in the moral metacognition and empathy scores among the students in the experimental group compared to the controls.

The aim of this study was to determine the effectiveness of teaching philosophy to children on students' creative self-efficacy and self-determination. The present study was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population of the study included all primary school male students in MAKU city in the academic year 2020-2021 with a total of 6520 people. From this population, 30 people were selected by available sampling method. Data collection tools included a creative self-efficacy questionnaire and student self-determination scale. Data analysis was performed using univariate and multivariate analysis of covariance in SPSS program. Data analysis showed that teaching philosophy to children leads to significant differences between groups in creative self-efficacy (F=22.81, h2=0.46), and self-determination (F=6.38, h2=0.63) and Its dimensions include self-knowledge, knowledge of values, implementation and experience of results (P<0.05), Also, eta coefficients showed that teaching philosophy to children had more effectiveness on self-determination than creative self-efficacy. According to the results, teaching philosophy to children is an appropriate and effective intervention to improve creative self-efficacy and self-determination and its dimensions in students.

The aim of this study was to investigate the effect of moral judgment on academic dishonesty with the mediating role of self-control in high school students. This study adopted a descriptive-correlation design using structural equation modeling (SEM). The statistical population of the study included all high school students (N = 10,000) in Urmia, West Azerbaijan province, in the academic year 2020-2021. Of these students, 380 students were selected by available sampling. Data collection tools included Moral Judgment Test (MJT), Academic Dishonesty Scale (ADS), and Self- Control Scale (SCS). Data analysis was performed using Pearson correlation analysis and SEM in SPSS version 22 and AMOS version 21. The results indicated that the structural model had a good fit. Moral judgment, both directly and indirectly through self-control, was found to be a negative and significant predictor of students’ academic dishonesty. Based on the findings of this study, it can be concluded that to reduce academic dishonesty, more attention should be paid to students’ moral judgment and self-control.

The aim of this study was to determine  the effectiveness of working memory strategies training on cognitive flexibility and emotional self-regulation in elementary students. The research method was a quasi-experimental study with pre-test-post-test design and control group. The statistical population of the study of all female elementary school students in Maku in the academic year of 2019-2020 was 3621 people. From this population, a sample of 30 people was selected by random cluster sampling and randomly replaced in experimental and control groups. The data collection tools included an affective style questionnaire (ASQ) and a wisconsin card sorting test (WCST) . Data analysis was performed using multivariate analysis of covariance in the SPSS program. Data analysis showed that training of working memory strategies has led to significant differences between groups in cognitive flexibility and emotional self-regulation (p < 0.05). According to the findings, working memory strategies training has been able to give students the ability to improve their cognitive flexibility and emotional self-regulation processes.

Emotional-Behavioral Problems refers to situations in which a person’s emotional and behavioral responses in school are not compatible with age, ethnic, and cultural norms and provide necessary conditions for social maladaptation, poor self-care, and failure in education, as well as mental disorders in adulthood. The present study was conducted to determine the effectiveness of emotional self-regulation training on empathy level and school engagement in elementary school students with behavioral- emotional problems.

This research was a quasi-experimental study with pre-test-post-test design and control group. The statistical population of the study included all 10102 female elementary school students in Mako. The statistical sample consisted of 30 students who were selected by purposive sampling method and randomly assigned to experimental and control groups. Participants completed the basic empathy questionnaire (BES) and school enthusiasm (SES) questionnaires: pre-test and post-test. The subjects in the experimental group underwent emotional self-regulation training in 8 sessions of 90 minutes and the control group was not exposed to the independent variable. Data analysis was performed using multivariate analysis of covariance in SPSS program.

Data analysis showed that emotional self-regulation training led to significant differences between groups in the level of empathy (P <0.001, F = 11.09) and school engagement (P <0.001, F = 12.11).

According to the findings, it can be concluded that emotional self-regulation training is an effective intervention to improve empathy (emotional and cognitive) and school engagement (behavioral, emotional and cognitive) students with emotional-behavioral problems

Failure in response inhibition has been the underlying impairment is attention deficit/ hyperactivity disorder and constitute the core of the disruption of processing processes in the executive functions of this disorder. The purpose of this study was to determine the effectiveness of mindfulness intervention on response inhibition in children with attention deficit/hyperactivity disorders.

The present study is a semi-experimental study with pretest-posttest and control group design. The statistical population of the study included all male students studying in the secondary schools of Maku city in the academic year 2018-2019. From this population, a sample of 24 people was selected by purposeful sampling method using Conner’s parent rating scale (CPRS-48) and were randomly divided into two experimental and control groups. The GO/NO-GO tests was performed on the participants in two stages pre-test and post-test. Data analysis was performed using covariance analysis.

Data analysis showed that mindfulness intervention led to a significant difference between groups in response inhibition of 64% and its components including omission error 39%, commision error 44% and reaction time 46%.

Mindfulness intervention is a suitable strategy to improve response inhibition in children with attention deficit/ hyperactivity disorder and can be used as an effective intervention.

The purpose of this study was to investigate the effectiveness of positive psychology training with an emphasis on religious doctrines on reducing high-risk behaviors of students with suicidal thought in high school in Khalkhal. This study was a semi-experimental study with a pre-test-post-test-follow-up design with an experimental and control group. The research sample was 30 students from the second-grade girls' high schools in Khalkhal who were selected by multi-stage purposful sampling and randomly assigned in two experimental and control groups. Beck Suicide Thought Scale and Iranian Adolescents' Risk Scale were used to measuring variables. The experimental group received positive psychology with a focus on religious doctrines for ten sessions, while the control group received no training. Data were analyzed by repeated-measures analysis of variance. The results showed that the intervention has a positive effect on reducing high-risk behaviors and this effect continued in the follow-up. Generally, it can be said that positive psychology, with emphasis on religious doctrines with a strong theoretical and research background, is an appropriate strategy. It reduces students' high-risk behaviors with suicidal thoughts and can be used as a useful intervention to reduce this type of disorder.

The purpose of this study was to investigate the effect of hope training on the hardiness level of female students who were candidates of the university entrance exam. This was a semi-experimental research with pretest-posttest and control group design. The statistical population of the study included all the pre-university female students in Maku city in the academic year of 2017-2018 (N=173). From this population, a sample of 30 pupils was selected through purposeful sampling method, based on the criteria for inclusion in the study. The participants were randomly assigned to the experimental and control groups, each with 15 students. They completed the pre-test and post-test stages of the revised academic hardiness scale (RAHS), while the experimental group underwent eight ninety-minute hope training sessions. Data analysis was performed using covariance analysis in SPSS program. Based on the results, hope training led to increase in the average scores of the experimental group for hardiness and its components, including personal commitment, challenge, and emotional control; besides, the experimental group significantly exceeded the control group in the scores for the stated variables (p<0.01). Therefore, it can be argued that hope training is effective on the degree of academic hardiness of female volunteers.

The purpose of this study was to determine the effectiveness of emotion regulation training on reducing bullying behaviors and increasing empathy among middle-school bully students.

This is a semi-experimental study with pretest-posttest and control group design. The statistical population included all male students studying in the secondary schools of Khoy City in the school year of 2018-2019. A sample of 30 people was selected by purposeful sampling method using the Illinois Bullying Scale (IBS) and were randomly assigned into two experimental and control groups. Data were collected Basic Empathy Scale (BES) and Illinois Bullying Scale (IBS). Data analysis using the performed using covariance analysis in SPSS26 program.

Data analysis showed that the emotion regulation training led to a significant difference between the groups in bullying behaviors with 51% and empathy with 56%.

According to the results, it can be concluded that emotion regulation training is effective on reducing bullying behaviors and increasing empathy among middle-school bullying students.

The aim of this study was to determine the effect of epistemological beliefs and metacognitive strategies on self-directed learning in students in the academic year 1398-99. The research was a descriptive-correlational study. The statistical population of the study included all high school students in Chaypareh city with 1900 people. From this population, a sample of 320 people were selected using Morgan table using stepwise cluster sampling. Data collection tools included Schumer (1993) Epistemological Questionnaire, Fisher, King & Tago (2001) Self-Guided Learning Scale and O'Neill & Abedi (1996) Metacognitive State Questionnaire. Data analysis was performed using regression analysis and path analysis methods. Findings showed that epistemological beliefs can explain 19% of the variance of metacognitive strategies in a negative way and also, variables of epistemological beliefs in a negative way and metacognitive strategies in a positive way can simultaneously explain 34% of the variance of self-directed learning; Also, metacognitive strategies play a significant mediating role in the relationship between epistemological beliefs and self-directed learning (P <0.05). According to the findings, it can be raised. The direct path from epistemological belief to self-directed learning and metacognitive strategies as well as the direct path from metacognitive strategy to self-directed learning are statistically significant. Therefore, it can be argued that epistemological beliefs in a negative way and metacognitive strategies in a positive way are able to predict students' self-directed learning.

Adolescence, one of the most critical periods of development, leads to various stressors. Incompatibility with this period may cause injuries such as suicidal ideation. This study aims to investigate the effectiveness of positivist psychotherapy, with emphasis on religious teachings, on improving the psychological adjustment of the students with suicidal ideation in secondary school in Khalkhal. It is a quasi-experimental study with a pretest-posttest design with an experimental group and a control group. The statistical population, from which 30 people were selected for the experimental group and the control group by multi-stage sampling method, was female students at the secondary school in Khalkhal city in the academic year 2019-2020. The Beck Scale for Suicidal Ideation (BSSI) and the Bell’s Adjustment Inventory (BAI) (1961) were used for data collection. The findings showed that positive psychotherapy with emphasis on religious teachings has a positive effect on improving psychological adjustment (P <0.01).In general, it can be said that positivist psychotherapy based on religious teachings with a strong theoretical and research background is an appropriate strategy to improve the psychological adjustment of students with suicidal ideation, and it can be used as an effective intervention method in the treatment of this type of mental disorders.

The purpose of this study was to determine the effectiveness of positive psychotherapy on decrease craving and relapse prevention in opiate addicts.

this study is a semi-experimental study with pretest-posttest and control group design. The statistical population of the study was all male patients with a variety of opiate addiction Admitted to quitting addiction in psychiatric ward of Shahid Madani hospital in Khoy city  In the fall of 2018. From this population, a sample of 30 people was selected by purposeful sampling method and were randomly assigned to experimental and control groups. Data collection tools were included questionnaires of desire for drug (DDQ) & relapse prediction scale (RPS). Data analysis was performed using covariance analysis in SPSS program.

data analysis showed that positive psychotherapy resulted in significant difference between groups in craving (h2=0.800) and relapse prediction (h2=0.622) in opiate addicts.

regarding the results, it can be argued that positive psychotherapy has been effective in decreasing craving and relapse prevention in opiate addicts.

The present study was conducted with the aim of determining the effectiveness of problem solving skills training on positive and negative educational emotions of sixth grade students. This research was semi - experimental with pre - test - post - test and control group. The statistical population consisted of all the sixth graders of elementary schools in the city of Maku to the number of 1760 people in the academic year of 1389 - 1390. From this population, a sample of 30 people was selected by purposive sampling method and randomly replaced in two experimental and control groups. The data collection tool in the pre - test and post - test phases was questionnaire (AEQ). The data analysis was carried out using the covariance analysis in the SPSS program. The research findings showed that the training of problem - solving skills had a significant impact on positive educational emotions by 35 % and had a rate of 54 % for negative academic (p<0/05). According to the results, it can be suggested that teaching solving skills has a significant effect on increasing positive educational emotions and decreasing negative educational emotions in sixth grade students.

The purpose of this research was to investigate the effectiveness of positive psychotherapy (PPT) on improving cognitive emotion regulation strategies in students with anxiety symptoms. This was a quasi-experimental study with pretest-posttest-follow up design and control group. The sample size of 30 subjects were selected by purposeful sampling method from among 5038 male students of the secondary high schools of Khoy city and were randomly assigned to two experimental (n = 15) and control (n = 15) groups. The participants completed the Cognitive Emotion Regulation Questionnaire (CERQ) developed by Garnovskii in the pretest, posttest, and follow up stages. Meanwhile, the subjects in the experimental group received PPT trainings during eight 90-minute sessions. Data were analyzed using repeated measuresmultivariate analysis of variance. Data analysis showed that PPT caused an increase in the positive cognitive emotion regulation strategies and a reduction in the cognitive emotion regulation strategies in the post-test and this effect also continued in the follow-up. Based on the results, it can be said that PPT significantly affects the improvement of positive and negative cognitive emotion regulation strategies of students with anxiety symptoms.

Eating disorders are one of the most common psychosomatic disorders that leads to many problems in physical, emotional health and mental functioning. But the main issue is that does positive psychological intervention is effective on reducing difficulties in emotion regulation in adolescents with eating disorders symptoms?

The purpose of this study was to determine the effectiveness of positive psychological intervention on reducing difficulties in emotion regulation in adolescents with eating disorders symptoms.

The present study was a semi-experimental studies with pretest-posttest design and control group. The statistical population includes all female students studying at secondary schools in urmia to number of 4276 peoples in the 2018-2019 academic year. From this population, a sample of 30 people was selected through targeted sampling and randomly assigned to two experimental and control groups. participants completed in the pre-test and post-test stages of Gratz & Roemer (2004) difficult in emotion regulation  and  In the meantime, the subjects in the experimental group were trained positive psychotherapy (Seligman et al., 2006) by the researcher in 8 sessions of 90 minutes a week for 1 session. Data analysis was performed using covariance analysis.    

The findings showed that positive psychological intervention reduced the mean scores of the experimental group on difficulties in emotion regulation and its components including lack of acceptance of emotional responses, difficulty in goal-directed behavior, difficulty in controlling impulse, lack of emotional awareness, Limited access to strategies and lack of emotional clarity compared to the control group (p<0/05).

Therefore, it can be argued that positive psychological intervention is an effective treatment for improving emotion regulation problems in adolescents with symptoms of eating disorder.