emadaldin ahrari

From the perspective of contemporary psychology, emotion regulation is regarded as a key component of mental health, and its deficiency is linked to various mental disorders. Researching the processes and interventions that aid in effective emotion regulation has been a primary focus for many researchers over the last two decades. Mindfulness-based interventions have emerged as significant in this area due to their unique characteristics and focus on emotions. The primary aim of this study was to consolidate the results of various studies to develop a comprehensive understanding of the impact of mindfulness-based interventions on emotion regulation.

The study population consisted of available full-text articles, dissertations, and research projects published from 2011 to 2021 in quarterly publications and scientific research journals. Based on inclusion and exclusion criteria and sensitivity analysis, 214 effect sizes from 61 initial studies were analyzed using CMA2 software.

The results revealed that mindfulness-based interventions have a significant combined effect size on emotion regulation strategies. The summary effect size of the random model was 1.22, and mindfulness-based interventions among maladaptive emotion regulation strategies have had the most significant impact on the rumination component and between adaptive emotion regulation strategies on the reappraisal component. Also, the results showed that the subjects' gender did not affect the effectiveness of the interventions.

Based on the results of the meta-analysis, it is essential to prioritize the growth and promotion of mindfulness skills for individuals.

The aim of this study was to differentiate students with high and low academic performance based on the components of academic self-regulation and cognitive flexibility. The study type was causal-comparative and its statistical population included all male and female high school students in Khaf city in the academic year 2022-2023, among whom finally 371 individuals were selected by cluster sampling, according to Krejcie and Morgan’s table. Data were collected using Dennis and Vanderwall (2010) Cognitive Flexibility Questionnaire, Sevari and Arabzadeh Academic Self-Regulation Questionnaire (2013), and the first semester GPA of 2022-2023 academic year. Data were analyzed using discriminant analysis. The findings of discriminant analysis led to a significant discriminant function which showed the components of controllability perception, Alternatives perception and organization had the highest differentiation power (p <0.01). The results of the discriminant analysis showed that according to the obtained function, 86.2% of students in the two groups were correctly reclassified which indicates the ability of these components to differentiate students at different levels of academic performance.

The objective of this meta-analysis was to compile the studies conducted on the efficacy of neuropsychological interventions with respect to executive functions. Full-text articles, dissertations, and research projects that were published in Iran between 2010 and 2020 in quarterly journals, scientific research journals, and scientific information databases affiliated with the University Jahad, the Computer Research Center for Islamic Sciences, and the Private site of Iran Magazines Bank constituted the study population. A total of 131 effect sizes were analyzed from the 126 derived studies after 71 were selected in accordance with the inclusion and exclusion criteria. Data were analyzed utilizing funnel plots, sensitivity analyses, fixed and random effects models, and heterogeneity analyses in conjunction with CMA2 software. The results indicated that neuropsychological interventions had a significant effect on executive functions, and according to Cohen’s criterion, the combined effect size for the random-effects model was substantial (ES = 1.22). The findings additionally indicated that, among the various classes examined, Attention Deficit Hyperactivity Disorder has the greatest effect size, and that, among executive functions, neuropsychological interventions exert the most significant influence on the working memory component. Consequently, it is recommended that clinicians and specialists employ neuropsychological interventions to enhance and improve the planning, attention, inhibition, and working memory capabilities of their clients.

This study aimed to investigate the mediating role of school connectedness in relationship between social-emotional learning and bullying victimization. This study was a correlational descriptive one. Its statistical population included all boy and girl high school students in Khaf in the academic year 2021-2022, among whom 364 individuals (190 girls-174 boys) were finally selected by Random cluster sampling method. Social-Emotional Learning Scale (CASEL, 2008), School Connection Scale (Brown and Evans, 2002), and Multidimensional Peer-Victimization Scale (Maynard and Joseph, 2000) were used to collect data. The structural equation modeling method was used by AMOS software version 24. The results showed that social-emotional learning had a direct and significant effect on school connectedness and victimization. School connectedness also had a direct and significant effect on victimization and mediates the relationship between social-emotional learning and victimization; in a way that social-emotional learning while creating desirable environments and effective relationships, reduces the victimization of students through improving school connectedness. It is suggested that to reduce victimizatio, school-oriented social-emotional learning programs should be developed by the planners and administrators of education to improve effective social skills in students and strengthen the school connectedness in the students at the same time, and can decrease the victimization.

This study aimed to differentiate students with high and low academic procrastination based on the sense of school connectedness and cognitive flexibility components. The research method was causal-comparative. The statistical population included all male and female high school students in Khaf city, among whom 368 individuals were selected by cluster sampling. Cognitive Flexibility Inventory, Students’ Sense of Connectedness with School Scale, and Procrastination Assessment Scale were used to collect data. Data were analyzed using SPSS-24 software and discriminant analysis. The findings showed that the obtained discriminant function was significant and the components of teacher support, controllability perception, and scientific distribution had the highest differentiation power (p <0.01). The results of the discriminant analysis showed that according to the obtained function, 88.8% of students in the two groups were correctly reclassified which indicates the ability of these components to differentiate students at different levels of academic procrastination.

Studies show that procrastination is one of the common experiences of human beings and includes different types, among which academic procrastination is the most common. Academic procrastination is a purposeful and unnecessary delay doing academic tasks (Hen and Goroshit, 2020). According to the existing literature, many students suffer from procrastination in their academic life.Various studies in the domain of cognitive approaches have introduced cognitive flexibility as a cognitive variable related to students' procrastination (Schommer-Aikins and Easter, 2018; Emamverdi and Taher, 2020). Cognitive flexibility is an important aspect of executive function and refers to the ability to adapt behaviors in response to environmental changes (Durairaja and Fendt, 2021). Meanwhile the lack of cognitive flexibility leads to passive reaction to the environment and delays in doing things (Sternberg and Frensch, 1992). Among other factors affecting academic procrastination, the sense of school connectedness affects students' procrastination because school as a productive environment can create a sense of belonging in students and this feeling helps students demonstrate better time management for their homework (Çıkrıkçı & Erzen, 2020).The prevalence of academic procrastination indicates the need for further research to identify potential factors that lead to academic procrastination, and subsequently consider appropriate strategies to reduce procrastination (Zhou, et al., 2021). Therefore, the present study seeks to answer the question of whether the components of sense of school connectedness and cognitive flexibility can differentiate students with high and low procrastination.

This causal-comparative study aimed to differentiate students with high and low academic procrastination based on the components of sense of school connectedness and cognitive flexibility. The statistical population of the study included male and female high school students in Khaf city in the academic year 2021-2022. Among them, 368 were selected by cluster sampling according to Krejcie and Morgan's table. Based on the academic procrastination scores, 95 students with scores lower than the first quartile were selected as students with low academic procrastination, and 92 students with scores higher than the third quartile were selected as students with high academic procrastination. Finally, data from these 187 individuals was analyzed by discriminant analysis.Procrastination assessment scale - student version (PASS): Academic procrastination was assessed by the Solomon and Rothblum (1984) Procrastination Assessment Scale, which includes 27 items and three components: preparation for exams, homework preparation, and essay preparation. In this study, Cronbach's alpha for the whole scale was 0.87.Students’ sense of connectedness with school (SSCS): This scale was designed by Brew et al. ( 2004) and consists of 27 items and six subscales of teacher support, participation in the community, respect and fairness in school, positive feeling about school, belonging to school, and scientific contribution. In this study, the reliability was obtained as 0.89 through Cronbach's alpha for the whole scale.Cognitive Flexibility Inventory (CFI): This questionnaire was designed by Dennis and Vander Wal (2010) and consists of 20 items and three subscales of perception of controllability, perception of different options, and perception of behavior justification. The Cronbach's alpha for the whole scale in the present study was 0.89.

Using histogram plot and Kolmogorov-Smirnov test showed that the distribution of predictor variables was normal. The results of multivariate outlier data using Mahalanobis distance showed that there were ten real outlier data; therefore, this data was deleted before the analysis. In order to evaluate the homogeneity of the variance-covariance matrix, the Mbox test was used and showed the homogeneity of the variance-covariance matrix of the predictor variables within the groups (Mbox statistic = 6.77, F = 2.23, P> 0.05). Also, the results of the Pearson correlation coefficient matrix and statistical indices of variance inflation factor and tolerance index showed that there were no significant correlations among the predictor variables and the assumption of non-collinearity was confirmed.Table 1 presents the mean and standard deviation of the components of predictor variables for two groups of students with high and low academic procrastination and t-test results to examine the significance of the difference in means between the two groups. A significant difference was observed between the two groups in terms of the components except perception of behavior justification.Table 5 presents the results of classifying students in groups with high and low academic procrastination based on the obtained discriminant function. Accordingly, 83 students (87.4%) with low academic procrastination and 83 students (90.2%) with high academic procrastination were identified. Also, in total, about 88.8% of the students were correctly regrouped in their primary group, which showed the ability of the components of the variables of school connectedness and cognitive flexibility in differentiating between students with high and low academic procrastination.

Our findings showed that the components of the sense of school connectedness were able to significantly differentiate students with high and low academic procrastination. This finding can be explained in that as students' sense of school belonging and attachment decreases, they will be more likely to find excuses to reduce their willingness to complete homework and academic activities. Among other findings of this study was that the components of cognitive flexibility, except the component of perception of behavior justification, were able to significantly differentiate students with high and low academic procrastination. In fact, students with high cognitive flexibility use more effective and useful methods when faced with various stresses; it appears delaying homework is not one of the effective strategies and methods for such students.The lack of gender separation in this study limits the generalizability of findings. It is suggested that future studies examine the relationship of academic procrastination with cognitive flexibility and the sense of school connectedness regarding gender factor. Given the results, it is suggested that researchers evaluate the effectiveness of various programs and plans to improve the sense of school connectedness and cognitive flexibility.

Academic dishonesty refers to any misconduct in academic affairs and assignments. It is a worrying phenomenon with many negative consequences. To prevent these consequences, experts have studied the effective relevant factors on academic dishonesty. In this study self-control and academic procrastination were studied as antecedents for academic dishonesty. It was a correlational study and Tangney, Baumeister and Boone (2004) self-control questionnaire, McCabe and Trevino (1997) academic dishonesty questionnaire and Solomon and Rothblum (1984) procrastination questionnaire were used. The relationships between the constructs of the proposed model were analyzed using structural equation modeling in AMOS software version 24. The statistical population included all high school students in the city of Osko, in the academic year 1401-1400. The sample size was 380 students. The fitness indices of the proposed model according to the criteria proposed by Meyers, Gamst and Guarino (2006) indicated an acceptable fitness with the data. The results showed that self-control has a direct and significant effect on academic procrastination and academic dishonesty. In addition, academic procrastination has a direct and significant effect on academic dishonesty. Also academic procrastination plays a mediating role in the relationship between students' self-control and academic dishonesty. Therefore, it is suggested that education authorities consider programs to improve students' self-control skills.

Social support as a relevant and effective variable on academic performance has been investigated in many studies, and the different and sometimes contradictory results of these studies highlight the necessity of a meta-analytical study. This study aimed to combine the findings of 12 years of Iranian and international investigations which had studied the relationship between social support and academic performance. The statistical population included Iranian and internationally published and available studies related to the subject from 2009-2021. Based on the inclusion and exclusion criteria, 55 studies and 101 effect sizes were selected. Finally, after sensitivity analysis and removal of extreme effect sizes, 79 effect sizes were analyzed. The results showed that the combined effect size was 0.189 for the fixed model and 0.220 for the random model. In this study, gender and age were studied as qualitative and quantitative moderator variables, respectively. The results showed that there was no significant difference in the effect sizes of the relationship between social support and academic performance based on gender. The meta-regression results also showed that by increasing the age mean, the effect size decreases to a very small significant amount and a small part of the total heterogeneity is explained by the age mean of the initial studies. As a result, based on obtained effect size, social support is effective in increasing students' academic performance.

Introduction Teachers can help every society develop and advance. It seems that one of the most important subjects that teachers must consider is that of self-efficacy. Teacher's selfefficacy is one of the under research topics in all educational systems and may affect many aspects in addition to classroom management. Creativity self-efficacy refers to people's ability in producing creative ideas. According to Banduras, person’s beliefs make him able to have creative behaviors in certain contexts. So creativity self-efficacy is one of the necessary abilities for developing people's creative skill's which results in potential development and progress in society. People with high creativity self-efficacy are expected to behave more creatively than those with low creativity self-efficacy. It is worth mentioning that focusing on student's creativity self-efficacy can be useful for teachers and researchers to increase the student's creativity. Thus measuring creativity self-efficacy can be considered as an important educational construct and consequently different instruments are developed. The present research aimed to study psychometrical characteristics of Persian version of creativity self-efficacy scale for the school teachers.
Research questions This study tried to answer the following research questions: 1) How many saturated factors does creativity self-efficacy scale have for the Iranian teachers? 2) Does creativity self-efficacy scale have suitable fitness indexes? 3) Does creativity self-efficacy scale have an acceptable reliability? 4) Does creativity self-efficacy scale have an acceptable validity? 5) Does creativity self-efficacy scale have a suitable fitness based on item-response theory?
Method The present study's design was descriptive. The statistical population was all of the teachers of Khaf province schools in the school year of 1393-94. For sampling, Khaf was divided into two regions i.e. north and south. Then four schools were selected among the schools of each region and finally 180 teachers of the mentioned schools including elementary, guidance and high school were selected as the sample group. Among them, 77 were female (42.8%) and 103 were male (57.2%). The data were analyzed in terms of two theories i.e. classical test theory and item-response theory. In order to study psychometrical characteristics of the scale, exploratory factor analysis, item total score correlation and validity analysis were performed. The samejima graded response model was also used for data fitness and analysis. All of the analyses were analyzed by spss-22, EQS-6.1 and multilog-7.03 software.
Results and conclusion The results of factor analysis showed that the scale had suitable fitness indexes. There was a positive and significant relationship between creativity self-efficacy, general selfefficacy and discipline self-efficacy. Also reliability coefficient of instruments was good for total sample (women and men). There was a suitable fitness between the data of items response and samejima model and the scale's consciousness function was found to be in the sufficient range of the continuum. This scale was found to be a suitable instrument for measuring creativity self-efficacy among school teachers regarding the regarding administration ease, scoring ease, interpretation ease, practicability both for groups and individuals, feasibility and suitable validity and reliability. In other words, Persian version of creativity self-efficacy scale has acceptable characteristics in the Population of school teachers and can be used as a reliable instrument in psychological researches.