kamran sheivandi cholicheh

The purpose of this current study is to develop and validate the educational package of wisdom and its effectiveness on the happiness and emotional intelligence of students this research is semi-experimental with a pre-test and post-test design with a control group. For this purpose, the wisdom training package was first designed and compiled based on theoretical principles and existing packages according to the target group and was approved by experts.

The statistical population was all undergraduate students of psychology at Azad University, Roudehen branch, in the academic year 2021-2022. Among them, 45 students were randomly replaced into two control and experimental groups. The research tools included the Oxford Happiness Questionnaire (1989) and the Bar-on Emotional Intelligence Questionnaire (1997). Then (22 people) from the control group and (23 people) from the experimental group were placed in a pre-test session During 8 sessions of 90 minutes, which were held 2 sessions a week, the students of the experimental group were taught the wisdom educational package, while there was no intervention for the control group.

The results showed that the educational package of wisdom on happiness and emotional intelligence is significant at the level of 0.001.

It can be concluded that wise people are receptive to new perspectives, they take emotions seriously because they know that emotions convey important information about a situation, and they feel satisfied with the smallest happiness.

Tthe aim of this study was compiling a model of adolescent family communication skills based on loneliness and virtual space addiction with the mediating role of mindfulness, which was applied in terms of purpose and descriptive - correlational in terms of nature. The statistical population included adolescents in Tehran. The statistical sample was equal to 300 people who were selected from five regions of Tehran. Cluster sampling method was done. In order to data collecting Fine, Moreland & Schwbel communication skills (1983), Walach et al Mindfulness (2006), Yang internet Addiction (1996) and Russell, Curtona & Peplau loneliness (1980) was used. The findings showed that the standard path coefficient of loneliness and virtual space addiction on family communication skills was significantly equal to -0.49 and -0.20 (P<0.01). On the other hand, mindfulness played a mediating role in the relationship between loneliness and cyberspace addiction with family communication skills. Considering the role of mindfulness in increasing the ability of adolescence to face critical situations and maintain positive social relationships, psychologists are advised to improve the preparation of them by focusing on mindfulness. Education should also plan to teach these strategies in the framework of the curriculum.

The purpose of this research was to standardize an Islamic happiness training program and assess its effectiveness in promoting marital adjustment and resilience among couples experiencing marital conflict. The qualitative portion of the study employed theme analysis via the inductive method, while the quantitative portion utilized a quasi-experimental design comprising a control group, pretest, posttest, and two-month follow-up period . In the spring and summer of 2020, couples experiencing marital conflict who were referred to counseling centers in the East District of Tehran constituted the statistical population of the current study. By employing a multistage sampling method, 26 couples were chosen and allocated at random into the experimental and control groups (with 28 individuals in the experimental group and 24 in the control group). The experimental group was provided with an eight-session Islamic contentment training program over the course of two months. In this study, the employed questionnaires were the marital conflict questionnaire (MCQ), the marital status questionnaire (MSQ), and the resilience questionnaire (RQ). The data obtained from the study were subjected to analysis using mixed ANOVA in SPSS-23. The findings of the study indicate that the happiness training program contains pertinent material and possesses executive validity in the opinion of the experts. Moreover, the findings indicated that Islamic contentment training improved the marital adjustment and resilience of couples experiencing marital conflict (p<0.0001), as this intervention resulted in an increase in the aforementioned characteristics. Based on the results of the current investigation, it has been determined that implementing Islamic happiness training can effectively enhance the marital adjustment and resilience of couples. This can be achieved through the practice of safe, supportive, and empathetic communication, instruction in the concept of forgiveness, recognition of the positive consequences of patience, and identification of the couples’inherent capabilities and potential in granting access to happiness.

This study examined the girls adolescences social adjustment modeling based on 2 variables, perception of the family structure and moral intelligence with the mediating effect of decision making. This research was one of the descriptive-correlational designs.

The statistical population of the study included all secondary school girls students of Tehran in the 1400-1401 academic year. The research sample was estimated using Morgan sampling table, 387 people who were selected as a multi-stage cluster. Research tools included Social Adjustment Questionnaire, Perception of Parenting Style Questionnaire, Moral Intelligence Questionnaire and Melbourne Decision Making Questionnaire. SPSS software was used to analyze the data in the descriptive part, and LISREL software was used to fit the structural model and test the research hypotheses.

The findings showed that the mediation of decision-making ability was significant in the relationship between social adjusment and moral intelligence and perception of family structure, in fact, the decision-making component increases adjusment.

It is suggested that social and personal skills should be emphasized in education and in families in order to provide the ground for adjusting the negative consequences of the lack of adaptation of teenagers caused by all kinds of crises at this age.

The aim of the current research was to identify the characteristics of the four elements in order to provide a problem-oriented curriculum model in the elementary school mathematics course. There were 19 participants and the sampling was done purposefully. The data collection tools are semi-structured interviews and questionnaires. The problem-oriented curriculum template was designed using the characteristics of the elements and with the method of qualitative content analysis in the elementary school mathematics course. The identified features were validated by fuzzy Delphi method and Shannon's entropy method was used for data processing. Based on the results of the analysis, 7 main categories including the characteristics of goals at three levels of cognitive, attitudinal, skill, content, evaluation, teaching-learning strategy and 46 sub-categories were identified.                          In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzified value greater than 0.7. The results of Shannon's entropy determined that the characteristics of starting teaching with a challenging question, creating a suitable educational environment, continuously monitoring the quality of learning strategies and communicating with students' talents have attracted the most attention and obtained the highest ranks and had a higher importance factor than other characteristics

The aim of this study was to ascertain the impact of a school-based self-injury prevention program on adolescents’ risk taking and metaemotions. The study has an applied objective and a quasi-experimental design, with experimental and control groups and follow-up. In 2019-2020, the statistical population comprised all adolescent females attending Rasht schools who had self-inflicted at least once. The sample consisted of 34 adolescents who had self-inflicted injuries and had been randomly assigned to experimental and control groups. Data was collected using two scales: “Iranian adolescents’ risk” (IARS) and meta-emotion (MS). The experimental group received 16 sessions of self-injury prevention training (twice per week), while the control group received no training. Data were analyzed using repeated measures ANOVA and SPSS-25 software. P <0.001 indicated a significant effect of the training program on decreasing risk taking, negative emotion, and increasing positive emotion. During the follow-up phase, the risk-taking variable and the subcomponent of interest in metaemotion were not positively affected by the components of alcohol orientation, relationship to sexual orientation and behavior, and orientation to the opposite sex. Effectiveness of an educational package consisting of emotion regulation training, cognitive reconstruction, and… in reducing risk, reducing negative metaemotions, and increasing positive metaemotions in adolescent females. According to the results, interventions can be recommended to prevent self-injury in schools.

Spiritual intelligence represents a set of spiritual abilities, capacities, and resources, the use of which in daily life can increase a person's adaptability, and paying attention to it in students as a strength can lay the groundwork for a more successful and desirable professional future in them. The aim of the current research was the effectiveness of wisdom training in spiritual intelligence in students. This research was applied and quasi-experimental with pre-test, post-test and a control group. The statistical population included students of Allameh Tabataba'i University in the academic year 2021-2022, among whom 30 students were selected by convenience sampling method, and divided into an experimental group (n=15) and a control group (n=15). The data collection tool was King's (2008) Spiritual Intelligence Questionnaire (SISRI). The experimental group received 10 sessions of wisdom training. The data were analyzed using the analysis of the covariance test. The results showed that wisdom training was significantly effective in increasing spiritual intelligence, critical existential thinking, the dimension of transcendental consciousness, and the dimension of producing the personal meaning of students. But it did not have a significant effect on the development of students' state of consciousness. As a result, by teaching wisdom and increasing its amount in students, we can increase meaningfulness, transcendental awareness in the lives of students, as a result, increase their spiritual intelligence.

The purpose of this study was  constructing and validating of purposeful classroom management questionnaire in virtual education. The statistical population included students of public and Payame Noor universities in Tehran. Convenient sampling method was used and sample size according to Morgan table for unlimited communities was equal to 384 cases. Researcher-made purposeful management questionnaire and the Dehghanizadeh and HosseinChari Academic Buoyancy (2014) were used for data collection. Exploratory factor analysis and first and second order confirmatory factor analysis were used to analyze the data. The content validity of the questionnaire was confirmed based on the views of experts and the criterion validity was confirmed based on the correlation coefficient with Academic Buoyancy. Exploratory factor analysis showed that the purposeful classroom management questionnaire have four basic components. First and second order factor analysis indicated that the four-dimensional structural of purposeful classroom management were valid. As a result, in a situation where face-to-face education is challenged due to crises such as epidemics, natural disasters or air pollution and teachers are forced to teach virtually, measuring the dimensions of purposeful classroom management and Receiving corrective feedback based on it can be a practical tool to improve learning outcomes.

This study aimed to explain the resilience model based on purposeful life and quality of relationships mediated by spiritual health in the face of stress conditions caused by Covid-19 disease. The present study is applied in terms of purpose, and the data collection method was a descriptive correlation. The study's statistical population was family members of patients with Covid-19 disease who lived in Tehran. The sample consisted of 300 family members of patients with Covid-19 disease who participated in the study through available sampling and online methods. Data collection instruments included Mahvlyk & Krambaf purpose in Life Questionnaire (1969), Pierce et al. quality of relationships Questionnaire (1991), Connor and Davidson resilience Questionnaire (2003), and Paloutzian & Ellison's spiritual health Questionnaire (1982). Data were analyzed using the Pearson correlation method and path analysis using SPSS and AMOS software. The results showed that the direct effect of purposefulness in life (P > 0.01) and its indirect effect due to spiritual health (P > 0.005) on resilience is significant. The results also show that the indirect effects of social support (P > 0.04) and interpersonal conflict (P > 0.006) on resilience through spiritual health are significant. Therefore, spiritual health can mediate between purposefulness in life and social support and interpersonal conflict on resilience in the face of psychological pressure and increase resilience.

The purpose of the present study was to assess the effectiveness of wisdom training in self-directed learning and its components in students. This research was applied and quasi-experimental with pre-test, post-test and a control group. The statistical population included students of of Allameh Tabataba'i University in the academic year 2021-2022, among whom 30 students were selected by convenience sampling method, and divided into an experimental group (n=15) and a control group (n=15). The data collection tool was Fisher et al.'s Self-Directed Learning Readiness Scale (2001) and the wisdom training package of Daneshpayeh and colleagues (2022). The experimental group received 10 sessions of wisdom training. The data were analyzed using the analysis of the covariance test. The results showed that wisdom training was significantly effective in increasing self-directed learning, self-management, and students' desire to learn, but had no significant effect on the self-control dimension. Accordingly, wisdom training can increase students’ self-directed learning. Hence, it is suggested that professors and teachers master the skills required for wisdom training, and transfer them to the learners.

In religious society of Iran, the use of Iranian-Islamic psychological interventions for couples with marital conflicts has been ignored; thus, the present research was conducted with the aim of designing an educational package of Islamic happiness and its feasibility in the dimensions of psychological resilience of couples with marital conflicts. In the qualitative phase, the theme analysis by inductive method, and in the quantitative phase, a quasi-experimental method with a pretest-posttest design and with a control group and a two-month follow-up phase was applied. The population included couples with marital conflicts referring to the counseling centers in the east of Tehran during the first six months of 2020. In this research, 26 couples were purposefully selected and randomly placed in the test group (28 people) and in the control group (24 people). The test group received eight sessions of an educational package of Islamic happiness for two months. The questionnaires of marital conflict (Barati and Sanaei, 1996) and psychological resilience (Conner and Davidson, 2003) were applied. The data were analyzed with mixed ANOVA. The results showed that, according to the experts' view, the educational package of Islamic happiness has an appropriate content and execution validity. In addition, the education of Islamic happiness influences the dimensions of psychological resilience of couples with marital conflicts (P<0.0001), while this intervention does not have any significant influence on just the subscale of spiritual effects. Based on the findings of this research, the education of Islamic happiness can be used as an efficient method to improve the resilience of couples by taking advantage of creating a safe, supportive, and empathetic relationship, educating the concept of forgiveness, paying attention to the positive consequences of patience, and identifying the inherent abilities and talents of couples in reaching happiness.

This study aims was to investigate  the effectiveness of Islamic happiness education on training vitality and positive and negative effects in women with marital conflict in a quasi-experimental design of pre-test and post-test type with a control group. The population of this study included women with marital conflicts referred to counseling centers in the east of Tehran city in that thirty womens were selected using voluntary-purposive sampling method and randomly assigned to the experimental and control groups. The participants of the experimental group underwent 8 sessions of 90 minutes of Islamic happiness training, and the participants of experimental and control groups completed the Subjective Vitality Scale and the Positive and Negative Affect Schedule at the beginning and end of the intervention. Analysis of covariance statistical method and SPSS-21 software at the was used for data analysis. According to the results, Islamic happiness education in women with marital conflict was effective in improving mental vitality and positive affects, and reducing negative emotions. Therefore, happiness and Islamic-oriented interventions can help married people to improve the level of subjective vitality and reducing positive and negative affect.

Adolescence is one of the most sensitive periods of life, which plays a fundamental role in the success or failure of individuals in the future. In this regard, high - risk behaviors that are becoming more common in these ages are also needed, and hope for the future will be strengthened in juveniles too.

The aim of this study was to develop and examine the efficacy of psycho - social empowerment education based on choice theory in high - risk behaviors and hopes of adolescent girls.

In the form of a pretest-posttest- follow-up with control group quasi-experimental design, 30 students of adolscent girls from 2 region of education and teaching of Tehran were selected and were assigned randomly in two expreimental (15 subjects) and control (15 subjects) groups. Data collection tools include the risk questionnaire of Iranian teenagers (Zadehmohammadi et al., 2012) and the hope questionnaire (Schneider et al., 2016). The educational package of psychosocial empowerment based on choice theory, after development, was applied during eight-nighnteety minute’s sessions. Mixed analysis of varinace was used to analyze the data.

The results indicated that the education of psycho - social empowerment based on choice theory results in decreasing high-risk behaviors (F= 4.036; P= 0.001) of adolescent girls and has a positive effect on hope (F= 4.791; P= 0.001).

training of psychosocial competencies based on choice theory can affect the level of high - risk and hopeful behavior in adolescent girls and is recommended alongside other treatments.

Adolescents are more prone to aggressive behavior because of peer pressure and a diversified social environment. Thus, the aim of this study was to develop a psychosocial empowerment package based on the choice theory and investigate its effectiveness in reducing aggression among adolescents in Tehran.

The present study has been designed as a practical study and was performed as a quasi-experimental study with a pretest/posttest and follow-up. A sample of 30 female secondary school students from the 3rd district of Tehran was selected based on the available method. Of these 30 students, 15 were randomly assigned to the experimental group and 15 to the control group during the period 2019-20. The experimental group received 8 sessions of a researcher-made psychosocial empowerment training based on the Choice Theory (Glasser, 1999), while the control group underwent no intervention. The data collection instrument was the Aggression Questionnaire (Buss and Perry, 1992). Data were analyzed using RMANCOVA and RMMANCOVA.

 This study revealed a significant group effect on the aggression variable and components of physical aggression, verbal aggression, anger, and hostility in female high school students (P<0.001). Second, the difference between the two groups for the aggression variable and its components was significant, and in the population as a whole, it was greater than 0.1.

Results suggested that psychosocial empowerment, based on choice theory, had a significant impact on aggression among adolescents and its components; and the favorable effects were sustained over time. Therefore, this package can be used along with other existing therapeutic approaches as a suitable option for reducing aggression in adolescents.

The purpose of this study is to explain model of coronavirus anxiety based on parental distress, Hope for the future and obsessive behaviors mediated by fear of death. This study is applied in terms of purpose and the method of data collection was descriptive correlation. Statistical population of this study included parents of children and adolescents living in central and southern regions of Tehran. Sample of the study was 231 people who participated in the research by two stages of cluster and available sampling and through the internet. Data collection instruments included Alipour et al. coronavirus Anxiety Questionnaire (2020), Abidin Parenting Distress Questionnaire (1995), Snyder Hope Questionnaire (1991), Researcher-Made Obsessive Behaviors Questionnaire, and Templer Fear of Death Questionnaire (1970). Data were analyzed using Pearson correlation and path analysis using SPSS and AMOS software. Results showed that modified research model is a good fit after removing the variable of future hope (GFI=0.99). Obsessive behaviors have a significant direct and indirect effect on coronavirus anxiety (p<0.01). Parental distress also has a significant indirect effect on corona anxiety (p<0.05). Considering the relationship between coronavirus anxiety with obsessive behaviors and parental distress, interventions for parents during and post-corona outbreaks with the aim of reducing psychological harm is essential.

The purpose of this study was to develop a model for identifying the consequences of psychological distress during the spread of coronavirus pandemic by mediating role of family emotional climate, which was a practical research in terms of purpose and descriptive-correlative in nature. The statistical population of the study included all Iranians in the country during the spread of coronavirus pandemic. The sample was 590 people who were selected from men and women from different provinces. Sampling was performed based on multistage cluster method which twelve provinces were selected as the target and then the questionnaires were completed by online survey. Kessler Psychological Distress Scale (2002), Steger meaning of life (2010) and researcher-constructed feeling loneliness and Emotional Family Climate Scale were used to collect the data. Structural equation model was used for statistical analysis. Findings showed that psychological distress had a positive causal relationship with the feeling of loneliness and a negative causal relationship with the meaning of life and also, the emotional climate of the family had a mediating role in the relationship between psychological distress and loneliness and meaning of life. As a result, psychologists, sociologists, and other social media professionals should consider the high capacity of the family's emotional climate as a key factor in Reducing of the effects of psychological distress resulting from the spread of crises such as the coronavirus pandemic on individual and collective living condition.

Non-Suicidal Self-Injury (NSSI) is a prevalent, harmful, and transdiagnostic behavior that can comprehensively be assessed in daily life studies.

This study aimed to determine the effectiveness of the student self-injury prevention program in mitigating the Interpersonal Cognitive Distortion (ICD) and the fear of Negative Evaluation (FNE).

This research is a quasi-experimental study with a pre-test-post-test design, a one-month follow-up, and a control group. The statistical population consisted of all female adolescents studying at the middle schools of Rasht City, Iran, in the 2019–2020 academic years. They must have experienced self-injury at least once. The purposive non-random sampling technique was employed to select 34 self-injuring adolescents, who were then randomly assigned to case and control groups. The interpersonal cognitive distortion scale and the brief fear of negative evaluation scale were adopted to collect data. The case group received 16 sessions of self-injury prevention training for students (twice a week), whereas the control group had no training programs. Analysis of variance and multivariate analysis of variance were then used for data analysis in SPSS v. 25.

The results demonstrated the significant effectiveness of the training program in mitigating the ICD (interpersonal rejection: P<0.01; F=21.780, unrealistic relationship expectations: P<0.01; F=51.096, interpersonal misperception: P<0.01; F=20.557), reducing negative meta-emotion, and increasing positive meta-emotion (P<0.05; F=43.591).

The student self-injury prevention program effectively reduced the ICD and FNE of female adolescents. Additionally, these two variables have high levels in adolescents struggling with self-injury.

The present study aimed to analyze the content of elementary school social studies textbooks based on Webster's wisdom theory in order to assess students' readiness to face with the world affected by the coronavirus pandemic. This research was fundamental in terms of purpose and descriptive in terms of nature. The statistical population included third to sixth grade social studies textbooks. In order to collect data, the Census method was used. The unit of analysis was the pages (text, chapter titles, image, questions or activities). The research tool included a checklist based on the five dimensions of Webster's theory (2007). Findings showed that in designing social studies books, only the dimension of openness to experience has been considered enough; While the dimension of humor and reviewing memories and reflection has been neglected in almost all grades, and emotional regulation has not received much attention in other grades except in the third grade. Attention to the dimension of challenging experiences was appropriate at other levels except the fourth grade. Shannon entropy represented a high information load for all dimensions and special attention to the components of memory review and reflection, emotional regulation and challenging experiences. The results of the research showed that filling the gap between the elementary grades in terms of wisdom dimensions and designing the content of books in order to cultivate wise, innovative and empathetic students to live in the current turbulent world is a great mission for educational institutions that it has been neglected somewhat.

The purpose of this study was to determine the effectiveness of life skills training (problem-solving and decision-making) on teacher-student relationships, academic buoyancy, and academic optimism in sixth grade elementary students. The method was quasi-experimental with pre/post-test and a control group. The statistical population was sixth-graders in Hasanabad city schools during the academic year of 2019-20. The sample consisted of 50 sixth grade male students who were assigned to the experimental or control group (25 students in each group). Assessment tools included standard questionnaires of teacher-student relationship quality, academic optimism, and academic buoyancy. Also, students who had much higher scores in buoyancy, optimism, and/or the quality of relationship with their teacher were excluded from the sample due to statistical reasons. The participants were educated in a problem-solving and decision-making training for ten sessions. Following the training, the post test was administered. Multivariate analysis of covariance (MANCOVA) was used to analyze the data. The results showed that the quality of teacher-student relationship, academic buoyancy and academic optimism were higher in the experimental group than those of the control group. As a result, problem-solving and decision-making trainings can be used as part of students’ empowerment programs.