فهرست مطالب karim sevari

Addiction is one of the most important deviations and social harms and is considered a social disease whose physical and mental effects have negative consequences on the individual, family members, and society. This research was conducted to compare family functioning, social support, and irrational beliefs in open addicts undergoing compulsory treatment and self-reported addicts in treatment centers.

The research design is a comparative causal one, with the statistical population consisting of all open addicts undergoing compulsory treatment and self-identified drug addicts from private drug addiction treatment camps in Ahvaz. A total of 170 individuals (80 open addicts and 90 self-identified drug addicts) volunteered to participate in the study. The data was collected through the family functioning questionnaire of Cong et al. (2022), social support by Zimet et al. (1988), and unreasonable beliefs of the researcher (1402). The data were analyzed using multivariate analysis of variance.

The findings showed that family functioning, social support, and irrational beliefs of self-identified addicts and open addicts are different.

It is suggested that to improve the quality of the functioning of the families of self-identified drug addicts and open addicts, it is necessary to prepare a familiarization course with the optimal functioning of the family; attention to social support, and reduction of irrational thinking is recommended.

Diabetes is one of the most common chronic diseases, and its management is difficult and requires long-term self-care to improve the perceived quality of life (QoL) of patients.

The present study aimed to investigate the mediating role of medication adherence in the relationship between the QoL and health locus of control (HLC) in patients with diabetes.

The research method was descriptive cross-sectional study in which 232 patients with diabetes were selected through convenience sampling method. They were then asked to complete the research questionnaires on Quality of Life, Health Locus of Control, and Medication Adherence. The proposed model was investigated using structural equation modeling (SEM), and indirect relationships were examined using the Bootstrap method. Data were analyzed through SPSS, Amos-25 software.

The results showed a significant relationship between medication adherence and QoL (P< 0.001), but no significant relationship was observed between HLC and QoL. The results also showed that medication adherence significantly mediated the relationship between HLC and QoL in patients with diabetes (P= 0.003).

The study results indicated that the proposed modified model was well-fitted to the data. Therefore, it can be used for identifying the most important factors affecting the QoL of patients with diabetes.

 Diabetes is a costly chronic condition with serious health risks like blindness, advanced renal failure, and amputation.

 The present study aimed to evaluate the mediating role of adherence to treatment in the relationship between interoceptive awareness and quality of life (QoL) in patients with diabetes.

 This descriptive-correlational study used the structural equation modeling (SEM) technique to analyze the relationships of variables in all patients with diabetes visiting health centers of Ahvaz, Khuzestan Province (Iran) in 2022. A total of 232 patients with diabetes were selected through convenience sampling and filled out the Diabetes Quality of Life–Brief Clinical Inventory, Multidimensional Interoceptive Awareness Scale, and Morisky Medication Adherence Scale. The SEM technique was adopted to evaluate the proposed model. The results were analyzed using SPSS 27 and AMOS-25 software.

 There was a significant relationship between adherence to treatment and QoL (β = 0.19, P = 0.003), but interoceptive awareness and QoL had no significant relationship. There was a significant relationship between interoceptive awareness and adherence to treatment (β = 0.24, P = 0.001). There was also a significant relationship between interoceptive awareness and QoL mediated by adherence to treatment in patients with diabetes (β = 0.27, P = 0.024). According to the findings, the final research model fitted well (CFI = 0.96, RMSEA = 0.076).

 Based on the results, there was a relationship between adherence to treatment and QoL in patients with diabetes. Consequently, the final model had a good fit and proved effective in improving QoL in patients with diabetes.

Divorce is one of the important issues that has increased unprecedentedly in recent years. In the same direction the purpose of this research was the effectiveness of mindfulness training on resilience, psychological well-being and life satisfaction of women about to divorce in Ahvaz.

The research design was a semi-experimental pre-test, post-test with a control group, which was conducted on women who referred to counseling centers. Using the entry and exit criteria, 30 eligible women were selected for the study by available sampling method and randomly replaced in two experimental and control groups. Before starting the training, a pre-test was taken from both groups and they were asked to answer the resilience questionnaire, life satisfaction questionnaire and psychological well-being questionnaire. For implementation, at the beginning, a pre-test was taken from all 2 groups. Then the experimental group underwent 8 90-minute sessions of mindfulness-based training, and after each 2 groups, a post-test was taken. Data analysis was done using multivariate covariance analysis (MANCOVA) using SPSS version 26 software. A p value of less than 0.05 was considered significant.

The results showed that mindfulness training improved the psychological well-being, life satisfaction and resilience of women about to divorce.

In order to increase resilience, psychological well-being and life satisfaction of women about to divorce, it is necessary to pay attention to mindfulness training.

Psychological well-being is one of the issues of positive psychology that requires life and includes good mental health, high life satisfaction, a sense of meaning and purpose, and the ability to manage stress. Given that we live in the 21st Century and since the disease affected people’s health, optimism and gratitude can play an important role in promoting psychological well-being, and investing in this issue can lead to good results.

The present research design is correlational. All male and female students in the fields of psychology, educational sciences, and counseling at Payame Noor University in Khuzestan province include the statistical population. Due to the prevalence of coronavirus and lack of face-to-face access to students and by designing a WhatsApp link, 393 people (301 girls and 92 boys) were selected voluntarily. To collect data, the questionnaires on optimism (2019); gratitude (2022), and psychological well-being (2022) were used. Questionnaires were distributed and collected through the WhatsApp link. Pearson correlation and regression were used for data analysis in SPSS software, version 27.

The results showed that the mean of optimism and gratitude of girls is higher than boys, while the psychological well-being of boys is higher than girls. The results showed that there is a significant positive relationship between optimism and psychological well-being (r=0.61, P=0.002) and between gratitude and psychological well-being (r=0.55, P<0.012). Step-by-step regression showed that 42% of psychological well-being can be explained and predicted by optimism and gratitude.

Given that optimism and gratitude are effective in the amount of psychological well-being, it is possible to provide psychological interventions based on optimism and gratitude.

The aim of this study was to investigate the relationship between family flexibility and academic vitality mediated by cognitive emotion regulation among high school students in the city of Mahshahr, Khuzestan.

The statistical population of the research involved all the male and female junior and senior high school students in Mahshahr in the academic year 2021-22. In this context, 372 individuals were selected using available sampling method. The research instruments included Garnfsky et al. (2001)’s Discipline-Seeking-Cognitive-Emotion questionnaire, Hossein Chari and Dehghani-Zadeh (2012)’s Academic Vitality scale, and Shakeri (2003)’s Family Flexibility questionnaire. SPSS software, version 26, was used to analyze the descriptive data and correlation matrix and AMOS software, version 26, was used to test research hypotheses and model through path analysis.

Based on the research findings, the research model fits well with the collected data. Family flexibility had a direct and positive effect on academic vitality and cognitive emotion regulation had a direct and positive effect on academic vitality. Moreover, family flexibility through the mediating role of cognitive emotion regulation exerted an indirect positive effect on the academic vitality.

It can be concluded that in order to increase students’ academic vitality, special attention should be paid to family flexibility and cognitive regulation of their emotions.

Test anxiety is one of the most interesting variables that affect all academic matters. The purpose of this research is to investigate the causal relationship model between the components of emotional self-efficacy and exam anxiety with the mediation of positive and negative affect among the students of Shahid Chamran University of Ahvaz and compare the model. There were two groups of boys and girls. The statistical population of all undergraduate students was studying in 2019-1400, and 300 students (190 girls and 110 boys) were selected as a sample from among them using a multi-stage random method. The tools used in this research were emotional self-efficacy (ESES) of Beverly et al. (2008), Test Anxiety questionnaire (FTA) of Friedman and Bandaz-Jacob (1997) and Positive-negative affect Scale of (PANAS) Watson et al. 1998). The evaluation of the proposed model was done using structural equation modeling. The results showed that emotional self-efficacy has a negative correlation with test anxiety and negative affect, but the correlation of emotional self-efficacy with negative affect was not significant. Also, the correlation of test anxiety with positive affect and dimensions of emotional self-efficacy (recognition, understanding, regulation and facilitation) was positive and significant. Indirect results showed that emotional self-efficacy is significant to test anxiety through positive and negative affect in the entire sample (boys and girls). But the indirect relationship of emotional self-efficacy with test anxiety through negative affect in male students was not significant. Also, the results of the analysis of the multi-group model showed that despite the fact that the path graphs of girls and boys are the same, there is a significant difference between the two groups in terms of path coefficients.

With the onset of the Corona virus, many educational institutions were closed and their educational methods were changed. The purpose of the present study was to investigate the lived experiences of virtual education of students in the era of Corona. The participants were 60 male and female students of Payam Noor University of Ahvaz, who were selected voluntarily and asked to share their experiences of virtual education. Due to the fact that the classes were virtual and the physical presence of the students was low, they were selected from among the applicants to the university. The qualitative research method is phenomenology. Data were obtained through a researcher-made questionnaire (with adequate reliability and validity) and a semi-structured interview. Content validity (60 students, 3 psychology professors, and one educational science professor) was used to measure the validity of the findings, and Cronbach's alpha was used to measure reliability. Data analysis was done with the help of seven-step coding by Collaizzi (1978). The results showed that the lived experiences of virtual education from the students' point of view have two general positive themes (savings, reduction of accidents, and useful attendance) and their negative lived experiences of virtual education (reduction of social interactions, physical problems, learning and evaluation problems, and technical problems). Composed. Due to the fact that virtual education has strengths, therefore, in order to develop this method of education, it is possible to provide a solution for their development, and with proper planning, its negative aspects can be reduced.

The purpose of this research was to test the model of relationship between professors' autonomy support and parental psychological control with critical thinking through the mediation of academic stress of female students. The statistical population was all female students of psychology, educational sciences and counseling at University of Khuzestan province Payam Noor. The research sample subsumed 480 subjects who were selected voluntarily. The research design was correlational. to collect data Belmont, Skinner, Welborn, and Connell's (1988) Teachers' Autonomy Support; Barber's (1996) Parental Psychological Control; Sevari Academic Stress (2019) and Critical Thinking by Wang et al. (2019) questionnaires were implemented. After modifying the proposed model, the findings related to direct relationships showed a negative relationship between professors' support for autonomy and academic stress; positive relationship between parental psychological control and academic stress; There was a negative relationship between parental psychological control and critical thinking, and a significant positive relationship between professors' support for autonomy and critical thinking, but the relationship between academic stress and critical thinking was not significant. The results related to indirect hypotheses showed that the relationship between professors' support of students' autonomy and critical thinking through academic stress and the relationship between parental psychological control and critical thinking through academic stress was significant.

In the present study, the effect of supporting autonomy on academic stress through self-regulated learning and mastery goal orientation was tested. All male and female students in the fields of psychology, educational sciences and counseling at Payame Noor University of Khuzestan Province formed a statistical population from which 454 people (386 girls and 68 boys) were selected voluntarily. The research design is correlational. To collect data from the Belmont, Skinner, Welborn, and Connell (1988) teachers' support questionnaire; primitive academic stress and Gabriel (2015); self-regulatory learning was used by Iwamoto, Hargis, Bordner, and Chandler (2017) and the masterful goal-orientation of Midgley and Jordan (2001). Data were analyzed using Amos software. After modifying the proposed model and eliminating the effect of masterful goal orientation on academic stress, the results of direct hypotheses show that professors' support for autonomy has a negative effect on academic stress, and a positive effect on self-regulation and masterful goal-orientation and self-regulatory learning on stress. Education has a negative effect. The results of indirect hypotheses showed that teachers' support for autonomy affects academic stress through self-regulated learning.

Classroom destructive behaviors have been one of the topics of concern for many experts and so far less international research has been done on it, so to understand it better, appropriate tools are needed. The purpose of this study was to investigate the factor structure, reliability and validity of the researcher-made questionnaire of classroom destructive behaviors among students. All faculty and teaching professors of Payame Noor University of Ahvaz in the academic year 2018, have formed the statistical population of the present study, from which 120 people (87 men and 33 women) were selected voluntarily. The research method is descriptive-exploratory and the data were obtained with the help of a researcher-made questionnaire and exploratory and confirmatory factor analysis was used to analyze them. Exploratory factor analysis showed that the classroom destructive behavior questionnaire consists of 11 single-factor items and has relatively good reliability and validity. Due to the fact that the researcher-made questionnaire of the present study is new in its kind, therefore, researchers interested in discussing classroom destructive behaviors are recommended to use this tool.

Since the researchers always pay attention to the factors related to the physical and psychological health of adolescence, therefore, the purpose of the present study was to investigate the prediction of therapeutic daily dietary intake based on body image concern, difficulties in emotion regulation, and self-concept in secondary high school girl students of Ahvaz.

The population of this study was all secondary high school girl students of Ahvaz city. A sample of 360 girl students was selected by multi-stage cluster random-assignment sampling. The research design was descriptive-correlational. For collecting Data, Littleton & et al body image concern questionnaire (2005), Gratz & Roemer difficulties in emotion regulation Scale (2004), Beck self-concept questionnaire (1978), and Martz & et al cognitive-behavioral dieting Scale (1996) were used.

The results of Pearson's simple correlation coefficient showed that there was a significant correlation between body image concern (p<0.01, r=0.389), difficulties in emotion regulation (p<0.01, r=0.245), and self-concept (p<0.01, r=0.214) with therapeutic daily dietary intake. Also, regression showed that self-concept and body image concern were more appropriate predictor variables for therapeutic daily dietary intake respectively.

According to the findings, strengthening the self-concept, body image positive and, emotion regulation in adolescents can be effective in their daily dietary intake.

Information, values and attitudes related to the basis of life are conveyed through the school and to achieve these goals, adaptation to the school is essential. The aim of this study was to determine the role of connection with nature and environmental empathy in adjustment to school. The statistical population was the tenth female students of Bandar-e-Imam city, of which 198 were selected voluntarily. To collect data, the Masito-Ferrer et al. (2019) nature connection and environmental empathy questionnaire (Its reliability is .88 and its validity is confirmed by confirmatory factor analysis) and the Kawa et al. (2015) adjustment to school questionnaire (Its reliability is 0.83 and its validity is confirmed by confirmatory factor analysis) were used. The research design is correlational. Data analysis was performed using SPSS software version 24 with the help of Pearson correlation and multivariate regression. The results showed that there is a significant positive relationship between connection with nature and environmental empathy with adjustment to school. Regression analysis showed that connection with nature and environmental empathy were able to explain 22% of adjustment to school. The present study suggests that in explaining adjustment to school, attention should be paid to the role of connection with nature and environmental empathy.

Following the scientific advances of recent years, numerous social media and networks such as WhatsApp messaging network have emerged to facilitate and facilitate foot-to-face interactions, which can be irreparably harmed by ongoing research into their use. The purpose of the present study was to construct and validate the negative outcomes questionnaire of WhatsApp Messaging Network. All the male and female students of Payam Noor University of Ahwaz were the statistical population of this study. The research method is descriptive-exploratory and the data were obtained through a researcher-made questionnaire. Exploratory and confirmatory factor analysis were used to analyze them. Exploratory factor analysis showed that the Whatsapp Messaging Network negative consequences questionnaire consisted of 30 items and three components namely bodily injury with 12 items; control with 10 items and obsessive-compulsive use with 8 items consisting of complete reliability and validity. It was satisfying. As this research questionnaire is new in its kind, so researchers interested in discussing the negative consequences of using WhatsApp messaging network, it is suggested to use this tool.

AbstractThe present study aimed to predict the meaning of life based on students' optimism and humorous styles. The method of the present study was descriptive-correlation. The sample consisted of 233 students of Payame Noorshahr University of Ahvaz who were selected voluntarily through WhatsApp social network. For collecting data, the Meaning of Life Questionnaire, the Humor Style Questionnaire, and the Optimism Questionnaire were used. Data analysis was performed through correlation coefficient and stepwise regression. The results showed a significant positive relationship between optimism, connecting humor style, self-enhancing humor style, and meaning of life and a significant negative relationship between aggressive humor style and diminishing humor style with the meaning of life. The regression analysis results showed that optimism 16% of the meaning of life and humorous styles together explain and predict 32% of the meaning of students' lives. Thus, to promote the meaning of life in students, it is worthwhile to pay attention to optimism and humorous styles.

The aim of this study was to study the mediating role of educational goals in relation to the feeling of rejection, academic self-efficacy and academic performance.The research method was conducted with a  correlational method and path analysis.The study population included male and female students of the 11th grade in the first & third district of Ahvaz,(About 23,000 people) from whom 200 people were selected through multi-stage sampling. Data were collected through feelings of rejection (2019),academic self-efficacy questionnaire (2016), educational goals questionnaire (2016) and academic performance. In Data were analyzed by structural equation modeling. Findings showed after removing the non-significant relationship between academic self-efficacy and academic performance from the proposed model, the fit of the final research model was corrected and confirmed. Findings of the direct relationship between the variables showed that the feeling of rejection has a significant negative relationship with academic performance and educational goals; and academic self-efficacy has a significant positive relationship with educational goals and thus educational goals with academic performance. Findings also showed that educational goals could play a mediating role in the relationship between feelings of rejection and academic performance. The present study suggests that in order to improve academic performance, feeling of rejection in the students should be reduced. Also, by promoting academic self-efficacy, and it could set the stage for the development of educational goals, and with serious attention to educational goals, better academic performance can be expected.

Fear of Covid-19, is one of the subjects experienced by the mankind in 2019 for the reason that it threatened the physical health and life of the individuals, increased their stress and caused the incitation of a vast spectrum of psychological problems like anxiety and depression. Present study tries investigating the role of positivism and uncertainty intolerance in fear of Covid-19. The study population included all the boy and girl university students studying in psychology, educational sciences and counseling majors of Payam-e-Noor University, Khuzestan Branch. Among students, 269 students were voluntarily selected through the social network of Whatsapp. The study method is correlational. The data have been gathered by the assistance of positivism, uncertainty intolerance and fear of Covid-19 questionnaires. Use was made of SPSS for analyzing the data. Regression analysis indicated that positivism and uncertainty intolerance are predictors of fear of Covid-19 and that they account for 16% of the variance of fear of Covid-19 (P<0.05).The present study suggests it to the responsible officials that the prerequisite for reducing the thoughts hence the fear of Covid-19 is the shift from negative to positive attitude and that it is necessary to bring about a change from uncertainty intolerance to uncertainty tolerance.

Psychological well-being is one of the important components of mental health in the elderly, and it is important to study the factor affecting on it. Therefore, the current study was conducted in Iran with the aim to investigate the role of self-directed learning readiness and the internal locus of control in predicting the psychological well-being of the elderly.

This study had a descriptive-analytic and correlational design. The statistical population included all male and female over 60 years of age in Ahvaz city. Among this population, 126 elderly adults (24 females and 102 males) were selected using available sampling method. The data were collected using the self-directed learning readiness Questionnaire, the internal-external locus of control Questionnaire and Psychological Well-being Scale. Data were analyzed by descriptive methods (mean and standard deviation) and multivariate covariance analysis using statistical software SPSS v.23 was analyzed.

Descriptive findings indicated that there were 24 female and 102 male and the mean age of the sample was 74.45. Also, the results showed that self-directed learning readiness and the internal locus of control are positively correlated with psychological well-being (P <0.001). Multivariate regression showed that self-directed learning readiness and the internal locus of control are predictors of psychological well-being among the elderly, and self-directed learning readiness is more effective than internal locus of control on the psychological well-being of the elderly.

Based on research findings, locus of control and self-directed learning readiness have a relationship with each other, moreover, these variables predicts psychological well-being in the elderly.

Breast cancer is one of the diseases that can affect the mental and social health of affected people and their families due to the severity of the treatment and the chronicity of the disease. Therefore, the purpose of this study was to investigate the application of acceptance and commitment therapeutic to anxiety personality trait, Alexithymia, and adherence to treatment in women with breast cancer.

This was a semi-experimental design with pretest-posttest design with control group. The research population was all women with breast cancer in Ahvaz city. The sample consisted of 18 women with breast cancer (9 in the experimental group and 9 in the control group) who were selected by available sampling method and then randomly assigned in both experimental and control groups. The two groups were subjected to anxiety inventory Eysenck, Eysenck and Bart, Alexithymia toronto questionnaire, and Adherence to treatment questionnaire Sayedfetami & et al. The experimental group was subjected to 8 sessions of 60 minutes subject to acceptance and commitment treatment. After the end of the intervention, post-test was performed in both groups. To analyze the data, multivariate covariance test was used.

The results of multivariate covariance test showed that there is a significant difference between the experimental and control groups regarding the anxiety personality traits, Alexithymia, and adherence to treatment (p <0.0001).

According to the results, the program of acceptance and commitment was an effective treatment intervention for reducing the personality trait of exogenous anxiety, neurorizm and psychosis, Alexithymia, as well as improvement of adherence to treatment in patients with breast cancer. Therefore, it is suggested that intervention with medical treatment be provided to improve the quality of life and adherence to the treatment of cancer patients.

In this study, the causal relationship between social support and life satisfaction through hope, resilience and optimism was studied. The sample of the study consisted of 200 orphaned women under the care of Bavardelan charity institute, who were voluntarily selected for the study. In this research, the following scales were used, including; Perceived social support of Zimet, Dahlem, Zimet, & Farley (1988), Life satisfaction scale (Diener, Emmons, Larsen & Griffin, 1985), Hope scale of Snyder (1991), Life orientation (Scheier & Carver,1985) and Resilience questionnaire (Conner & Davidson, 2003). The statistical method used was Pearson correlation and path analysis using the Amos statistical software. The results showed that social support was positively associated with life satisfaction, hope, optimism and there was a causal relationship between hope, optimism, resilience and life satisfaction. Also, findings have shown that there was an indirect positive relationship between social support and life satisfaction, in terms of hope, optimism, and resilience. The results of indirect hypotheses showed that social support encouraging hope, optimism, and resilience has a positive relationship with life satisfaction. It can be concluded that positive psychological dimensions including hope, resilience and optimism can play an important role in enhancing the orphaned women’s life satisfaction. Accordingly, there was a need for planning and training to create a supportive atmosphere to reduce the harm inflicted on these women and increase the well-being of their lives more than ever before.

The aim of the present study was to determine the mediating role of academic, social and emotional self-efficacy in the relationship between cognitive flexibility and psychological well-being. The statistical population of the study was all female and male students of the twelfth grade of the second high school of education in the first district of Ahvaz, among whom 280 people were selected voluntarily. The research design was correlational descriptive and the data were collected using cognitive flexibility scale (2010), psychological well-being questionnaire (2007) and self-efficacy questionnaire (1985). In the present study, Pearson correlation and structural equation modeling method were used to analyze the hypotheses and evaluate the relationships between the variables. Findings of direct relationships between variables showed that cognitive flexibility is positively correlated with psychological well-being, academic self-efficacy, social self-efficacy, and emotional self-efficacy. And the variable of social self-efficacy and emotional self-efficacy with psychological well-being had a very positive relationship, but the causal relationship between academic self-efficacy and psychological well-being was not significant. In addition, among the three components of self-efficacy, only social self-efficacy was able to play the role of mediator between cognitive flexibility and psychological well-being. Given that self-efficacy plays a mediating role in the relationship between cognitive flexibility and psychological well-being, self-efficacy must be considered to explain this relationship.

In the present study, the effectiveness of time management and behavior management skills training on reducing academic procrastination was evaluated and compared. The experimental design of the study is pre-test post-test with control group. Data analysis was performed by repeated measures ANOVA. Students of Payam Noor University of Ahwaz formed the statistical population of the study. In order to identify the amount of academic procrastination in the mentioned students, 1,200 people were voluntarily selected and after preliminary analysis of the data, 207 of them were identified as student procrastinator students. Then, 106 subjects were selected by stratified random sampling and divided into four groups (two experimental and two control groups) and one experimental group exposed to ten time management skills training sessions and the other group to ten training sessions. The control groups did not receive any intervention. Sevari academic procrastination Scale (2011) was used to collect data. The results showed that time management and behavior management skills training were effective in reducing academic procrastination in the studied students. The results also indicated that both educational skills were equally effective in reducing academic procrastination and were not superior to one another. The results of the follow up phase of the educational interventions showed that time management and behavior management skills also had a significant effect on reducing academic procrastination.

The present study examined the relationship between academic competence and self-compassion variables with fear of academic failure through goals of achievement. The statistical population of the study was male and female students of the second grade of high school in Ahvaz city. From this population, 300 people were selected by multistage random sampling. The present study is a descriptive-correlational type of path analysis. Research data were collected using the scales of academic competence, self-compassion, fear of academic failure, and goals of achievement. The results showed that after eliminating some of the non-significant direct relationships between the research variables, the fit of the proposed model was confirmed. The results indicate that there is a negative correlation between self-compassion and academic competence with fear of academic failure, there is a negative correlation between self-compassion with performance and avoidance goals, and there is positive correlation between self-compassion with mastery, and there is a positive between avoidance orientation with fear of academic failure, and there is negative correlation between mastery and performance goals. The results also showed that the indirect relationships of variable academic competence with achievement goals through fear of academic failure were non-meaningful, but the indirect relationship between self-compassion and fear of academic failure through these goals were significant. The results of this study suggest that in order to reduce the fear of academic failure in students, it is appropriate to reinforce the concept of academic competence and self-compassion in students.

In the present study, the causal-effects model of teaching and behavioral management of university professors on the reduction of students' destructive behaviors through self-efficacy were designed and tested. All professors at Payame Noor University of Ahwaz were included in statistical society that 156 members were voluntarily selected. To collect data, a researcher-made teaching, behavioral and destructive behavior questionnaire (2017) and self-efficacy scale of Nezami, Schwarzer & Jeroaslem (1996) were used. Then, data analysis was performed by using SPSS and Amos software and it indicated the appropriateness of the proposed model. In addition, the results of the analysis showed that teaching and behavioral management of university professors in reducing students' classroom malicious behaviors had a negative casual effect, although the same variables (teaching management and classroom behavior management) had positive casual effect on increasing the self-efficacy of university professors whereas self-efficacy of university professors in reducing destructive behaviors of students' had a negative effect. According to the present study, the more improvement of teaching, behavior management and self-efficacy of university professors, the less students' classroom behaviors.

Cognitive error of memory is an important issue that has been considered in recent years, and there are good reviews in this regard. The purpose of this study was to predict the cognitive error of memory based on academic self-efficacy, negative affect, and depression. The present study was a descriptive correlational study.The statistical population of the present study was students of Payame Noor University of Ahwaz, 200 of them were selected by multi-stage random sampling. In this study, academic self-efficacy questionnaire (1396), positive and negative affection (1988), psychological stress (1995) and memory cognitive error (1396) were used. Data were analyzed using Pearson correlation and multivariate regression. The results showed that there is a negative relationship between academic self-efficacy and cognitive error of memory, and there is a positive relationship between negative affection and depression and cognitive error of memory. The present study suggests that cognitive error of memory can be predicted based on academic self-efficacy, negative affective and depression variables.