khosro rashid

Most people believe that marriage is the most individualized event that one experiences in their lifetime, holding special importance as it seems to fulfill the needs of two individuals. As a marital and family union, marriage provides an opportunity for social support. On the other hand, marital satisfaction and compatibility are crucial for the continuation of couples’ lives and play a significant role in individuals’ overall life satisfaction. Additionally, having a feminist perspective can influence attitudes towards shared life and marriage. Therefore, the present study aimed to explore the relationship between marital satisfaction, compatibility, and feminist perspectives among married women in Hamedan. The research method was descriptive, focusing on correlation. The study population consisted of married women living in Hamedan, from various ethnic backgrounds including Kurdish, Persian, Turkish, and Lur, in the year 2013. A sample of 100 women was selected using convenience sampling. The instruments used included the Marital Compatibility Scale, the Feminist Perspective Scale, and the Enrich Marital Satisfaction Scale. Data were analyzed using Pearson’s correlation coefficient. The findings revealed a positive and significant relationship between marital compatibility and satisfaction. Additionally, results showed a negative and significant association between marital satisfaction and compatibility with feminist perspectives. This suggests that attention to these constructs can play a vital role in the lives of married couples.

This research aimed to predict bullying in schools based on basic psychological needs, moral identity, and personality traits concerning the mediating role of social perspective-taking. 

The statistical population of this descriptive and correlative study included all secondary high school students of Bahar city- Iran, in the 2020-2021 academic year. The sample size was 390 people selected by the convenient sampling method. The instruments included the scales of Bullying (Illinois, 2001), Basic Psychological Needs (Guardia et al., 2000), Moral Identity (Aquino and Reed, 2002), and the short form of the NEO Personality questionnaire (McCrae and Costa, 1998), and Social Perspective-taking (Mohagheghi et al., 2015). Data were analyzed by path analysis using SPSS-25 and LISREL software. 

We revealed that the proposed model fits well with the experimental data (GFI= 0.96, IFI= 0.97, CFI= 0.98). Also, social perspective-taking in the relationship between bullying and competency (Z= -2.01, P< 0.05), relationship (Z= -4.61, P< 0.01), moral identity (Z= -5.39, P< 0.01), neuroticism (Z= 2.53, P< 0.05), agreeableness (Z= -5.81, P< 0.01), and conscientiousness (Z= -4.09, P< 0.01) has a significant mediating role. 

Based on the findings, the lack of satisfaction of basic needs such as competency and communication, weak moral identity, low levels of agreeableness and conscientiousness, high levels of neuroticism, and low social perspective-taking predicts and increases the possibility of bullying in schools by students.

Attitudes play an essential role not only in the academic field but also in the whole life of students and their activities, and they are one of the main factors in understanding individual and social behaviors and self-acceptance. Previous studies have shown that aesthetics can be considered as an effective method in improving students' attitudes in schools, However, there is a research gap regarding the effectiveness of aesthetic education based on learning experiences on the academic attitude of female students.

The present study was conducted with the aim of investigating the effectiveness of the aesthetic education package based on learning experiences on the academic attitude of female students.

The present research method was a semi-experimental pre-test-post-test type with a control group. The statistical population of the research included all female students of the first secondary level of Hamadan city who were studying in the academic year of 2020-2021. The statistical sample of the research (40 people) was selected through multi-stage random cluster sampling and randomly assigned to two experimental and control groups. Aesthetics education intervention based on the theory of learning experiences (researcher-made) was implemented for 10 sessions of 45 minutes for the members of the experimental group, But the members of the control group did not receive any training. The data collection tool in this research was the academic attitude questionnaire (Seker, 2011). The data analysis in the present study was done using the one-variable analysis of variance test and using the SPSS-22 software.

The data obtained from covariance analysis in this research showed that the teaching of aesthetics educational package based on learning experiences was significant on the academic attitude of female students (P<0.01).

The results obtained from the present study showed that aesthetic education made students show a positive academic attitude in learning, In other words, paying attention to students' emotions and feelings can improve their academic attitude.

This study aimed to predict moral behavior based on psychological well-being and attitude to time, considering the mediating role of self-transcendence and fundamental values.

The statistical population of this descriptive and correlational study consisted of all students of Bu-Ali Sina University in Hamadan-Iran in the 2018-2019 academic year. The sample size was 372 students selected by the convenenient sampling method. The instruments included Psychological Well-being (Diener et al., 1985), Attitude to Time (Mello and Worrell, 2010), Self-transcendence (Levinson et al., 2005), Researcher-Made Scale of Moral Behavior, and Fundamental Values Scale (Jason et al., 2001). Data were analyzed by path analysis using SPSS-25 and LISREL.

The results indicated that the proposed model has a good fitness with the empirical data (GFI= 0.95, IFI= 0.98, CFI= 0.95). The results showed that self-transcendence and fundamental values significantly mediate the relationship between moral behavior, psychological well-being, and attitude to time (P< 0.01). Attitude to time and psychological well-being significantly affect moral behavior by mediating self-transcendence and fundamental values.

Based on the findings of this research, the probability of performing moral behavior by people with psychological well-being and positive attitude to time can be predicted when people have fundamental values and gain knowledge about them. It is also necessary that these people have reached a level of self-transcendence. Value and self-transcendence connect moral behavior with psychological well-being and attitude to time and facilitate the possibility of moral behavior in social situations.

Psychiatric disorders and its causes have always been taken into consideration by psychologists and psychiatrists. Adolescence can be the beginning period of many psychiatric disorders. Most versions of Diagnostic and Statistical Manuals of Mental Disorders (DSM) of American Psychiatric Association do not indicate that adolescents may develop borderline personality disorder. But the grounds for this disorder have their roots in childhood and adolescence. The DSM-5 defines this disorder as "a pervasive pattern of instability in interpersonal relationships and self-image and a distinctly impulsive mood that begins in early adulthood and it appears in different environments and situations." Today, psychological stress has become an integral part of human life and is important to determining the health or illness of individuals. People seem to use different coping methods in stressful situations. People with borderline personality disorder have a special need for adaptive coping strategies. These strategies reduce vulnerability in stressful situations. A review of previous research shows that there is a relationship between anxiety and coping disorders, emotion regulation and borderline personality disorder. Clinical signs of borderline personality disorder include: "insane" actions to avoid real or imagined abandonment; An unstable and stressful pattern of personal relationships characterized by fluctuations between the two poles of idealization and devaluation; Identical and persistent self-reported identity disorder and instability; Impulsive behavior in at least two areas where there is a potential for personal harm (eg, extravagance, sex, substance abuse, reckless driving, overeating periods; threats, gestures or repeated suicidal behaviors, or self-injurious behavior); Emotional instability due to the reactive nature of the mood (eg, severe boredom, irritability, or anxiety) that usually lasts for hours and rarely days; Chronic feeling of emptiness; Severe and disproportionate anger or difficulty controlling anger (such as recurring mood swings, persistent anger, or recurring quarrels) and temporary paranoid thinking associated with stress or severe breakdown symptoms (2). The word anxiety comes from the Latin word Anxius, which means a feeling of tightness in the chest. Anxiety refers to fear without a definite origin; That is, one does not know why one is afraid or that one's fear of danger seems disproportionate. Anxious often expresses a feeling of shortness of breath in the chest: I just feel anxious. Our brain is affected by many movements at any given moment, some of which are conscious or voluntary and many of which are unconscious and involuntary. These movements come from three different areas: the external environment, the body and the brain. Anxiety, then, is a vague and undesirable emotional state accompanied by external manifestations, panic, and turmoil that occurs as a result of a threat and a lack of proper response to it. The purpose of this study was to study the relationship of borderline personality disorder with self-esteem and emotion regulation by mediating role of anxiety and coping strategies in adolescents.

The method of this research is a correlational survey. The statistical population was all first and second high school students in Tuyserkan in the academic year 1393-94. 331 students were selected by stratified random sampling. Before conducting the research, participants were given explanations on how to answer the questionnaires and the confidentiality of their information. Data were analyzed using SPSS and Lisrel software using descriptive methods (mean and standard deviation), heuristic factor analysis, confirmatory factor analysis and structural equation modeling. Rosenberg self-esteem (1965), Grass and John's emotion regulation (2003), Andler & Parker coping strategies (1990), emotional disorders related to anxiety (2000), and borderline personality disorder (1991) questionnaires were completed. The validity and reliability of all these tools have been confirmed in previous research. In this study, Cronbach's alpha coefficients were calculated for the desired and reliable questionnaires. Data were analyzed using descriptive, factor analysis and structural equation modeling using SPSS and Lisrel.

The Descriptive findings of this study showed that the highest mean is related to coping strategies (128.66) and the lowest mean is related to self-esteem (7.36). The obtained correlation coefficient between each of the variables is statistically significant at the error level less than 0.01 (P < 0.01). Shows the structural relationships between self-esteem, borderline personality, coping strategies, anxiety, and borderline personality. Among the estimated pathways, the highest coefficient is related to the relationship between coping strategies and borderline personality (0.78) and the lowest is related to emotion regulation with anxiety (0.57). Analysis of direct, indirect, and total effects between the studied variables showed that the highest effect was obtained between coping strategies with borderline personality and the lowest effect was obtained between emotion regulation and anxiety. The results showed that the borderline personality of adolescents is related to self-esteem and their emotional regulation with mediation of anxiety and coping strategies (P < 0.001). Helping goodness of fit indexes, the estimated model was desirable in the structural equation model (NFI = 0.97, GFI 0.88, CFI 0.92, and RMSEA = 0.021).

The Psychiatric disorders, especially anxiety disorders and personality disorders, severely affect people's performance. These disorders affect family relationships; one falls short in education; His job and social performance are impaired and he generally feels inefficient and dissatisfied. On the one hand, lack of self-esteem and on the other hand, lack of effective coping skills in the individual and also difficulty in regulating emotions are issues and problems that cause both anxiety and borderline personality disorder and the range of difficulties of anxious patients. And expands boundaries and makes decision-making difficult to solve problems caused by the disorder and treatment. Various health models always pay attention to prevention. Like physical health, in the field of mental health, prevention requires knowledge of the contexts and causes of disorders and diseases. This study used structural equation modeling to investigate some areas of borderline personality development. Therefore, it can be concluded that the variables such as self-esteem, emotional regulation, anxiety and coping strategies affect the appearance of borderline personality in adolescent. Explaining the findings of this study, it can be said that borderline personality can be related with psychological contextual variables such as self-esteem, emotion regulation and coping. This means that the less self-esteem a person has, the more likely he or she is to develop such disorders; because people with low self-esteem usually have more limited relationships, their audacity is low, it causes instability in the behavior and feelings of the person and the person can not achieve unity. In this regard, the regulation of emotion as a variable that is necessary to maintain balance and psychological stability in the individual, has a decisive role (13). This means that people with high emotion regulation are less likely to develop personality disorders, especially borderline personality disorders. One of the most important symptoms of borderline personality disorder is emotional instability. When a person is not able to regulate their emotions well, they are more likely to have problems. Also, the way a person copes with problems and issues has an effect on the occurrence or non-occurrence of psychiatric disorders. Problem-oriented coping is often associated with mental health, but emotional coping is not; One who has an ineffective confrontation fails; Has trouble communicating with others; His academic and professional performance declines; He is emotionally disturbed and cognitively disturbed, and in general, someone who has little ability to deal effectively with problems is at greater risk of developing psychiatric disorders. One of the limitations of this study is the self-report of the collected data with the questionnaires used in it. Also, due to the limited statistical population (students), caution should be exercised in generalizing the findings of this study. Researchers interested in research in the field of psychiatric disorders are advised to examine the relationship of variables such as attachment, resilience, empathy, and efficiency with these disorders in addition to self-esteem, emotion regulation, and coping strategies. Also, the study of other statistical communities can be considered for similar studies in this study.

In today's modern world where people tend to judge others by the way they speak, write, and understand words, verbal intelligence is very valuable. A literature review of 28 studies introduced the temporal cortex as the most dominant primary region for verbal intelligence. Dominant sub-regions in both the temporal and frontal cortex are critical for language processing, speech control, and speech production. Also, the temporal cortex was recognized as an important area for verbal intelligence. Since then, the neuroscience of the skills of this intelligence has been considered an important issue for psychologists and neurologists, and few studies have investigated the neuroscience of this intelligence based on its skills, and the studies have been carried out in a scattered manner. Among the research conducted on this topic, we can mention the examination of speech, writing, and reading skills.

This research was among case studies. The statistical population of the present study was composed of 45 male and female volunteers aged 18 years and older who were referred to the National Brain Mapping Laboratory in Tehran in 2019, and among them, two subjects were selected in a targeted manner using the developmental assessment scale of multiple intelligences. Multiple intelligences developmental assessment scales were selected.

The findings from data processing showed that performing the reading task was associated with the activity of the frontal and prefrontal areas as well as the temporal and fusiform gyri. Findings related to the writing task also showed that doing the task was associated with the activity of the Temporal, and Prefrontal areas, especially the inferior and middle frontal gyri. Also, the findings from data processing related to the speech task showed that the frontal and temporal regions as well as the precentral and postcentral gyrus were associated with the activity. Diagram 3 shows that the activity level of brain regions in a subject with very high intelligence is higher in all regions except for the fusiform gyrus. 

This study, like other studies, was accompanied by limitations, for example, the limitation in the number of subjects due to the high cost of fMRI and the time limit of assignments. Therefore, it is suggest to conduct research in a larger sample for better generalizability.

This research was conducted with the aim of predicting the Germane cognitive load resulting from virtual education based on the quality of education and metacognitive knowledge of students. The statistical population of the research included all undergraduate students of the Faculty of Humanities of Mazandaran University in the academic year of 1399-1400 with a number of 1911 students, 380 of whom participated in the research through proportional stratified sampling. The tools of this research included: cognitive load questionnaire (Kalpesh, Schmidts and Sofret, 2017), metacognitive state questionnaire (O'Neill and Abedi, 1996) and a questionnaire for evaluating the quality of services of virtual learning systems based on the servqual model (Mohammadzadeh, 1398). The obtained data were analyzed through SPSS version 22 software.Simultaneous multiple regression analysis showed that the quality of virtual education based on SERVQUAL model and metacognitive knowledge are significant predictors for Germane Cognitive Load and were able to explain 12% of the Germane Cognitive Load variance that means by increasing the quality of virtual education based on the indicators of the SERVQUAL model and students' metacognitive knowledge, conditions will be created to increase the desired cognitive production and better and more effective learning.

 High-risk behaviors are among the most frequent behaviors in adolescents compared with other age ranges.

 The epidemiology and etiology of high-risk behaviors among high school girls and boys in Qom was the aim of this study.

 This survey research was carried out using Rashid Questionnaire (2015). The questionnaire was given to 1000 middle and high school students in 8 schools (4 boys’ and 4 girls' schools) in the south and north (two from each area) of Qom in 2015.

 Feeling deeply sad and hopeless 43.7%, experience of Hookah smoking 43.2%, feeling hurt outdoors 26.5%, the experience of cigarette smoking 26.4%, Physical fight out of home 22%, having sex with one’s own free will 20.7%, having suicidal thoughts 19.9%, planning for suicide 17.7%, experience of alcohol consumption 16.8%, forced sex 14.5%, and attempted suicide in the last 12 months 12.8% were the most common high-risk behaviors among adolescents, respectively. Meanwhile, the mean of high-risk behaviors in boys was higher than in girls. Moreover, among the 15 psychosocial factors studied, four factors of peer pressure, poor religious beliefs, feelings of emptiness, and antisociality had the highest potential to predict their high-risk behavior

 Total range of some high-risk behaviors among the sample in Qom is at a dangerous rate and needs more attention.

Violence is the use of force to put others in a situation against their will. The aim of this research was to predict the expression of physical violence based on irritability, irritability, and impulsiveness according to the mediating role of social expectations and violent environment pattern in Nahavand prisoners.

The method of this research is descriptive and correlational. The statistical population was all the prisoners of Nahavand in 2017 who had a history of fighting and physical conflict. 115 prisoners were selected using the available method and answered the researcher's questionnaire. The data were analyzed by Pearson's correlation method and path analysis, and with the help of SPSS-25 and Lisrel software.

The amount of violence was estimated based on the spectrum of low, medium, and high, so that the amount of violence was low in 27 people (23.48 percent), moderate violence in 69 people (60 percent), and high violence in 19 people. (16.52 percent) of the participants were observed. The results showed that there is a relationship between physical violence and petulancy, irritability, impulsiveness, social expectations, and the environmental pattern of prisoners (P < 0.01). Also, irritability, irritability and impulsiveness predict physical violence through social expectations and environmental pattern (P < 0.01). The contribution of petulancy, irritability, impulsiveness, social expectations, and environmental pattern in predicting physical violence was 0.18, 0.21, 0.17, 0.19, and 0.24, respectively.

The role of the environment and environmental expectations or conditions that exist around a person are very important in the occurrence of physical violence. In this regard, intrapersonal characteristics such as petulancy, irritability, and impulsiveness can also have a double effect on the occurrence of physical violence in the studied samples. Therefore, the environment and environmental expectations mediate between individual characteristics and physical violence.

Relying on expectation-value theory as a guide, the study was focused on both the direct effects and mediating roles of benefit, and psychological and situational costs on academic motivation and academic performance. This study was conducted with the aim of predicting motivation and academic performance based on expectation-value theory by the mediating role of benefit, and situational and psychological costs. The research method was descriptive-correlational. The statistical population of this study included all students of Bu-Ali Sina University of Hamadan city-Iran. 395 students were selected from the faculties of Economics and Social Sciences, Basic Sciences, Engineering, Literature, Agriculture, and Art as the research sample using available sampling method. The instruments were Academic Motivation Scale (Rashid & Delfan Beiranvand, 2019) and the Expectation-Value-Cost-Benefit Scale (Rashid & Delfan Beiranvand, 2023). The mean of the students’ academic performances- grade point average or GPA -in their past semesters was considered the criterion for their academic performance. The data were analyzed by path analysis with SPSS25 and LISREL software. The results indicated that the proposed model fitted the experimental data. In addition, the results of path analysis showed that the effects of expectation on motivation (β= .19, p< .01) and academic performance (β= .15, p< .05) were significant. The effects of value on motivation (β= .20, p< .01) and academic performance (β= .13, p< .05) were significant. The effect of benefit on motivation (β= .17, p< .01) was significant, while the effect of benefit on academic performance (β= .04, p> .05) was not significant. The effect of situational cost on motivation (β= -.05, p> .05) was not significant, but this effect was significant on academic performance (β= -.16, p< .05). The effects of psychological cost on motivation (β= -.22, p< .01) and academic performance (β= -.23, p< .01) were significant. Indirect hypothesis using Bootstrap test were tested. Therefore, there are important and new implications concerning the role of benefit and cost as well as expectation and value in motivation and academic performance of Iranian students.

Intrapersonal intelligence is one of the dimensions of Gardner's multiple intelligence, which includes awareness of one's emotions, strengths and weaknesses, self-perception, self-confidence and self-regulation ability, and helps people to judge their thoughts and feelings and to get the appropriate mental patterns to make decisions in life. A review of previous studies shows that intrapersonal intelligence has been less investigated and evaluated, and building a tool based on Iranian culture to identify this type of intelligence in children seems necessary.

This research was conducted with the aim of creating and validating an Intrapersonal intelligence test in 7-12-year-old children in Hamadan city.

The method of the current research was descriptive-survey and test validation type. The research population included parents of elementary school children in Hamedan. The research sample was 577 parents of elementary school students who were randomly selected and answered the researcher-made test and the Mackenzie Multiple Intelligence Test (1999). Data analysis was done with Pearson correlation methods, exploratory and confirmatory factor analysis and Cronbach's alpha analysis using SPSS22 and LISREL v8.80 software.

The Results obtained from the exploratory factor analysis showed that the researcher-made test consists of three factors: self-awareness, emotional awareness, and reflectiveness. The results of the confirmatory factor analysis also confirmed the three-factor structure of the researcher-made test. Content validity was obtained using the opinion of experts and 0.78. The correlation between the researcher-made test and the McKenzie intrapersonal intelligence test was 0.70, which was significant (p<0.01). The reliability of the whole test was 0.89 using Cronbach's alpha method 0.92 for self-awareness, 0.87 for emotional awareness, and, 0.90 for reflectiveness.

Thus, it can be said that the researcher-made test of intrapersonal intelligence in the sample of 7-12-year-old Iranian children has acceptable psychometric properties, and experts in the fields of psychology can use this tool in their research.

The present study investigated and compared positive verbal and non-verbal behaviors with emotional partner during three periods of engagement, official engagement, and post-marriage.

The population of this cross-sectional study comprised all girls and boys in Hamadan city-Iran, who were within their period of engagement, official engagement, or post-marriage in 2021. One-hundred fifty individuals (50 cases in each period) were selected through a convenient stratified sampling method. They responded to the researcher-made scale of verbal and non-verbal behaviors. Data analyzed by t-test, one-way analysis of variance, LSD post hoc test, and SPSS software version 25. 

The results of the one-way variance analysis indicated that positive verbal (P< 0.001, F= 128.045) and non-verbal (P< 0.001, F= 46.416) behaviors changed significantly in all three periods. The results also demonstrated significant changes in the positive verbal and non-verbal behaviors of both boys (verbal: P< 0.001, F= 66.39, non-verbal: P< 0.001, F= 20.106) and girls (verbal: P< 0.001, F= 59.88, non-verbal: P< 0.001, F= 31.48) during the periods. Also, the positive verbal and non-verbal behaviors experience a downward trend in both sexes as the relationship moves from engagement to marriage. The results showed that there seems to be no significant difference between boys and girls in verbal and non-verbal behaviors (verbal: P> 0.001, t= 231, non-verbal: P> 0.001, t= -184).

According to the results, it seems that verbal and non-verbal behaviors are more positive during the engagement period, and they decrease as the relationship moves toward marriage.

The identification of factors that can explain the occurrence of moral behaviors by individuals has been studied by theorists in various studies. However, it is also important to consider why moral behaviors are not performed by people with moral identities and attitudes. Could other factors, such as benefit and cost, play a role as a consequence of moral behaviors in different situations?

In this regard, this study was conducted to investigate the predictors of adolescent moral behavior based on moral attitude, moral identity, benefit, and cost.

The design of this study was descriptive and correlational. The statistical population included all adolescents in the academic year 2021-2022. The sample size consisted of 928 people who were selected by multi-stage cluster random sampling and completed the Moral Behavior Scale (Delfan Beiranvand & Rashid, 2022), Moral Identity (Aquino & Reed, 2002), Moral Attitude (Delfan Beiranvand & Rashid, 2022), and Benefit and Cost Scale (Delfan Beiranvand & Rashid, 2022). Data were analyzed using variance analysis and stepwise regression

The results of this study indicated a positive significant relationship between variables of moral identity, moral attitude, situational benefit, and psychological benefit with moral behavior, and a negative significant relationship between situational cost and psychological cost with moral behavior. The results revealed that variables of situational benefit, moral attitude, situational cost, and moral identity were the most important predictors of moral behavior among adolescents, respectively, and these variables could predict 0.25% of the variance of moral behavior (R2= 0/255, R= 0/50).

Based on the research findings, it can be said that compared to moral identity and attitude, the degree of benefits and costs that is gained by performing moral behaviors in a situation can play a greater role in predicting moral behaviors. When moral behaviors are associated with more situational benefit and less situational cost, they are more likely to occur by individuals in the situations. The results of this study have significant implications for all organizations.

This study was conducted with the aim of developing, validation, reliability, and normalization of moral attitude scale among adolescents.

The study was carried out in two phases. In the first phase (qualitative part), the existing theoretical foundations of attitude and moral attitude were studied and categorized by the use of the content analysis method. In the second phase (the quantitative part), based on the findings of content analysis, a 36-items scale was developed to measure three identified factors called cognitive, emotional, and behavioral. The research method was descriptive-correlational, and the statistical population included all adolescents of Hamedan in the academic year of 2021-2022. The sample size included 1093 adolescents were randomly selected through multi-stage cluster sampling method, and they completed the researcher-made scale. To examine the validity of the scale, exploratory and confirmatory factor analysis, content validity method, and concurrent validity, and to investigate the reliability of the scale Cronbach alpha were used.

The results of exploratory factor analysis extracted 3 factors named cognitive, emotional, and behavioral. The estimated Cronbach alpha reliability coefficients for the whole scale was 0.94, and for cognitive, emotional, and behavioral were 0.83, 0.90, and 0.87 respectively. Normative information of this scale is also reported.

According to the results moral attitude Scale has suitable validity and reliability, and can be used in various organization.

The aesthetic ability of individuals and their aesthetic development has been considered in various studies. However, it is important to pay attention to this issue during the stages of aesthetic development, and what changes occur in terms of visual and auditory aesthetics.

In this regard, the main aim of this study was identifying the stages of visual and auditory aesthetic development in students.

The design of this study was developmental and cross-sectional. 300 students from Tuyserkan were selected by stratified cluster sampling. Data were collected by interview using a researcher-made instrument. During the interview, participants' responses to visual and auditory stimuli were recorded and then analyzed by content analysis. Data were analyzed using the Chi-Square test.

The results of this study showed that the visual aesthetic ability developed in 5 steps: objectivism (7 to 9 years), sensory (9 to 11 years), emotional (11 to 13 years), interpretive (13 to 15 years), and response/ practical (15 to 17 years) and their auditory aesthetic ability developed in 5 steps: objectivism (7 to 9 years), analytical (9 to 11 years), sensory-emotional (11 to 13 years), practical (13 to 15 years), and symbolic (15 to 17 years). The results of the Chi-Square analysis showed that the difference in the frequency of identified categories is also significant (P < 0.001). But there was no significant difference between girls and boys in terms of visual and auditory aesthetic development (P < 0.001).

The aesthetic ability of students in each age group is different from the periods before and after that age group, and it is subject to change and transformation. Aesthetically, people look at the phenomena of their surroundings from a different perspective. Of course, there are not many gender differences in this regard. Applying these findings to the educational system can improve the quality of planning and better service delivery.

In the present study, the factors that facilitate and prevent moral and immoral behaviors were examined according to the role of benefits and costs of each of these behaviors.

This study was phenomenological qualitative research. Structured interviews were used to collect data. Then, the information obtained from the interview was analyzed by explicit content analysis method during three stages of the process of implementation open coding, axial coding, and selective coding. Participants in the study included 222 people (121 high school students aged 16 to 19 years and 101 adults aged 20 to 52 years) from Khuzestan, Lorestan, Hamadan, Mazandaran, Tehran, Arak, Fars, Isfahan, Khorasan Razavi, Ilam, Kermanshah, and Kurdistan provinces that were selected using the convenient sampling method.

The results of the content analysis of the interviews showed that according to the implicit theories of the Iranian people, the benefits factor (psychological benefit and situational benefit) has an important role in facilitating and preventing the performance of any moral and immoral behaviors. Based on the findings, it can be said that the benefit factor (psychological-situational) and cost (psychological-situational) play important roles in the likelihood of the formation, occurrence, and inhibition of moral and immoral behaviors by preventing them in various work, study, social, and life situations.

Overall, the research findings give new insights into the role of benefit and cost as factors that control the occurrence or non-occurrence of moral and immoral behaviors in various situations.

Since the 18th century, the concept of beauty took on a more psychological aspect and was seen in relation to perception. In the works of people like Lanzoni (2009), psychological concepts such as empathy in the field of art and aesthetics are well seen. Since psychological and social factors significantly affect human perceptions, they also affect his sense of beauty. aesthetic experience is a pleasant and desirable experience that gives value and meaning to life. This experience is based on an inner contemplation that makes him better understand his environment, an experience that requires people to focus on specific aspects of their environment and within themselves at all times. aesthetic sensitivity and intelligence have recently attracted the attention of scientists in various fields such as art, sociology, and psychology, and various theories have been proposed in this area. The present study aimed to investigate the relationship between aesthetic sensitivity and intelligence in students and compare these variables based on gender and age.

The method of this research is descriptive and correlational. The statistical population of this study was all students (primary, junior high, and high school) in Tuyserkan, the academic year 2019-2020; the number of this group is 12460 people. Thus, 4325 people studied in primary school, 3766 in the first secondary school, and 4369 in the second secondary school. The sample was selected from male and female students. To identify the age subgroups studied, it is possible to use the classification of theories such as Piaget's theory. However, by modeling the research of Rashid, Worrell, and Kenny (2014) five age subgroups, 7 to 9 years, 9 to 11 years, 11 to 13 years, 13 to 15 years, and 15 to 17 years, were examined. Accordingly, the current study will have two gender groups and five age groups, and in each of these subgroups, 30 people were selected in each age group. Therefore, a sample of 300 students was examined. The sampling method in this study was a combination of a cluster sampling method and a simple random sampling method. In this way, the cluster method was first used to select the desired schools, and then the simple random method was used to select the participants. Due to the current situation of the Coronavirus epidemic, some of the questionnaires were administered online and others in person. The Structural Equation Model and Pearson correlation coefficient were used to test the hypotheses of this study. The software used for data analysis was SPSS-25 and Lisrel.

There is a significant relationship between the dimensions of aesthetic sensitivity and the components of aesthetic intelligence (P<0.001). In this regard, the relationship between aesthetic sensitivity and intelligence is significant. The value of X2 was 169.48, and the DF was 87. Relative X2 (1.948) indicates an acceptable situation for the model. The Comparative Fit Index (CFI) and the Goodness of Fit Index (GFI) were 0.92 and 0.91, respectively, which are acceptable. Also, the Normed Fit Index (NFI) and the Root Mean Square Error of Approximation (RMSEA) as the most general fit indices are 0.91 and 0.011, respectively, which shows that the model fits well. The highest estimate is related to the effect of the natural dimension of aesthetic sensitivity on the natural component of aesthetic intelligence (0.87). The lowest estimate is related to the effect of the practical dimension of aesthetic sensitivity on the sensory-emotional component of aesthetic intelligence (0.45). All the estimated effects are significant at ae level of less than 0.01 (P<0.001). There is a significant difference between male and female students in terms of aesthetic sensitivity and intelligence; because, according to the Pilay effect index, calculated F (517.54) is significant at the level of P<0.05 (P=0.001). Also, the calculated ETA coefficient (0.983) is considered an acceptable value. More than 98% of male and female students are due to their differences in aesthetic sensitivity and intelligence. Comparing the mean aesthetic sensitivity and intelligence of girls and boys shows that the difference between these two groups is significant in terms of aesthetic sensitivity and intelligence (P<0.05). There is a significant difference between age groups in terms of aesthetic sensitivity and intelligence; because, according to the Pilay effect index, calculated F (874.28) is significant at the level of P<0.05 (P=0.001). Also, the calculated ETA coefficient (0.854) is considered an acceptable value. More than 85% of the different age groups are due to their differences in aesthetic sensitivity and intelligence.

This study aimed to investigate the structural relationships of aesthetic sensitivity dimensions with components of aesthetic intelligence and compare them based on gender and age groups in students. In this regard, statistical analysis of data collected in this study using structural equation modeling showed that there is a relationship between aesthetic sensitivity and intelligence. Also, a significant relationship was found between the dimensions of aesthetic sensitivity and the components of aesthetic intelligence in students. In general, the findings of this study indicated that the studied model has statistically acceptable fit indices. As a result, the collected data and the findings obtained from their analysis confirm the research hypotheses and the conceptual model of the research. In addition, the relationships between the studied paths in the model revealed that there is a significant relationship between aesthetic sensitivity and intelligence. The dimensions of aesthetic sensitivity are also related to the components of aesthetic intelligence. The difference between girls and boys and the difference between age groups in terms of aesthetic sensitivity and intelligence were also statistically significant. Planners, policymakers, and education staff need to address these issues. Art students can also consider the findings of this study. Finally, the data collection method of this research (questionnaire) can be mentioned as one of its main limitations.

Mindfulness is one of the methods that affect different areas such as improving social and emotional skills and educational performance of children. Thus, mindfulness training as a factor on controlling emotions and interpersonal relationships can play an important role in learning process and academic performance. The purpose of this study was to investigate the effectiveness of mindfulness program based on social-emotional learning on the components of social-emotional competencies and academic performance in children.

The quasi-experimental with pre-test and post-test design and control group was employed. The study population consisted of male students in the second stage of elementary school. The sample method was randomly clustered so that two schools were randomly selected from all schools and among all, two fifth grade classes were selected and randomly assigned as experimental (18 subject) and control group (18 subject). Social-emotional competencies scale (Zhou & Ee, 2012) and academic performance test were used as research instruments. Subjects in the experimental group were trained in mindfulness audio files for 90 days and the control group did not receive any intervention.

The results of covariance analysis showed that mindfulness training had a significant effect on increasing the components of social-emotional competencies and academic performance (p <0.01).

Based on these findings, it can be concluded that the mindfulness training program used in this study can be an effective method for promoting social-emotional competencies and academic performance in primary schools

Logical-mathematical intelligence is one of the common needs of modern life to deal with various types of computational and problem-solving situations.

The aim of this study was to investigate the brain regions associated with the core skills of LMI (calculations, logical reasoning and game strategies) using functional magnetic resonance imaging (fMRI).

This study used a cross- case design. From 28 male and female volunteers aged 18 years and over who visited the Brain Mapping Laboratory in 2020, one with very a high Logical-mathematical intelligence was selected through purposive sampling and using the Multiple Intelligence Developmental Assessment Scale (MIDAS). The tools used in this study were Computational Assignments, Chess and Logical Reasoning. FMRI was also utilized to examine the brain regions. Data were preprocessed and statistically analyzed in SPM-12.

The results demonstrated similar neural activation involved in computational skills, logical reasoning, and chess game in the frontal and parietal lobes. They also showed significant activity in the cerebellum, insula, cingulate gyrus, precuneus, pre-and post-central gyri, fusiform gyrus, and supramarginal gyrus in all three skills.

The results revealed that the neural activation patterns in each skill have unique neural bases, but have common patterns with other skills of Logical-mathematical intelligence. These common and unique patterns present a unique neural architecture in support of the Theory of Multiple Intelligences as a scientific model of human intelligence.

Social networks are a new generation of possible new resources, and by using the way they can  allow you  to  do  so, they can  move  in their  own way  in  the  virtual  world  with  your consent,  so  that  they  can  enjoy  different  perspectives.  The  purpose  of  this study  was  to prediction  of  social  network  addiction  based  on  maladaptive  schemas  &  cognitive distortions  by  mediating  family's  emotional  atmosphere  variable  in  students.  For this purpose,  in  a  descriptive  correlational  study,  348  female  students  of  the  Faculty  of  Psychology, Islamic  Azad  University, Karaj  Branch  were  selected  by available  sampling method  and  in  terms  of  social  network  addiction,  early  maladaptive  schemas,  cognitive distortions and emotional atmosphere of the case family were evaluated. The Evaluation of standard  coefficients  of  research  showed  that  the  variable  of  maladaptive  Schemas  was 62% (β = 0.62) and the cognitive distortions were 20% (β = 0.20). The effect of Family's Emotional Atmosphere. It was also found that the family emotional climate variable had a 74% effect on social network addiction (β = 0.74). People with mental-emotional vacuum within  themselves,  with  tendencies  Extreme  social  networks  respond  artificially  to  their vacuum and need.