manijeh shehniyailagh

Studies have shown that the experience of emotions in educational environments affects academic stress, social adjustment and psychological distress. The basic experiential processing method under the title of emotion-oriented processes leads to the activation and reorganization of emotional schemas. The review of related research literature shows that limited studies have investigated the teaching of emotional processing strategies on academic stress, social adjustment and psychological distress of students.

This research was conducted with the aim of determining the effectiveness of emotional processing strategies training on academic stress, social adjustment and psychological distress in male second year high school students.

The design of the current research was experimental, of pre-test-post-test type with a control group. The statistical population of the research included all male students of the second year of high school in Khorram Abad who were studying in the academic year of 2001-2001. Using multi-stage random sampling method, 60 students were selected and randomly placed in two experimental and control groups. The experimental group underwent an 8-session educational intervention of emotion-oriented processing strategies (Gross, 2007). In this research, the scales of academic stress of Zajakova et al. (2005), Sinha and Singh (1993) social adjustment and Kessler (2003) psychological distress were used and analysis of covariance was used to analyze the data.

The findings of the research showed that teaching emotion-oriented processing strategies reduces academic stress, increases social adaptation, and reduces psychological distress in second year high school male students at a significance level of p< 0.01.

According to the findings, it is concluded that emotion-oriented processing training can help reduce academic stress and psychological distress, and increase the level of social adjustment of second year male students. Therefore, paying attention to teaching emotion-oriented processing strategies can play an important role in improving the academic, psychological and social status of students in school.

The current investigation was undertaken to evaluate the comparative impacts of instructional programs addressing psychological capital and Positive Thinking Strategies on the academic adjustment and academic burnout of male students exhibiting academic procrastination.

The research design employed was quasi-experimental in nature, comprising two experimental cohorts and one control group. The target demographic consisted of male students from a single high school, which was selected randomly from a total of four high schools located in Khormoj (Iran) in the year 2023. Of the 207 students enrolled in the institution, 94 were identified as experiencing academic procrastination, from which 60 were randomly chosen and subsequently divided into three groups of 20 participants each. The two experimental cohorts underwent eight instructional sessions, while the control cohort did not receive any instructional intervention. All three groups completed the academic adjustment assessment developed by Sinha and Sing, as well as the academic burnout evaluation created by Brusso, as both pre-tests and post-tests. To analyze the collected data, both multivariate and univariate analysis of covariance, along with the Bonferroni paired comparison test, were employed.

The findings indicated that both intervention strategies exerted a statistically significant influence on academic adjustment and academic burnout, with the Bonferroni test revealing that the psychological capital program exhibited greater efficacy than the positive thinking approach.

Based on the research outcomes, it is suggested that the aforementioned interventions may serve as effective methodologies for counselors and psychologists aiming to mitigate academic burnout and enhance academic adjustment among students prone to academic procrastination.

Identifying the factors implicated in adolescent bullying perpetration, particularly moral mechanisms, is important for driving research, policy, and practice to prevent and reduce adolescent bullying behavior. Therefore, based on the social-cognitive model of moral identity and the social-cognitive theory of moral agency, the present study examined the relationship between moral identity and bullying of Iranian adolescents with the mediating role of moral disengagement.
The participants consisted of 392 adolescent (217 male and 175 female) high school students in Kuhdasht, aged 15-18 years (M = 16.44 and SD = 0.72). They were selected using a multistage random sampling method and completed the Parada Adolescent Peer Relations Instrument (2000), Aquino and Reed's Moral Identity Scale (2002), and Bandura’s Mechanisms of Moral Disengagement Scale (1996). Data were analyzed using confirmatory factor analysis and structural equation modeling.
The findings showed that moral identity negatively and significantly predicted bullying (β = -0/37) and moral disengagement (β = -0/27). Also, moral disengagement played a positive and significant role in predicting bullying (β = 0/23). In addition, the results of structural equation modeling indicated that moral disengagement significantly mediated the relationship between moral identity and bullying (β = -0/051).
In sum, these findings highlight the role of moral identity and moral disengagement in adolescent bullying behavior. Theoretical and practical implications of these findings and directions for future research are discussed.

The aim of this study was to compare the effectiveness of resilience training and self-regulated learning strategies on academic delay of gratification and academic burnout among students.

This study was the experimental pre-test-post-test with control group. The statistical population included all 11th grade male students in Behbahan city in the academic year 2021-2022. From the above-mentioned population, 75 students were selected through multi-stage cluster random sampling method and then randomly replaced in three groups of 25 people (2 experimental groups and 1 control group). The subjects of the experimental groups received resilience training program (Gillham et al, 1990) and self-regulated learning strategies (Pentrich, 1999), during 12 sessions of 60 minutes. The research instruments were Academic Delay of Gratification Questionnaire (Bembenutty & karabenick, 1998) and Academic Burnout Inventory (Berso et al, 2007). Multivariate covariance analysis was used for data analysis.

The findings showed that resilience training compared to self-regulation learning strategies training had a significantly greater effect on the academic delay of gratification (P=0.001), while there was no significant difference between these two training methods in terms of the effect on students' academic burnout.

Based on the results of the present study, it can be said that both methods of teaching resilience and teaching self-regulated learning strategies can reduce the academic burnout of students. Although, in order to increase the ability to delay in academic satisfaction, the resilience training method has worked better and more than the method of teaching self-regulation learning strategies, it can increase the ability to delay in academic satisfaction of students.

The aim of the present study was to investigate the relationship between corona anxiety and social media addiction, depression and death anxiety in students of Shahid Chamran University of Ahvaz. the current research was of applied type and in terms of method it was a descriptive-correlational study. the statistical population of this research consisted of all male and female undergraduate students of shahid chamran university of ahvaz who were studying in 2021-2022, and among them, 240 people were selected through cluster sampling. they responded to the questionnaires about Corona anxiety by Ailpour et al. (2018), social media addiction by Khaje Ahmadi et al. (2015), depression of students by Kawaja and Bryden (2006) and Templer's death anxiety (1970). Data was analyzed by Pearson correlation test and multiple regression using SPSS version 26 software. the findings showed that social media addiction (r = 0.541), depression (r = 0.473) and death anxiety (r = 0.310) have a significant relationship with corona anxiety. also, the results of multiple regression showed that the variables of social media addiction and depression have the ability to predict Corona anxiety by 37% and 24%, respectively, but death anxiety was not able to predict Corona anxiety. the results of the findings showed that social media addiction and depression have the ability to predict the Corona anxiety, so it seems that in the conditions of the Corona epidemic, it is possible to reduce the anxiety of Corona by reducing the social media addiction and intervening to improve depression.

This multilevel analysis research aims to investigate the relationship negative achievement emotions, perception of teachers’ diagnostic skills, challenging level of the class and quality of teacher’s teaching with math performance in ninth-grade students.

The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth-grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 male and 500 female) was selected by multistage random sampling method. Pekran et al.'s achievement emotions questionnaire (2005), Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000) and students' grades of the first semester of math lessons were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method.

The results of the multilevel analysis showed that variables of level 1 (negative achievement emotions) and level 2 (average negative achievement emotions of class) negatively and significantly, and variables of level 2 (perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) positively and significantly, were predicting math performance of students. The interactions of level 2 variables with the slope of the relationship between negative achievement emotions and math performance were significant.

In sum, the results of the multilevel analysis in this research showed that students' math performance is related to the reduction of their negative achievement emotions and average negative achievement emotions of class, and the increase of the perception of teachers’ diagnostic skills, challenging level of class and the quality of the teacher’s teaching.

The purpose of this research was to investigate the effect of distress tolerance on mental health and academic performance with the mediation of emotion regulation in female students of Shahid Chamran University of Ahvaz. The statistical population included all the female students of Shahid Chamran University of Ahvaz who were studying in the academic year of 2019-2020 and 176 people were selected as a sample from them through a multi-stage random sampling method. In order to examine the research variables of each participant, completed the Distress Tolerance Scale (Simmons and Gaher, 2005), the Emotional Regulation Questionnaire (Gross and John, 2003) and the General Health Questionnaire (Goldberg and Hiller 1979). The results showed that the model has a good fit with the data of the present study. The research method is descriptive-correlational type and structural equation modeling was used to analyze the data using SPSS and amous software. The results showed that distress tolerance both directly and indirectly through emotion regulation has a positive and significant relationship with mental health and academic performance.

The aim of the present study was to investigate the relationship between cognitive emotion regulation strategies, perception of teacher's diagnostic skills, the challenging level of the class and the quality of teacher's teaching with achievement emotions in ninth-grade students, using multilevel analysis. The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth-grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 Males and 500 Females) was selected by multi-stage random sampling method. Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000), Garnefski et al.'s Questionnaire of cognitive emotion regulation strategies (2002) and Pakran et al.'s achievement emotions questionnaire (2005) were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method. The results of the multilevel analysis showed that variables of level 1 and level 2 were positively and significantly predicting positive achievement emotions of students. The interactions of level 2 variables with the slope of the relationship between positive strategies of cognitive regulation of emotion and positive achievement emotions were significant. It can be concluded that paying attention to the improvement of students' positive strategies of cognitive regulation of emotions and class variables will lead to the improvement of students' positive achievement emotions and their positive attitude towards the education process.

This study aimed to validate the psychometric properties of the Persian version of the Social, Academic, and Emotional Behavior Risk Screener–Teacher Rating Scale (SAEBRS-TRS). The present study was descriptive and validation-type. The statistical population of the research was elementary female students in 6 grades studying in Shiraz in the academic years 2022-2023. The sample size was 233 students and 16 teachers who were selected through multistage random sampling. Data were analyzed with SPSS (version 22) and AMOS (version 24) software. The reliability of the scale and subscales was verified by both Cronbach's alpha (.75-.89) and Spearman-Brown methods (.71-.80). Investigations related to the validity of the content, structure, convergent and divergent of the also confirmed the validity of the said tool. The findings of the confirmatory factor analysis showed that this scale has Three factors and the 18-item structure of the SAEBRS-TRS in Iranian students has an acceptable fit with the data and the goodness of fit indicators confirm it and can be used as a valid tool for screening students at risk of mental health problems.

Personal characteristics and abilities and reflecting on them, which is referred to as self-affirmation, can be the basis for increasing self-esteem, psychological and physiological well-being, academic progress and academic motivation of students. Therefore, the lack of a suitable tool to measure it in students, caused Harris et al. (2019) automatic self-verification measurement of translation and its psychometric characteristics to be investigated in this research. The current research is a descriptive research of the correlation type. The statistical population was all male students in the third grade of secondary schools in Ilam in the 2021-2022, of which 330 were selected by one-stage cluster random method. The obtained correlation was positive for convergent validity with the intrinsic motivation subscale of Harter (1980) (p<0.05) and negative for divergent validity with the depression, anxiety and stress questionnaire (DASS-21) of Lovibond and Lovibond (1995) (p<0.05). The obtained correlation was positive for convergent validity (p<0.05) and negative for divergent validity (p<0.05). In addition, the result of the study shows a desirable suitability of parameters. (RMSEA = 0.08, CFI = 0.944, GFI = 0.906, CMIN/DF= 3.21). The results of the factor analysis showed that the three factor model including abilities, values and social relations of this measure had the best fit with a suitable factor load (at least 0.70). The reliability of this measure was calculated using Cronbach's alpha method, whose coefficients were reported as 0.93 for the whole Measure, 0.85 for the first factor, 0.82 for the second factor and 0.87 for the third factor.

The purpose of this study was to investigate the relationship between family communication patterns and academic vitality: the mediating role of self-regulated learning strategies. The research method was correlation and structural equations. Participants in this study were 240 ninth grade male students in Behbahan, who were selected by multi-stage (relative) random sampling. The instruments used in this study were a revised version of the Fitzpatrick and Ritchie family communication patterns, the Martin and Marsh Vital Life Questionnaire, and the Pintrich and De Groot self-regulatory, cognitive, and metacognitive learning strategies scale. Confirmatory factor analysis and Cronbach's alpha coefficient were used to evaluate the validity and reliability of these instruments. The evaluation of the proposed model was performed using the structural equation method. Bootstrap method was used to test indirect relationships. The results showed that the direction of dialogue has a direct positive and significant relationship with academic vitality and self-regulated learning strategies. Also, the orientation of dialogue with academic vitality through self-regulated learning strategies has a significant indirect relationship. But compliance orientation was not directly related to academic vitality and self-regulated learning strategies and this relationship was indirectly insignificant with the mediation of self-regulated learning strategies (cognitive and metacognitive) with academic vitality. Finally, self-regulated learning strategies have a significant relationship with academic vitality. Better fit of the model was achieved by eliminating non-significant paths of compliance orientation to academic vitality and compliance orientation to self-regulated learning strategies (cognitive and metacognitive).

Attention can be described as the choice of a thing or thought from several thoughts or several things by the mind so clearly that it seems to have happened at the same time. The ability to pay attention allows a person to control the entry of different stimuli into the consciousness stage of the mind and choose only a limited number of them from different stimuli. Research shows that attention deficit disorder is one of the main educational problems.

The statistical population was all the children with attention deficit disorder who were referred to a counseling center, in Shiraz in 2019. The statistical sample consisted of 36 children between 8 to 11 years old, who were selected from the counseling center using a targeted sampling method. Then they were assigned into three groups of control (12 persons) and an experimental group (12 samples). In the experimental group, the anode electrode was placed on the FP1 region, and the cathode electrode was placed on the right shoulder blade and fastened to the head with a clamp. In each session, transcranial direct current stimulation was applied at an intensity of 1 mA for 30 minutes for each subject. Research tools were the Demographic Characteristics Questionnaire, Stroop Effect Test, and Electroencephalograph recorder. 10 transcranial Direct Current Stimulation sessions for each subject in the experimental group were done over three weeks. During the interventions, the control group was under the passage of time. In the post-test, both groups were compared in terms of attention and Electroencephalographic patterns. The statistical data analysis was performed using the analysis of covariance at p < 0.05. SPSS software was used for data analysis. 

The results of the pre-test and post-test comparison showed that the effect of transcranial Direct Current Stimulation (tDCS) was significant in the experimental group. Therefore, it seems that transcranial Direct Current Stimulation affects the attention and electroencephalographic pattern of children with attention deficit disorder. As a result, transcranial Direct Current Stimulation can be used to treat children with attention deficit disorder. Since the level of students' attention to the subject of the lesson is one of the main factors of education and learning, therefore, according to the results of the mentioned studies and the present research, it can be concluded that Transcranial Direct Current Stimulation increases the excitability of the children's brain.

Transcranial Direct Current Stimulation is effective in improving selective attention and reducing the theta/beta ratio in the CZ region of children with attention deficit disorder. Therefore, it is suggested that extracranial Transcranial Direct Current Stimulation in the fp1 region be used as an adjunct to accelerate the treatment of children with ADD

The aim of this multilevel analysis research is to investigate the relationship of perception of teachers’ diagnostic skills, challenging level of the class, quality of teacher’s teaching and positive achievement emotions with math performance in ninth grade students. The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 Male and 500 female) was selected by multi-stage random sampling. Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000), Pakran et al.'s achievement emotions questionnaire (2005) and students' grades of the first semester of math lessons were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method. The results of multilevel analysis showed that variables of level 1 and level 2 were positively predicting math performance of students. The interactions of level 2 variables with the slope of the relationship between positive achievement emotions and math performance were significant. Based on the multilevel analysis in this research, it can be concluded that paying attention to the increase of students' positive achievement emotions and the improvement of class variables will lead to the improvement of students' mathematical performance and their positive attitude towards this lesson.

Developmental dyslexia is a specific impairment characterized by severe and persistent problems in the acquisition of reading skills; these problems are not caused by mental age, visual acuity problems, or inadequate schooling.The aim of this study effectivenes of aram cognitive rehabilitation game of executive function (sustained attention, response inhibition) and reading skills (speed, accuracy and reading comprehension) in students with dyslexia. The design of the present study was a pretest-posttest experiment with a control group.Analysis of covariance was used to compare the experimental and control groups after the intervention. The statistical population included second to fifth-grade elementary students of Andimeshk, Iran in 2021-2022. In total, 40 subjects were selected by convenience sampling and were randomly divided into two groups of 20 (one test groups and one active control group). Cognitive rehabilitation game was performed for 11 minutes in an individual case for the experiment group. The Continuous Performance Test, Go/No-go test, and the Reading and Dyslexia Test (Nema) were used to collect data. For data analysis, Spss software version 24 and themultivariate statistical analysis test were used. The results showed that cognitive rehabilitation game was effective in improving executive function (sustained attention, response inhibition) and reading skills(speed, accuracy and reading comprehension) in the experimental group at the level (p<0.001). According to the results of the present study, it can be concluded that cognitive rehabilitation Game (ARAM) by increasing the executive function improving the reading skills in Students with dyslexia in students with dyslexia and can be used as a method in treating learning disorders by consultants and experts.

The present study aimed to compare the effects of “computerized cognitive rehabilitation game of attention and memory (ARAM)” and “practical games of attention” on sustained attention, response inhibition, reading speed, and accuracy of reading in students with a specific learning disability of dyslexia. This was a field experiment with an extensive control group design, which included two test groups and a control group. The statistical population included second to fifth-grade elementary students of Andimeshk, Iran in 2021-2022. In total, 60 subjects were selected by purposive sampling and were randomly divided into three groups of 20 (two test groups and one active control group). The students were tested by having them complete the Continuous Performance Test, the Go/No-go test, and the Reading and Dyslexia Test (Nema) in the pretest and posttest stages. Data analysis was performed using multivariate analysis of covariance and the Bonferroni test. According to the results, both games had significant effects on the cognitive and reading skills of dyslexic students (P<0.001). In addition, the Bonferroni test results were indicative of the higher effectiveness of computerized cognitive rehabilitation, compared to the practical games. Conclusion according to the results of the study, rehabilitation games (computerized and practical) could be used as an efficient method for the treatment of learning disabilities of individuals by consultants and specialists.

The widespread use of the Internet and social networks and the anonymity of people's identities in this space increases the scope for cyber aggression, so aggression in this field should be further investigated. This research aimed to determine the relationship between cyber aggression and emotion regulation, self-control, and depression.

In this descriptive study, the statistical population included all male students in the third grade of the first secondary school in Ahvaz in the academic year 2021-2022. Out of which, 180 were selected by random cluster sampling and individually answered cyber aggression, emotion regulation, self-control, and Beck Depression questionnaires. Data were analyzed using Pearson’s correlation coefficient and multiple linear regression statistical tests.

The results showed that cyber aggression has a negative relationship with emotion regulation (r=-0.402 and p<0.01) and self-control (r=-0.434 and p<0.01), and a positive relationship with depression (r=0.343 and p<0.05). According to the results of multiple linear regression analysis, emotion regulation (β=-0.321, B=-0.333 and p<0.001) and self-control (β=-0.142, B=-0.471 and p=0.044) negatively predict aggression, but depression (β=0.090, B=0.103 and p=0.173) does not predict cyber aggression.

The results of this study can help therapists and psychologists in the field of health from a theoretical aspect (enrichment of theoretical concepts in the adolescent field) and an operational aspect (holding educational workshops for adolescents in the field of emotion regulation training, self-control, and depression prevention).

Several studies have been conducted abroad about cyberbullying that have reported statistics on the prevalence and the factors affecting it; Despite this diverse research, cyberbullying in our country is still an unknown phenomenon and despite the expansion of the use of technologies, research has not yet been conducted. Therefore, the epidemiology of this new type of bullying and the study of risk and protective factors related to it, can provide grounds for conducting research within the country. In the present article, attempts to investigate the prevalence and individual risk and protective factors of cyberbullying.

In the present descriptive-correlation study, among the girl and boy students of second grade of high school in Ahvaz in the academic year 2018-19, two samples, 2000 in the prevalence stage and 400 in the hypothesis testing stage using multi-stage random sampling method (stratified) were chosen. The European cyberbullying intervention project questionnaire (ECIPQ) and the researcher-made demographic characteristics questionnaire were used to collect data. Descriptive statistical methods and logistic regression were used to analyze the data.

Findings of this study showed that 15.4% of adolescents were cyber-bully, 14.7% cyber-victim and 6.7% cyber bully-victim. The prevalence of cyber-bully and cyber bully-victim was higher in adolescent boys than in girls; while the prevalence of cyber-victim was higher among adolescent girls than boys. In addition, the results showed that the dimensions of cyberbullying (cyber-victim, cyber-bully and cyber bully-victim) could be predicted based on individual characteristics (technology use rate, gender, ethnicity, body mass index) (p

The purpose of this study was to determine the effectiveness of reflection training on executive functions, episodic foresight and creativity. This study was experimental, pre-test and post-test design with control group. The statistical population of this study was all children ages 3- 5 with low executive functions in kindergartens in Ahvaz city on 1397. In this study 30 children had selected by single-stage random sampling. The tools used in this study were Behavior Rating Inventory of Executive Function – preschool version (Gioia, Espy & Isquith, 2003), Dimensional Change Card Sort (Zelazo, 2006), Picture-Book Task (Atance & Meltzoff, 2005) and Torrance's thinking creativity in action and movement (Torrance, 1981). Multivariate covariance analysis showed that there are significant differences between two groups (experimental and control) in executive functions, episodic foresight and creativity (F = 10.38, p < 0.001). An analysis of a variable covariance in the MANCOVA text revealed reflection training has a significant effect on the executive functions (F = 11.10, p < 0.01) on the episodic foresight (F = 5.85, p < 0.05) and on creativity (F = 12.52, p < 0.01) in favor of the experimental group.

The aim of this study was to investigate the psychometric properties of the Persian version of social-emotional competence questionnaire and determine its relationship with academic buoyancy in Iranian students. In the present study, confirmatory factor analysis, item-total correlation, Cronbach's alpha, Pearson correlation, multiple regression analysis and multivariate analysis of variance with a sample of 348 middle school students in Ahvaz (196 girls and 152 boys) which were selected by multi-stage cluster sampling method was used. The results findings of confirmatory factor analysis showed a model with a good fit for the five-factor structure of the social-emotional competence questionnaire. In addition, the findings indicated that the questionnaire had high internal consistency reliability. Also, there was a positive and significant relationship between social-emotional competence and academic buoyancy. Finally, the results of multivariate analysis of variance showed that there was a statistically significant difference between girls and boys in the dimensions of the social-emotional competence questionnaire. These findings suggest that the Persian version of the social-emotional competence questionnaire is a valid and reliable tool for assessing social-emotional competence in the population of Iranian middle school students. Practical implications, limitations, and future research needs for professionals, researchers, teachers at the classroom and school level are discussed.

This study explored the potential relationship between personal best goals and social-emotional learning with academic engagement. Also, the mediating role of academic buoyancy was tested in these relationships. The participants were 350 high school students in Ahvaz who were selected by multi-stage cluster sampling method and completed the instruments of the best personal goals, socio-emotional competencies, academic buoyancy and academic engagement. The validity and reliability of the instruments were confirmed by confirmatory factor analysis and Cronbach's alpha coefficient. The results of structural equation modeling showed that the best personal goals and socio-emotional learning to have a direct and significant effect on academic engagement. Moreover, the findings indicate that academic buoyancy has a direct and positive relationship with academic engagement. In addition, academic buoyancy played a significant mediating role in the relationship between the best personal goals and socio-emotional learning with students' academic engagement. In general, the results indicate that the best personal goals and socio-emotional learning directly and through the mediation of academic buoyancy can help increase the academic engagement of adolescent students. Educational and practical implications are discussed.

This study aimed to investigate the causal relationship of psychological capital with psychology mediated by well-being and academic performance with social capital mediation. This study's sample was 285 male and female students of Shahid Chamran University of Ahvaz, who were selected by a multi-stage random sampling method, in the academic year of 2017-2018, who had at least two semesters of their education. The instruments of this study were the Luthanz et al. Psychological Capital Questionnaire, Ryff Psychological Well-Being Scale, Delaviz Social Capital Scale, and the grade point average of their performance. The model evaluation was made by the path analysis method. The bootstrap method was used to test mediating effects. In the proposed model, direct paths of psychological capital to psychological well-being and social capital were significant. The social capital to psychological well-being, social capital to academic performance paths was also significant. But the path of psychological capital to academic performance was not significant. The indirect paths of psychological capital to psychological well-being and academic performance, through social capital, were not significant. The implications of this research were also mentioned. So, psychological capital and social capital on students' psychological well-being and academic performance can provide the necessary ground for designing and implementing intervention programs to promote students' healthy behaviors.

The study was conducted to determine the effect of mindfulness training on cognitive flexibility in sixth-grade female students. This research used a pretest-posttest study with control group. A multi-stage random sampling was used in 4 schools, among which 37 sixth-grade female students were randomly selected and assigned to two experimental (17 students) and control groups (20 students). Students in the experimental group participated in a mindfulness training course for 12 (120-minute) sessions for a month and a half. The study used Dennis and Vander Wal's Cognitive Flexibility Inventory (2010). The results of covariance analysis showed that there was a significant difference between the two groups in the scores of cognitive flexibility and due to the higher mean scores of the cognitive flexibility of the experimental group in the posttest (p> 0.05, p = 10.25), it can be stated that mindfulness training was effective in increasing students' cognitive flexibility.

The purpose of this study was to compare the effectiveness of computer-based training with traditional Teaching on mathematical performance of students with the mathematical disorders in Ahvaz city. The research method was an experimental-field method with pretest-posttest design and control group. The statistical population of the study included all students with the mathematical learning disorder in the age range of 8-9 years, Sample of the present study consisted of 60 subjects and three groups (two experimental groups and one control group) that were selected by simple random sampling from students with mathematical learning disorder referred to four centers of learning disorders in Ahvaz. The data were collected using the Iranian Key- Mathematical Test. The findings showed that both traditional and computer-based teaching methods improve the mathematical performance of students with mathematical disorders (F=8.052, P<0.01). However, descriptive data and averages indicated a more effective role for computer-based training in improving students' math performance.

The purpose of this study was to design and test the model of causal relationship between information literacy and critical thinking by mediating the academic self-efficacy among graduate students of Shahid Chamran University of Ahvaz.

The research used a correlational method, namely the structural equations modeling (SEM. A great deal of research that has been done on relation to the variables of the present study showed that there is a positive and significant relationship between the variables. The suggested model of the research is presented according to the theoretical discussions and the results of the research. In designing the proposed research model, information literacy and academic self-efficacy was considered as an independent variable and a mediator variable, respectively and critical thinking as the dependent variable. In this research, four hypotheses concerning the direct and indirect effects of information literacy on the critical thinking were considered.

The values of goodness-of-fit indices related to the proposed model of research indicated that most of the co-efficient values in the research model were significant and somewhat acceptable. Regarding direct effect hypotheses, the findings showed that information literacy has a direct and positive effect on the academic self-efficacy and critical thinking of graduate students. Also, academic self-efficacy had a direct and positive relationship with critical thinking. The results of Bootstrap test, regarding indirect path showed that information literacy through academic self-efficacy has an indirect and positive effect on the critical thinking of postgraduate students.

The results of the study showed that the proposed model is suitable and acceptable and all of the research hypotheses were confirmed. Based on the findings of this study, information literacy skills and learning by postgraduate students are considered as the key to lifelong learning which plays a major role in enhancing the academic self-efficacy of students and increasing their critical thinking skills. Therefore, it is necessary that information literacy skills and its teaching to students should have a higher priority for higher education and academic institutions, so that we can educate people more competent and capable in society.

Investigating the dimensional-factorial structure of cognitive abilities is an important issue for measuring, interfering and developing these abilities as evidence of its structure's validity from the aspects of content and cognitive processes. This research was conducted with the aim of investigating the dimensional-factorial structure of cognitive abilities and providing a model for this structure in comparison with the presented structures of cognitive abilities such as general intelligence theory (factor g). The research method was descriptive-analytic and modeling the relationship between items and responses. The sample size of the study consisted of 1105 ninth grade students (578 boys and 527 girls) selected by stratified random sampling from among 32 high schools in Ahwaz. Data analysis was performed using cluster analysis methods based on the conditional covariance proximity (HAC/CCPROX) and PolyDETECT, Structural Equation Modeling (SEM) and Monte Carlo simulation. The results of the analysis showed that the structure of cognitive abilities of students is two-dimensional. The first dimension was named non-social cognition and includes six factors namely retrospective memory, prospective memory, inhibitory control, decision-making, planning, and sustain attention. The second dimension was called social cognition, which included only social cognition factor. Also, the validity and reliability of the dimensions and the obtained factors were confirmed. Discussion and The results of this study showed that the unidimensional theory of general intelligence (factor g) is not a complete theory for the structure of cognitive abilities and the factor g can not explain the variance of social cognition. Thus, the theory underlying the present study was called "Thetwo dimensionaltheory of social-nonsocialcognitive abilities". Also, the results of this study confirmed the findings of some studies that non-social cognition and social cognition form two different dimensions of cognitive abilities.