فهرست مطالب mansoureh hajhosseini

The aim of this research was to determine the effectiveness of group counseling based on reality therapy on academic resilience and academic enthusiasm in students with visual impairment in 2022. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the present study consisted of all visually impaired students in Tehran in the academic year of 2021-2022. Among them, 30 people, 15 in the control group and 15 in the experimental group, were selected through available sampling. They were randomly placed in two groups. In order to collect data, Pentrich et al.'s academic enthusiasm questionnaires (1991), Samuels' academic resilience (2004) and Glasser's reality therapy protocol (2010) were used in 8 face-to-face 90-minute sessions. To analyze the data, the multivariate covariance test (MANCOVA) was used. The findings of the research showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.05 between the average of the post-test of academic resilience and academic enthusiasm in both experimental and control groups. As a result, the educational method of reality therapy can be used as one of the new positive approaches to improve the academic performance of visually impaired students with relatively stable effects, to increase academic resilience and academic enthusiasm.

Being responsible and having responsible behavior is the goal of many teachers who try to make students achieve this important thing to witness responsible students in the future. Considering the importance of this issue, especially in the field of physical education, the present study aimed to validate the Student’s Responsibility in Physical Education Scale (SRIPES).

Firstly, the Student’s Responsibility in Physical Education Scale was translated into the Persian language to calculate its validity and reliability and report the construct validity. In the implementation stage, the distribution of questionnaires was done in two stages; In the first stage, questionnaires were given to the students to analyze the exploratory factor, and in the second stage, the questionnaires were given to the students to analyze the confirmatory factor and convergent validity. In this research, 400 students (250 girls and 150 boys) were selected among 500 fifth and sixth-grade boys and girls students, using a convenient sampling method.

"Effort", "following class rules" and "self-management" had the greatest effect on the responsible behavior construct. The reliability of the research was also evaluated as 0.7, which was favorable.

Six factors were identified in the exploratory factor analysis. Items 1, 7, 13, 9 belong to the “Effort” factor, items 2, 8, 14, 20 belong to the “Self-directed” factor, items 3, 9, 21, 25 belong to “following the class rules” factor, items 4, 10, 16, 22, 15 belong to “Respect others” factor, items 5, 11, 17, 23, 26 belong to “Help others”, and items 6, 12, 18, 24 belong to “Cooperation (participation)” factor. Confirmatory factor analysis also confirmed this six-factor model. Using this tool, it is possible to check responsibility in boys and girls students.

The aim of this study was to investigate the Regulation of Motivation Scale’s (RMS) psychometric qualities among Iranian student. The research methodology was applied with an objective in mind and a descriptive way of data collection. All Imam Javad University students enrolled for the 2021–2022 academic year were included in the statistics population. A total of 330 individuals—the 350 participants in the sample—completed the questionnaires after being chosen from among the students using the available sampling technique. Measures of goal orientation, motivational regulation, and difficulty regulating emotions served as the research instruments. For data analysis, SPSS version 23 was utilized, while AMOS software was employed for confirmatory factor analysis. Confirmatory factor analysis results indicated that the model with a two-component structure has a good fit, and the results of exploratory and confirmatory factor analysis showed that RMS has two main components: “Willpower” and “motivational regulation” with a specific value of more than one. Using Cronbach’s alpha, the RMS scale's internal consistency was evaluated and verified. The study’s results supported RMS’s convergent and divergent validity. RMS offers strong validity and dependability overall for usage with Iranian pupils.

Previous research has shown that emotion-focused therapy is effective in reducing the symptoms of social anxiety disorder and improving the social efficiency of people suffering from it. On the other hand, the review of studies shows that many treatment approaches will be more effective if they are used in the form of group psychotherapy. But so far, the protocol of this type of treatment has not been developed in such a way that its intervention techniques are suitable and compatible for implementation in the group.

The present study was conducted with the aim of developing a group therapy protocol focused on emotion and trial on the symptoms of social anxiety disorder.

The design of the current research was a type of exploratory combined research that has a qualitative and quantitative nature. The first stage of the research was conducted with a qualitative approach and thematic analysis method. In order to identify themes and draw a network of themes, first 121 related sources were identified and among them, 11 Persian sources published between 1392 and 1401 and 23 English sources published between 2000-2022 were selected. In the quantitative part, the research method was a quasi-experimental design of pre-test-post-test type with a control group and a one-month follow-up. The statistical population of the research included all the clients who referred to the Sense of Presence clinic in Tehran in the second half of 2022. 20 people with social anxiety disorder were selected from among the clients using the available method and were randomly divided into two experimental and control groups. The members of the experimental group were exposed to 16 sessions of emotion-focused group therapy protocol (designed by the researchers). The instrument used in the quantitative part was the social anxiety scale (Connor et al., 2000). For data analysis, thematic analysis method was used in the qualitative part and Variance analysis with repeated measurements was used in the quantitative part.

The findings of the present study in the qualitative part led to the identification of two overarching themes, including emotion-focused therapy and social anxiety, and finally, a 16-session protocol of emotion-focused therapy group. The results in the quantitative part also showed that the effectiveness of the group therapy focused on emotion was significant in reducing all the symptoms of social anxiety disorder, fear, avoidance, Physiological symptoms and the total score of social anxiety (P<0.05).

According to the obtained results, it seems that therapists can use the (researcher-made) emotion-focused group therapy package to treat people with social anxiety disorder.

This study aimed to identify the facilitating and inhibiting factors of students' tendency towards ethics. A qualitative approach with a descriptive phenomenological method was employed. Data were collected using semi-structured interviews with 98 Iranian faculty members, university administrators, experts, staff, and students who were selected through criterion sampling. The findings suggest that there are eight facilitating factors such as “structural, functional, social, cultural, personal, religious, study-research-driven, and educational" factors, and there are also nine hindering factors (obstacles) such as “structural, social, performance-related, political, personal, functional, conceptual, informative-cognitive, and cultural” factors. Drawing upon the understanding of a wide range of academic activists, this study identifies new and more complete dimensions and components of the factors concerning the tendency or non-tendency of students towards ethics in the university environment. It is recommended to use these results to develop academic ethics in higher education more efficiently.

The purpose of this research was to explain the identification process in young homosexual men. Material &

The method of this study was phenomenological. The data was categorized and processed based on Strauss and Glaser's interpretive analysis approach. In this research, participants were selected with a purposeful sampling method. Finally, a semi-structured interview was conducted with 15 referred homosexual men with a mean age of 23.9.

results were classified into two aspects of the identification process, and challenges/risks. The process of identity formation in young homosexual men included three steps: a. childhood exploration, b. adolescent confusion and identity crisis, and c. youth encounter and acceptance. Also based on the challenges and risks, the experience of negative emotions, such as feeling frustrated, anxiety, guilt, and depression were achieved in the emotional dimension.

Iranian homosexual men pass difficult periods to seek identity. And finally, they may not achieve a complete identity, their challenges include: 1) a. becoming sensitive and feeling differently from others, b. realizing his orientation, c. suffering a great deal of religious conscience and selflessness, d. starting to change orientation without success, e. accepting identity desperately. 2) a. realizing they cannot reveal gay identity in family and society, b. having to put on a mask and play a role, c. facing individual and social challenges and due to these tensions, d. facing emotional and behavioural challenges, e. referring to counsellors for getting help and finding his real and correct identity. 

The purpose of the current research was to determine the mediating role of cognitive emotion regulation strategies in the relationship between learning styles and students' academic adjustment. The current research is descriptive-correlational in terms of methodology. The statistical population was all the students of Shahid Bahoner University in Kerman in the academic year of 2021-2022 (12614) and 693 (446 girls and 247 boys) of which were selected by a simple random sampling method. Kolb's Learning Style Inventory (LSI2, Kolb,1985), Motivational strategies for learning Questionnaire (MSLQ, Pintrich et al.,1993), Cognitive Emotion Regulation Questionnaire (CERQ, Garnefski et al.,2001), and Academic Adjustment Scale (AAS, Anderson et al., 2016) were used in data collection. To analyze the data, structural equation modeling was used. The findings indicated an adequate fit of the data to the proposed research model. The results also showed a direct relationship between learning strategies and learning styles with academic Adjustment (P<0.05) and a relationship between cognitive emotion regulation strategies and academic adjustment (P<0.01). Also, the Positive strategies of cognitive emotion regulation have mediated the relationship between learning strategies and learning styles with academic adjustment (P<0.01), and the negative strategies of cognitive emotion regulation have only mediated the relationship between learning strategies and academic adjustment (P<0.01). Based on the findings of this research, learning strategies, learning styles, and cognitive emotion regulation strategies should be considered as predictors of academic adjustment in learning-teaching methods and prevention programs by students, teachers, counselors, and university administrators.

The purpose of this study was to identify the mediating role of psychological capital in the relationship between psychological needs and lifelong learning literacy. The present study was conducted in a descriptive manner to identify the relationships among variables in the form of a structural model in the correlational research design; therefore, the relationships among variables were tested in the form of a structural model. The statistical population included all twelfth grade high school students in Abhar (Iran) who were studying in the academic year 2020-2021. Among them, 435 students (51 males and 385 females) were selected by multistage cluster random sampling and answered the questionnaires on basic psychological needs (BNSG-S), psychological capital (PCQ), and lifelong learning literacy (LLL). The data were analyzed using the structural equation modeling method with Amos-24, and the combined reliability method was used to determine the reliability of the instrument. The results showed that the direct relationship between psychological needs and psychological capital (P < 0.001, β = 0.73) and the direct relationship between psychological capital and lifelong learning literacy (P ≤ 0.001, β = 0.70). Psychological capital also fully mediated the relationship between basic psychological needs and lifelong learning literacy, so that by satisfying more basic psychological needs of students, their psychological capital could be fertilized. As a result, their lifelong learning literacy increased.

The present study aimed at investigate the school attendance in educational deprived adolescents. The qualitative research method was a phenomenological study. Participants in this study included 16 female and male students aged 11 to 16 years of Shush labor children’s Center who were selected through a purposive sampling method based on the principle of saturation or repetition of responses. Data gathering tool was qualitative, semi-structured interviews with standardized open-ended and data were processed based on Strauss and Glasser’s approach. findings of the study were categorized in two dimensions of academic experience and their experience. According to the results obtained from the questions, the researcher explained that, the school had been able to make sense of school attendance in the students, but the point is that school attendance was stronger among some students and weaker among others who have been in this school for less time.

The purpose of the present study is to evaluate the effectiveness of thinking skills development program (based on Brookfield's model) on academic achievement, academic resilience and critical thinking The method of the study is a quasi-experimental study with pretest-posttest with a control group and was applied based on the purpose. The statistical population of the study consists of male high school students of Alborz Province of the 2018-2019 academic year who participated in one of the nationally validated pilot tests for the college entrance examination. The sample consists of thirty male high school students at one of the high schools in Karaj who were randomly assigned to an experimental group and a control group. The measures used in the study included: examinations test scores, Samuels’ Academic Resilience Inventory (ARI) and Ricketts Critical Thinking Disposition Inventory (CTDI). The program was conducted in 8 sessions of 90 minutes group training for the experimental group while the control group received no training. Multivariate analysis of covariance (MANCOVA) was used to evaluate the effectiveness of the program using the software IBM SPSS (version 23). The results show that implementing the Thinking Skills Development Program for studensts improved critical thinking (in three components: innovativeness, cognitive maturity, and engagement), academic achievement, and academic resilience (in two components: problem-oriented-positive and future-oriented). Communication skills were not statistically significantly different) among high school students. The results of the study confirm that it may be useful to include the program in the curriculum for high school students who fail the pilot tests for college entrance exams.

The aim of this study was to identify the effect of group education based on schema therapy on psychological well-being and differentiation of female students. The study was carried out in a quasi-experimental design with pretest-posttest and control group. The statistical population of the study included all female students from 18 to 21 years of residence in Chamran dormitory of Tehran in 2018 which were selected from among them, 30 were randomly available and replaced by accident in two groups of experimental and control. In order to collect data, we used psychological well-being questionnaire (PWBS) and differentiation Skron and Smith Questionnaire (2003) and measured in accordance with the plan, the subjects in two stages before and after the implementation of group education. The treatment program was performed for 11 sessions of 90-minute group training for experimental groups but the control group did not receive any training. Data were analyzed using multivariate analysis of variance and the findings indicated that schema therapy significantly increased psychological well-being and six components i.e. self-acceptance, positive relationship with others, autonomy, mastery of the environment, the goal of life and personal development. The program also led to a significant difference in the testable group compared to the control group in self-differentiation. The result was confirmed by the effectiveness of schema therapy in modifying maladaptive schemas and enabling young students to help maintain independence and regulate their emotion and behavior. This program has also been effective in improving the dominance of individuals on their own schemas in improvement of their psychological well-being and can be used as a fruitful model in the students ' psychological counseling.

The purpose of this study was to investigate the role of mediator of hope in relation between attachment styles and academic buoyancy. This study was a descriptive study and correlation and path analysis. The statistical population of the study consisted of all 10th grade male students of secondary school in Shiraz during the academic year of 1995-96. A total of 400 students were selected through multistage cluster sampling. To collect the data, Hazen and Shiver attachment styles questionnaires, Pamela Hindes Adolescents Hope Scale and Martin and Marsh's academic buoyancy scale were used. Data were analyzed using Pearson correlation coefficient and path analysis. The results of correlation matrix table showed that there was a significant correlation between the majority of the present research which included the dimensions of attachment styles, hope and academic bouyancy (P <0.01). The results of path analysis indicated a significant role of mediating role of hope in the relationship between attachment styles and academic buoyancy. In general, it can be concluded that attachment styles and hope are two of the main factors for studying academic bouyancy.

The purpose of this study was to develop a mindfulness training package and to explore its effectiveness on the wellbeing of Afghan adolescents living in Iran. The population of this study was comprised of all Afghan students (male and female) who were at high school in Tehran during 1396-97. The data quantitative and qualitative data were collected using the mixed method data collection. Ryff's Psychological Wellbeing Scale (1989) and Rosenberg Self-Esteem Scale (1965) were used in this study. The results of the co-variance analyses indicated that mindfulness training had a significant effect on the wellbeing of participants.

The purpose of this study was to identify the emotional and social consequences of the Nature School. This was a qualitative research and the method was phenomenology. Participants in this study included the parents of the students of the School of nature in Mashhad who were selected by purposive sampling method. Data acquisition tool in this research was a qualitative interview, specifically, semi-structured interview with open and standardized questions. Data were analyzed and classified according to Strauss and Glaser's grounded theory. The findings indicated a positive outcome of the educational experience in the school of nature with two dimensions: emotional and social. The emotional dimension consisted of four categories:how to inculcate and control emotions (fear and anger), emotional recognition (emotional self-consciousness, attention to others' feelings), interest and value for self (self-confidence, self-esteem and independence), and interest and value for nature. In the social dimension, three categories were indentified: interactions with others, solving social problems (accountability, legitimacy) and playing and reacting (reducing the tendency toward television and computer games, playing in the nature, variety in the games). Results showed the effect of the Nature School on children's emotional and social development and can be used as an effective educational strategy to facilitate emotional and social development.

Constructivist teaching is deemed beneficial across most educational contexts, and is particularly valued and utilized in tertiary settings. Yet to date, no tools have been made available for measuring and evaluating the construct.This study aimed at developing and validating a scale to evaluate the proactive teaching (based on Constructivism) in higher education.  The present research is an exploratory mixed methodology. The statistical population of the present study included all students of psychology, education, social sciences, medicine and management of University of Tehran during the 2015-16 academic years. The first phase of the research involved developing a tool within a framework of qualitative methodology and phenomenology based on semi-structured interviews collected from 100 students selected through purposeful sampling. The second phase incorporated the data collected from 500 students selected by stratified random sampling to validate the six-dimension scale through exploratory and confirmatory factor analysis.  The result was the conceptualization of six dimensions of active learning: self-organization, constructivism, cognitive involvement, participation and cooperation, teacher as facilitator, and constructivist evaluation. The results showed that the Proactive Teaching Scale (which includes 6 components and 42 items) has adequate properties to evaluate this teaching method in higher education explaining 53.48% of the total variance. Ordinal Theta coefficient (0.86 - 0.92) indicated good internal validity.  The Proactive Teaching Scale provides a valuable tool to evaluate constructivist teaching, and contributes to improved teaching and learning practices in higher education.

Infidelity is one of the most harmful interpersonal issues in family, which in many cases can lead to the development of emotional and behavioral symptoms in the person who has been betrayed. In this regard, the present study was undertaken with the aim to identifying the effectiveness of acceptance and commitment group counseling on feeling of loneliness in women suffering from the trauma of infidelity. The research method was experimental and the design was quasi-experimental using pretest-posttest with control group. The statistical population included women victims of infidelity referring to counseling centers and family courts in Tehran, Iran, in 2017. Thirty couples were selected via purposeful and available sampling method based on the study’s criteria and randomly assigned to experimental (n=15) and control groups (n=15) (finally were investigated through dual assessment of pretest-posttest). All participants were asked to complete UCLA Loneliness Scale (Russell, Peplau & Cutrona, 1980). In addition, the participants in the experimental group attended 8 sessions of 90-minute acceptance and commitment group counseling and the control group received no training. The results of univariate analysis of covariance (ANCOVA) indicated that acceptance and commitment group counseling significantly decreased the post-test average scores of feeling of loneliness in experimental group. Thus, it could be concluded that acceptance and commitment group counseling is an effective method in reducing feeling of loneliness in women suffering from the trauma of infidelity and can be used by counselors and therapists in the field of family therapy.

Globalization is rapidly affecting various dimensions of societies, including education. In this regard, there are numerous global models and educational tenets experiencing confrontation. Undoubtedly, the mechanism and consequences of this confrontation are of paramount importance. The purpose of this paper is to clarify the models and systems of education existing in the age of globalization. Accordingly, the present study, based on a comparative-analytical method, is to introduce the global models of education, to discuss each of educational tenets, goals, and methods, and lastly, to contrast them with one another. The human capital model, founded on the neoliberalism, pursues the goal of economic productivity through lifelong learning and experiential methods. The progressive model dealing with personal and social problems employs the project method and the scientific method as the basis of the development of global education. The critical model with the aim of social justice adopts the critical dialogue method. Educating people adherents to a specific religion with the emphasis on spirituality is the goal of the religious model. Finally, the indigenous model with the commitment to native language and culture transfers the accumulated cultural and historical knowledge to the next generation.

The purpose of the current study was to investigate the mediating role of resilience in the relationship between death anxiety and general health. The method of this study was descriptive and in the framework of correlation of study of the path analysis. The population was all adolescents aged 14 to 18 year olds living in Iraqi-ISIS war refugee camps located in the Dibegh Erbil district of Kurdistan, Iraq in 2017, (520, N) and were selected by simple random sampling and 219 adolescents were selected. The participants responded to the Death Anxiety Scale (Templer, 1970), General Health Questionnaire (GHQ-28) (Goldberg and Hiller, 1979), and Resilience Scale (Connor and Davidson 1979-1991). The data was analysed through a path analysis correlation. Results confirmed the negative relationship between EA and resilience, showing the favorable fit of the pattern of the relationship between death anxiety and general health anxiety and the mediating role of resilience among them. According to the results, due to resilience, death anxiety of adolescents affected by war can be reduced and steps can be taken in improving their general health.

The present study intended to investigate the effects of life skills training on reducing aggression and bullying among vocational school students. In so doing, a quasi-experimental method with pretest-posttest and control group design was utilized. The population included all vocational school male students in Karaj (region 2). Through convenience sampling method, 30 students were selected and were randomly assigned into two groups (experimental and control). First, Buss-Perry Aggression Questionnaire (BPAQ) and Olweus Bully/Victim Questionnaire (OBVQ) were administered for both groups. Then, the experimental group received life skills training for eight sessions, while the control group received no intervention. Finally, both groups were assessed once more. The findings demonstrated that after intervention, total Aggression and its subscales (Physical Aggression, Verbal Aggression, Anger, and Hostility), and also Bullying and its subscales have significantly decreased in the experimental group as compared to the control group. Therefore, it is highly recommended to include life skills training in school curriculum.

The purpose of this study was to design and identify Emotion-Focused counseling model on Islamic ethics on incompatible couples' Happiness. The research method was experimental and in the framework of a pseudo-experimental design of a pre-test and post-test type with a control group. The statistical population was selected from 30 volunteers of all clients’ couples referring to Yara counseling center in Saveh city in the second six months of 1395. The information gathering tool was Oxford Happiness Questionnaire. The program was run for 10 sessions of 90-minute group counseling for the test group but the control group did not receive any training. The findings indicated that the designed model had an appropriate validity, and significantly increased the happiness mean and its components namely: life satisfaction, positive mood, well-being mental, self-efficacy but there was no significant effect on the other component which was self-esteem. It can be concluded that an Emotion-Focused Counseling Based on Islamic ethics model can drive inconsistent couples from insecure attachment to secure attachment, more emotional control and more intimate as an applied and effective way.

Present study was done to investigate hope in view of single-parent students (children of divorce). Method of this study was in qualitative approach and was conducted as a phenomenological study. Participants included 16 single-parent girl students of a primary school in Chahardange City whom were selected through purposive sampling method. The data was collected using a standardized open-ended interview. The collected data was then analyzed through interpretive analysis in approach of Strauss and Glaser.
For hope and school, single parent children have many educational problems due to familial issues occurred following parent's divorce. So they have involved in school drop-out and many of them lost their motivation for educational achievements and continuing. For hope and family, single parent children are confused in defining family and their family definition is different from what they experience in reality. They miss the parent with whom they do not live and show their appetite to be near their absent parent. Most of them deny there is nothing between their parents because their parents divorced. They imagine reunion desire of their parents in their mind. Some feel hopeless if they family members be together again and live in a home together. In this study, Most of divorced parent's children expressed they are not able to communicate with their friends because of their special conditions.

The current study intended to investigate the effectiveness of cooperative learning on math anxiety, attitude toward mathematics, and academic achievement of female high school students. The study method was experimental and was conducted by pretest-posttest design with the control group. The population included all female high school students (second year) who were studying experimental science in Tehran. The sample was selected through convenience sampling, and the subjects were randomly assigned into two groups (22 individuals in experimental group and 20 individuals in control group). The experimental group received cooperate-based math training for 32 sessions while the control group received their regular traditional education. Both groups were assessed in pretest and posttest stages. The data were collected through Math Anxiety scale (Shokrani, 1381), Attitude toward Mathematics Questionnaire (Qanbarzadeh, 1380), and Academic Achievement Test. The data were analyzed via analysis of covariance method. The findings showed that there is a significant difference (P

Given that the epistemological nature of critical thinking can be explained in the domain of cognitive philosophy and since different philosophical approaches bring forth its meaning in the light of different principles and aspects, the implication of its meaning and truthfulness differs according to different varieties of cognitive approaches. In this respect, critical thinking is facing misunderstandings and ambiguities that challenge the recognition of its position in education. The present study aims at reviewing the explanatory approaches through analytic-interpretive method of research and recognizing the existing variety and plurality in basic approaches. This research also provides an interpretive meaning for critical thinking through proposing a framework of practical requirement for it.

The aim of this research is to look into the impacts of Attributional theory over the rate of youths’ tendency towards addiction. In order to reach this goal, it has been assumed that learned helplessness is far more among addicted youths compared to non-addict youths. On the basis of the six dimensions of Attributional theory six subsidiary assumptions were formulated. The statistical grouping under study included all the youths from the age of 18 to 28 residing in Yazd (within the framework of two addicted and non-addict groups). The census method was used for selecting the addicted sample and the random method was applied for selecting the non-addict sample. Eventually 97 addicts and 10 non-addicts were selected. The Attributional theory questionnaire was used for collecting data. It was later analyzed using the statistical T test. It was finally indicated that addicted youths are more suffering from learned helplessness compared to non-addict youths.