فهرست مطالب maryam abdolahi moghadam

The aim of this study was the effectiveness of schema therapy training on life satisfaction and quality of life of gifted students with symptoms of anxiety. The research method was semi-experimental based on pre-test-post-test with a control group. The statistical population included all students (180 peoples) with anxiety who referred to the counseling office of gifted High School in Khorram Abad city in 2023. The statistical sample consisted of 30 volunteers who were randomly divided into two groups of 15, a experiment group and a control group. The research tool included Veber & Sherboun Short-form Health questionnaire (SF-36) and Diener et al.'s life satisfaction questionnaire (SWLS(. After the pre-test, schema therapy intervention was performed in the experimental group in 8 sessions (one session per week as a group) and after that, the post-test phase was performed in both groups.The findings based on multivariate covariance analysis showed that in the post-test, at a significance level of 0.001, the life satisfaction and physical health and mental health mean in the schema therapy intervention group were significantly higher than those in the control group. As a result, Schema therapy intervention is an effective program to increase life satisfaction and quality of life of students with symptoms of anxiety.This treatment helps students to improve their insigt, turn negative schemas into positive ones, and by creating a purpose and meaning in their lives, reduce the anxiety them and increase their satisfaction with their lives. So, it is suggested to use schema therapy to increase the mental health of students with anxiety symptoms in the education environment.

The purpose of this study was to develop a model of academic dishonesty in virtual education in gifted high school students in facing the Corona-virus pandemic.

The research method was descriptive-correlative based on nature and applied based on purpose. The statistical population included female gifted high school students in Lorestan Province in 2020-2021. Sample size was 480 cases on the basis of convenient sampling method and the questionnaires were completed voluntarily by online survey method. The data were analyzed using the Amos software. Research tools included Witherspoon et al.’s Academic Dishonesty, Golparvar Academic Ethics, Vincentruz’s and Shannon’s scientific identity, Tuminen-Sweeney et al.'s School Value, and Hsieh, Yen and Chou’s parental supervision.

The research findings showed that academic ethics, scientific identity and school value have a significant causal relationship with academic dishonesty and are able to predict it, but parental supervision had not significant causal relationship with academic dishonesty.

It can be concluded that in order to reduce academic dishonesty in gifted schools in the virtual education, we should focus on individual and personality components such as academic ethics, scientific identity and understanding of school value, whereas focus on external forces like parental supervision cannot provide the basis for reducing this destructive behavior in virtual education.

In psychology, wisdom is considered as a personality trait, cognitive ability or a combination of both. There is a relationship between wisdom and God-awareness in various researches, and both of these are grounds for moral development in adolescents. The purpose of this study was to investigate the causal model of the notion of GOD and moral development with mediating role of wisdom of gifted students. The research method was correlation of the type structural equation modeling. The population of this study included all the population of this study includes all female high school students who were studying in the academic year 2021-2022. The statistical sample size was determined 160 people, which was done by Random cluster sampling method. The instruments used in this study were Wisdom Scale (SWS), Moral Development Scale (MDS) and Religious Status Inventory (RSI). Data analysis was performed using structural equation modeling statistical method. The proposed model had good fit (more than 90 percent). All direct correlations were reported significant. Moreover, indirect paths between the notion of God and moral development through the mediation of wisdom were significant (β=0/54, P >0/05). Therefore, to promote moral behavior, it is recommended to emphasize the strengthening of wisdom and the notion of God in education and training programs and particular counseling and God awareness of adolescents should be considered.

Subject matter: 

Today, one of the factors that may lead students to dependence on cyberspace by moving away from the school environment and provide the matter for academic dissatisfaction is academic alienation.

it was to investigate the mediating role of academic alienation in the relationship between dependence on Cyberspace with academic satisfaction of gifted students: The mediating role of academic alienation.

the research method was correlation of the type structural equation modeling. The population of this study included all the population of this study includes all female high school students of Farzanegan Secondary School who were studying in the academic year 2021-2022. The statistical sample size was determined based on the rules of thumb Kline equal to 170 people, which was done by available sampling method. The instruments used in this study were Internet Addiction Test (IAT), Academic Alienation Scale (AAS) and The Multidimensional Students' Life Satisfaction Scale (MSLSS).

Data analysis was performed using structural equation modeling statistical method.

findings showed that dependence on Cyberspace had a direct and positive effect on academic alienation; but it did not have a direct effect on academic satisfaction. Academic alienation also had a negative effect on academic satisfaction. Indirect results showed that academic alienation was able to mediate the relationship between Cyber space dependence and academic satisfaction.

it is suggested to education officials to teach students and families the necessary strategies for managing Cyber space so that students do not have low academic satisfaction due to alienation.

The purpose of this research is to explain wisdom through the attitude toward time and aesthetics in female students of Farhangian University of Khorramabad. For this purpose, a sample of 200 female students based on Karjesi and Morgan's table, using simple random sampling method and Webster's wisdom self-assessment scale, Worrell and Mello’s  Attitude toward time questionnaire, and AbdulMaleki et al.'s aesthetic sensitivity test were implemented on them. The data were analyzed by structural equation analysis using Lisrel software. All three hypotheses are confirmed, wisdom in female students has a positive significant relationship with positive Attitude toward time and aesthetics and a negative significant relationship with negative Attitude toward time. From the findings of the research, it is concluded that the ultimate goal in the university should be the development of wisdom skills. Because this can have a very important impact on the future choices of students, and wisdom can be developed through the development of aesthetic skills and the ability positive Attitude toward time.

The present study aims to compare the psychological characteristics of high school students involved in cyberspace and ordinary student’s. The statistical population of this study included all students of high school schools in Poldokhtar city in 2017-2018, which was about 3990. According to Krejcy and Morgan's table, 350 people (175 girls and 175 boys) were selected as samples based on multi-stage sampling method. McFarlane's love of learning questionnaire (2003), Oxford Happiness (1989), Rosenberg's self-esteem, shearer and carver Life Orientation (1995), Herman's achievement Motivation (1970), and Self-Regulatory Skills of Buffard et al (1995) was used. Data were analyzed using SPSS21 software. Data analysis showed that students involved in cyberspace, significantly, have less love of learning, happiness, academic achievement motivation and poorer academic performance, lower self-esteem and at last, their life orientation were more pessimistic, but there is no significant difference between two groups in the use of self-regulatory skills. The findings of this study suggest that the drowning of students in cyberspace from various aspects can lead to harm to them as learners of knowledge, which this damage can at first, be emotional and it will attack the love of learning, happiness, self-esteem and positive life orientation in adolescents. In the next, it can lead to academic failure and an inappropriate academic performance.

The purpose of this study was to explain the academic buoyancy model based on self-handicapping through the mediating role of love of learning, self-esteem, and self-regulation skills.The statistical population of this study included all male and female students of high schools in Poldokhtar city, which included about 3990 students. According to the Krejcie and Morgan's table, 350 people (175 girls and 175 boys) were selected as samples based on the multi-stage sampling method. The self-handicapping, academic Buoyancy, love of learning, self-esteem and Buffard et al self-regulatory skills scales were used to collect the data.Data analysis showed that the conceptual model of the research was confirmed with proper fitness, and self-handicapping had a significant negative effect on academic Buoyancy and all of the mediating variables. More importantly, love of learning and self-esteem had positive mediating roles in the effect of self-handicapping on academic Buoyancy. Although self-handicapping had a significantly negative effect on self-regulation skills, this variable had not a mediating role on the adolescent's academic buoyancy.It can be concluded that self-handicapping is a factor that can have damaging and destructive effects on the student’s academic buoyancy and other educational outcomes in the school setting. For this reason, it is necessary to use the positive effects of factors such as love of learning and self-esteem to overcome on negative impact of self-handicapping.

Nowadays, Facebook as a social networking site is one of the most popular hobbies of cyberspace among adolescents and young people. Tendency or reluctance to Facebook is determined by personality traits of the user.
To investigate the effect of big five personality factors on the membership of adolescents on Facebook, 350 students (175 male students and 175 female students) were selected from all high school students of Khorramabad city by multi stage cluster sampling. The participants completed personal information form and NEO Personality Inventory. Data were analyzed by Lizrel software and statistical method of structural equation models.
The results showed that there's a relationship between membership on Facebook and personality traits of neuroticism, agreement and openness to experience but there's no significant relationship between membership on Facebook and personality traits of extroversion and conscientiousness.
Discussion and The results showed that there's a relationship between membership on Facebook and personality traits of neuroticism, agreement and openness to experience but there's no significant relationship between membership on Facebook and personality traits of extroversion and conscientiousness.

This research was conducted to compare the self – definition of the healthy and HIV/AIDS infected bilingual (speaking Farsi and Kurdish) and monolingual (speaking just Farsi) people. Subjects of the study were 60 monolingual (Healthy and Patient) and 60 bilingual (Healthy and Patient) people who were selected through the available sampling method; the variables including age, gender and were controlled by the analysis of covariance. Subjects of the study completed the Impact of Event Scale-Revised (IES-R), the Beck depression and Anxiety Inventory (BDAI), the Wechsler Adult Intelligence Scale- Revised (WAIS-R) and Twenty Statements Test (TST). The results revealed that in general self – definition was quantitatively more in healthy group and those who were bilingual; the self – definition in healthy group was independent in terms of theme, and in bilingual group was dependent. Moreover, trauma- themed self- definition was more in bilingual than monolingual patients. This preference was discussed based on the personality characteristic and growth of the cognitive processes in healthy and monolingual people. Also different self- definition could be developed due to better memory in healthy and bilingual people.