فهرست مطالب mohammad yamini

The current study aims to validate and explore the psychometric properties of the Japanese version of the Stimulant Relapse Risk Scale (SRRS). A total of 150 prisoners in Chenaran who were addicted to substances, were randomly chosen to complete two scales: The Stimulant Relapse Risk Scale's Japanese version (SRRS) and the Post-Detoxification Craving and Temptation Scale (PDCTS). An exploratory factor analysis indicated a five-factor structure, accounting for 77.54 percent of the variance. The second-order confirmatory factor analysis corroborated a satisfactory model fit. The Cronbach's alpha values registered at 0.94 for the entire scale, with subscale figures ranging from 0.92 to 0.95. Both convergent and divergent construct validity received positive evaluations. Overall, the SRRS exhibits a multifaceted structure and stands as a robust and valid tool for assessing relapse risk among substance users, offering significant implications for health and medical service provision.

Academic procrastination detrimentally affects students' other academic performances. Consequently, this study aimed to compare the effectiveness of instructional mental imagery and tolerance of ambiguity training on students' academic procrastination.

This quasi-experimental research involved two experimental groups and one control group, with a pre-test, post-test, and two-month follow-up design. The study population consisted of all female twelfth-grade students in both public and private schools in Bojnurd during the 2023-2024 academic year. The sample included 45 students selected through purposive sampling and randomly assigned into three equal groups (each group containing 15 students). The first experimental group underwent twelve 90-minute sessions of instructional mental imagery training, and the second experimental group received nine 90-minute sessions of tolerance of ambiguity training based on the cognitive-behavioral approach, while the control group received no training. Data were collected using the Solomon and Rothblum (1984) Academic Procrastination Questionnaire and analyzed using repeated measures ANOVA and Bonferroni post-hoc test in SPSS-25.

The findings indicated significant differences between groups in terms of reducing students' academic procrastination. Both the instructional mental imagery and tolerance of ambiguity training methods significantly reduced academic procrastination in the post-test and follow-up stages compared to the control group (P<0.05). Moreover, there was no significant difference between the instructional mental imagery and tolerance of ambiguity training methods in reducing students' academic procrastination (P>0.05).

Given the effectiveness of both instructional mental imagery and tolerance of ambiguity training methods in reducing students' academic procrastination, school counselors and psychologists can utilize these methods alongside other educational approaches to reduce academic procrastination.

The present study aimed to investigate the impact of help-seeking training and self-compassion training on the academic achievement motivation of high school girls.

Methods and Materials: 

This research is a quasi-experimental study conducted in 2022. To examine this study, educational packages of help-seeking strategies based on the Nelson-Le Gall (1981) model and self-compassion training based on the Neff (2013) model were used, along with the Hermans Achievement Motivation Questionnaire (1970). The study population consisted of female high school students in the city of Sabzevar. A total of 45 subjects were randomly selected and divided into three groups of 15 (two experimental groups and one control group). Initially, the research instruments were administered as a pre-test to both groups. The first experimental group received 10 sessions of help-seeking training, and the second experimental group received 10 sessions of self-compassion training, while the control group did not receive any educational intervention. After the end of the 10 training sessions, the research instruments were administered again as a post-test. Data were analyzed using both descriptive and inferential statistics, including the analysis of variance statistical method.

The results of this study showed that there is a significant difference between the impact of help-seeking training and self-compassion training on academic achievement motivation.

Thus, it can be concluded that help-seeking training and self-compassion training can be effectively used in academic and educational settings.

The purpose of this study was to compare the effectiveness of Internet-based acceptance and commitment therapy and behavioral activation therapy on perfectionism in obsessive-compulsive patients.
It was a semi-experimental applied research in the form of pre-test and post-test with 2 experimental groups and a control group and a follow-up phase. The statistical population was all people suffering from obsessions who visited the psychotherapy clinics in Mashhad in 2019. According to Cohen's formula, 45 people were randomly selected based on the entry and exit criteria and placed in 3 groups of 15 people (2 experimental groups and one control group) and in three stages of pre-test and post-test and follow-up with Hill's Perfectionism Questionnaire (2004).) replied. The first experimental group underwent 8 sessions of acceptance and commitment therapy by Hayes (2006) on the Internet, and the second experimental group underwent 8 sessions of group behavioral activation therapy by BA Gallen, Etlis and Marlevauconer (2003), and the control group did not receive any treatment. Results It was analyzed by SPSS software.
Analysis of variance with repeated measures showed that online ACT intervention was significantly more effective than behavioral activation therapy on improving perfectionism. This result was sustained in the follow-up phase as well (p<0.05).
Internet Act therapy can be used as a method to reduce perfectionism in obsessive people more widely.

The test anxiety has a great negative impact on other academic and non-academic variables, therefore, should look for educational and therapeutic solutions to reduce students' test anxiety. As a result, the current research was conducted with the aim of comparing the effectiveness of mental-grammatical imagery education and uncertainty tolerance education on students' test anxiety.

This was a semi-experimental study with two experimental groups and one control group, with a pre-test, post-test and two-month follow-up plan. In this study, the research population was all 12th grade female students of governmental and non-governmental schools in Bojnourd city in the 2022-2023 academic years. The sample of the present study was 45 students who were selected by purposive sampling method and randomly replaced in three equal groups (15 people in each group). The experimental group received 12 sessions of 90-minute with the mental-grammatical imagery education method, and the second experimental group received 9 sessions of 90-minute with the uncertainty tolerance education method based on the cognitive behavioral approach, and during this time, the control group did not receive any training. The data were collected with Sarason's test anxiety questionnaire (1985) and analyzed with the methods of analysis variance with repeated measure and Bonferroni's post hoc test in SPSS-25 software.

The findings showed that there was no significant difference between the groups in terms of reducing students' test anxiety (P>0.05). In addition, both methods of mental-grammatical imagery and uncertainty tolerance education significantly reduced students' test anxiety in the post-test and follow-up stages (P<0.001).

Considering the effectiveness of both methods of mental-grammatical imagery education and uncertainty tolerance education in reducing students' test anxiety, school counselors and psychologists can use mental-grammatical imagery education and uncertainty tolerance education methods to reduce test anxiety.

This study aimed to compare the effectiveness of online acceptance and commitment therapy and behavioral activation therapy on repetitive negative thinking in obsessive patients. 

In this study, 45 obsessive-compulsive patients who were referred to psychotherapy clinics in Mashhad city, Iran in 2020 were selected and randomly divided into 3 equal groups (2 experimental groups and one control group). They responded to McEvoy et al. (2010) and the obsessive-compulsive disorder questionnaire of Maudsley (1997). The first experimental group underwent eight sessions of an online Acceptance and Commitment Therapy (ACT) and the second experimental group underwent eight sessions of ninety-minute group behavioral activation therapy. The control group did not receive any intervention. The data analyzed through descriptive statistics, ANOVA, Chi-square tests, Shapiro-Wilk test, repeated measures analysis of variance, and SPSS software version 22.

The results showed that the mean of negative thinking in the ACT group and behavioral activation in the post-test was significantly decreased (P< 0.05). In the ACT group, the effect of intervention was persistent in the follow-up. 

The results showed that both therapies were effective on repetitive negative thinking in obsessive-compulsive individuals, but online ACT intervention was significantly more effective than behavioral activation therapy.

This study aimed to determine the mediating role of academic motivation in the relationship between IQ and academic resilience.

This research was a survey research with correlation study (structural equations). The sample consisted of 350 high school female students in Bojnourd in the academic year of 2015-2016 who were selected by multistage cluster sampling. Sample members completed the Samutelz Resilience Questionnaire (2004), Harter Academic Motivation Questionnaire (1981), and Abdul Fattah and Yates (2006) Intelligence Beliefs.

Data analysis was performed using SPSS-21 and AMOS-21 software and structural equation modeling method. The results showed that there was a significant relationship between academic motivation, IQ and academic resilience (P˂0.01), but academic motivation did not play a significant mediating role between IQ and academic resilience (P <0.05).

According to the results, it can be said that IU beliefs and academic motivation are very important in the formation of academic resilience, but academic motivation alone can play a mediating role between IQ beliefs and academic resilience and it is necessary to influence others. Psychological and contextual variables to be examined.

This study aimed to determine the mediating role of academic motivation in the relationship between IQ and academic resilience. This research was a survey research with correlation study (structural equations). The sample consisted of 350 high school female students in Bojnourd in the academic year of 2015-2016 who were selected by multistage cluster sampling. Sample members completed the Samutelz Resilience Questionnaire (2004), Harter Academic Motivation Questionnaire (1981), and Abdul Fattah and Yates (2006) Intelligence Beliefs. Data analysis was performed using SPSS-21 and AMOS-21 software and structural equation modeling method. The results showed that there was a significant relationship between academic motivation, IQ and academic resilience (P˂0.01), but academic motivation did not play a significant mediating role between IQ and academic resilience (P <0.05). According to the results, it can be said that IU beliefs and academic motivation are very important in the formation of academic resilience, but academic motivation alone can play a mediating role between IQ beliefs and academic resilience and it is necessary to influence others. Psychological and contextual variables to be examined.Keywords: Academic Motivation, Intelligence Beliefs, Academic Resilience, Students.

The purpose of this study was to compare the effectiveness of teaching Mindfulness and Working Memory on academic well-being second grade secondary school students. The statistical population of this study includes all second-grade secondary school students in Sabzevar city during the academic year of 2017-2018. To collect data, Tuminnin-Sweeney et al. Educational well-being Questionnaire (2012) used. This research was a semi-experimental design with pre-test and post-test design with control group. A sample of 45 people who were lower in the three dependent variables who were willing to participate in the training sessions were selected and randomly assigned to two groups of test and one control group (each group was 15). Within one week of pre-test run for each of the three groups, one of the experimental groups was subjected to an independent variable of mindfulness education and the second group was subjected to working memory training and the control group did not receive any training. In this research, to analyze the differences between the groups, the variance analysis of variables of multiple and single variable variables was used, taking into account the intra-group (test) and intergroup (group membership) variables. The results showed that mindfulness training increased academic well-being in students. Also, working memory training can increase academic well-being in students. The results showed that there is a significant difference between the effectiveness of mindfulness education and working memory training, and training mindfulness is more effective in increasing academic well-being.

The purpose of this study was to compare the effectiveness of teaching Mindfulness and Working Memory on academic well-being, academic self-regulation and academic achievement motivation of second-grade secondary school students. The statistical population of this study includes all second-grade secondary school students in Sabzevar city during the academic year of 2017-2018. To collect data, Tuominen-Soini et al. Educational well-being Questionnaire (2012), Kanle and Royan Self-Regulatory Questionnaire (1987) and Abd Khodaie's Achievement Motivation Questionnaire (2008) were used.

This research was a semi-experimental design with a pre-test and post-test design with the control group. A sample of 45 people who were lower in the three dependent variables who were willing to participate in the training sessions were selected and randomly assigned to two groups of test and one control group (each group was 15). Within one week of pre-test run for each of the three groups, one of the experimental groups was subjected to an independent variable of mindfulness education (8 sessions one and a half hours, weekly one session), and the second group was subjected to working memory training (20 Half-hour session, three sessions per week) and the control group did not receive any training. In this research, to analyze the differences between the groups, the variance analysis of variables of multiple and single variable variables was used, taking into account the intra-group (test) and intergroup (group membership) variables.

The results showed that training mindfulness and working memory training increased academic well-being, self-regulation and academic achievement motivation in students. The results showed that there is a significant difference between the effectiveness of mindfulness education and working memory training.

Training mindfulness is more effective in increasing academic well-being, academic self-regulation and academic achievement motivation

Due to the growth of aging population in the country, this group faces increasing problems. Considering the importance of improving the health of the elderly and the need to pay attention to the components of health promotion, especially mental health, There will be expected steps to be taken in this regard. One of the things that helps mental health in the elderly is having a life satisfaction. The aim of this study was to investigate the relationship between between the self-worth and Beliefs in a just world with life satisfaction of elderly People in the Esfarayen city, Iran. The research was a descriptive-correlational study. The statistical population of the study was all retired elderly people of the government offices in Esfarayen city in the year 2017-2018 who were 55 to 65 years old. 330 students were selected by available sampling. The research instruments were Just World Scale, Contingencies of Self-Worth Scale and life Satisfaction index. Data were analyzed using Pearson correlation coefficient and multiple regression. The results of correlation coefficient showed that the correlation between self-worth and life satisfaction was 0.381. Also the correlation between belief in the fair world with life satisfaction was 0.413. All the cor relations were significant at the level of 0.001. Also, multiple regression analysis showed that predictor variables explained 56% of variance in Satisfaction with Life. results indicate that self-worth and belief in the fair world have significant and positive correlation with satisfaction with life.Thus, it seems that developing a sense of self-worth and having a belief in the fair world can make life satisfaction.

The purposeof this study was to compare the effect of  Perceptual skills reconstruction program  and executive function training on perceptual reasoning, working memory and math performance of third grade students with special math disorder.  Methods  this empirical study includes pretest-posttest and control group.The statistical population of the study includes all students with special learning disorder in third grade mathematics in 2017 academic year. The sample consisted of 45 students who were selected by simple random sampling and placed in two intervention groups and one control group. To collect the data, the Key Math Test, the Raven Test, Wechsler–IV Perceptual Reasoning Scale, Math Disorders Diagnostic test, and Stanford-Bine's Working Memory Scale were used to be completed by intervention and control group participants before intervention and one to eight weeks after intervention. The experimental group A underwent 17 sessions of executive function training (45 minutes each) and the experimental group B underwent 16 sessions of rehabilitation training. Data analysis was performed using variance analysis with repeated measures. Findings showed that both interventions methods were effective on perceptual reasoning, non-verbal working memory and were not effective on verbal working memory. On the other hand, there was no significant difference between the effectiveness of these two methods. based on the results, it seems that these two methods can be used as an effective approach for the treatment of students with  special learning  disorder.

The purpose of this study was to investigate the effect of the P4C content approach on the meta-cognitive beliefs and critical thinking of students and experimental method with pre-test, post-test design. The statistical population consisted of all sixth grade elementary school students in Torbat-e Heidariye city who studied in the academic year of 2016-2017, of whom through cluster sampling and after screening, 50 students   randomly divided into two experimental and control groups. Measurement tools included the Children's meta-cognition questionnaire (MCQ_C) (Bekaw et al., 2009, Modified by Qaderi et al., 2012) and the Sasu critical thinking Scale (2013). At first, both groups were tested. Then, for the experimental group, 10 sessions of 1 hour content approach of P4C was provided, and the control group did not receive any special training during this period. At the end, again from both groups received a post-test, Data were analyzed by SPSS software using multivariate covariance test and variance analysis, and the results showed that using content approach of P4C  with 95% probability with metacognitive and critical thinking  of students has a significant relationship, So that the average scores of meta cognitive beliefs in the experimental group after the practice of teaching philosophy have been significantly decreased, so average scores of critical thinking increased, if there is no significant change in the control group. Finally, the research hypothesis that the content approach of P4C has a significant effect on the meta-cognitive and critical thinking of male students in the sixth grade of elementary school students has been confirmed.

The aim of this study was to predict psychological well-being based on coping strategies and alexithymia. The research method was correlational survey. The statistical population was all female high school students in Sabzevar city in the academic year of 2015-2016. 330 students were selected by multi-stage random sampling method. The research instruments were Toronto Alexithymia Scale-20 (TAS-20), Ryff Scale of Psychological Well-Being (RSPWB) and the Lazarus and Folkman Coping Strategies Questionnaire (CSQ). Data were analyzed using Pearson correlation coefficient and multiple regression analysis. The findings showed that there was a significant positive relationship between problem-based strategies and psychological well-being and a significant negative correlation between emotion-based strategies and alexithymia with psychological well-being. The results of regression analysis indicated prediction of psychological well-being based on coping strategies and alexithymia. Considering the results of the research, teaching compatible problem-based strategies and identifying and well-timed treatment of emotional deficits in order to improve the psychological well-being of students is recommended.

this survey is done with the objective of studying the effectiveness of Perceptual Skills reconstruction program on perceptual reasoning, working memory, and math performance of students with specific math learning disorder. this empirical study includes pretest-posttest and control group. The statistical population included third grade students with specific math learning disorder in Joghatay. They were selected by the third grade teachers by performing a diagnostic test of math disorder and randomly assigned to 30 subjects and they were randomly assigned to the treatment and control groups. The treatment group received 16 sessions of training program. Data collection was done by the use of the Key Math Test, the Raven Test, Wechsler–IV Perceptual Reasoning Scale, Math Disorders Diagnostic test, and Stanford-Bine's Working Memory Scale. Data analysis using mixed variance analysis with repeated measurements showed that intervention program implementation was significantly effective on nonverbal working memory, perceptual reasoning and its mathematical performance in experimental students at post-test stage and The observed effects in the follow-up phase remained stable. But there was no difference between the treatment and control groups in the verbal working memory variable. based on this, it can be concluded that the training of this program is effective on math performance, nonverbal working memory and perceptual reasoning of students with specific learning math disorder and can be considered as an effective approach in the treatment ofspecific learning math disorder.

The article discusses the sense of social security as one of the human’s essential needs in today's era that information and communication, seems to be one of its essential parts. According to some approaches, globalization and cultural globalization in general, is one of the factors that nowadays endangered social security. The statistical sample of this study is 191 students of Islamic Azad University of Semnan. The research sampling is disproportionate stratified sampling and its method, is survey - descriptive and data collection tools isa developed questionnaire. In this study, using Spss soft ware, data were analyzed in the form of both descriptive and explanatory. Results show that there is a meaning ful in verse relationship between amount (level)and background of using the Internet and sense of social security. The strength of this research is its newness and its importance in the today's communicative and network lives.

The present study has been carried out with the aim of considering the relationships among the invitational education, social constructive classroom learning environment and their components in Iran Bojnourd Islamic Azad University. The research method in this study is descriptive and correlation. The research population is comprised of all the male and female students studying at Islamic Azad University in the academic year of 2016-2017. The research sample includes 385 students, selected through multi-stage random sampling. The research instruments are (a) Invitational Education Survey (Amos, Purkey, Tobias 1984) and (b) Social Constructive Learning Environment Survey (USCLES; Tylor, Fraser & Fisher 1996). The data are analyzed using descriptive statistics, step by step regression analysis.
Findings: The results show that Invitational Education social constructive classroom learning environment does not have favorite status in this University. The result also shows that there are relationships among Invitational Education and social constructive classroom learning environment and their components in the actual and preferred forms. The result also shows that the two components (Relevance and leadership) of the constructive learning environment (actual form) have the ability to predict 12 percent of the variability in the invitational teaching (actual form). Also three components (leadership, Reflective Thinking and Negotiation) of the constructive learning environment (preferred form) have the ability to predict 31 percent of variability in the invitational teaching. The relationship between the invitational education and social constructivism is based on common principles for improving the learning and perception of the environment.

Nurses encounter with different job stresses that because of different personality traits meet stress in different ways and their mental health affected by personality traits. The aim of this research is investigation of relationship between personality traits and mental health with resilience mediation in nurses.
Methods and Materials: This research is descriptive with path analysis way. 105 nurses in Sfarayen hospital were randomly selected. NEO personality, Conner and Davisson and Goldberg mental health questionnaires were used. Correlation and path analysis tests using SPSS and AMOS for data analysis.
Results indicated that direct effects of neuroticism (Beta= 0/282 and P=0/000), consciousness (Beta=0/207 and P=0/002), and resilience (Beta=0/392 and P=0/000) are significant on mental health and other direct paths into mental health were not significant and also personality traits of neuroticism (Beta= -0/236 and P=0/000), agreeableness (Beta=0/147 P=0/000), and openness (Beta= 0/044 and P=0/014) have indirect significant effect.
Personality traits in addition to direct effect on mental health have indirect effect on mental health via resilience. So it can mention resilience variable as one mediator variable between personality traits and mental health.

Aim: The present study aimed at surveying the relationship between spiritual quotient and human relationships among the principals of elementary schools of Esfarayen City in Iran.
The sample group consisted of 100 randomly selected managers. Data gathering was carried out through spiritual quotient and human relationships‟ tests. Descriptive statistics and the Pearson‟s Correlation Coefficient were used for data analysis.
Findings: The results showed that there was a significant and positive relationship between spiritual quotient and its elements including communication, self-awareness, trust, and motivation, on the one hand, and human relationships of the participants on the other. In addition, there was a positive and significant relationship between Transcendental Awareness, Conscious State Expansion, Personal Meaning Production, and Critical Existential Thinking, and human relationships among the participants.
Spirituality at work may result in increasing creativity, honesty, trust, sense of personal perfection, organizational commitment, job satisfaction, participation at work, morality and professional conscious, motivation, and performance. Therefore, a spiritual manager leads the organization toward success in a way that the customers, employees, and society members enjoy the benefits.