mojgan sepahmansour

The hard trainability of children with learning disorders has caused unpleasant emotional experiences to be one of the problems of the mothers of these children in interacting with them.

The present study aimed to compare the effectiveness of mindfulness parenting training and compassion-based parenting on the affective control of mothers with children with learning disabilities.

The research method was semi-experimental with a pre-test-post-test design and a control group with a two-month follow-up period. The statistical population of the research included the mothers of children with learning disorders in Gorgan city in 2022-2023 who had been referred to two government learning disorders centers (Shekofe and Dana in Gorgan city). 75 mothers were convenience Sampling selected and randomly divided into three groups (25 people in each group). The research tool included the Affective control scale of Williams et al. (1997). The experimental groups received the intervention in 8 sessions of 90 minutes once a week. A mixed variance analysis was used to analyze the data.

The results showed that the group of mindfulness parenting training and compassion-based parenting had a significant effect on affective control (P<0.001) and the effectiveness of compassion-based parenting was higher (P<0.05). The results of the test stages also showed that the post-test and follow-up compared to the pre-test showed a significant and stable decrease (P<0.001), but the follow-up stage had a significant increase compared to the post-test (P=0.01).

The results showed that compassion-based parenting is more effective in improving the emotional control of mothers with children with learning disabilities

 The aim of this research was to compare the effectiveness of an intervention based on healthy lifestyle and metacognitive skills training on intelligence beliefs. The research method was semi-experimental with pre-test-post-test-follow-up with a heterogeneous control group. The research population consisted of all the female students of the third year of the second year of high school in Yekshahr district of Tehran who were studying in 2018-2019. The research sample included 45 people. In the research, they were selected by voluntary sampling or random replacement sampling, and in two experimental groups and a follow-up control group, they answered the questionnaire of the implicit theory of intelligence of Abdul Fattah Waits (2006).Control of intelligence beliefs with healthy lifestyle training compared to the control group of incremental belief component Intelligence (P>0.05), F = 4.61 (56 and 2) contrary to the inherent belief of intelligence (<0.05, 1.28 = (56 and The level of 0.05 has influenced the training of metacognitive skills compared to the group Controlling the incremental belief component of intelligence (>0.05) P, F = (56 and 2) 4.81 at a significance level of 0.05 and belief Inherent intelligence has influenced P (>0.01), F = (56 and 2) 6.33 at the level of 0.01. It was concluded that between the effect of healthy lifestyle education and metacognitive skills education There is no difference in intelligence beliefs among students

It is a widely acknowledged fact that the future lies in the hands of the next generation whose success is mainly dependent on education. The purpose of the present study was to investigate the mediating role of academic motivation and attitude towards cheating in relationships of cognitive-emotional trust with cheating behavior in students.

The structural equation modeling correlation was the method used in this research. The statistical population of this study consisted of 384 students selected from all male second-high schools in 4 districts of Tehran in the academic year 2018-2019. The sample size was chosen using the cluster random sampling method. To collect data, Cognitive -Emotional Trust Scale, the cheating Behavior Questionnaire, The Academic Motivation Questionnaire, Academic Motivation Questionnaire, and the Attitude Towards Cheating Questionnaire were used. For data analysis, used Pearson’s correlation with SPSS 22 and structural equation modeling using AMOS 18 software were used. Mediation relationships of the final model were also tested using bootstrap (α = 0.05).

The results show that the fit indices of the research model include the chi-square index (χ2=9.28), relative chi-square (df2=2.32), goodness-of-fit index (GFI=0.991), the comparative fit index (CFI = 0.973), and the root mean square error of approximation (RMSEA = 0.05) indicate the goodness fit of the modified model.

Since the findings of this study showed that the intermediary role of academic motivation and attitudes to cheat can affect the relationship between fraud and cognitive-confidence behavior

Theaim of this study was to determine theeffectiveness of peace education on interpersonal relationships and students' academicmotivation in aquasi-experimental method with apre-test-post-test design, taking into account theone-month control and follow-up group. The statistical population of the study was all female students in thefirst year of high school in District 19, Education, Tehran, in the academic year of 1998-99, amounting to 5901 people. The statistical sample size of thestudy was 40 junior high school students who were selected by purposive sampling.Thedata collection tool was the section on interpersonal relationships and academic motivation from the Academic Competency Questionnaire (ACES), Elliott and Diperna(1999). After performing thepre-test, theexperimental group underwent peace training in 8 consecutive 90-minute sessions according to thepeace education protocol, and thecontrol group did notreceive any training in thisarea. Finally, both groups were tested for interpersonal relationships and academic motivation (post-test). After one month, both groups were exposed to thesame test again (follow-up). Data were analyzed by repeated measures analysis of variance and Bonferroni post hoc test. Analysis of variance showed that peaceeducation explains 57% of variance changes in interpersonal skills scores and 46.1% variance variations in academic motivation scores; Therefore,it can be said that peace education has been effective in increasing interpersonal skills and academic motivation of students. And this effect remained stable after thefollow-up stage (p <0.01). Theresults of thisstudy indicate the need to learn how to live together. Peace education has a positive effect on interpersonal relationships and students 'academic motivation, improvesstudents' interpersonal relationships inschool and increases theirmotivation tostudy.

The aim of this study was to determine the structural pattern wellness based on mental toughness by marital burnout in married students in a correlational design.

The statistical population of the research was made up of all the students of Islamic Azad University of Central Tehran branch in the academic year of 2019-2019, and 517 people were selected using the available method. The research tools included Wellness Inventory (Myers and Sweeney, 1987), Psychological Capitla Questionnaires (Luthans and Avolio, 2007), the Mental Toughness Questionnaire (Clough et al., 2002) and Burn out Measure (Pines, 1996). Young's schema therapy protocol (1999) was implemented during 8 sessions on the subjects of the experimental group.

The results showed that the wellness model based on mental toughness with emphasis on the mediating role of marital burn out fits and marital burn out has a mediating role in the relationship between mental toughness with marital burnout of married students. Based on the results of modeling, mental toughness is able to explain 54% of the variance of marital burnout of married students..

It seems that in order to increase the wellness level of students, based on positive psychology and personality traits such as mental toughness, as well as strengthening the proper understanding of married students' marital relationships, effective measures can be taken to strengthen wellness. It improved the quality of life of married students, families, and consequently the entire community, which is essential given the conditions imposed by the pandemic of Corona virus desaesis-19.

Losing a love relationship in youth creates one of the most significant impacts that may occur for women, as they have been introduced to love trauma syndrome for the first time. This research study was conducted to determine the effectiveness of reality therapy in decreasing alexithymia and increasing posttraumatic growth among women who have experienced a love failure.

This study was quasi-experimental research using a pre-test-post-test design with a follow-up. The statistical population comprised all women with emotional failure experiences referred to Aramandish and Chaman clinics in Tehran City, Iran, during 2021 and 2022. A purposive sampling method was used to select the samples. Thirty people were chosen as the study sample; 15 women were put in the experimental (reality therapy) group and 15 in the control group. The reality therapy intervention plan was applied to the experimental group in eight 90-minute sessions once a week, while the control group did not receive any intervention. The Toronto alexithymia scale and posttraumatic growth inventory were implemented before and after intervention sessions. Finally, the data were analyzed for variance analysis with repeated measurements and analysis of covariance using SPSS software, version 26.

The findings showed that after comparing the post-test and follow-up scores with the pre-test results, there is a significant difference between alexithymia (P<0.001) and posttraumatic growth (P<0.001). Likewise, a significant difference (P<0.001) in the research variables was observed between the experimental and control groups in all three measurement times. 

The findings showed that reality therapy had a significant effect on alexithymia and posttraumatic growth of women with emotional failure. Therefore, reality therapy can be used for emotional failure syndromes.

The present study aimed to compare the effectiveness of mindfulness parenting training and compassion-based parenting on the psychological coherence of mothers with children with learning disabilities. The research method was semi-experimental with a pre-test-post-test design and a control group with a two-month follow-up period. The statistical population of the research included the mothers of children with learning disorders in Gorgan City in 2022-2023 who had been referred to two government learning disorders centers (Shekofa and Dana in Gorgan City). 75 mothers were convenience Sampling selected and randomly divided into three groups (25 people in each group). The research tool included the scale of psychological coherence (SOC) of Antonovsky (1993). One experimental group received the intervention of mindfulness parenting training in 8 sessions of 90 minutes, and the other experimental group received compassion-based parenting in the form of 8 sessions of 90 minutes once a week. A mixed variance analysis was used to analyze the data. The results showed that the group of of mindfulness parenting training and compassion-based parenting had a significant effect on psychological coherence (P<0.001) and there is no significant difference between the effectiveness of the two groups (P>0.05). Examining the results of the test stages also showed that the post-test and follow-up showed a significant and stable increase compared to the pre-test (P<0.001). The results showed that both treatments were probably effective treatments for improving the psychological coherence of mothers with children with learning disabilities.

children with attention deficit hyperactivity disorder face many psychological, social, and academic problems. The present study aimed to investigate the effectiveness of virtual reality-based rehabilitation on the executive functions of children with attention deficit hyperactivity disorder.

The current research was quasi-experimental with pre and post-test and control group. The statistical population included all 7 to 12-year-old children suffering from attention deficit hyperactivity disorder referred to Baqiyatallah Hospital located in District 3 of Tehran in 2021-2022, from which 30 people were randomly selected based on available sampling methods. The subjects were assigned to two groups of 15 people, test and control. To collect data, a computerized visual and auditory integration test was used, and data analysis was performed using the covariance test in SPSS-26 software.

The results of the study showed that the rehabilitation treatment based on virtual reality was able to significantly increase the post-test scores of executive functions (selective attention, sustained attention, and response inhibition) in the experimental group, and the largest increase was related to the component of selective attention. has been (P<0.01).

It can be said that rehabilitation treatment based on virtual reality is one of the effective treatments for improving executive functions in children with hyperactivity/attention deficit. Therefore, it is suggested that child health specialists use this treatment to improve the mental, cognitive, and executive status of these children.

Nurses, a major part of the health system, have been affected by the corona crisis more than other people working in the health system. To prepare to deal with crises and improve the state of the health system, nurses must have a level of physical and mental health and proper job self-efficacy. The purpose of this study is to determine the relationship between the lifestyle that promotes health and spiritual well-being with the job self-efficacy of nurses in Corona wards.

The current research method was a correlational description. The statistical population was all the nurses working in the corona wards of Baqiyatallah Hospital in 2021. The statistical sample consisted of 82 nurses of wards admitting COVID-19 patients, who were selected by the available sampling method. The data were collected using three health-enhancing lifestyle questionnaires by Walker (1987), the spiritual well-being questionnaire by Dehshiri et al. (2013), and the standard Job self-efficacy questionnaire by Bandura (1977) and using descriptive and inferential statistical methods (correlation and regression) was analyzed.

The findings of the research showed that there is a relationship between the health-promoting lifestyle variables and spiritual well-being with the Job self-efficacy of nurses in Corona wards. Overall, the components of the health-promoting lifestyle and spiritual well-being explain 43.5% of nurses' Job self-efficacy. Spiritual growth component (β=0.544) and self-relation component (β=0.545) have a significant relationship with nurses' Job self-efficacy.

The results of the research show that the nurses' Job self-efficacy can be predicted based on the lifestyle that promotes their health and well-being. Therefore, it is necessary to consider appropriate educational programs to improve the lifestyle and spiritual well-being of nurses.

This research was conducted to compare the effectiveness of reality therapy and emotion-oriented therapy on the symptoms of love trauma in women with love failure. This study was a type of applied and quasi-test research using the pre-test-post-test plan with a follow-up test. The statistical population of the research was all the people who were referred to Aramandish and Chaman clinics in Tehran in 2022, 45 people were selected as a statistical sample based on purposeful sampling. 15 people were in group experiment 1 (reality therapy), 15 people were in experiment 2 (excitement) and 15 people were in the control group. The data collection tool was Love Trauma Inventory (LTI), Rosse (1999). Data analysis was done through the analysis of variance tests with repeated measures. The findings showed that reality therapy and emotion-oriented intervention have a significant effect on the symptoms of emotional failure. The results also showed that there is no significant difference between the two groups of experiments 1 and 2 (reality therapy and emotional therapy). Therefore, it can be concluded that both reality therapy and emotion-oriented interventions can be used for emotional failure syndromes.

This research was conducted with the aim of determining the effectiveness of integrated peace and good choice education on positive orientation towards school in female students of the first year of high school in the 19th district of Tehran, and the research method was a semi-experimental type with a pre-test-post-test design with an experimental and control group, and a one-month follow-up. The statistical population of the research includes female students of the first year of high school in Nineteen region of Tehran in the academic year 2018-2019, and to determine the sample, 40 students were randomly divided into two groups of 20 people. The research tool was the positive orientation evaluation scale regarding Ahmadi and Abul Maali al-Husseini school (2016) and for the experimental group, the integrated peace and good choice education intervention program was implemented, including eight ninety-minute sessions during eight continuous weeks. At the end, a post-test and a follow-up test were taken from both groups one month later. The collected data were analyzed using variance analysis with repeated measurements and Bonferroni post hoc test. The findings show that the combined education of peace and good choices had a positive effect on the positive orientation towards school in the female students of the first year of high school (P<0.01). The integrated education of peace and good choices can be used as an efficient method to increase the positive orientation of students about school.

Children with Attention Deficit Hyperactivity Disorder are a good target group for cognitive rehabilitation Because their behavioral problems, including inattention, impulsivity, and hyperactivity, have a specific cognitive and cerebral origin. This adaptation of behavior to cognitive function provides an opportunity to repair behavior by strengthening cognitive function. This study aimed to compare the effectiveness of cognitive rehabilitation based on virtual reality technology as a new method and classical cognitive rehabilitation in improving the executive functions of children with attention deficit hyperactivity disorder.

Methods & Materials: 

This research was a quasi-experimental study using a pre-test-post-test design with a control group. The statistical population included all children aged 7-12 years with Attention Deficit Hyperactivity Disorder in Tehran in 1398 who were selected by convenience sampling method and randomly divided into 3 groups of 12 people. In the pre-test stage, participants were assessed with the Attention Deficit Hyperactivity Disorder Rating Scale and the Computer Integrated Visual and Auditory Test (IVA-2). The first group received a virtual reality-based cognitive rehabilitation package and the second group received a Captain Log computer cognitive rehabilitation package, 12 sessions twice a week. No intervention was performed in the control group during this period. Post-tests were taken from all 3 groups after the intervention. Univariate analysis of covariance (ANCOVA) was used to analyze the data using SPSS software v. 26.

Ethical Considerations: 

This study was approved by the Research Ethics Committee of the Islamic Azad University, Central Tehran Branch (Code: IR.IAU.CTB.REC.1400.001). 

The results showed that both methods of cognitive rehabilitation intervention had a significant effect on cognitive functions (selective attention, sustained attention) of Attention deficit hyperactivity disorder (ADHD) children (P<0.01). But no significant difference was observed between the mean scores of selective attention and sustained attention in the first experimental group and the second experimental group (P>0.05). 

Virtual reality-based cognitive rehabilitation is as effective as classical cognitive rehabilitation on selective attention and sustained attention in children with ADHD. Virtual reality-based cognitive rehabilitation can be used as a new approach to rehabilitating this disorder.

Social adjustment is about an individual's ability to display competent social behavior and adapt to their immediate social setting. Metacognition refers to an individual's beliefs about their cognition and involves monitoring, controlling, and interpreting their thoughts. A thinking style is a characteristic way of processing information, including how one obtains knowledge, organizes thoughts, and forms views and opinions. Commitment is the extent to which individuals adhere to and invest in identity–relevant choices. This study aimed to analyze the social adjustment of second–grade high school boys based on their metacognitive beliefs and thinking styles, focusing on commitment as a mediator. Data was analyzed using structural equation modeling.

The current study was analytical research, and correlative was based on structural equation modeling (SEM). The study population included all second–grade high school boys’ students in Robat Karim of Tehran province in the 2020–21 academic year. Due to the situation caused by the spread of the COVID-19 pandemic and its continuation, the questionnaires were distributed virtually and through a link in the class groups of selected students after obtaining various permits. A random multi–stage cluster sampling method was used to select the sample group. The sample size was 390 students who responded in the online form to the Adjustment Inventory for School Students (AISS) (Sinha & Singh, 1993), Function Dimension of Thinking Styles Inventory (Sternberg & Wagner, 1992), Meta–Cognitions Questionnaire–Adolescent (MCQ–A) (Cartwright–Hatton et al., 2004) and Identity dimension of Identity Style Inventory (ISI) (Brzonsky, 1992). In order to analyze the collected data, SPSS version 24 software was used to check descriptive statistics and Pearson's correlation coefficient and AMOS version 24 was used for the structural equation model. The significance level was 0.05.

Results showed that the direct effect of metacognitive beliefs on social adjustment was insignificant (β=–0.105, p=0.256). However, this relationship was significantly seen when the dimension of commitment in identity in identity was used as a mediator in the model (β=0.351, p=0.001). The direct effect of the three functions of thinking style on social adjustment was insignificant (β=0.110, p=0.285). However, three functions of thinking style had significant indirect effects on social adjustment when the dimension of commitment in identity was used as a mediator in the model (β=0.172, p=0.035). The estimated values for fit indices were RMSEA=0.030, CFI=0.96, IFI=0.91, NFI=0.96, GFI=0.96 and CMIN/df=1.91, which the model's fitness confirmed.

According to the results, boys' thinking styles, metacognitive beliefs, and commitment to identity play important roles in their social adjustment. The commitment to identity acts as a mediator in all these relationships.

The purpose of this study was to develop a structural model of the relationship between personality and academic competence mediated by academic self-efficacy. The research method was descriptive-correlational and the purpose of the research was applied. It is practical in terms of purpose. The statistical population of this study included all female high school students in the academic year 2020-2021 in Tehran, of which 610 students were selected by multistage random sampling. The instruments used in the present study included the NEO Five-Factor Inventory by Costa & McCrae (NEO-FFI), Academic Competence Evaluation Scale (ACES), and Perceived Academic Self-Efficacy Scale (PASE). The data were analyzed by structural equation modeling using version 24 of AMOS software. The results showed that the structural model had acceptable agreement with the collected data. In this study, the indirect path coefficients between conscientiousness and extraversion and academic competence were positive and significant at the 0.01 level, and the indirect path coefficient between neuroticism and academic competence was negative and significant at the 0.01 level. Academic self-efficacy seems to be one of the expressions of personality traits that influence students’ perception of competence. Based on the results of this study, school counselors, therapists, and child and adolescent therapists are recommended to measure and assess students’ level of academic self-efficacy in order to identify and consider its manifestations on students’ academic competence.

Given the prevalence of divorce and the growing trend of marital problems, it is necessary to investigate the factors that affect the interpersonal relationships of couples. Therefore, this study aims to investigate the mediating role of self-compassion in explaining the causal relationship between communication skills and emotional expression with empathy in divorce applicants.

This was a descriptive-correlational study with path analysis. The statistical population consisted of all men and women who applied for a divorce (age range: 30-50) and were referred to the counseling centers of the Judiciary in Tehran City, Iran, during 2020-2021. The sample size included 396 cases and it was selected via the convenience sampling method. To collect the data, standard questionnaires of self-compassion, communication skills, couple empathy, and emotional expression were used. The data were analyzed using the SPSS software, v. 21, and AMOS v. 24.

The results showed the fitness of the model (comparative fit index=0.953, goodness of fit index=0.954, adjusted goodness of fit index=0.895 and root mean square error of approximation=0.082). The model explained about 34% of the variance of a couple’s empathy in divorce applicants.

Based on these findings, the relationship between a couple’s empathy with communication skills and emotional expression is not a direct relationship and various factors, such as marital empathy can strengthen or weaken this relationship.

The current research was conducted with the aim of knowing the difference between generations and getting to know the psychosocial characteristics of generation Z. In this research, the issue was examined in a documentary way and by studying the background check and the studies done. First, the generation and the different definitions given about generations, then the difference between generations and the characteristics of generation Z were examined more specifically. Based on the studies, it was found that generation Z people in our society have basic human needs in addition to physiological needs; The most important of which is believing in them, needing to be heard and paying enough attention to them. The people of this generation need progress, and to achieve this progress and self-fulfillment, the company and family are necessary.

Children with Attention Deficit Hyperactivity Disorder are a good target group for cognitive rehabilitation Because their behavioral problems, including inattention, impulsivity, and hyperactivity, have a specific cognitive and cerebral origin. This adaptation of behavior to cognitive function provides an opportunity to repair behavior by strengthening cognitive function. This study aimed to compare the effectiveness of cognitive rehabilitation based on virtual reality technology as a new method and classical cognitive rehabilitation in improving the executive functions of children with attention deficit hyperactivity disorder.

This research was a quasi-experimental study using a pre-test-post-test design with a control group. The statistical population included all children aged 7-12 years with Attention Deficit Hyperactivity Disorder in Tehran in 1398 who were selected by convenience sampling method and randomly divided into 3 groups of 12 people. In the pre-test stage, participants were assessed with the Attention Deficit Hyperactivity Disorder Rating Scale and the Computer Integrated Visual and Auditory Test (IVA-2). The first group received a virtual reality-based cognitive rehabilitation package and the second group received a Captain Log computer cognitive rehabilitation package, 12 sessions twice a week. No intervention was performed in the control group during this period. Post-tests were taken from all 3 groups after the intervention. Univariate analysis of covariance (ANCOVA) was used to analyze the data using SPSS software v. 26.

This study was approved by the Research Ethics Committee of the Islamic Azad University, Central Tehran Branch (Code: IR.IAU.CTB.REC.1400.001). 

The results showed that both methods of cognitive rehabilitation intervention had a significant effect on cognitive functions (selective attention, sustained attention) of Attention deficit hyperactivity disorder (ADHD) children (P<0.01). But no significant difference was observed between the mean scores of selective attention and sustained attention in the first experimental group and the second experimental group (P>0.05). 

Virtual reality-based cognitive rehabilitation is as effective as classical cognitive rehabilitation on selective attention and sustained attention in children with ADHD. Virtual reality-based cognitive rehabilitation can be used as a new approach to rehabilitating this disorder.

The purpose of this study is to modeling social adjustment based on metacognitive beliefs with a mediating role in the commitment of identity in high school students. The research method was applied type and in terms of collection method، it was descriptive and structural equation modeling (SEM) method was used. The statistical population included all second course high school boy students in Robat Karim in the academic year 2020-2021. Using random multi-stage cluster 390 students were selected. The research tools included the Brzonsky Identity Style Inventory، Sinha & Singh Adjustment Inventory، Thinking Styles Questionnaire and Adolescent Version of Meta-cognition Questionnaire. The collected data were analyzed by structural equation modeling. The results showed that the proposed model fits well with the data. The direct effect of metacognitive beliefs on social adjustment was significant (β = .174, p<.05) but the standard effect of indirect metacognitive beliefs on social adjustment with the mediating role of commitment (β =., 029, p> .05) and also the full effect These metrics are not significant.

Therefore, the variable of commitment could not play a mediating role between the two variables of metacognitive beliefs and social adjustment.

The World Health Organization has recently identified COVID-19 as a pandemic. The outbreak of the disease has caused many people around the world to become extremely frightened and they show phobic signs. The purpose of the present study was to develop and normalize of Germophobia Questionnaire (GPQ).

The participants were 113 individuals (74-female) of the Iranian population. They completed the GPQ and Y-BOCS.

All ethical principles and privacy policies of the results informed the participants. This study was approved in the second session of the Psychological Committee of the Islamic Azad University of Tehran’s province in March 2020.

 The results illustrate that the GPQ has acceptable internal consistency with Cronbach’s alpha coefficient (a=0.67), reliability coefficients with split-half (0.72), and one-week test-retest (r=0.73); in addition, the GPQ demonstrate moderate convergent validity with contamination obsessions checklist of Y-BOCS (r=0.44) as a convergent coefficient; and finally, the exploratory factor analysis indicates three-factors of the GPQ. 

Based on these findings, the GPQ has acceptable and good psychometric properties; researchers can use the GPQ as a reliable and valid instrument for assessing the germophobia levels in epidemic and pandemic crises like COVID-19.

Learning to live together with moral values is one of the major topics in education today. Much research has been done on peace education, but the combination of peace education and good education on academic empowerment, including interpersonal relationships and students' academic motivation, has been neglected.

The aim of this study was to investigate the effectiveness of peace and integration training on improving interpersonal relationships and academic motivation of female high school students in Tehran.

The research was conducted by quasi-experimental method with pre-test-post-test design with experimental and evidence group and one-month follow-up. Its statistical population was female high school students in District 19, Tehran (5901 people) in the academic year of 2019-2020. Sample: 40 students were purposefully selected, and randomly divided into 2 groups of 20 people. The research instrument was Diperna and Elliott (1999) Competency Assessment Scale. For the experimental group, an integrated training program for integrated peace and well-being training, including 8 90-minute sessions over 8 consecutive weeks, was implemented. Finally, both post-test and one month later, follow-up test was taken. The collected data were inferentially analyzed by repeated measures analysis of variance and Bonferroni post hoc test with Spss-22 software.

The combined education of peace and good choice had a positive effect on interpersonal relationships and students' academic motivation (P <0.01). This effect was also significant in the follow-up phase.

Integrated peace and good education can be used as an effective way to improve interpersonal relationships and students' academic motivation.

The purpose of this study is to investigate the effective role of educating moral values ​​on the manifestation of human personality perfection from the perspective of Quranic teachings. One of the important issues on the manifestation of human personality perfection in the country's educational system is the effective role of training moral competencies. The present study is a qualitative research and examines the variables of this research using a descriptive-analytical method. The results of the present study show that personality perfections from the perspective of Quranic teachings are not limited to inherent dignity and a person can increase it by approaching God and piety and acquire a higher value, and this value is an acquired value; But according to verses and hadiths, the basis of our treatment of others is good morals and preserving their inherent dignity. Adherence to the principles of education of moral values ​​means the possibilities, necessities and position of human life in the field of education, and methods mean the strategies and assumptions that we adopt according to the principles to achieve great goals.

cheating is one of the forms of abuse that has become one of the biggest concerns of educational institutions. Therefore, the aim of the present study was to Provide a model for explaining the impact of achievement goals, social comparison, cognitive-emotional trust, and imbalance between effort -reward on student cheating behavior.
Structural equation modeling was the method used in this research. The statistical population of this study consisted of 384 students selected from male second- high schools in 4 districts of Tehran in the academic year 2017-2018. According to Morgan table, the sample size was specified; and cluster random sampling method was used for sample selection. Achievement Goals Questionnaire, developed by Migli et al., 2000; Social Comparison Scale by Chan and Parandrgst, 2007; Cognitive -Emotional Trust Scale by Yang and Mohsedler, 2010; Effort-Reward Imbalance Questionnaire by Sigrist, 2010; and cheating Behavior Questionnaire by Newstead et al., 1996 were applied for collecting data. For data analysis, Pearson’s correlation with SPSS 20 and Amos 24 (α = 0.05) were used.
A significant positive correlation was found between avoidance (r=.560, P <0.01), performance (r = .329, P <0.01) and cheating behavior.Whearas, there was a significant negative correlation between avoidance subscale and cheating behavior (r =-429, p <0.01). Mreover, there was no significant relationship between imbalance effort-reward and cheating behavior. However, emotional trust (r=.391, P <0.01) and cognitive trust (r=.145, P <0.01) were positively correlated with cheating behavior.
The results obtained in this study indicated that social comparison and cognitive-emotional trust variables have the power to explain the scores of cheating behavior.  However, the other two variables of this study and model did not show a significant relationship with it..

Aim and Background:

Improving the quality of life and controlling blood glucose in patients with diabetes is one of the most important goals of interventions and health promotion programs in these patients. The purpose of this study was to develop a health model in type 2 diabetic patients based on psychological toughness, health literacy, self-efficacy and beliefs. Health is mediated by self-management behaviors and social support.

Methods and Materials:

The research method is analytical and structural equations. The statistical population of this study includes all patients with type 2 diabetes referred to diabetes clinics in abadan in 1398. Random sampling method was used to select the sample. 254 patients with diabetes were selected based on inclusion and exclusion criteria. Research instruments psychological toughness questionnaire (Kobasa, 1984), health literacy questionnaire (Montazeri, 2014), tobert and glasgow self-management behaviors questionnaire (1994) and quality of life questionnaire (Bruges, 2004) and wax social support questionnaire, 1986), health beliefs questionnaire (Kartal, 2006) and the self-efficacy questionnaire (Stanford, 2001).

Findings showed that health beliefs have a direct and significant effect on the health outcomes of patients with type 2 diabetes (P≤0.001) and self-efficacy has direct and indirect effects on health outcomes (mediated by self-management behaviors) (P≤0.001). Health literacy had no direct and significant effect on the quality of life of patients with type 2 diabetes (p≥0.001). Psychological hardiness has direct and indirect effects on health outcomes (mediated by self-management behaviors) (P≤0.001) and the effect of social support on health outcomes was not significant (P≥0.001).

Considering the role of health beliefs and self-efficacy and persistence on health outcomes in patients with type 2 diabetes, it is recommended to use these variables in quality of life and self-care programs of this group of these patients.

The Coronavirus Disease-2019 (COVID-19) has recently been identified as a pandemic by the World Health Organization. The outbreak of the disease has caused numerous individuals around the world to become extremely frightened and subsequently present the signs of phobia. Fear is the basic emotion of anxiety disorders and individuals cope with their emotions by different strategies. The present study aimed at developing and validating Emotion Regulation Strategies for Germophobia Questionnaire (ERS-GPQ).

The study participants were 99 individuals (74 females) of the Iranian population with concerns about germs who were selected with the snowball sampling method. They completed the ERS-GPQ and GPQ in the Google Forms platform.

The present study results illustrated that the ERS-GPQ has acceptable internal consistency with Cronbach’s alpha coefficient (a=0.61), reliability coefficients with split-half (0.70), and one-week test-retest (0.92); the ERS-GPQ also presented a moderate positive correlation with the contamination obsessions checklist of GPQ (r=0.44) as the convergent coefficient. Besides, the confirmatory factor analysis indicated 2 factors of the ERS-GPQ. Finally, the ERS-GPQ has 2 components with good convergent and discriminate validities and composite reliability.

Based on the current research findings, the ERS-GPQ has acceptable and good psychometric properties; researchers can use the ERS-GPQ as a reliable and valid instrument for assessing ER strategies concerning germophobia. Furthermore, it has some considerations for practitioners in epidemic and pandemic crises, like COVID-19.

The aim of the present study was to investigate the structural model of student motivation based on the teacher-student relationship, school attachment, and metacognitive awareness through self-mediated disabling. The approach used in this analysis was the structural equation modeling correlation. The statistical population of this study included all male and female high school students in the 22.0 Tehran districts in the academic year of 2017-18 in the second year of high school. Based on the table by Jesse and Morgan, stratified random sampling was used to select 480 individuals. They were selected and answered the Motivation Questionnaire (AMS), Teacher-Student Relationship (IT-SR), School Attachment (SAQ), Metacognitive Awareness (MAI), and Self-Handicapping Scale (SHS). Pearson correlation with SPSS software version 20 and path analysis with Amos software was used to analyze the data. Demographic findings show that most of the sample cases are boys and 17-year-olds. It can be concluded that Teacher-student relationships has an indirect effect on Academic motivation by mediating role of Self-handicapping (p <0.05). But the indirect relationship between attachment to school with Academic motivation was  not confirmed (p>0.05). The results showed that the teacher-student relationship with academic motivation was significant and school attachment has a direct and significant relationship with academic motivation, while the indirect effect was not significant. Also, the relationship between metacognitive awareness and academic motivation with the presence of self-medicated mediation was directly and indirectly significant. Given the importance of the role of the mentioned variables on students' academic motivation, efforts should be made to create conditions for promoting students' academic motivation by creating a supportive and positive, active, and vibrant environment.