فهرست مطالب noorali farrokhi

Research evidence indicates that several factors play a role in the academic adjustment of students, which due to the importance of parenting styles, psychological capital, quality of life and academic emotions, as well as the research gap in the field of providing a coherent model in this field, conducting more studies is necessary to It seems.

The purpose of the present study was to formulate and test the model of academic adjustment based on perceived parenting styles with the mediation of psychological capital, quality of life and academic emotions.

The present study was a description of the type of correlation studies using structural equations. The statistical population of this research included all the students of the third grade of the second high school for girls and boys of Fardis city (2537 people) in the academic year 2018-2019, of which 570 people were selected as a statistical sample based on the cluster sampling method. The data collection tools include 5 questionnaires of perceived parenting methods of McLone and Merrell (1998), quality of life questionnaire (Muntzari et al., 2014), Lutans et al. psychological capital questionnaire (2007), Pakran academic emotions questionnaire (2002) and the academic adjustment questionnaire of Sinha and Singh (1993). The data were analyzed by Pearson's correlation test and structural equations.

The results showed that perceived parenting styles, psychological capital, quality of life and academic emotions have a direct and significant effect on academic adjustment (P< 0.05). Also, parenting styles perceived through mediating variables had an indirect and significant effect on academic adjustment (P< 0.001).

Based on the results of this study, it can be said that the structural model of the research has a good fit, and therefore, the use and application of this model in the problems of academic adjustment of students can be helpful to educational psychologists, teachers, managers, parents and education specialists

In order to increase the precision of measurement, survey studies apply scales for the evaluation of latent features. This study aimed to examine differential item functioning (DIF) of Academic Alienation scale items in students based on the Item Response theory (IRT) framework. DIF analysis is used to test the hypothesis if the item parameters for the different groups of identical ability are invariant. DIF analyses of gender and education duration were performed using a sample of 1100 Psychology and educational sciences students in the city of Tehran. The Academic Alienation items (Burbach, 1972) studied were 4-point Likert-type scales. The questionnaire had three subscales: isolation, meaningless, and powerlessness. Analyses were conducted using the graded item response model with likelihood ratio (IRT-LR) tests of DIF. DIF analyses were conducted with 4 anchor items and after Bonferroni adjustment only 3 items based on gender and 2 items according to education duration were detected with meaningful DIF. The explanation of DIF detection can be discussed based on the cultural context of universities. Sexual inequality, teachers’ attitudes, university management policies, and finally educational injustice may be the reasons for the sense of academic alienation in students.

Depression during adolescence can lead to various psychological and social problems that often persist into adulthood.

The aim of this research was to investigate the effectiveness of cognitive-behavioral therapy based on mental imagery on depression symptoms and autobiographical memory in adolescents.

The present study employed a multiple baseline case study design. The study population included adolescents aged 12-18 who sought treatment at non-governmental psychological clinics in the city of Rasht during the years 1401-1402. The sample size consisted of three participants selected through purposive sampling. The instruments used were the Beck Depression Inventory (Beck et al., 1996) and the Autobiographical Memory Test (Williams & Broadbent, 1986). Descriptive statistics, effect size, percentage of improvement, and mixed regression were used for data analysis with SPSS 24 software.

The results indicated that the cognitive-behavioral therapy package based on mental imagery significantly reduced depression symptoms in adolescents (p < 0.05) and increased meaningful self-report memories while decreasing more general self-report memories (p < 0.05).

When individuals approach specific memories through mental imagery instead of avoiding or neglecting them, hidden emotions become apparent, providing the individual with new meanings of those images and contributing to mood improvement. Considering the effectiveness of cognitive-behavioral therapy based on mental imagery on depression symptoms and autobiographical memories in adolescents, it is recommended that healthcare practitioners working with individuals diagnosed with depression take note of the findings of this research.

The risk-taking behaviors have increased among Iranian girls in recent years and risk-taking behaviors endanger their physical, mental, and social health. Therefore, present study aimed to discriminational role of metacognitive beliefs, identity styles, negative repetitive thoughts, resilience in prediction tendency to high-risk behaviors in girls aged 16-18 years. The research design was a two-group diagnostic function. The statistical population consists of all girls students aged 16-18 years in Karaj city in year academic 2019-2020. In this study, according to convenience sampling method, 360 people female students by formula Kline (2016) were selected as samples and participants were divided into two groups (64 girls as high risk and 296 girls as normal). Participants responded to Iranian adolescents risk-taking scale of Zadeh Mohammadi and et al (2011), meta-cognitions questionnaire of Cartwright-Hatton & Wells (1997), revised identity style inventory of Berzonsky and et al (2013), repetitive thinking questionnaire-10 of McEvoy and et al (2014) and resilience scale of Connor and Davidson (2003). Data were analyzed by SPSS-24 software, using discriminant analysis method. The results showed that metacognitive beliefs, identity styles, negative repetitive thoughts, resilience can help to prediction tendency to high-risk behaviors. Function discriminant analysis assigned 98/1 percent of the normal girls and high-risk behaviors. Based on the results of the present study, metacognitive beliefs, identity styles, negative repetitive thoughts, resilience is an important step in identifying the factors that are effective in tendency to high-risk behaviors in adolescents. Therefore, the results study can be useful for the design and development of on tendency to high-risk behaviors in adolescent’s prevention programs.

The learning environment has elements and tools that make it possible for learners to make optimal use of educational content and help them achieve educational goals. But if learners are left without support and attention in the learning environment, there is the possibility of boredom of loneliness, fatigue from not understanding the educational content, and finally leaving the learning environment. Therefore, the learner must be somehow preserved in the learning environment and help him when needed. The presence of educational agents in e-learning environments can motivate the learner, draw more and longer attention to the subject, and ultimately better learning and deeper understanding of the subject matter.

A sequential exploratory mixed research method were used to answer the research questions.Participants in the study were faculty members, graduates, and PhD students in instructional technology. In order to validate the findings, the method of structural equations was used and the suitability of the factor model of the educational agentchr('39')s characteristics was confirmed and to evaluate the content validity ratio of the model (CVR), the Lawshe questionnaire was used.

Based on the findings, all the components of the designed model were evaluated positively and it was determined that all the components of the model have the appropriate content validity.

Due to the fact that the designed model has a good content validity, it can be used by designers of learning environment and it is suggested that designers and those involved in the field of medicine in designing their educational content use the model of learning environment based on the educational agent and use the educational agent to improve the learning environment and learning quality for their students.

Clinical symptoms of autism spectrum disorder are diverse and include neurodevelopmental and cognitive impairments, as well as memory deficits, which are one of the most challenging areas for these individuals.

The present study aimed to develop and validate a neurocognitive rehabilitation program and evaluate its efficacy on reaction time, recognition of shape, and visual-spatial memory in high-functioning male teenagers with autism.

The study was conducted as a quasi-experimental design with pre-test and post-test measures and a one-month follow-up session. The population included male teenagers with autism attending special schools in Tehran during the academic year 2022-2023. A total of 30 participants were selected from this population using convenient random sampling and assigned to experimental and control groups. The participants received ten one-hour sessions of intervention over a period of 1.5 months, and Sina cognitive software was used in three stages: pre-test, post-test, and follow-up. Independent t-test was used to compare the change scores between the two groups, and repeated measures analysis of variance was used to examine the stability of the intervention's effectiveness.

The results showed a significant reduction in reaction time for simple reaction (t(28)=3.16, d=0.83, P=0.004) and selective reaction (t(28)=8.11, d=0.76, P<0.001) in the experimental group compared to the control group in the post-test and follow-up stages. Moreover, the experimental group showed a significant improvement in pattern recognition (t(28)=10.67, d=0.893, P<0.001) and visual-spatial memory (t(28)=10.90, d=0.884, P<0.001) compared to the control group in the post-test and follow-up stages.

Computer-based cognitive exercises are effective in improving cognitive performance and memory in individuals with autism. If these exercises are combined with sensory and motor interventions, better and more sustainable results can be achieved.

Understanding the concept of well-being from the perspective of the elderly and identifying its important factors can play a significant role in increasing the quality and satisfaction of the elderly. The purpose of the current research was "to design and validate a model for promoting the well-being of the elderly based on lived experiences and to examine its effectiveness on the psychological well-being of the elderly". 

In this study, the descriptive phenomenology method was used to collect data and the Claysey method was used to analyze the data in the qualitative part. The number of participants was based on theoretical saturation of twenty elderly men and women living in Tehran province. Data were collected through semi-structured in-depth interviews. The obtained data were analyzed to explain the well-being factors in old age. The program obtained from the qualitative phase to improve the well-being of the elderly was taught to six elderly volunteers based on the AB single-case plan, and the results were evaluated through the RIF well-being questionnaire. Quantitative data analysis was done during the methods of stable change index, visual analysis and clinical significance using the recovery percentage formula and non-overlapping methods to determine the effectiveness of the program.

Five themes were extracted from the findings in the qualitative section, which include vitality, health and dynamism, Personal growth and enrichment, interpersonal relationships, and strength. Data analysis showed that the welfare program obtained for four volunteers of this program is effective. It should be noted that in single-subject designs, when the researcher can talk about the possibility of a functional relationship between the dependent variable and the intervention, this relationship is repeated for at least three participants.

The results of this research can be used by many psychologists, counselors and experts in the field of geriatrics in the field of how to advise and educate the elderly in order to increase the well-being of the elderly. In addition, the officials and trustees of the elderly can expand the welfare in the elderly society by implementing the elderly welfare program, which will reduce the adverse effects of aging among them and make them more cheerful and energetic.

The aim of this study was to compare the effectiveness of executive function training and play therapy on promoting the learning of mathematical concepts in students with learning disabilities.

This was a quasi-experimental study with a pretest-posttest design with a control group. The statistical sample consisted of 45 third grade elementary students, who were selected by purposeful sampling method and were replaced in three groups of “executive functions training”, “play therapy” and “control group”. The research tool was the K-Matt mathematical test. The experiment participants were trained in 10 sessions of 90 minutes.

The research findings showed no significant difference between the effectiveness of executive function training and play therapy on learning of mathematical concepts (P<0.01).

The results showed that both executive functions and play therapy interventions have beneficial effects on learning of mathematical concepts in students with math learning disability.

Background &

Autism spectrum disorder is one of the neuro-developmental disorders that, according to the latest edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), has two major symptoms: deficits in social communication and social interaction, as well as behaviors, interests and limited and repetitive activities are identified (1). This disorder is one of the childhood disorders that attracts many studies in the field of psychology every year (2). The average rate of autism disorder in epidemiological studies is 5 cases per 10,000 people. The range of reports varies from 2 to 20 cases per 10,000 people. But more recent studies about the prevalence of autism disorder is 1 in every 100 births. The prevalence rate in boys is 3 to 4 times that of girls. These children show undesirable behaviors, such as stereotypic movements, aggression and self-harming behaviors. They also have problems in understanding and using social rules and behaviors, conversational gestures, non-verbal behaviors and movement coordination (3).

This research was semi-experimental with a pre-test-post-test design with a control group, which is one of the practical studies. The statistical population of the present study consisted of all children with autism disorder with high functioning under education in schools of Shahryar city in 2018-2019. Among the mentioned children, 24 people were randomly selected in two experimental and control groups using available sampling method. Gilliam's Autism Rating Questionnaire (1995) was used to collect the required data, and Lovas's (1987) applied behavior analysis program was used for intervention. The data were analyzed using univariate analysis of covariance (ANCOVA).

The applied behavior analysis program has improved the linguistic indices of children with autism spectrum, so that after the intervention, a significant difference was observed between the experimental and control groups. In general, it can be concluded that the intervention of applied behavior analysis is effective in reducing autism symptoms and increasing skills. After organizing the training sessions, the credibility of the program was evaluated based on the agreement of the supervisors, which included 10 teachers and specialists in the education of exceptional children with a history of teaching and training autistic children and other exceptional children at least 7 years old and at most 18 years old, in such a way that The agreement coefficient of the observers of the program was calculated based on the Content Validity Indexcoefficient of 0.82, which is why it is necessary to mention that the applied behavior analysis program had good validity. In order to clarify the findings of the present study and other similar existing studies, it is necessary to mention that the applied behavior analysis approach is performed using Skinner's behavior change methods. The basis of this method is to increase the probability of repeating and increasing behaviors that are encouraged, and on the other hand, the probability of removing behaviors that are not paid attention to increases (20). Another factor that causes the applied behavior analysis method to reduce destructive behaviors and communication defects and increase the language skills of children with autism is the division of each skill into smaller components, so that whenever these components If they are done correctly and carefully, the child is encouraged and therefore the child's motivation and desire to learn linguistic indicators and its other components increases (21). It can also be pointed out that by practicing and repeating skills at home and by family members and in fact with the support of parents and other close people, it can lead to the permanence of the linguistic indicators of the affected child; Because maintaining and generalizing the learned skills requires exercises and guidelines outside the school environment and requires continuous parental intervention in the language skills of the child with autism. In fact, linguistic indicators, like social skills, should be generalized from one educational environment to other suitable environments and from the form of mutual relations with one group to mutual relations with other groups and maintained over time. On the other hand, the results of the present study indicated the favorable validity of the program developed based on the principles of applied behavior analysis. In such a way that the implementation of an intervention program on a group of high-functioning autistic children led to a significant improvement in language indicators compared to the control group. In this regard, it should be noted that teaching communication and language skills with a child with autism spectrum disorder will lead to the improvement of these skills and the reduction of the symptoms of this disorder. Also, since the improvement of verbal skills forms the basis of every person's life and leads to social growth, which in turn accelerates intellectual, linguistic and other developmental aspects of a person; Therefore, teaching these skills to high-functioning autistic children is of particular importance. On the other hand, in applied behavior analysis, it has been tried to reveal the relationship between the environment and the child's behavior through careful observation of the child's behavior, its detailed evaluation and analysis, as well as those characteristics of the environment that can lead to the creation of new behavior. or reduce behavior in the child, be discovered. Therefore, the interventions made by applied behavior analysis can be done by child therapists, parents, teachers and other relatives of the person and it is hoped that with this method the child's language indicators can be improved. Since the improvement of linguistic and verbal indicators of children on the autism spectrum causes the improvement of other symptoms of the autism spectrum and the hope of academic progress in this group is seen with the development of verbal and non-verbal language; Therefore, it is recommended that in order to use the compiled program based on the principles of applied behavior analysis, other audio-visual devices and music should be used in order to develop vocabulary and use words correctly. By holding educational workshops for teachers of exceptional schools and parents of children on the autism spectrum and highlighting the importance of improving the communication and language skills of these children, parents and teachers should try to familiarize themselves with the implementation methods of the applied behavior analysis program and how to proceed with the sessions. The program should be given to families and coaches in the form of instructions for implementing the program.

According to the findings, it can be concluded that the applied behavior analysis intervention is effective in reducing autism symptoms and improving language indicators. The results of this study indicate that due to the increase in the prevalence of autism in the last decade, it is necessary to pay more attention to the use of behavioral interventions and preventive programs.

One of the most common mood disorders is depression. This disorder always leads to disruption of social adaptation and daily life performance of people. Emotional memory management, as a method based on regulating emotions, is one of the accepted methods for improving many psychological disorders, including depression. Despite the use of emotional memory management training in various researches, limited studies have investigated the effectiveness of emotional memory management training on the social adjustment of women and men with depression symptoms.

The present study was conducted with the aim of investigating the effectiveness of the emotional memory management training package on the social adjustment of women and men with depressive symptoms.

The current research design was a semi-experimental pre-test-post-test type with a control group and a three-month follow-up. The statistical population of the research included all the male and female employees of the Ports and Maritime Organization and the army navy employees and their families living in Tehran, who had referred to a counseling center in Tehran during the years 2017 to 2018 due to depression. The statistical sample was selected among the people of the statistical population in an accessible and purposeful way and randomly divided into two groups of 30 people, Experimental and control (15 men and 15 women in each group). The experimental group participated in emotional memory management training sessions (a program compiled by the researcher) for 12 sessions of 75 minutes, and the control group was not given any training during this period. Social adjustment (Bell, 1961) and depression (Beck et al., 1996) questionnaires were used to collect data. To analyze the data, the analysis of variance test with repeated measurements was used, and SPSS version 25 was used for statistical calculations.

The research findings showed that emotional memory management package training has a positive and significant effect on the social adjustment of depressed men and women. Also, there is a significant difference between the mean social adjustment scores of pre-test, post-test and follow-up (P<0.001).

According to the obtained results, it seems that in the emotional memory management training program, people learn how to interact with each other, express their emotions appropriately, and correct their emotional expression problems. Therefore, by increasing the capacity of emotional and communication knowledge, people's social adjustment is improved.

The purpose of the present study was to investigate the relationship between authentic leadership and organizational commitment of employees with the mediating variable of job satisfaction in the 4th education and training region of Tehran.In terms of the basic purpose, this research was a method of collecting field data and in terms of the implementation method, it was a descriptive correlation type. The statistical population included all the employees of the Department of Education and Culture of the fourth education and culture region of Tehran, numbering 420 people, using the Karjesi and Morgan table and the relative stratified random sampling method, 201 people as the volume The sample was selected.The data collection tools were the standard questionnaires of Asil Aliu et al.'s leadership style (2007), organizational commitment by Allen and Mayer (2007), and job satisfaction by Smith and Hevlin (1969). The validity of these questionnaires was confirmed by experts, and reliability was calculated through Cronbach's alpha coefficient (0.90, 0.88, 0.86 percent) respectively.The results showed that the explanatory model of organizational commitment based on authentic leadership and job satisfaction is suitable based on the experimental data obtained. Also, the results showed that there is a significant relationship between authentic leadership and the organizational commitment of employees and job satisfaction with the organizational commitment of employees of the 4th district of Tehran.It also showed that there is a significant relationship between authentic leadership and organizational commitment with the mediation of job satisfaction of the employees of the Department of Education,.

This research was conducted with the aim of developing and validating the model of marital satisfaction in pandemics and investigating its effectiveness on psychological well-being being during the coronavirus pandemic.

In this research, a mixed research method was used (in the qualitative part, the systematic method of grounded theory and in the quantitative part, the semi-experimental method and single-subject method with AB design). The research participants in the qualitative part were 24 married women (12 with marital satisfaction and 12 without marital satisfaction) who were selected by following the necessary criteria and the purposive sampling method until data saturation was reached. The target population in the quantitative section was married women aged 25 to 55 with children aged 6 to 13 in Tehran, 3 of whom were selected by purposive sampling and participated in the intervention. The data collection tool in the qualitative part was a semi-structured interview, and in the quantitative part, The ENRICH Marital Satisfaction (EMS) Scale (1993) and Ryff Psychological Well-being (PWB) Questionnaire (1988). The data were analyzed in the qualitative part, using the Strauss and Corbin constant comparison analysis method (in three stages of open, axial and selective coding and in the quantitative part, based on visual analysis indicators.

Data analysis in the qualitative section led to the identification of 79 open codes and 26 axial codes and 4 selective codes including: “communication needs; Personality characteristics; social factors and behavioral strategies". After integrating the categories, the model of marital satisfaction during the coronavirus pandemic was developed and its content validity was confirmed. The results of the research in the quantitative part showed the effectiveness of the model-based intervention on psychological well-being.

Based on the results of the present research, the extracted model can be used to conduct counseling interventions in the fields of couple and family to facilitate adaptation to similar crises.

The purpose of this study was to investigate the mediating role of impulsivity and emotional dysregulation in the relationship between affective and emotional temperament and self-harm behaviors in university students

The Method of the present study was descriptive-correlational research using structural Equation Modeling (SEM) method. The statistical population of the research was all students between the ages of 18 and 25 in the city of Mashhad that 630 of them were selected through convenience sampling technique. The instruments for data collection included The Deliberate Self-Harm Inventory, The Affective and Emotional Composite Temperament (AFECT) scale and Difficulties in Emotion Regulation Scale (DERS) and Barratt Impulsiveness Scale-11. The data were analyzed using the Structural Equation Modeling (SEM) technique and R software.

The results indicated that the hypothesized model had a good fit with the observed data.(RMSEA0/08). The results showed that the variables of impulsivity (β=0/29, p<0/001) and emotional dysregulation (β=0/50, p<0/001) have a direct positive and significant effect on self-harm behaviors. also impulsivity and emotional dysregulation mediated the relationship between affective and emotional temperament with self-harm behaviors(β=0/294, p<0/001).

Results showed that the impulsivity and Emotional Dysregulation can partly explain the association between Temperament and Self harm behavior. Therefore, it is necessary to pay special attention to skills such as emotion regulation and impulsivity.Keywords:, Emotional Dysregulation, impulsivity, Self-harm Behaviors, Affective and Emotional Temperament.

The main purpose of this study was to identify the optimum approach to analysis of epistemic data in measuring personality traits. For this purpose, MPLUS software and lavan software package simulate different formats of response scales, and two traditional scoring approaches and Thurston's IRT method were compared in some of the most important psychometric outcomes. Overall the findings of the study indicated that the Thurstonin IRT approach performs better than the traditional scoring approach in accurately estimating actual scores, criterion validity, locating a person on the attribute continuum. Also, the research findings showed that the average correlation between estimated scores and actual scores for all three correlation coefficients (0, 0.25 and 0.50) in Thurstonian Item Response Theory is higher than the scores obtained from the classical method; True for all three correlation coefficients, in Thurstonian Item Response Theory more than classical method scores and mean experimental reliability scores for correlation coefficients 0.25 and 0.5 with classical method are higher than scores obtained by Thurstonian IRT method, but for coefficient The mean correlation of the mean scores of the Turestonian IRT method is higher than the classical scores. The findings also showed that the difference between the two tests, both Classical and Trestonium IRT, was significant for both the 48 and 96 questions, and the correlation between estimated scores and actual scores in the Thursetonium IRT method was more than the classical method.

The purpose of the research was to teach positive youth development to parents and to investigate its effectiveness on psychological capital and anxiety of adolescent girls.

The research method was semi-experimental with pre-test, post-test design and control group. The research population included all the students of the female junior high schools in district one of Tehran city and the research sample was 30 girls, who were selected through available sampling method and randomly placed in groups. The experimental group participated in the positive development training program of Hossein-Abad et al, 2018 during 12 two-hour sessions. The data collection tool was anxiety questionnaire (Spielberger, 1970) and psychological capital (Luthans, 2007). Data were analyzed using SPSS 24 software and analysis of covariance.

The results indicated that the mean post-test scores of the experimental group have increased significantly in psychological capital (F=21.199, P<0/05) and there has been a significant decrease in the component of anxiety state (F=4.688, P<0/05), which indicates the effectiveness of teaching positive youth development to parents on anxiety state and psychological capitals of adolescents.

Emphasizing the components of the positive youth development in teaching parenting skills to parents leads to the reduction of anxiety in adolescents and the promotion of psychological capital in them.

Today, the use of the Internet has brought many benefits to society, but this development has caused problems and disabilities in many dimensions for individuals, a problem known as internet addiction disorder. Many intrapersonal factors affect Internet addiction among adolescents. Various factors impact the tendency to become addicted to the Internet, among which interpersonal problems can be mentioned. Also, alexithymia plays a significant role in teenagers' tendency to use the Internet. Executive functions are cognitive and metacognitive processes that help teenagers pay attention to and finish the task's main points. Internet addiction is a disorder that causes disability and functional defects and creates psychological, social, academic, and work disorders. This study aims to model the structural relationships of internet addiction based on executive functions, interpersonal problems, and alexithymia in seventh–grade female students.

This descriptive–correlational study was based on regression structural equation modeling. The statistical population comprised all female students in the seventh–grade schools of districts 1, 7, and 8 of Tehran City, Iran, in the academic year of 2018–2019. We used Loehlin (2004) volume estimation method to determine the sample size. Basically, we considered 30 to 50 samples for each latent variable. So, considering 4 latent variables and the possibility of incomplete questionnaires, 260 students were selected using the cluster random sampling method. In this study, the inclusion criteria comprised female students in the seventh grade who were living and studying in districts 1, 7, and 8 of Tehran, were interested in cooperating in research, and lacked any mental illnesses. The exclusion criteria comprised a lack of cooperation in research and becoming sick. Data were gathered via the Cognitive Abilities Questionnaire (Nejati, 2013), the Inventory of Interpersonal Problems (Barkham et al., 1996), the Toronto Alexithymia Scale (Bagby et al., 1994), and the Internet Addiction Test (Young, 1996). Data analysis was also performed using structural equation modeling in SPSS 24 and AMOS 24 software.

The findings showed that the effects of total interpersonal problems (p<0.001, β=0.646) and executive functions (p<0.001, β=–1.257) on the Internet addiction variable were significant. Also, the direct effect of interpersonal problems (p<0.001, β=0.401), executive functions (p<0.001, β=–0.297), and emotional malaise (p<0.001, β=0.629) on the variable Internet addiction was significant. On the other hand, the indirect effects of interpersonal problems (p<0.001, β=0.245) and executive functions (p<0.001, β=–0.960) on the Internet addiction variable were estimated using the Bootstrap estimation method. The presented model had a good fit (AGFI=0.987, RMSEA=0.042, GFI=0.993, CFI=0.957, χ2/df=2.924).

According to the findings, the present research model has statistically acceptable fit indices. Executive functions and interpersonal problems are the most important factors in predicting Internet addiction. The results also showed how the emotional numbness variable can act as the mediating variable.

The aim of this research was to determine the effectiveness of the emotional memory management training package on emotional intelligence in women and men with mood disorders (depression).

This research was applied and quantitative research, pre-test-post-test semi-experimental with control group and statistical population, men and women aged 25-35, married with university education, who had referred to the psychology clinic due to depression symptoms. Also, the available sampling method was used to collect data, the emotional intelligence questionnaires of Barr-Ann (Ron Baron, 1980) and Beck depression (Aaron Beck, 1961-1996), as well as the emotional memory management training program, based on A review of sources was compiled. To investigate the effect of the independent variable on the dependent variable, covariance analysis was used to check the stability of the effectiveness of the training program in the 90-day follow-up period, the correlated t test with a significant level of α=0.01 was used, and SPSS software was used for statistical calculations.

There was a significant difference in the effectiveness of emotional memory management training on emotional intelligence in men and women.

This training has been more effective on the scales of emotional self-awareness, optimism, flexibility and empathy in women, and more on the scales of realism and impulse control in men; Therefore, with this training, specialists and psychologists can take steps to improve emotional intelligence and reduce mood disorders (depression).

The purpose of this study was to determine the psychometric properties of the academic well-being questionnaire among Iranian students.

The research method was a survey. The sample consisted of 200 girls and boys from the first and second high school of Seydun district from the district of Baghmalek in Khuzestan state, who were selected by random cluster sampling. The validity of the questionnaire and subscales was assessed by Cronbach's alpha coefficient, combined validity coefficient (or p-Delvin-Goldstein), and confirmatory factor analysis. Item reliability was measured by estimating reliability coefficients.

The results showed that the 6-factor model and 4-factor models had better fit than the one-factor, but the factor loads and the squared correlation for items of the school burnout in the 6-factor model are slightly larger than the factor loads and squared correlation for model M2.

The findings showed that the academic well-being questionnaire, in accordance with the definition of Tuominen-Soini et al (2012), includes four dimensions of school value, school burnout, schoolwork engagement, and satisfaction with educational choices among Iranian students.

One of the very important actions of Iran's exceptional education organization is to assess the academic readiness of children upon entering primary school, but this plan is facing important challenges. Therefore, the aim of the current study was to identify the existing challenges and provide the necessary strategies to overcome these challenges, using a systematic review method. In this way, theses and articles published in the years 1370 to 1400 in googlescholar, magiran, cilivica, SID, irandoc, and noormags databases were examined by searching the keywords of academic readiness, academic readiness assessment, and academic readiness test. Finally, based on the entry criteria, among the 88 investigated sources, 9 sources were included in the research and the results were classified, summarized and reported. The evaluation of the reviewed sources showed that the lack of an internal theoretical model appropriate to the culture, reliance on standardization instead of test construction, weak characteristics of psychometrics, and the predominant use of the classic theory of validity, which is known as the weak theory of psychometrics, were the most important challenges of this project. Due to the lack of a native model of academic preparation, it is necessary to develop a conceptual model arising from culture and build the necessary tools based on that model, using new psychometric methods such as questionanswer theory and network analysis.

The aim of this study was to determine the Effectiveness of Positive Youth Development Education on adolescents' psychological capital and anxiety. The study population was the first grade high school students in Tehran Region 1 and the study sample was 30 girls aged 12 to 17 years (15 in the experimental group and 15 in the control group) in the year 1999-99. The experimental group participated in a positive adolescent transformation training program during 12 two-hour sessions. Data collection tools were Spielberger Anxiety Questionnaire(1970) and Lutans Psychological Capital(2007). Data were analyzed using SPSS 24 software and analysis of covariance. The results showed that between the experimental and control groups in anxiety scores; Anxiety status, anxiety traits and psychological capital scores; There is a significant difference between optimism and self-efficacy (P> 0.05). The mean post-test scores of the experimental group increased significantly in the components of optimism and self-efficacy and decreased significantly in the components of anxiety, which indicates the effectiveness of adolescent positive development education on anxiety and psychological capital of adolescents. Emphasis on the components of positive transformation can be an appropriate practical program for the treatment of anxiety and the promotion of psychological capital with an emphasis on self-efficacy and optimism in adolescents.