saeideh sabzian

The study aimed to investigate the mediating role of boredom in the relationship between cognitive abilities and addiction readiness in students.

The present research employed a descriptive-correlational approach using structural equation modeling. 200 students from the second secondary school in Khorramabad city were selected using a multi-stage cluster sampling method. The tools used in this research included the cognitive abilities questionnaire, the multidimensional state boredom, and the addiction readiness scale. To analyze the research model, the structural equation model was employed using AMOS 24 software.

The findings showed that cognitive abilities had a significant direct effect on readiness for addiction, and boredom played a significant mediating role in this relationship. Overall, the results indicated that the model had a good fit.

It is suggested that educational systems take steps to enhance cognitive abilities and focus on relevant and effective structures. This approach can help reduce boredom and potentially decrease susceptibility to addiction.

The present study was done with the aim of the mediating role of academic ethics in the relationship between the perceptions of classroom quality and educational justice with educational citizenship behaviours.

The research method was descriptive-correlational and the statistical population of the study included all upper secondary girl students in khorramabad city to 9981 students, of which 240 were selected based on stratified random sampling method. To collect the required data from academic ethics Hosseini Nejad & et al (2016), educational citizenship behaviours Golparvar (2011), perceptions of classroom quality Gentry & et al (2002), educational justice Golparvar (2011) was used. Data analysis was performed by the SPSS-22, and AMOS-24 software.

The results showed that perceptions of classroom quality has a direct effect on educational citizenship behaviours and an indirect effect on educational citizenship behaviours through academic ethics. Educational justice had no direct effect on educational citizenship behaviours, but had indirect effect on educational citizenship behaviours due to academic ethics. In addition, academic ethics had a direct effect on educational citizenship behaviours.

According to the obtained results, knowing the factors affecting the application of the principles of educational justice and the learning environment of students by teachers can play a valuable role in the process and strategy of change in education; And this process also provides the basis for strengthening morals and ultimately educational citizenship behaviours (adherence to rules, helping and participating, establishing cordial relationships).

During the Corona period, loneliness became a major problem for many of their families and adolescents, which led to them educational problems. The purpose of this study was to investigate the mediating role of academic alienation in the relationship between loneliness with academic self-handicapping of gifted students of gifted students during e-learning.

The research method was correlation of the type structural equation modeling. The population of this study included all the population of this study includes all female high school students of Farzanegan Secondary School who were studying in the academic year 2020-2021. The statistical sample size was determined based on the rules of thumb Kline equal to 170 people, which was done by available sampling method and online questionnaire. The instruments used in this study were University of California LosAngeles Loneliness (UCLA), Academic Alienation Scale (AAS) and Self-handicapping Scale (SHS). Data analysis was performed by the SPSS-22, and AMOS-24 software.

The proposed model had good fit (RMSEA = 0.08, GFI = 0.97, CFI = 0.98). All direct correlations were reported significant (P<0.01). Moreover, indirect paths between loneliness and academic self-handicapping through the mediation of academic alienation were significant.

According to the findings, by emphasizing the methods of reducing students' academic alienation and increasing their interest in education through educational classes, workshops and by conducting individual and group counseling at school level, it is possible to provide grounds for reducing the loneliness and academic self-handicapping.

The aim of the current research was to examining obstacles and solutions for the development ofpublic sports in the Corona and post-Corona eras in Lorestan province. This research is applied to the purposeof applied research, from the viewpoint of exploratory data and from the research methodology to data type ofthe foundation and cross-sectional survey. In the qualitative section of sports activists, they were considered as aresearch community. Using a targeted snowball method by conducting 9 interviews, the researcher hasidentified that the information gathered has reached saturation point. The statistical population of the researchin the quantitative section was composed of 100 people by all sports activists. Based on simple randomsampling, 80 people are selected. Qualitative data analysis showed that point of view of the interviewees in 13components, barriers to public sports in 16 components, solutions for the development of public sports in the eraof Corona in 23 components, obstacles to the development of public sports in normal or post-corona conditionsin 15 components and The solutions for the development of public sports under normal conditions werecategorized into 19 components. In the quantitative part, the data obtained using Friedman's test showed thatthe most important effects of Corona on sports are "closure of sports clubs and venues"; The most importantobstacles to the development of public sports are "the closure of recreational centers, swimming pools andpublic centers"; The most important solutions for the development of public sports "Promotion of public sports".

The evolutionary history affected by family upbringing, especially psychological traits related to traumatic events, bonds, relationships, and family connections play a significant role in people's basic feelings.

The purpose of this study was to investigate the mediating role of loneliness in the relationship between childhood abuse experiences and psychological security.

The research method was the correlation of the type of structural equation modeling. The population of this study included all undergraduate students of Lorestan University in the academic year 2021-2022. The statistical sample size was determined based on Klein's thumb rule equal to 240 people which was done by available sampling method and online questionnaire. The instruments used in this study were the Childhood Trauma Questionnaire (Bernstein, Stein, Newcomb, & et al, 2003) University of California Los Angeles Loneliness Scale (UCLA, 1978; Russell, Peplau & Ferguson), and the Psychological Security Questionnaire (PSQ, 2004; cited in Shams & Khalijian, 2014). Data analysis was performed using structural equation modeling statistical method and by the SPSS-22, and AMOS-24 software.

The results showed that Childhood abuse experiences have a direct relationship with psychological security (β=-0.15, P=0.019) and an indirect effect on psychological security due to loneliness (β=-0.44, P=0.002).In addition, the feeling of loneliness had a direct effect on psychological security (β=0.79, P=0.001).

According to the results of childhood abuse experiences, they play a big role in feeling lonely, and because feeling lonely can be the source of many psychological problems of people; therefore, providing a suitable environment from childhood can greatly help to increase psychological security.

The present study was done with the aim of structural equation modelling of educational citizenship behaviours based on family emotional climate and family cohesion by the mediating role of academic ethics. The research method was descriptive-correlational and the statistical population of the study included all upper secondary girl students in khorramabad city to 9981 students in the academic year 2016-2017, of which the statistical sample size was determined based on the rules of thumb Kline equal to 240 people, which was done by stratified random sampling method and according to district and educational level. . To collect the required data from academic ethics hosseini nezad & et al (2016), educational citizenship behaviours golparvar (2011), family emotional climate questionnaire of Hill Berne (1964) and family cohesion samani (2003) was used. Data were analyzed by Pearson correlation and structural equation modeling. The findings showed a positive relationship between family cohesion and academic ethics with educational citizenship behaviours (p<0.01), but the family emotional climate and educational citizenship behaviours did not show a significant relationship (p>0.05). Also, the results indicated that family cohesion with the mediating role of academic ethics can explain educational citizenship behaviours (p<0.01). According to the obtained results, it is suggested that by creating cohesion in the family, it provides the basis for strengthening the moral foundations in children, which increases educational citizenship behaviours (adherence to rules, helping and participating, establishing cordial relationships) in them.

The purpose of this study was to investigate the mediating role of spiritual well-being in the relationship between health-promoting lifestyle and psychological distress in during the COVID-19 prevalence.

The research method was correlation of the type structural equation modeling. The population of this study included all Undergraduate students Poldokhtar Higher Education Center who were studying in the academic year 2020-2021. The statistical sample size was determined based on the rules of thumb Kline equal to 230 people, which was done by available sampling method and online questionnaire. The instruments used in this study were Health Promoting Lifestyle Profile (HPLP), Kessler Psychological Distress Scale (KPDS-10), and Spiritual Well-Being Scale (SWBS). Data analysis was performed using Path analysis statistical method and by the SPSS-22, and AMOS-24 software. Bootstrapping method was used to examine the mediating role of the variables in Amos software.

The results showed that health-promoting lifestyle and spiritual health have a direct negative effect on students' psychological distress. The results of structural equation modeling also showed that spiritual health has a mediating role in the relationship between health-promoting lifestyle and psychological distress.

The results of this study indicate that spiritual health can act as a mediating factor in the relationship between health-promoting lifestyle and psychological distress, so it should be used as a cornerstone to maintain good health

The present study was done with the aim of presenting a causal model of the religious beliefs performance and educational citizenship behaviours with regard to the mediating role of academic ethics. The research method was descriptive-correlational and the statistical population of the study included all upper secondary girl students in khorramabad city to 9981 students, of which 240 were selected based on stratified random sampling method. To collect the required data from academic ethics hosseini nezad et al (2016), educational citizenship behaviours golparvar (2009) and religious beliefs performance golzarei (2002) was used. Data analysis was performed by the SPSS-22, and AMOS-24 software. The results showed that religious beliefs performance has a direct effect on educational citizenship behaviours and an indirect effect on educational citizenship behaviours through academic ethics. In addition, academic ethics had a direct effect on educational citizenship behaviours. In order to obtain specific examples of ethics in educational environments, we need to follow religious beliefs, which can explain moral orders in a specific case with specific limits, conditions, and accessories.

The present research aimed to determine the mediating role of academic avoidance in the relationship between school security and addiction readiness.

The method of the present research was descriptive-correlational of the structural equation modeling type. The statistical population of the research included all male students of the second secondary school in the city of Khorram Abad in the academic year 2022-2023. Among them, 200 people were selected by multi-stage cluster sampling method. To collect the data, the School Security Questionnaire, the Academic Avoidance Scale, and the Addiction Readiness Scale. The structural equation modeling method was used to analyze the research model.

The results showed that the school security variable had a significant and negative direct effect on addiction readiness. In addition, academic avoidance significantly mediated the relationship between school security and addiction readiness.

In a secure school, students can be emotionally and physically safe, and there is mutual respect and trust between school members, while violence, fighting, mugging, crime, academic avoidance, and substance use are seen in insecure schools. Therefore, it is suggested to minimize the tensions by providing a secure environment at school and to increase the positive interactions between the students and the worry-free interaction of the students with the school staff in such a way that the ground is provided to reduce academic avoidance, the result of which can be reduced addiction readiness.

Besides the serious damage to the physical health of people, Covid-19 has caused a great deal of psychological distress which makes it necessary to understand the factors associated with tolerating distress during this period. The purpose of this study was to study the mediating role of psychological hardiness in the relationship between the meaning of life and self-compassion with distress tolerance.

The research method was path analysis correlation. The population included all undergraduate students of Poldokhtar Higher Education Center during 2020-2021. The size of the statistical sample according to Klein's rule of thumb equals 210 people, which was done by available sampling method and an online questionnaire. The tools used in this research were the meaning of life questionnaire, psychological hardiness scale, distress tolerance scale, and self-compassion scale. Data analysis was done by the statistical method of path analysis and using SPSS-22 and AMOS-24 statistical software.

The results showed that self-compassion and psychological toughness have a direct effect on distress tolerance, but the meaning of life does not have a direct effect on suffering. Also, self-compassion and meaning in life had a direct effect on psychological toughness. Self-compassion had a significant indirect effect on distress tolerance through the mediation of psychological toughness. Furthermore, meaning in life had a significant indirect effect on distress tolerance through the mediation of psychological toughness.

In today's world of turmoil, distress tolerance is a very important trait. The results of this study showed that this feature is influenced by other variables such as Self-Compassion and psychological hardiness, and having meaning in life by increasing psychological hardiness, affects the degree of distress tolerance.

The aim of the present study was to present a model of religious attitude and the practice of religious beliefs with academic cheating with an emphasis on the mediating role of academic self-efficacy. This descriptive-correlational study applied the structural equation modeling, and its population included all female students of second high school in the city of Khorramabad in the academic year 2016-2017 (9981 students). The sample size of 240 was determined by the rule of thumb Kline (2015), and the sample was formed by the stratified random sampling according to district and academic level. Collecting the data was done by the questionnaires of the practice of religious beliefs, religious attitude, academic self-efficacy, and academic cheating. All analyses were performed by the structural equation modeling. The results showed that the practice of religious beliefs, without the mediating role of academic self-efficacy, has a direct effect, and with the mediating role of academic self-efficacy, has an indirect effect on academic cheating; but religious attitude does not have any effect on academic cheating. Moreover, academic self-efficacy, negatively and significantly, has a direct effect on academic cheating. In general, it can be said in spite of the important role of attitudes in directing and forming individuals' behaviors, positive religious attitude, itself, is not the only sufficient factor of preventing deviant behavior, and it should result in a function, so that it can act as a deterrent.

The purpose of the current research was to designing and validating of the emerging social andfamilial injuries affected by Corona in Qom province. In the qualitative part of the research, a number of 18semi-structured interviews were conducted with the community of experts on social harms using the snowballmethod. In the quantitative part, 384 people were selected as a sample by multi-stage random sampling methodand using the Krejcie and Morgan table. Harms affected by Corona include six main categories of dependenceon virtual space, dependence on new communication technologies, social problems, psychological problems,educational problems and family problems. Seven sub-categories of "physical consequences", "psychological","behavioral", "communication", "social", "educational" and "Internet crimes" were identified in the category ofaddiction to cyber space. Two sub-categories, namely "dependence on satellite" and "dependence on mobilephone" were identified as sub-categories of dependence on new communication technologies. "addiction todrugs and alcohol", "diminishing social interactions", "spreading unwanted words and films", "prevalence ofpseudo-science", "unemployment", "grief crisis" and "economic issues". It has been identified as sub-categoriesof social issues and problems. "depression", "anxiety" and "obsession" were identified for psychological issuesand problems. Findings related to educational issues and problems also include the subcategories of "lack offamiliarity with the requirements of virtual teaching", "lack of motivation", "educational isolation" and"cheating". "Family conflicts", "increasing the burden of women's responsibility" and "suspension of socialrelief mechanisms" were sub-categories of family problems. The measurement models and the reliability of theresearch tools were tested and verifiedation.

The purpose of this study was to develop the causal model of the community of inquiry framework and academic self-handicapping with the mediation of cyberspace dependence and loneliness.

The research method was a correlation of the type structural equation modeling. The population of this study includes all female high school students of Farzanegan Secondary School who were studying in the academic year 2020-2021. The statistical sample size was determined based on the rules of thumb Kline equal to 170 people, which was done by available sampling method and online questionnaire. The instruments used in this study were the Internet Addiction Test (IAT), the University of California Los Angeles Loneliness (UCLA), the Self-handicapping Scale (SHS), and the Community of Inquiry framework (CIF). Data analysis was performed by the SPSS-22 and AMOS-24 software.

The proposed model had a good fit (RMSEA = 0.09, GFI = 0.94, CFI = 0.97). All direct correlations were reported as significant (P<0.01). Moreover, indirect paths between the community of inquiry framework and academic self-handicapping through the mediation of cyberspace dependence and loneliness were significant.

According to the results of this study, the presence of a sense of presence had a significant effect on reducing students' cyberspace dependence and feelings of loneliness, which can decrease their academic self-handicapping; Therefore, in online environments where non-verbal communication in face-to-face meetings is limited, the presence of instructors and learners is essential to prevent cyberspace dependence and feelings of isolation and create a productive online learning environment.

The purpose of this study was to investigate the mediating role of academic engagement in the relationship between Internet addiction and psychological safety with academic buoyancy. The research method was a correlation of the type path analysis. The population of this study included all undergraduate students of Lorestan University in the academic year 2021-2022. The statistical sample size was determined based on Klein's thumb rule equal to 240 people which was done by available sampling method and online questionnaire. The instruments used in this study were Young Internet Addiction Test (1988), Maslow Psychological Security Questionnaire (2004), Reeve and Tseng Academic Engagement Scale (2011), and Dehghanizadeh and Husseinchari Academic Buoyancy Questionnaire (2012). Data analysis was performed using the path analysis statistical method and bootstrapping method was used to examine the mediating role of the variables. The results showed that psychological security has a direct effect on academic buoyancy (p<0/01) and an indirect effect through academic engagement (p<0/01); But Internet addiction had no direct effect on academic buoyancy (p>0/05); rather, it had an indirect effect on academic buoyancy through academic engagement (p<0/05). The results showed that the research model provided the optimal fit to the data. By strengthening students' psychological security and reducing their dependence on cyberspace, students can be helped to participate constructively in educational affairs, which can result in overcoming academic problems and increasing academic buoyancy.

The present study was done with the aim of presenting a causal model of the effect perceptions of classroom quality and educational justice on academic cheating with regard to the mediating role of self-efficacy. The research method was descriptive-correlational and the statistical population of the study included all upper secondary girl students in khorramabad city in the academic year 2015-2016 to 9981 students, of which 240 were selected based on stratified random sampling method. To collect the required data from perceptions of classroom quality Gentry, Gable and Rizza (2002), educational justice golparvar (2011), Jinks and Morgan academic self-efficacy (1999) and academic cheating aliverdini, janalizade & amrani (2016) was used. Data analysis was performed by the SPSS-22, and AMOS-24 software. The results showed that educational justice had a negative and direct effect on academic fraud (p<0.01); But it did not have a direct effect on academic self-efficacy (P<0.05). Perceptions of classroom quality had no direct effect on academic fraud (P<0.05); But it had a positive and direct effect on academic self-efficacy (p<0.01). Also, the direct effect of academic self-efficacy on academic fraud was negative and significant (p<0.01). The indirect results of the pathways showed that only perceptions of classroom quality mediated by self-efficacy can reduce students' academic cheating. According to the results obtained, it is recommending for reduce academic cheating, develop appropriate perceptions based on challenging, engaging, meaningful tasks with choice and self-efficacy; and also, creating equal educational opportunities in schools can lead to a decrease in students' academic cheating.

The purpose of this study was to present a structural relationship model between dysfunctional attitudes and spiritual intelligence with corona anxiety through mediation role psychological hardiness.

The research method was correlation of the type path analysis. The population of this study included all Undergraduate students Poldokhtar Higher Education Center who were studying in the academic year 2020-2021. The statistical sample size was determined based on the rules of thumb Kline equal to 210 people, which was done by available sampling method and online questionnaire. The instruments used in this study were Corona Disease Anxiety Scale (CDAS), Dysfunctional Attitude Scale (DAS), Integrated Spiritual Intelligence Scale (SISRI) and Lang and Goulet Hardiness Scale (LGHS). Data analysis was performed using Path analysis statistical method and by the SPSS-22, and AMOS-24 software.

Findings showed that dysfunctional attitudes and psychological hardiness have a direct effect on corona anxiety (P<0/01); but spiritual intelligence had no direct effect on corona anxiety (p>0.05). Also, proposed model had an acceptable fitness to the data (X2/2= 1/22, AGFI=0/97, GFI=0/99, CFI=0/99, RMSEA=0/03) and indirect pathways of dysfunctional attitudes and spiritual intelligence were significant through mediating role of psychological hardiness on corona anxiety.

Dysfunctional attitudes were effective both directly and through psychological hardiness on corona anxiety; but spiritual intelligence could only reduce the anxiety of Corona through the mediation of psychological hardiness. It seems that paying attention to the presented model will be useful in the treatment program and counseling of students.

The purpose of this study was to investigate the mediating role of perception of creative educational environment and academic procrastination in the relationship between academic stress and academic burnout. This research adopted a correlational design and used structural equation modeling to analyze the relationship between the variables. The population of this study included all students of senior high schools in Sanandaj in the academic year 2018-2019. Of these students, 250 students were selected as the study sample using a random multistage cluster sampling method. The participants were asked to fill out the following questionnaires: creative educational climate, academic procrastination, academic burnout, and academic stress. Data analysis was performed using structural equation modeling, SPSS (version 22), and AMOS (version 24). The results showed that the research model provided the optimal fit to the data. Furthermore, the results showed that while academic procrastination had a positive and significant direct effect on academic burnout, academic stress and creative educational environment did not have a significant effect on academic burnout. Creative educational environment had a significant negative effect on academic procrastination, but academic stress had no significant direct effect on academic procrastination. Also, academic stress had a negative and significant direct effect on the creative educational environment. Regarding the indirect effects, the results showed that academic stress had an indirect effect on academic burnout through the mediating role of creative educational environment and academic procrastination. However, academic stress did not have an indirect effect on academic procrastination through the mediating role of creative educational environment. Also, creative educational environment had an indirect effect on academic burnout through the mediating role of academic procrastination. According to the obtained results, by reducing academic stress and creating a creative educational climate, procrastination can be improved and academic burnout among students can be reduced.

Nail biting is an inappropriate habit and its exact cause is debatable. Researchers believe that nail biting disorder is often associated with psychiatric disorders, including anxiety. State/trait anxiety can be considered an unstable emotional state reflecting the individual's interpretation of a stressful situation in a particular time frame and varies depending on the degree to which the situation is perceived threatening. This study aims to determine the evaluation of the effectiveness of habit reversal techniques on reducing nail biting disorder and state/trait anxiety in students.

The present semi-experimental study with pretest, post-test, and follow-up was conducted on six junior high school male students in the age range of 13-15 years, who asked for help by referring to the school counseling and were selected by convenience sampling method. They received a program of habit reversal techniques individually in 6 sessions for 1 month. Clinical interviewing, frequency recording of nail biting per day, and state/trait anxiety test were used to measure the variables.

Data analysis showed that habit reversal techniques reduce nail biting and students' state/trait anxiety. Follow-up one month after the end of treatment indicated the persistence of these results.

The habit reversal training is effective on treating nail biting, reducing anxiety, and promoting the person life quality and symptoms from nail biting. Due the low sample size, it is suggested that while repeating the study in a larger sample, its effectiveness on the treatment of other habitual disorders be studied.

The current research to aim was purpose conducted the mediating role of locus of control in relationship between goal orientation (skill-oriented, performance-oriented, performance-avoidance) with self-esteem. The research method was correlation of the type path analysis. The population of this study included all Basij students participating in the 24th round of the Velayat plan in Ferdowsi University of Mashhad in the academic year 2019-2020. 170 students participated in this study by convenience sampling and respond to the Persian translation of an 18-item goal-orientation, Rotter’s Locus of Control Scale (RLOC) and Rosenberg Self-esteem Scale (RSES). Data analysis was performed using path analysis statistical method and by the SPSS-22, and AMOS-24 statistical software’s and bootstrapping method was used to examine the mediating role of the variables. The results showed that the skill-oriented has a direct effect on self-esteem and an indirect effect on self-esteem through the source of control (p <0.01). Performance-oriented, performance-avoidance goals had no direct or indirect effect on self-esteem (p <0.05). Considering the present results and educability of GO, Higher education system and University Student Mobilization (Basij) should plan for improving internal motivation and directing students toward favorable GO; in this way, they can minimize the negative effects of low self-esteem.

The present study was conducted by a post-event method to investigate the relationship between psychological capital and quality of life in school with regard to the type of schools studied. The statistical population of the study is the second-year high school students of Sanandaj who had registered in the academic year 2018-2019. Estimation of sample size using Cochran's formula for the community of gifted students was equal to 118 and for normal students was equal to 137 people who were selected by cluster sampling. The Psychological Capital Questionnaire (PCQ) and Quality of Life Questionnaire at Ainley & Bourke School (1992) were used to collect data. The results of the independent group t-test and multivariate analysis of variance showed that there is no significant difference between gifted and normal students on the whole scale of psychological capital, but there is a significant difference in terms of the hope component. There was also a significant difference between gifted and normal school students in the whole scale of school quality of life and opportunity subcomponent. Also, based on the calculated beta coefficients, it can be concluded that the relationship between the whole scale of psychological capital and the hope component with the quality of school life is stronger among students of ordinary schools than in gifted schools.

The purpose of this study was to investigate the effect of online educational, social and cognitive presence on academic satisfaction through the mediation of loneliness in gifted female students of the second high school. The research method was correlation of the type path analysis. The population of this study included all the population of this study includes all female high school students of Farzanegan Secondary School who were studying in the academic year 2020-2021. The statistical sample size was determined based on the rules of thumb Kline equal to 170 female high school students, which was done by available sampling method and online questionnaire. The instruments used in this study were Community of Inquiry Framework (CIF), University of California Los Angeles Loneliness Scale (UCLA) and The Multidimensional Students' Life Satisfaction Scale (MSLSS). Data analysis was performed using path analysis statistical method and by the SPSS-22, and AMOS-24 software. Findings showed that after eliminating the direct path from educational presence to loneliness, the causal model of educational, social and cognitive attendance to students' academic satisfaction was confirmed through the mediating role of loneliness. According to the results of this study, the presence of a sense of presence had a significant effect on reducing students' feelings of loneliness, which can increase their academic satisfaction; Therefore, in online environments where non-verbal communication in face-to-face meetings is limited, the presence of instructors and learners is essential to prevent feelings of isolation and create a productive online learning environment.

The goal of this study was the investigation of the effect of subscribe mother-child play in reduction of attachment disorder in male school students of Isfahan. Thus, in a quasi-experimental design with a control group and pretest – post- test & follow up assessment, 32 male students, with high scores in attachment disorder of Isfahan primary school purpose ways were selected and assigned randomly in experimental and control group (n1=n2=16). Experimental group received an eight-session, a weekly basis with the participation of mothers and playing with the children. While the control group received no intervention and remained in waiting list, two groups were evaluated by parent form of Randolf Attachment Disorder. The results of the analysis of covariance showed that intervention with mother-child playing reduces the 83.3% symptoms of attachment disorder in post-test and 78.9% follow up (p

The goal of this study was to investigating the effect of collaborative mother-child play training on attention Deficit hyperactivity disorder symptoms in male school students of Isfahan thus, in a quasi-experimental design with a control group and pretest – post test & follow up assessment, 32 male student, with high scores in behavioral disorders selected and assigned randomly in experimental and control group (n1=n2=16). experimental group received an eight-sessions a weekly basis with the participation of mothers and playing with the children. While the control group received no intervention and remain in waiting list. two groups were evaluated by parent form of child symptoms check list(CSI-4). the results of the analysis of covariance showed that intervention with mother-child playing reduces the57.9% symptoms of attention deficit, 28.2% of hyperactivity symptoms and can reduce 55% reduction of the composite of symptoms This disorder in post test (p<0.05).in addition, this intervention reduced 54.2 % attention deficit symptoms, 22.5% hyperactivity symptoms and 58.1% symptoms of the composite type’s in follow up(p<0.05). based on these findings, it can be concluded the mother-child playing is suitable to reduce symptoms of attention deficit hyperactivity disorder effective and with this empirical practical interment can reduce severity of attention deficit and hyperactivity symptoms. this model can improve mother child relation can prevent in convert ADHD and other childhood behavioral disorders

The purpose of this study was An investigation of the Effectiveness of metacognitive techniques training on girl students Self-efficacy in high schools of Isfahan city. Present study was performed by quasi-experimental method with pre-test - post-test and follow-up. The statistical population was all high school girl students in the school year 1391-1392 in Isfahan city that sample groups were randomly selected among them by cluster sampling method. measurement instruments in the study was demographic questionnaire and Sherer self-Efficacy Scale (SES) that performed after intervention the post – test، and follow up test was performed four months later. findings were analyzed by using descriptive and inferential statistical test and software SPSS-20. The results of covariance analysis showed that presenting intervention based on metacognitive techniques training cause increasing 71/2% of self-efficacy in post-test step and increasing 70/6% of This feature in follow up step (P≤005). Based on findings of this study can conclude that presenting intervention based on metacognitive techniques was effective in increasing self-efficacy; thus this study suggested using metacognitive techniques in order to increasing self-efficacy in students.

In recent decades، creating and fostering self-regulated learning skills in students has become one of the educational goals. thus، The purpose of this study was to investigate the relationship between self-regulated learning strategies and with perception of parenting styles of students in Ferdowsi University of Mashhad. The research method was descriptive correlational. Statistical population included all undergraduate students of Ferdowsi University of Mashhad. The statistical population mentioned a size sample of 352 individuals (30% male and 70% female) were selected by random stratified relative. Research instruments were the “Perception of Parents Scale” (POPS).، and the “students achievement goal orientations & -motivated strategies for learning questionnaire (MSLQ)”. Data was analyzed by using both descriptive (Mean، and standard deviation) and inferential statistics (Pearson correlation، Multiple regression، Multivariate Analysis of Variance). The results of Pierson Correlation Coefficient revealed that there is significant and minus relationship between Authoritarian style with self-regulatory and cognitive learning strategies (P<0/05). But there is significant and positive relationship between Authoritative style with self-regulatory and cognitive learning strategies. Results of multiple regression revealed that self-regulatory and cognitive learning strategies can be predicted by Authoritative style (P<0/05). In addition، the results of MANOVA indicated that there is significant difference between male and female students in authoritative styles، self-regulatory and cognitive learning strategies (P<0. 05). but there is significant difference between in educational groups only in self-regulatory learning strategies. Parents must be informed of the results of the research and the correct style of parenting as pamphlets، workshops، special sessions and had taught them.