seyed mahmood mirzamani bafghi

The primary objective of the ongoing study was to make predictions regarding the academic  quality by analyzing the influence of school culture, considering the mediating role of the self-system's processes of high school students.

The research methodology employed in this study was applied and descriptive-correlational in term of data collection. The statistical population under scrutiny encompassed all high school students from Baharestan city in 2022, totaling 300 eligible individuals selected through the implementation of the stratified sampling technique, including male and female students from the 10th, 11th, and 12th grades. For the data gathering, the research utilized questionnaires on school culture developed by Higgins and Sade (1998), Self-System Processes Questionnaire (Gagné, 2003), and The Quality of Life Scale (QOLS). The statistical tool of Pearson's correlation coefficient was applied to examine the interrelation between the variables. Subsequently, the data was analyzed to verify the heuristics and establish the path coefficients derived from the structural equations modeling.

The findings indicated that there exists a direct positive correlation between school culture and its self-system processes (p<0.01, β=0.528). Moreover, it was observed that school culture exerts an impact on academic quality both directly (β=0.339, p<0.01) and indirectly (β=0.286, p<0.01) through its mediation of the self-system's processes. Additionally, the self-system's processes were found to have a direct positive influence on the academic quality (p<0.01, β=0.540).

These results emphasize the importance of creating a conducive school environment that supports students' psychological and motivational needs to achieve higher academic quality.

The aim of this research is to examine the impact of psychological empowerment on emotional cognitive regulation and parenting self-efficacy among female-headed households.

This quasi-experimental study utilized a pretest-posttest design with a control group and quarterly follow-up. Thirty women heading families in Isfahan were randomly assigned to experimental and control groups (15 individuals in each group). The experimental group underwent 10 sessions of psychological empowerment therapy, whereas the control group did not undergo any intervention. Participants completed the Cognitive Emotion Regulation Strategies and Parenting Self-efficacy Questionnaire during pre-test and post-test stages to gather data, which was subsequently analyzed using covariance.

The findings indicated that approximately 78% of the variability in emotional regulation scores and 25% of the variability in parental self-efficacy scores were influenced by psychological empowerment.

The outcomes of this study lay the groundwork for understanding the impact of psychological empowerment on emotional cognitive regulation and parenting self-efficacy within female-headed families.

The present research aims to investigate the effectiveness of the educational package of moral concepts of Islamic religion based on mathematics on the moral intelligence of children aged 9 to 12 years. The research method was semi-experimental with a three-stage design (pre-test, post-test, follow-up) and three groups with a two-month follow-up period. The statistical population included 9-12-year-old girls with low moral intelligence who were studying and working in the academic year of 2021 to 2022 in Tehran. The research sample included 49 girls aged 9 to 12 years with low moral intelligence, who were selected by purposeful sampling and randomly placed in experimental and control groups. The children in the experimental groups received the educational package of moral concepts of Islamic religion based on concepts (12 sessions) and teaching philosophy to children (12 sessions) in one and a half months, while the control group received Waiting to receive the intervention and did not receive these interventions during the implementation of the research. The tools used included the moral intelligence questionnaire (Amini Moghadam, Rezaei and Makund Hosseini, 2017). Analysis of the data obtained from this research was done by SPSS software version 23. The content validity of the educational package of moral concepts of Islam was calculated based on sources using the valid conceptual coefficient and validity index, respectively, 0.73 and 0.86. The results showed that the educational package of moral concepts of Islamic religion has a significant effect on the moral intelligence of children based on concepts (P<0001; Eta=0.46; F=19.78).

It is necessary to identify the antecedents and influencing factors on students' capacity to deal with academic challenges and obstacles that cause academic engagement. Therefore, the purpose of this study was to investigate the role of cognitive assessment and epistemological curiosity in predicting academic engagement in students.

The current research was descriptive of the correlation type. The studied population included all female students of the second year of high school in two districts of Baharestan in the academic year of 2021-2022. Based on the table of krejcie & Morgan (1971), 320 students were selected to volunteer to participate in the research. And they responded to the questionnaire of Pintric & De Groot (1990) cognitive assessment questionnaire, Litman et al.'s epistemological curiosity (2010) and Fredericks et al.'s (2004) academic engagement questionnaire. For data analysis, Pearson correlation and multiple regression tests were used with SPSS version 24 software.

The results showed that the correlation between cognitive assessment (r=0.666) and epistemological curiosity (r=0.535) with academic enthusiasm was positive and significant (p<0.01).

Familiarity with the role of cognitive assessment and epistemological curiosity and the effect and relationship of these variables on academic enthusiasm is essential in educational planning.

It is necessary to identify the antecedents and influencing factors on students' capacity to deal with academic challenges and obstacles that cause academic engagement. Therefore, the purpose of this study was to investigate the role of cognitive assessment and epistemological curiosity in predicting academic engagement in students. 

The current research was descriptive of the correlation type. The studied population included all female students of the second year of high school in two districts of Baharestan in the academic year of 2021-2022. Based on the table of krejcie & Morgan (1971), 320 students were selected to volunteer to participate in the research. And they responded to the questionnaire of Pintric &De Groot (1990) cognitive assessment questionnaire, Litman et al.'s epistemological curiosity (2010) and Fredericks et al.'s (2004) academic engagement questionnaire. For data analysis, Pearson correlation and multiple regression tests were used with SPSS version 24 software.

The results showed that the correlation between cognitive assessment (r=0.666) and epistemological curiosity (r=0.535) with academic enthusiasm was positive and significant (p<0.01). 

Familiarity with the role of cognitive assessment and epistemological curiosity and the effect and relationship of these variables on academic enthusiasm is essential in educational planning

Solution-Focused Therapy is a type of psychotherapy that focuses on solutions rather than on gaining insight into challenges and concerns. This approach used a variety of principles to generate solutions for those who need them through a therapeutic process. The current study aimed to examine the effectiveness of solution-oriented approach on marital adjustment in conflicted couples in Kermanshah (Iran). This experimental study was conducted with an experimental pre-test-post-test with a control group design. The statistical population included all the conflicted couples in Kermanshah city in 2020 that referred to Kermanshah counseling centers due to marital conflicts and received a diagnosis of marital conflict by a psychologist. Participants were 30 couples were selected by random sampling and randomly assigned in experimental and control groups (15 couples in each group). Pre-test and posttest was administered in the control and experimental groups before and after intervention.  Dyadic Adjustment Scale (DAS) and Rahim Organizational Conflict Inventory were used to collecting data. For analyzing the data Covariance analysis was used. The results indicated that the solution-oriented approach is effective on marital adjustment in conflicting couples. Overall, results support the use of SFT in increasing the marital adjustment and provide an effective approach that is more strength based and fewer problems focused.

Academic engagement is a crucial construct in educational psychology. Academic engagement depends on a range of aspects that are associated to student characteristics, teacher, teaching methods, peers, and school features. This research aimed to examine the role of social support in predicting academic engagement mediated by empathy in high school students. We used a descriptive correlation design and examined the proposed model via structural equation modeling. The studied population included all female high school students of Baharestan, Tehran (Iran) in 2022. Participants were 320 people were selected by accessible sampling method. We used the Vaux social support appraisals (SS-A) scale, Fredricks school engagement and Adolescent Measure of Empathy and Sympathy (AMES) to collect data. Our results indicated that social support has a direct and positive effect on empathy (P< .01, β= .556) and empathy has a direct positive effect on students' academic engagement as well (P< .01, β= .329). Furthermore, social support affects students' academic engagement both directly (P < .01, β = .486) and through empathy (P < .01, β = .183). Overall, the results of this study exhibited that empathy can play a mediating role in the relationship between social support and students' academic engagement. The results point to the importance of considering emotional and social factors as predictors of academic engagement in high school students.

The present study was conducted with the aim ofinvestigating the role of cognitive assessment and empathy inpredicting academic emotions in students.

The current research wasdescriptive-correlational. His research community included allthe female students of the second year of high school in twodistricts of Baharestan in the academic year 1401-1400; Basedon the table of krejcie i and Morgan (1971), 320 students wereselected by available sampling method. Data collection toolswere Pintrich & De Groot (1990), Empathy and Vossen et al.(2015) and Pekrun academic emotions (2009) questionnaires.To analyze the data, Pearson correlation and multipleregression tests were used with SPSS version 24 software.

The results showed that there is a direct relationshipbetween cognitive assessment and empathy with academicemotions on students (p<0.01). Also, the variable of cognitiveevaluation had the ability to predict 31.4% and empathy 30.3%of academic emotion changes.

Paying attention to cognitive evaluation andempathy play an important role in predicting academicemotions in students.

Abnormalities and genetic disorders in the fetus are one of the most important traumatic events for mothers, which can cause discomfort and stress. This study aimed to determine the effectiveness of training based on problem-focused coping strategies on quality of life (QOL) in pregnant women with genetic risk of fetal abnormality. The current study is a semi-experimental method with a pretest-posttest design with a control group. After randomly selected of 30 pregnant women with genetic risk of fetal abnormalities, a pretest of the quality of life Questionnaire was done and they randomly divided into two groups (experimental and control). Then the experimental group during the 12th sessions (once a week, for 60 minutes) were trained coping strategies and after completion of training, from both groups, QOL post-test was performed and analyzing the data using the descriptive statistical index and covariance analysis test. Results showed that Mothers' QOL scores increased significantly in post-test compared to pre-test, and significantly different. After the intervention, there was a significant decrease in various dimensions of QOL including anxiety, depression and physical signs and an improvement of social function and mental health in the intervention group compared to the control (F=67.48, P<0.01). It can be concluded that coping strategies training on QOL pregnant women with genetic risk of fetal abnormality is statistically significant effectiveness. In addition, it can be deduced that training of problem-focused coping strategies can serve as an effective instructive approach to prevent risks of stress among pregnant women with genetic risk of fetal abnormality.