shahram vahedi

In today's era, the traditional learning that has surrounded our educational system for many years no longer meets the needs of students and teachers. From this point of view, learning theories can help meet the needs of students and teachers. Among these theories that are used to develop self-motivated, self-regulated, and self-controlled learners is the generative learning theory (GLT) introduced by Wittrock (1974). In recent decades, the attention of many education experts has been focused on the study of the factors affecting the learning of mathematics lessons. Extensive research has been done in this field, which shows that one of the main reasons for the problems of learning and progress in mathematics is that students often rely on repetition and habit and use inappropriate and inadequate methods and superficial reasoning for mathematical concepts. According to TIMSS (1999), learners in classes that emphasised reasoning and problem-solving methods had better results in learning different mathematical concepts than in other classes. Mathematical reasoning, which means thinking according to reason and proof, is the same as reaching solutions through mathematical concepts. Examining the results of TIMSS (2007, 2011) indicates that the average value of Iranian students' math scores in the fourth and eighth grades in the area of mathematical reasoning is significantly lower than the international average value. In educational systems, academic performance is the academic standing of students, which is the grade of different academic courses measured by standardised tests. According to Pham and Taylor (1999), academic performance consists of: self-efficacy, emotional impact, planning, lack of outcome control, and motivation.This research is a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of this research included eighth grade female students in Gilanegreb city (Kermanshah province) in the academic year 2022-2023. In order to eliminate the interfering effect, two classes from two different schools, which were taught by the same math teacher, were selected by the available sampling method and completely randomly divided into two groups, namely the experimental group (30 people) and the control group (30 people).Before starting the training, both study groups were subjected to a pre-test, and they were asked to answer the desired questions in addition to cooperating. The experimental group was subjected to the intervention of an educational package based on generative learning theory. The teaching method used to teach this educational package was the cooperative teaching method, which tried to involve the learners in the learning process in a practical way so that learning could be done at a higher level. The experimental group was trained with the generative learning method during eight sessions lasting 40 minutes. During these sessions, the control group was not given any kind of training based on generative learning, but the usual teaching method was used for them. After the completion of the training course, a post-test was conducted between the experimental group and the control group, and then the collected raw data were analysed by covariance analysis and SPSS-26 software. Research tools included the Rezaei Mathematical Reasoning Questionnaire, Pham and Taylor's Academic Performance Questionnaire, and an educational program based on generative learning theory. The findings of the research were divided into two descriptive and inferential parts, and in the descriptive part, the average of mathematical reasoning in the experimental group increased in the post-test position compared to the pre-test. Also, the average variable of academic performance and its components (self-efficacy, planning, and motivation) increased in the post-test position compared to the pre-test, while the components of emotional effects and lack of control in the experimental group were reduced in the post-test situation compared to the pre-test. In examining the first hypothesis, after confirming the assumptions of the covariance analysis in the inferential part of the findings, the results of the univariate covariance analysis showed that the effect of the independent variable (training program based on generative learning theory) on the dependent variable of mathematical reasoning is significant in improving mathematical reasoning in the post-test stage. According to the effect size prepared from Cohen's D formula for the variable of mathematical reasoning (0.639), it is clear that the training program based on generative learning theory is able to determine a significant percentage of changes in mathematical reasoning. Multivariate covariance analysis was used to investigate the second hypothesis.After ensuring the normality of the data distribution, the assumption of homogeneity of the data, and the homogeneity of the regression slope, the significant level of the Hotelling effect (F = 14.729, P = 0.000) confirms that there is a significant difference between the experimental and control groups in terms of post-test academic performance compared to pre-test control. The effect coefficient shows that the difference between the two groups is 0.450, related to the generative education program intervention. Also, the results of multivariate covariance analysis show that the education program based on generative learning theory is able to determine some of the changes in the components of academic performance. The effect size obtained from Cohen's D formula for the self-efficacy component was 0.208, the emotional impact component was 0.012, the planning component was 0.067, the lack of control component was 0.014, and the motivation component was 0.402; therefore, the training program based on the generative learning theory has had a moderate effect on the components of emotional impact and lack of control. The results of this research indicate the confirmation of the first hypothesis and the effect of the educational program based on generative learning theory on students' mathematical reasoning. Also, the obtained results show that the reproductive education program is able to determine a significant percentage of changes in mathematical reasoning. In addition, the examination of the results of the analysis of the second hypothesis showed that there is a significant difference between the experimental group and the control group in the number of academic performance components. The results of the examination of the means showed that the mean of the experimental group in the components of academic performance (self-efficacy, planning, and motivation) in the post-test position compared to the pre-test has increased, and the mean in the components of emotional effects and lack of control in the experimental group has decreased in the post-test position compared to the pre-test. Therefore, it can be said that an educational program based on generative learning theory has a significant effect on academic performance and its components.

The research focuses on bullying as an aggressive behavior that has created significant risks in both school and society. Considering the nature of peace education, the investigation aims to explore its impact on the components of bullying in elementary school boys. The primary objective of this research is to address a notable research gap that has not been thoroughly explored until now, emphasizing the central issue of the study.

The aim of the current research is to assess the effectiveness of a peace education package on verbal, physical, and social bullying among male students in the second grade of elementary school.

The research employed a semi-experimental design with pre-test and post-test phases, involving an experimental group and a control group. The statistical population consisted of all male students in the second grade of elementary schools in Urmia during the academic year 2022-2023. A total of 60 students were selected using multi-stage cluster sampling, with 30 participants in each of the experimental and control groups. The data collection tool was the questionnaire of the Peer Relationship Scale for Adolescents (Parda, 2000). Following the pre-test, the experimental group underwent a 13-session, 60-minute peace education package based on UNESCO's peace components (1999). Relevant books and articles were utilized for structuring the educational sessions. Data analysis was conducted using the multivariate analysis of covariance (MANCOVA) through SPSS version 27.

The results indicated that the level of bullying in all three dimensions (verbal, physical, and social) significantly decreased in the experimental group compared to the control group after the implementation of the peace education intervention, with a significance level of p< 0.001.

Given the significant impact of peace education on reducing bullying among students, educational specialists, teachers, and counselors in schools, especially in elementary education, can utilize this form of education to enhance and improve students' bullying behavior.

The present study was conducted with the aim of investigating the effectiveness of problem solving skills training on cognitive emotion regulation strategies and Happiness students. The method of the present study was semi-experimental with pre-test, post-test, and control groups with 3-month follow-up periods. The statistical population consisted of all boys' secondary high school students in the academic year of 2022-2023 in the city of Khoy. The sample consisted of 40 students who were selected by multi-stage random sampling and randomly assigned to two experimental and control groups. The data collection tool was the quality of emotion regulation questionnaire (Gross and John, 2003) and Oxford happiness questionnaire (Argyle & Lu, 1989), which all subjects completed in the pre - test phase. Intervention problem solving skills training D'zurilla and coldfried (1971) was conducted for the experimental group during 10 sessions of 90 minutes, and finally, post-test and follow-up were taken from the two experimental and control groups. Data were analyzed using repeated measures variance. The results showed that problem solving skills training had a significant effect on cognitive emotion regulation strategies and Happiness students (P< 0.01). It is suggested that this program be used by custodians of education and educational institutions to design preventive educational programs and improve educational achievements.

The aim of this study was to investigate the effectiveness of working memory training on improving problem-solving, cognitive inhibition, attitudes toward mathematics, and mathematics anxiety in students with mathematical learning disorders.
 
The research employed a quasi-experimental design with pre-test, post-test, and follow-up phases. The statistical population included all male and female students with mathematical disabilities who had been referred to elementary school learning disability centers in Isfahan City during the 2021-2022 academic year. From this population, 30 students were selected through purposive sampling and randomly assigned to experimental and control groups. The experimental group received working memory training during 14 sessions, each lasting 60 minutes. Before and after training, participants completed a researcher-made problem-solving questionnaire, the John Ridley Stroop Test (1935), Ikon’s Attitude Towards Mathematics Scale (1971), and the Chiu and Henry Mathematics Anxiety Scale (1990).
 
The results of the mixed-design analysis of variance showed that working memory training significantly increased problem-solving skills, reduced cognitive inhibition, improved attitudes toward mathematics, and reduced mathematics anxiety (p < 0.01).
 
Working memory training effectively improves the cognitive and affective abilities of students with mathematical learning disorders.

The purpose of this study was to systematically present and present a meta-combination of research related to acceptance and commitment education for high school students with stuttering disorder. The research was qualitative using a hybrid strategy with a synthetic research approach and considering the seven-step model of Sandlowski and Barso. Required data by keyword search Act, Acceptance and Commitment, Stuttering, Transformational Nerve Disorder in Library Resources, Theses and Articles in ERIC, GoogleSchoolar, ProQuest, PubMed, Science Direct, Scopus, Springer Databases Magiran, Irandoc was collected between 1990 and 2021. It was used to search internal and external databases separately and in combination. Theoretical bases and main and combined themes were extracted, content analysis and classified. The results of the review and analysis of studies and researches showed that the act training program has been effective in the fields of acceptance and commitment training. The findings of this study, by specifying the nature of the admission and commitment education program, show that according to the existing theoretical and experimental background, this idea can be designed as an educational package for students with stuttering.

 The present study was conducted with the aim of designing and determining the effectiveness of the moral psychology model on moral reasoning, moral judgment and moral emotions among bullied students in the second year of high school in Tabriz.

 The current semi-experimental research is of pre-test, post-test type with a control group. The statistical population included all middle school students in Tabriz city and the statistical sample was based on cluster sampling method and included two middle school boys' schools. In order to identify aggressive students, first, the aggression questionnaire was filled by all students in the sample. Then 100 aggressive students were selected and placed in two intervention and control groups of 50 people. To do the intervention, a pre-test was done first. Then, the students of the intervention group were treated with the design of the moral psychology model in coordination with the school principals, and after 8 sessions of the training course for the intervention group, the questionnaires were filled again by the two groups.

 Based on the observed findings, the moral psychology model increased the scores of moral reasoning (P=0.001 and F=38.969), moral judgment (P=0.001 and F=147.247) and moral emotions (0.001). =P and F=172.934) among bully students in the group was intervened.

 The results of this research can provide psychologists with a model in the field of moral psychology counseling.

 The emergence of violent and deviant behaviors among students, educators, and officials is a fundamental problem in society. These behaviors, besides causing economic and familial problems, also lead to numerous ethical, social, cultural, and political damages. Therefore, this study aimed to determine the effectiveness of moral motivation and reasoning training on violent behaviors in male middle school students.

Methods and Materials: 

The research method was quasi-experimental with one experimental group and one control group, including pre-test and post-test assessments. The study population consisted of all middle school students with violent behaviors in Tabriz during the academic year 2020-2021. For selecting the research sample, multi-stage cluster random sampling and screening methods were used. Thirty students who scored above the cut-off point on the Conflict Tactics Scale (CTS, 1972) were selected as the sample of students with violent behaviors and were randomly divided into experimental and control groups. The experimental group received twelve two-hour sessions of moral motivation and reasoning training, while the control group received regular school education. Both groups completed the Conflict Tactics Scale questionnaire as pre-test and post-test. Multivariate covariance analysis was used for data analysis.

 The results of multivariate covariance analysis showed that the effectiveness of moral motivation and reasoning training was significant for all three subscales, including verbal violence (F=7.30, α=0.004), mild physical violence (F=3.47, α=0.48), and severe physical violence (F=3.58, α=0.04) (α>0.05).

 The results of this study indicate that among the subscales of violent behaviors, verbal violence received the most significant impact from the provision of moral motivation and reasoning training.

The purpose of the research content analysis of the fist secondary school text books( thinking and lifestyle) in regard to self- care. The current research is a quantitative content analysis.  In this research, the research community, the content of the thinking and lifestyle textbooks of the first secondary school (7th, 8th) academic year of 1402-1401 were selected.  The statistical sample of the research included the seventh and eighth grade thinking and lifestyle textbooks (common for boys and girls) and the method of sampling was also targeted.  Content analysis techniques (checklist) were used to collect information.  The initial form of this checklist is prepared from the literature and theoretical foundations of the research.  In order to check the validity of its content, the prepared checklist was given to the tutors and advisors as well as five experts in this field for modification and after applying their opinions, the content analysis checklist was finalized.  The unit of analysis and review in this research was all the components of the book "Thinking and Lifestyle" of the first secondary school (content, pictures, activities, questions) and the unit of registration was a theme.  In this research, the Shannon entropy method was used to analyze the data.  In this order, the data were normalized and the importance coefficient, information load and standard deviation of each component were calculated.  The findings of the research showed that the seventh and eighth grade thinking and lifestyle books paid little attention to self-care.  Among the studied components, the most frequency is related to the physical component (observing proper clothing and according to the seasons), emotional (being kind to yourself and others), psychological (feeling of sufficient self-confidence).  The lowest frequency is related to the components of spiritual self-care, and most of their sub-components (such as reciting and listening to the verses of the Qur'an and participating in religious ceremonies and rituals, doing good deeds, helping the needy, giving thanks for God's blessings) have not been paid attention to.  Self-care skills can be realized by including the components of self-care in educational books and taking a balanced look at it in books of the first secondary school, especially books on thinking and lifestyle.

The aim of this study was to determine the effect of SPACE software on reducing addiction and cell phone dependence in young people. A 25-year-old person with cell phone addiction and dependence was identified by a mobile phone addiction questionnaire (2014). Subjects were intervened with SPACE software for 12 sessions using a single subject research design (ABA) and then followed up for three weeks after the intervention. Finally, the data obtained in the baseline, intervention and follow-up stages were analyzed using visual diagram analysis, percentage of overlapping data (PAND), effect size and recovery percentage. The results showed that using SPACE software reduces addiction and cell phone dependence.

The purpose of this study was to investigate the relationship between self-differentiation, dysfunctional schemas, and cognitive regulation of emotion in predicting suicide in socially damaged girls and the mediating role of social bonding. The design of the present study was retrospective descriptive-correlation.

The research sample consisted of 200 people who were selected by a purposive sampling method among the clients of the social emergency of Tabriz city in 2023, and the differentiation questionnaire of Skowron and Friedlander (1998), Yang's early maladaptive schemas questionnaire (1967), Garnevsky's cognitive emotional regulation strategies questionnaire et al. (2001) and completed Hirschi's social bond scale (1969). Data analysis was done through structural equation modeling (SEM).

The fit of the proposed model was confirmed after modification, and the results of the structural equation model showed that the direct paths of dysfunctional schemas and cognitive regulation of emotion with suicide in injured girls were significant, but not significant in the case of the differentiation variable. In order to investigate the indirect effects, the bootstrap method was used, and the results showed that social bonding partially mediates the relationship between self-differentiation, dysfunctional schemas, and cognitive regulation of emotions with suicide in injured girls.

The findings of the present study show that psychological vulnerability alone or together with stressful events can play a role in the suicide of injured girls. Therefore, the results of this research can help in the field of effective factors in the suicide of injured girls.

The purpose of the present study was to study the efficacy of cognitive rehabilitation in enhancing the numerical calculations, comprehension, and production abilities of students with special learning disabilities in the subject of mathematics. The current study employs a quasi-experimental design. Students who were referred to the four centers for learning disabilities in Rasht in 2019 (Dehkhoda 1 and 2, Shahid Yaghoubi, and Shahid Eskandari) comprised the statistical population of the study. A sampling method that was readily accessible was utilized, with a sample size of 30 males. The participants were divided into two groups of 15 (experimental and control) at random. To this end, the group “Experiment” underwent a 12-session cognitive rehabilitation intervention of memory and attention utilizing software (ARAM).Data for the pre-test and post-test phases were collected using the Key Math Scale (KMDT), RAVEN intelligence test (RCPM), Academic Achievement and Mathematical Diagnosis Test (SATDMA), and Mathematical Reinforcement Training Program Based on Intervention Response Model (MRTPBIRP).Multivariate covariance and SPSS-22 software were utilized to analyze the data. Students with special learning disabilities have demonstrated an increase in the utilization of numerical comprehension, numerical production, and numerical calculation as components of their cognitive rehabilitation in mathematics, according to the findings. Based on the findings, it can be concluded that cognitive rehabilitation programs have been effective in improving comprehension, production and numerical calculations and can be used as part of empowerment programs in the field of education.

Learning theories help to design the desired educational programs. Wittrock developed the theory of generative learning, which is one of these theories. In different educational systems, little attention has been paid to the new methods of mathematics education, and one of these methods is education based on the theory of generative learning. The main objective of this research is to develop an educational program for teaching mathematical concepts to first-state secondary school students that will help the students develop a thorough understanding of the educational content of mathematics and in which the student actively participates in the learning process, creates meanings and relationships, and the teacher only serves as a facilitator. Metacomposition and a synthesis-research approach based on the seven-stage Sandelowski-Barroso model were used in this study to look into the research that had been done in this direction. The study area included 57 research articles according to the intended purpose, among which 19 articles and one thesis were selected using the Glynn tool. Concepts extracted from this study were summarised by the open coding method in the form of 131 concepts and 32 sub-categories, which finally resulted in 9 main categories. Then, according to the results obtained, a special math curriculum was designed for the first state secondary school. The content validity of the mathematics education curriculum was obtained using the Laushe method (P = 0.05).

Learning disorder is a neurodevelopmental disorder that leads to difficulties in learning and performance of reading, writing, and mathematics. Transcranial electrical stimulation is one of the recent interventions that has been used in this group. The current paper aimed to systematically combine the findings of the existing studies to find the effectiveness of these brain stimulation interventions in improving the executive functions and mathematical performance of individuals with learning disorders, as well as the possible moderating variables using the meta-analysis method.  

The statistical population of the research was all published studies including scientific articles and theses. The systematic literature turned 21 studies in the meta-analysis, and 64 effect size Cohen’s ds were extracted and analyzed using CMA3 software.

The findings showed a significant moderate combined effect size in both fixed and random effects models. Moreover, the effect size of the transcranial random noise stimulation was shown to be larger than the transcranial direct-current stimulation and transcranial alternating current stimulation. In addition, the meta-regression showed that age is a significant predictor and moderator with a better effectiveness in younger individuals.

These findings reveal that transcranial electrical stimulation, especially random noise method, as one of the effective interventions in improving the executive functions and mathematical performance of children with learning disorder.

A high sense of belonging to the school and a low level of procrastination can protect against the risk of bullying and victimization. In this way, this research was conducted to investigate the effectiveness of the combined mindset change-motivational program on the sense of belonging to the school and academic procrastination of bullied female students. The research method was semi-experimental with a pre-test-post-test design and a follow-up period with a control group. The research community was formed by female secondary school students in Isfahan in 2022. From the mentioned society, 30 students were selected purposefully and randomly assigned to two experimental and control groups. The pre-test was done through the Brew et al sense of belonging to school questionnaire (2004) and Solomon and Rothblum academic procrastination questionnaire (1984). The experimental group received 8 90-minute sessions of the combined mindset change-motivational program. Finally, the post-test and a three-month follow-up were implemented. Data analysis was done using variance analysis with repeated measurements. There is a significant difference between the sense of belonging and academic procrastination in the two groups in the post-test and follow-up stages, that is, the integrated program of mindset change-motivational has been able to cause a lasting improvement in the sense of belonging and academic procrastination of the bully girl. Based on the results, this program can be used as an effective intervention to help bullied female students and improve their sense of belonging and academic procrastination.

The aim of this study was to determine the effectiveness of story therapy on aggression, anxiety and social fear in children with coping disobedience disorder with one month follow-up. The research design was quasi-experimental pre-test-post-test and follow-up with control group. The statistical population of the present study consisted of all female students with confrontational disobedience disorder who were studying in Tabriz schools in the academic year of 2019-2020. After screening, 40 students with higher scores on the confrontational disobedience scale. Were obtained, selected, and randomly assigned to two groups of 20 individuals. For data collection, Shahim Aggression Questionnaire, Spence et al.'s Anxiety Questionnaire and Masia et al.'s Social Fear Questionnaire were used. Analysis of covariance and repeated measures test were used to analyze the data. The results showed that story therapy has an effect on aggression, anxiety and social fear in students with confrontational disobedience disorder and reduces aggression, anxiety and social fear in them. The results also showed that the effectiveness of story therapy on aggression, anxiety and social fear is stable. Paying attention to story therapy can play an important role in improving children's psychological problems.

Bullying is one of the manifestations of communication violence that occurs in a specific context and social relationship and in many forms. Intentional and voluntary violent behavior, in which a person or people, another person in a situation where there is some kind of power imbalance, abuse repeatedly and with the aim of hurting. The present study was conducted with the aim of designing a model of moral psychology and determining its effectiveness on self-view and moral behavior among bullied students in the second year of high school in Tabriz.

The current research was a sequential exploratory method that was carried out in two stages. In the qualitative part, with the aim of identifying the dimensions and ethical indicators effective on bullying, a meta-composite method was used, which, using the seven-step method of Sandelowski and Barso, and by examining the information sources and scientific articles of the last ten years, 56 sources were analyzed. The final one was selected. In the quantitative section, the fuzzy Delphi method was used to validate dimensions and indicators from the perspective of experts. In this section, indicators and dimensions were provided to 12 experts. The current research method is practical in terms of its purpose and in terms of development method, which has been done in a mixed and sequential manner (qualitative and quantitative). In the qualitative part, the meta-composite method was used in order to identify the dimensions of the moral psychology model. Therefore, the statistical population of this section is databases, international prestigious journals, and all the research conducted in the field of studies related to bullying and the moral factors that are effective in it, which have been published by researchers in prestigious scientific journals in the last ten years. A study has been published. The sampling method in this section was targeted or criteria-based sampling. In this way, the studies that met the research criteria in the subject area have been selected as samples. The method of collecting data in the form of a library includes sampling from selective sources. In the quantitative part and in the first part, with the aim of validating the dimensions and in order to formulate the model, the fuzzy Delphi technique was used to collect the opinions of experts. Therefore, the statistical population of the first part of this research was formed by psychology experts, teachers, assistants, and principals of secondary schools in Tabriz, who were experts in the discussed field (bullying and moral factors effective in it), based on purposeful (judgmental) sampling. 12 people were selected. Experts are people who have at least ten years in the field of education and school management and have scientific works in this field in the form of books and articles.

Based on the findings of this research, the model of moral psychology in 5 dimensions (individual moral psychological factors, moral psychological factors related to peers, moral psychological factors related to parents, moral psychological factors related to school, and moral psychological factors related to the place of residence) and 20 indicators were identified, which were approved by 12 experts in the Delphi section, and finally, the research model was presented. After the initial coding process using Atlas ti software, the process of determining the themes began. In the first stage, similar codes were placed next to each other and formed the themes of the first level. During this phase, some code was at higher levels and it was possible to shred it. In this way, the codes were reviewed again and the process of determining the themes was constantly changing and forming. Based on the investigations, 22 first-level themes and 5 second-level themes were identified. According to the results, the main factors causing bullying behavior are individual factors, factors related to peers, factors related to parents, factors related to school, and factors related to the place of residence. The result of this section is presented in Table 1.

It is believed that ethics as a central sign is the discourses of research that have confirmed its major role in the occurrence of bullying behaviors, and this research in this respect emphasizes the positive role of moral psychology and confirms its influential role. Reducing bullying of students, can infer its effective role in reducing moral sensitivity and indifference, creative reasoning, and moral identity of students. As mentioned in the background of the studies related to the investigation of the influencing factors on bullying behaviors, some researchers have proposed concepts such as moral reasoning, which they draw as a manifestation of the moral situation. They admit Therefore, based on the findings of this research, considering the significant impact of the educational model on the moral reasoning of these students, it can be concluded that moral reasoning, as one of the complex elements of the moral system of people, is affected by the education of the extractive model of the research. It is divided into 5 general components individual moral psychological factors, moral psychological factors related to peers, moral psychological factors related to parents, moral psychological factors related to school, and moral psychological factors related to the place of residence. The results of metacombination studies clearly show the complex interactions and relationships of different dimensions with each other. Therefore, the need to pay attention to each of the dimensions about other ethical dimensions will be an undeniable necessity. From these results, it can be concluded that this research can provide psychologists with a model in the field of moral psychology counseling.

The present study was conducted with the aim of investigating the effect of the effectiveness of acceptance and commitment therapy on the academic resilience of students with special learning disabilities.

This research was a semi-experimental study with pre-test/post-test and had a control group. The statistical population of the research is all female students who referred to learning disorder centers in Tehran. To select the sample, through available sampling, 30 female students with special learning disabilities who referred to learning disability centers in the 2022-2023 academic year were selected and randomly divided into two groups of 15 people. Both groups responded to the academic resilience scale in three stages before the intervention, after the intervention and three months after the intervention. The data was analyzed using mixed variance analysis method in SPSS24.

The results of the research showed that the acceptance and commitment training program is effective on the components of academic resilience of students with special learning disabilities and the effect of the intervention was stable in the follow-up phase.

Based on the findings, acceptance and commitment training can improve the academic status of students with learning disabilities by improving academic efficiency and empower them to face academic challenges and pave the way. Further research should be done in the field of interventions related to students with special learning disabilities.

In recent years, research has witnessed an exciting change toward well-being and health instead of emphasizing disorders and inefficiency. The current study aimed to assess the effect of a mindfulness-based resilience training program on the psychological well-being of medical students during the COVID-19 pandemic.

The current study was quasi-experimental with a control group and a pre/post design. A sample of 30 students was randomly selected from a community of medical students at the Tabriz University of Medical Sciences in the academic year 2021-2022. These students were randomly divided into two groups of 15 participants. The tools used in this research included Ryff’s Psychological Well-Being Questionnaire (PWB-18) and an integrated training program for resilience and mindfulness.

The findings showed an integrated training program of resilience and mindfulness positively affected students’ psychological well-being. In addition, this intervention was able to explain 59% of the combined variance of psychological well-being variables.

The results of the current study found that an integrated training program of resilience and mindfulness can improve individuals’ psychological well-being during a difficult situation such as the COVID-19 pandemic.

The purpose of this study was to develop a school-based positive education package and its effectiveness on subjective well-being of sixth grade elementary students. The research method was qualitative-quantitative. First, with the descriptive-analytical method and mixed synthesis research approach, the content validity index for the whole educational package was 0.86, which indicates the appropriate face and content validity. Then, two classes (n= 59) of sixth grade male elementary school students in District 1 of Tehran were selected in a multi-stage random manner and randomly assigned to the experimental group (n= 28) and the control group (n= 30). The quantitative method was quasi-experimental with a pre-test-post-test design with a control group using the Renshaw Subjective Well-Being Questionnaire (2014). The results of analysis of covariance showed that the scores of subjective well-being in the experimental group were higher than the control group. Therefore, positive school-based education has a positive effect on students' subjective well-being (P <0.001).

The purpose of this study was to develop a school-based positive education package and determine its effectiveness on the subjective well-being of sixth grade elementary students. The school environment is composed of cognitive, physical and social environment (Marsh, 2004), but current schools pay more attention to the environmental and sometimes physical aspects. One of the problems of schools, along with their other problems, is their industrial form and structure, their mechanical attitude towards students, their indifference to personal experience, and their emphasis on the usefulness of tools and things out of reach. Providing a suitable educational environment for children requires the development of practical and useful educational programs (Mehrmohammadi, et al, 2010).The traditional education approach seeks to create a single environment and look at individual education, while modern education is trying to build a broad environment and social education of knowledge learners (Fetsco, et al, 2005).  Positive psychology approach by changing the paradigm of schools from a traditional perspective that deals with academic problems such as interpersonal problems, dropouts and dropouts; Pays attention to newer attitudes and attention to positive behavioral potentials of students including abilities, human virtues, happiness, moral qualities, behavior and positive thoughts (Shoshani, et al, 2016; Shankland, et al, 2017; Seligman, et al, 2006). The effectiveness of positive psychology interventions has been confirmed in various researches (Badri, et al, 2019; Shoshani, et al, 2017; Dokri, et al, 2014; Waters, 2011).Positive school-based education includes evidence-based programs that improve students' well-being and school-level mental health (Matthew, et al, 2015; Ferguson, 2018; Blake, 2019; White, et al, 2018; ​​Robinson, 2020).The three main hypotheses in this study are: 1. A school-based positive education package can be designed for sixth grade elementary students. 2- The designed training package has a suitable validity for implementation. 3- The educational package has a significant effect on students' subjective well-being.

The research questions are: 1. Can a school-based positive education training package be designed for sixth grade elementary students? 2- Is the designed training package suitable for implementation? 2- Does the educational package have a significant effect on students' mental well-being?First, to explain the conceptual framework of empowerment based on positive school-based education and also to design and develop an educational package, a descriptive-analytical method with a synthetic research approach of mixed synthesis research was used. After reviewing and modifying the program, it was designed and compiled and in order to validate it, the face and content validity method was used. In face validity, semi-structured interviews with subject matter experts were used. In order to determine the content validity ratio (CVR) of the educational package, the Lawshe method was used to convert qualitative judgment into quantity by 14 experts. In determining the effectiveness depending on mental well-being, the present study was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population was the sixth grade elementary school students in District 1 of Tehran in the academic year of 2019-2020. The sample size consisted of 50 people (28 experimental group and 31 control group) who were selected by multi-stage random sampling. First, one of the 22 districts of Tehran was selected as an education district, and then, from the list of boys' primary schools, two schools were selected.The research tool was the Student Mental Well-Being Questionnaire (SSWQ), which was developed by Renshaw in 2014 and has 16 items. The validity coefficient of this tool by the developers using Cronbach's alpha method for the whole test is 0.86 and each of the subscales includes: communication with the school 0.72, enjoyment of learning 0.74, educational goals 0.72 and academic efficiency 0.78 was obtained (Renshaw, et al, 2014).

The research findings based on different stages of synthesis are presented as follows. First, to identify first-hand sources, articles, books, and related documents, limited to the past three decades, were collected using databases and written resource storage centers. Finally, the main themes of the training package and the time required for teaching are derived from written sources such as the Gilant Garmar model of schools (Norrish, et al, 2011), positivism and positivism (Quilliam, 2003; Baratisedeh, et al, 2011), Positive psychology techniques (Magyar-Moei, 2009) and internal and external articles and research projects. The overall content validity index was estimated to be 0.86.In the quantitative part, the collected data were analyzed by SPSS software version 21 using statistical tests. To test the research hypothesis (school-based positive education training package affects the levels of mental well-being including relationship with school, enjoyment of learning, educational goals and academic effectiveness), first the hypotheses of parametric statistics and analysis of covariance were examined. Due to the observance of the basic assumptions of analysis of covariance, including the homogeneity of regression slopes and the homogeneity of interactive effects, multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance (ANCOVA) were used to test the research hypothesis.To investigate whether the school-based positive education model has a significant effect on the combination of school communication scores, learning pleasure, educational goals and academic efficiency in elementary students or not, Hoteling T statistic (p<0.001, F=31.29, T Hoteling=3.19) showed that there is a significant difference between the groups in relation to school, learning pleasure, educational goals and academic efficiency.The results in Table 1 show that the school-based positive education package focuses on relationship with the school (P<0.0001, F=19.78), learning pleasure (P<0.0001, F=31.11), educational goals (P<0.0001, F=18.81) and academic efficiency (P<0.002, F=10.63) have a significant effect. So the answer to the research question is yes. The results also show that positive school-based education can explain %27 of changes in school communication, %37 of changes in learning pleasure, %26 of changes in educational goals, and %16 of changes in academic efficiency.

Extracted themes, self-awareness, cognition of thoughts, feelings and behavior; Self-confidence, optimism and self-esteem; Thinking positive; The importance of emotions and positive thoughts in education; Resilience and problem-solving methods; Hope, appreciation and gratitude; Purposefulness and having meaning in life; Empathy and forgiveness; Social responsibility and positive interpersonal communication; Cultivation of moral values, secretarial abilities and immersion. The results showed that the school-based positive education package has a positive and significant effect on students' mental well-being. The variables of degree, gender and geographical location have been controlled in this study, so care should be taken in generalizing the results.Considering the validity of the positive education package, it is suggested that school counselors, while paying attention to students' psychological issues, also take action to recognize their psychological abilities. It is better to teach the concepts of positive psychology to both students and parents.

As the youth period extends, numerous students are involved with various issues in the identity process which affects diverse aspects of their life satisfaction. This research was conducted to analyze the latent profile of undergraduate students' identity dimensions and their relationship with their life satisfaction.
The method of this study was a descriptive-correlation type of latent profiles analysis using MPLUS software. MPLUS is a latent variable modeling program that reduces continuous or categorical variables to limited subgroups. Likewise, the one-way ANOVA method was used to compare students' life satisfaction among latent clusters. The statistical population of the research was all undergraduate students of Tabriz University and 375 of these students were selected as a sample using a multi-stage cluster random sampling method. Data were collected using Scales of Saffarinia and Roshan's Social Identity (2010), Bell's Religious Identity (2009), Aquino and Reed's Moral Identity (2002), and Satisfaction with Life of Diener et al. (1985).
The results of the latent profiles analysis led to the identification of six identity profiles, and the results of the variance analysis revealed that the life satisfaction of students according to the identity dimensions is different (P<0.01), in such a way that the achieved identity cluster had the highest and the diffusion identity cluster, had the lowest level of life satisfaction.
Using the person-centered approach, the results of the research offer a new perspective for understanding the identity dimensions of students, which can predict life satisfaction and provide interventions according to each identity dimension.

This study aimed to determine the effectiveness of acceptance and commitment program training on social anxiety and academic resilience of students with stuttering disorder. The research design was quasi-experimental with two experimental and control groups. The statistical population of the study included high school students with stuttering disorder in Khoy city. In this regard, a sample of 32 students were selected by available sampling method and divided into two groups of 16, experimental and control, to participate in the training of life-based experience program of acceptance and commitment (Bardel et al., 2022) were assigned. Academic resilience scales (Samuels, 2004) and social anxiety questionnaire (Conner et al., 2000) were used before and after the test to collect data. Acceptance and commitment training program was implemented in 8 intervention sessions for the experimental group. Analysis of covariance showed that the training program has significantly improved the acceptance and commitment of academic resilience and social anxiety of students with stuttering disorder. Acceptance and commitment-based therapy by teaching and improving effective strategies and techniques allows students to take a realistic view of their problem and overcome the severe consequences of their disorder. Therefore, the implementation of this program is recommended for individuals with stuttering disorders and other developmental disabilities.

According to the theory of sensitivity to reinforcement, behavioral differences of people in sensitivity to reward and avoidance of punishment are the basis of stable personality, mood, and mental and cognitive differences. People with a behavioral inhibition system turn to defense, inhibition, and avoidance when faced with a threatening situation. Another group of behavioral activation systems is looking for positive motivations. Reward-sensitive people tend to drive, make risky decisions, and engage in risky health behaviors. Based on this, there is a research gap in the field of using neurophysiology methods in determining behavioral activation and inhibition systems and possibly the relationship between alpha power and activation of behavioral brain systems and a model that can predict the type of behavioral brain system of people.

Considering the research gap, this study is designed and implemented with the aim of providing a neurophysiology method to determine the behavioral brain systems based on the data obtained from the electroencephalography analysis of people.

The research method is correlational and based on regression equation modeling. A sample of 300 students of the Faculty of Educational Sciences and Psychology of Tabriz University were randomly screened using Carver and Wright's questionnaire (1994) and 15 subjects were assigned to the activation group and another 15 subjects were assigned to the behavioral inhibition group. The selection criterion was to obtain a score of more than one standard deviation higher than the average in inhibition and activation scores. Brain waves were recorded with a 19-channel Norscan amplifier based on the international 10-20 system.

The statistical analysis of the results showed that the average alpha power in two groups with different behavioral core systems is statistically significant (p<0.05). In addition, the correlation between alpha power and behavioral brain systems was statistically significant at the p<0.05 level. Then, a model was determined using regression analysis, and the coefficients were significant at the p<0.01 level.

The results of the present study indicate that a linear regression model has been obtained. The model was able to significantly separate the behavioral inhibition group from the behavioral activation group. After confirmation with similar studies, the model can be used as a neurophysiological tool in business centers for employment, as well as in counseling, psychotherapy, and psychiatric clinics.

Inspecting the first-year students' mental health reveals that most of them cannot adapt emotionally, and they experience mental health problems comprising irrational beliefs, emotional, motivational, communication, and social issues and learning, along with a significant failure in academic performance. Nonetheless, none of the interventions has been based on the lived experience of the students who have the most problems adapting to the university.

The aim of this study was to investigate the efficacy of the educational program based on the comprehensive model of the lived experience of adjustment (CMLEA) on the academic, psychological and social well-being of maladjusted first-year students.

The present research was conducted with a quasi-experimental design of pre-test, post-test, and follow-up with a control group. The sample consisted of 40 freshmen who scored lower than the average in the Student Adaptation to College Questionnaire (Baker & Siryk, 1986). The convenience sampling method was used to select the students. Then they were assigned to two experimental and control groups. In the present research, academic well-being (Tuominen-Soini et al., 2012), social well-being (Keyes, 1998), and psychological well-being (Ryff, 1989) scales were used. After the pre-test, the experimental group received 18 one-hour sessions of university adaptation training. After two months, a follow-up study was done. The data were analyzed using mixed analysis of variance method.

The results revealed that the intervention program significantly impacted students' academic, psychological and social well-being (P<0.01) so that the scores of the well-being components significantly increased in the post-test stage and remained stable in the follow-up stage.

Results from the intervention indicated that the educational program based on the CMLEA with amending students' problems in adapting to the university leads to an increase in their well-being components in the first year.

Learning disabilities, problems processing information obtained from the surrounding environment, are based on neurological disorders. These processing problems can interfere with learning basic skills such as reading, writing and/or math. The aim of the present study was to Meta-analyze the effectiveness of electrical brain stimulation on the memory of people with learning disabilities.

This research was conducted using the meta-analysis method. The statistical population included all Persian and English researches conducted in the field of effectiveness of brain electrical stimulation intervention on memory improvement of people with learning disabilities. Among them, researches with meta-analysis criteria were reviewed by comprehensive meta-analysis software.

These studies were based on 450 samples and 26 effect sizes. The meta-analysis results showed that the effect size of brain electrical stimulation on memory improvement of people with learning disability is d=1.188. This effect size is an acceptable value according to Cohen's table.

The results indicate that electrical stimulation of the brain has a great effect on improving the memory of students with learning disabilities; therefore, it was suggested that experts use these interventions to improve the memory of these students. Also, paying attention to the type of learning disorder is important in the effectiveness of the treatment

This research attempted to define the role of grit, psychological hardiness, and resilience in academic engagement. Among a statistical society, 242 students were selected as a sample by a simple random sampling method. To collect data, using online social media, 5-question grit questionnaire (Dakourth, 2007), Norwegian version for the modified scale of hardiness (Hystad, Eid, Johnsen, Laberg & Thomas Bartone, 2010), resilience questionnaire (Johnsen, 2013), and academic engagement questionnaire (Rio, 2013) were employed. Obtained data of sample were analyzed by using the statistical softwares Spss &Amos and by path analysis. The results showed that Academic engagement was predicted directly by grit, psychological hardiness and resilience; According to the findings academic engagement was predicted indirectly, on the path of resilience, by grit. psychological hardiness through the mediating role of grit has also a indirect and meaningful effect on the Academic engagement .The results of the research were not confirmed indirectly on the path from psychological hardiness to academic involvement. The results indicated that 16% of academic engagement was explained, through grit, psychological hardiness, and resilience. Also, the variables for grit and hardiness explained 28% of academic engagement by resilience.