siavash talepasand

The aim of the present study was the effectiveness of the assertiveness training program on the health-promoting behaviors of bullied adolescents.

The research method was semi-experimental with a pre-test-post-test design and a one-month follow-up with experimental and control groups. The statistical population included adolescents aged 14 to 17 years old in district 17 of public schools in Tehran. A number of 40 teenagers who met the criteria for entering the research and obtained a high score in Harter's victim questionnaire were randomly selected and assigned to two experimental and control groups. The research tools included Walker et al.'s (1987) health-promoting behaviors questionnaire, which was completed by both groups in three phases: pre-test-post-test and one-month follow-up. The assertiveness training program for victimized teenagers was implemented in 8 sessions of 90 minutes for the experimental group. Data were analyzed using repeated measures multivariate analysis of variance.

The results showed that the assertiveness training program to victimized teenagers in the variables of happiness and spiritual growth (F=6.44 and P=0.003), responsibility for health (F=327 and P=0.002), interpersonal relationships (4.47=4) F and P=0.019), stress management (F=5.10 and P=0.009) and nutrition (F=4.52 and P=0.022) have an effect. While this amount was not effective for the variable of physical activity (F=0.01 and P=0.988).

Finally, based on the results of this research, it can be said that the assertiveness training program is effective on the health-promoting behaviors of 14-17-year-old teenagers, and this training can be used to improve their health, and the awareness of parents, teachers, managers, and other professionals about these trainings can be helpful.

The purpose of this research was to investigate the relationship between students' misbehavior and the desire to leave the service of teachers with the mediation of emotional exhaustion and the moderating role of emotional regulation. The current research was correlational. The statistical population of this research included all the elementary school teachers of Semnan city who were working in the academic year of 2011-2014 (723 people). The participants were 150 teachers (84 female teachers and 64 male teachers). A simple random sampling method was used. All of them completed the Jang (1995) emotional exhaustion questionnaire, the Gross and John (2003) emotional regulation questionnaire, the Kim et al. (2007) intention to quit questionnaire, and the Rostami and Rad students' behavioral bias questionnaire (2012). Hypotheses were tested with path analysis model and conditional process analysis. The findings showed that students' misbehavior had a direct structural effect on emotional exhaustion and the tendency to leave the service of teachers. Emotional exhaustion played a mediating role in the relationship between students' misbehavior and teachers' desire to leave. The moderating role of emotional regulation in the mediating relationship of emotional exhaustion was confirmed. At low levels of emotion regulation, the relationship between emotional exhaustion and the desire to leave the service was very mild and significant, but at high levels of emotion regulation, emotional exhaustion more strongly predicted the desire to leave the service. As a result, the antecedents of the desire to leave the service have complex structural relationships.

This study aims to predict Social Networking Sites (SNS) addiction based on self-regulation, examining the mediating roles of academic resilience and psychological well-being.

This descriptive-correlational study was conducted with male high school students in Torbat-e Heydariyeh City, Iran, during the 2022-2023 academic year. A sample of 399 students was selected using multi-stage cluster random sampling. Participants completed the Social Networking Addiction (SNA) Scale‎‏, the Self-Regulated Learning Questionnaire, the Academic Resilience Questionnaire, and the Psychological Well-being Questionnaire. Data were analyzed using descriptive and inferential statistical methods, including correlation and structural equation modeling.

The results indicated that self-regulation (β= -0.23, P< 0.01) and psychological well-being (β= -0.19, P= 0.03) significantly and negatively predict SNS addiction. However, academic resilience (β= -0.04, P= 0.60) does not significantly predict SNS addiction and, therefore, does not mediate the relationship between self-regulation and SNS addiction. Academic resilience can indirectly predict SNS addiction by influencing psychological well-being (β= -0.09, P= 0.09).

The findings reveal a complex relationship between self-regulation, academic resilience, psychological well-being, and social networking sites addiction. These variables should be considered in the development of practical and preventive programs aimed at addressing social networking sites addiction.

This study aimed to predict somatic symptom disorder based on social isolation and fear of contracting corona with the mediating role of perceived anxiety.
The design of the present study was descriptive-correlational and structural equation modelling. The statistical population of the study included Iranian adults who lived in Tehran in 2022. Among them, 437 adults were selected by convenience sampling method. Subjects filled Somatic Symptom Experience, Social Isolation, Fear of COVID-19, and Perceived Anxiety questionnaires. After data collection, the relationship between variables was examined using SPSS and AMOS software.
The findings suggest that the social isolation is only directly related to somatic symptoms (P <0.01 andβ=0.52). Fear of COVID-19 is directly related to somatic symptom (P <0.01 and =β=0.22). Perceived anxiety is directly related to somatic symptom (P <0.01 and =β=0.42) and social isolation and fear of COVID-19 indirectly correlated with the mediating role of Perceived Anxiety, linked to somatic symptom.
Social isolation and fear of COVID-19 (both directly and indirectly, by influencing Perceived Anxiety), which may indicate this factors plays a crucial role in somatic symptom.

 The purpose of the present study was to investigate the ‎mediating role of the achievement goal orientation with the core self-‎evaluation and academic performance of physics. The present study was a ‎correlational study‏.‏‎ Participants were 221 students (90 girls, 131 boys) in the ‎third year of high school in Qaem Shahr in the academic year of ‎‏2017-2016‏‎. ‎Random sampling method was used. Participants completed the questionnaire ‎of the achievement goal orientation (Eliot & McGregory, 2003), and the ‎questionnaire the core self-evaluation Scale. Data were analyzed using ‎Multiple Regression and path analysis. The results showed that the mastery ‎goal orientation predicted physics’ scores significantly. The achievement goal ‎orientation had a mediating role in the structural relationship between the core ‎self-evaluation and physics performance . People ‎with poor self-evaluation were more likely to adopt the avoidance achievement ‎goal orientation, and this was associated with a decline in physics performance. ‎In designing a physics lesson, one should pay attention to the conditions in ‎which students evaluate themselves.‎

Based on conducted research, self-esteem in students has been identified as a crucial component influencing their academic performance. On one hand, the effectiveness of social responsibility education has also been examined concerning students' performance. However, to date, there has been no study specifically investigating the effectiveness of social responsibility education on the self-esteem of students.

The purpose of this research was to determine the effectiveness of education based on social responsibility on students' self-esteem.

A quasi-experimental design was used. The participants were 9th grade male students in Tehran in the academic year of 2001-2001. A sample of 34 people (17 experimental group, 17 control group) was selected by random cluster sampling method. They were randomly assigned to two experimental and control groups. They were randomly assigned to two experimental and control groups. The experimental group received 10 45-minute sessions of training based on social responsibility, and the control group did not receive training. Before, after and 30 days after the intervention, the self-esteem questionnaire (Coopersmith, 1967) was completed by the students. Hypotheses were tested with repeated measures analysis of variance. 24SPSS software was used.

The findings showed that education based on social responsibility increased family (0.18), academic (0.37), social (0.36) and general (0.16) self-esteem. The effect of training based on social responsibility was stable until the follow-up stage.

Self-esteem and its side effects are dependent on students becoming responsible in the social dimension. To improve self-esteem, it is appropriate to use responsibility training intervention. The practical implications of the findings are discussed.

The aim of this study was to determine the structural effect of personality functioning and attachment styles on emotional eating by considering the mediating factor of defense mechanisms. In the correlation design with structural equation modeling method, 800 participants were selected by compliance sampling method. The data collected with Eating Behavior Questionnaire, the Collins and Reed Adult Attachment Style Questionnaire, the Defense Styles Questionnaire and the short form of The Personality Function Levels Scale was completed by the sample. The level of personality functioning (0.52) and the secure (0.91), anxious (0.39) and avoidant (0.51) attachment style have a direct structural effects on emotional eating (P<0.05). The level of personality functioning, considering the mediating factor of mature (0.76), immature (0.83) and neurotic (0.79) defense mechanisms, has an indirect structural effect on emotional eating (P<0.05). Secure (0.61), anxious (0.61) and avoidant (0.72) attachment styles have an indirect structural effect on emotional eating with mediating factor of mature defense mechanisms (P<0.05). Secure (0.78), anxious (0.60) and avoidant (0.79) attachment styles have an indirect structural effect on emotional eating with mediating factor of immature defense mechanisms(P<0.05). Secure (0.86), anxious (0.67) and avoidant (0.73) attachment styles have an indirect structural effect on emotional eating with mediating factor of neurotic defense mechanisms (P<0.05). The results showed that the structural model has an acceptable fit with the collected data. The fit of the structural model implies the direct and indirect role of personality functioning level and attachment styles on emotional eating, considering the mediating role of defense mechanisms. Personality disorders have been linked to uncontrolled and binge eating, suggesting that individuals who binge eat may have more maladaptive and less adaptive personality traits. The emotion regulation theory of eating behavior proposes that emotional eating can improve mood by reducing negative emotions. This overlap in emotion regulation between personality functioning and emotional eating may explain their relationship. Immature defense mechanisms are associated with emotional eating, which acts as a strategic defense to alleviate negative emotions, though it often leads to problems. The way mothers and children interact during stressful situations shapes a child's self-regulation, cognitive and emotional foundations, and coping strategies. Without secure attachment, individuals may struggle to regulate their emotions effectively, resorting to unhealthy strategies like binge eating. These findings could inform the development of psychological interventions and treatment protocols for binge eating and obesity.

The aim of this research was to investigate the efficacy of cognitive rehabilitation in enhancing academic achievement, cognitive flexibility, and selective attention in students with specific learning disabilities. This applied study employed a semi-experimental design with pretest-posttest, a quantitative research method, and an experimental and control group. The population included all elementary school pupils who were referred to learning disability centers in Zanjan during the academic year 2021-2022. A total of 40 participants (22 boys and 18 girls) were randomly assigned to the experimental and control groups (each group, 20 participants). The selection was conducted through convenience sampling. The control group was placed on a waiting list, while the experimental group received 12 sessions of cognitive rehabilitation interventions. The Stroop and Wisconsin Card Sorting Tests were employed to capture data, which were subsequently analyzed using SPSS24 and repeated measures analysis. The findings showed that after cognitive rehabilitation, the level of selective attention, cognitive flexibility, and academic achievement of the participants increased significantly. Selective attention, cognitive flexibility, and academic achievement were significantly different between the experimental and control groups in the pretest, posttest, and follow-up (P<0.01). Therefore, it is possible to infer that cognitive rehabilitation had a beneficial impact on the academic performance, cognitive flexibility, and selective attention of students with specific learning disabilities. Cognitive rehabilitation is an effective therapeutic approach that learning disability centers should employ to enhance the cognitive performance of students with specific learning disabilities.

Learning disabilities are considered the main cause of poor academic performance, and every year a significant number of students face difficulties in learning academic subjects due to this reason. These difficulties are primarily attributed to deficiencies in executive functions such as selective attention. So far, there has been a research gap in investigating the effectiveness of two cognitive remediation approaches, namely cognitive enhancement therapy and mindfulness-based cognitive therapy, on improving selective attention in students with specific learning disabilities, and there is a noticeable research vacuum in this area.

The present study was conducted with the aim of comparing the effectiveness of cognitive rehabilitation and cognitive therapy based on mindfulness in improving the selective attention of students with special learning disorders.

This study employed a semi-experimental design with a pretest-posttest, follow-up, and a control group. The population of the study included all elementary school students (grades 1 to 6) in learning disability centers in Zanjan City during the academic year 2021-2022. Sixty participants were selected through convenience sampling and randomly assigned to experimental and control groups (20 participants in each group). The experimental groups received 12 sessions of cognitive enhancement therapy and mindfulness-based cognitive therapy interventions. The data were collected using the Stroop computerized test (SCWT) and analyzed using repeated measures analysis of variance, Bonferroni post-hoc test, and SPSS 23 software.

After the interventions, the level of selective attention in students with SLD increased, and there was a significant difference between the post-test scores of the experimental and control groups (p<0.05). Also, the CRT intervention had a greater effect on improving selective attention than MBCT. There was no significant difference between the post-test and follow-up test scores of the experimental groups.

The CRT and MBCT programs based on mindfulness were both effective in improving selective attention in students with SLD; however, the CRT intervention was more effective. It is recommended that learning disorder centers use these therapies as effective and cost-effective complementary treatment approaches to enhance the cognitive performance of students with SLD

Military operations have become more complex and require cognitive readiness to adapt to the conditions that match the individual's brain reactions. The research aims to investigate the impact of cognitive readiness training on brain wave patterns. The research was quasi-experimental with a control group and pretest-posttest design. The population included military officers that 38 members. Furthermore, Operational Strategic Management Simulation (OSMS) and the Quantitative Electroencephalogram (QEEG) was used. Moreover, a 40-session cognitive readiness course was provided for the experimental group, and an 11-session course was presented for the control group. Data were analyzed using the MANCOVA test. Cognitive readiness training reduces beta and delta waves in the frontal and central regions. This training increase in the alpha and theta waves in all of brain area (p<0.01). Also, sLORETA showed that the maximum change was observed in the alpha wave in the dorsolateral prefrontal cortex. By promoting cognitive readiness, individuals can make better decisions, optimize performance, and minimize cognitive and emotional burdens. Implementing tools like QEEG assessments can provide insights into individual differences and abilities, aiding in task suitability evaluation.Embracing cognitive readiness can ultimately help reduce human errors, enhance independence, and improve performance in high-stress military environments.

Social factors and health-related behaviors, including physical activities and nutrition, play an important role in status of cognitive abilities in the elderly. Therefore, this study was conducted with the aim of investigating the role of social isolation, physical activity and nutritional habits in predicting age-related cognitive decline and executive function failure in the elderly. The research design was descriptive and correlational. The statistical population in this research included all elderly men and women in nursing homes in Tehran in 1401, from which 258 participants were selected based on Tabachnick and Fidell's formula by convenience sampling, and they were asked to the Folstein et al’s Mini Mental State Exam, Barkley Deficits in Executive Functioning Scale, Lubben Social Network Scale, Washburn et al.'s Physical Activity Scale for the Elderly, and Guigoz et al.'s Mini Nutritional Assessment. Data were analyzed using Pearson correlation and multiple regression analysis with SPSS-26 software. The results showed that physical activity and nutritional habits have a negative and significant relationship with cognitive decline and executive function deficiency (p<0.001). Social isolation did not have a significant relationship with cognitive decline and failure of executive functions (p>0.05). In addition, the physical activity predicted the cognitive decline of the elderly by 20% and the nutritional habits by the amount of 14% predicted the failure of the executive functions of the elderly (p<0.001). It is concluded that proper physical activity and having a good nutrition pattern can be associated with the reduction of cognitive deficits in the elderly. This result contains implications in developing preventive and intervention programs to improve the cognitive ability of the elderly.

Academic cheating behavior is one of the challenging issues in educational environments. This structure has become a global concern in current educational environments and has a significant scope in educational systems. The problem is that the relationships of various variables with academic cheating behavior have been confirmed, but the relationships of variables such as teacher's job enthusiasm and academic motivation have been neglected in the form of structural relationships, and there is a major research gap in this field.

The present study was conducted with the aim of modeling the relationship between teacher's enthusiasm and students' academic cheating behavior with the mediating role of academic motivation.

The method of the present research was applied in terms of purpose and correlational in terms of the nature of the data. The statistical population of the present study included all teachers (N = 1267) and students (N = 2621) of secondary schools in Damghan city in the academic year of 1400-1401. Among the statistical population, 460 teachers (310 women, 150 men) and 460 students (255 girls, 205 boys) were selected by multi-stage random cluster sampling. The teachers responded to the job enthusiasm scale (Schaufeli,2013) and the students responded to the academic motivation scale (vallerand et al,1992) and Academic cheating scale (Murdock & Stephens, 2007). Analysis of research data was done through structural equation modeling with SPSS24 and AMOS26 software.

The results of structural equation modeling showed that the data had an acceptable fit with the conceptual model and was confirmed.) RMSEA = 0.065, CFI = 0.90, IFI = 0.90, NFI = 0.91, and X2 /df=2.89). Also, according to the structural model of the research, job enthusiasm had a significant effect on academic motivation (0.34) and academic cheating behavior (-0.21), academic motivation had a significant effect on academic cheating behavior (-0.29). Also, the relationship between job enthusiasm and academic cheating through academic motivation was significant (-0.10)

It seems that the results of this research can provide useful information for educational officials, researchers, educational consultants in order to increase teachers' job enthusiasm and reduce students' academic problems.

The current military operational environment has become extremely complicated and this complexity has created unpredictable and ambiguous environments; Therefore, cognitive readiness is needed to be able to perform well in such conditions and provide the possibility for people to transfer previous learning to new situations, but there are different opinions about cognitive readiness and there are'nt available the training package suitable for Iranian military; Therefore, the aim of the current research is to develop a model of cognitive readiness for military personnel and to design a indigenization training package. This research is of a qualitative type with a meta-synthesis method. The statistical population was all the researches published during the years 2000 to 2023 (1380 to 1402), and finally 39 researches were selected with the Critical Appraisal Skills Program (CASP). To analyze the articles, all the concepts related to cognitive readiness were coded, and by combining them three main categories (knowledge, skills and attributes) and 7 components of metacognition, creativity, experience and knowledge, situational awareness, resilience, flexibility and adaptability, Problem solving and decision making were achieved. Finally, the content of the indigenization training package was evaluated by 15 experts in cognitive science and military psychology. The CVR and CVI showed that the cognitive readiness model designed for the military has the necessary validity and can be used for them.

Job enthusiasm refers to the amount of use of physical, mental and mental strength of people in doing tasks related to their role. Low work enthusiasm among employees causes organizational commitment and low job satisfaction, errors, accidents and injuries in performing job duties. Therefore, according to the little research evidence in the field of the research topic, identifying and measuring the job enthusiasm of employees is essential and necessary to prevent organizational and psychological problems.

This research was conducted with the aim of investigating the psychometric properties of Shaufeli's job enthusiasm scale among teachers in Damghan city.

In terms of the fundamental-applied goal, and in terms of the type of information gathering, the present research is a questionnaire survey, and in terms of methodology, it is considered one of the test-making studies, which was conducted in the form of a correlational research project. The statistical population of the present study included all teachers (N = 1267) and secondary school students(N=2621) of Damghan city in the academic year of 2001-2001. Among the statistical population, 460 teachers (310 women, 150 men) and 460 students (255 girls, 205 boys) were selected by multi-stage random cluster sampling. The teachers responded to the Schaufeli job enthusiasm scale (2013) and the students responded to the academic motivation scale of vallerand et al. (1992). The analysis of research data was done through confirmatory factor analysis and with SPSS24 and AMOS26 software.

The results confirmatory factor analysis showed that the three-factor structure of the scale has an acceptable fit with the data and all the fit indices confirmed the fit of the model. Also, in order to estimate the convergent validity, the Pearson correlation results showed that there were positive and significant relationships between the components of the job enthusiasm scale and the components of the academic motivation scale of Vallerand et al. (1992) (P<0.05). Also, the validity of the components of this scale was suitable using Cronbach's alpha method.

Overall, the results of the present study provided evidence for the validity and reliability of the job enthusiasm questionnaire as a tool for measuring job enthusiasm with the components of strength, commitment and attraction in order to promote and improve teachers' job performance. Therefore, it can be used by teachers, researchers, therapists and counselors as a valid and valid tool

The aim of this study was to use logistic regression in predicting bullying based on the components of emotional intelligence and spiritual intelligence. The statistical population of the present study included all high school students in Najafabad. A total of 447 students (225 girls and 222 boys) were selected by multi-stage cluster sampling. In order to analyze the data and predict group membership (bullying or not) based on predictor variables of E.I (perception of emotions, etc.) and components of S.I (field of thinking, etc.) logistic regression was used. For the fit index of the regression model, R2 Cox and Snell and R2 Nagel crack and in order to check the consistency of the predicted probabilities with the observed probabilities, Hausmer and Lemshu tests were used. The results show that 87.5% of all cases are correctly classified (87.5%). Also, with the entry of predictor variables into the equation, out of 233 non-bullies, 207 (88.8%), 204 bullies, 184 (86%) have been correctly predicted. Parent statistics show the significance of B coefficients. Predictor variables including understanding the emotions and feelings of oneself and others (E.I component), thinking context and critical dimension (S.I component) and moral values (spiritual intelligence component) play a significant role in predicting group membership (bullying or not). Other variables in the presence of these three variables did not play a significant role in predicting group membership (bullying or not). Awareness of teachers, counselors, educational psychologists, parents and other education professionals about research variables can help to improve students' academic performance.

The present research was conducted with the aim of comparing the effectiveness of cognitive remediation and mindfulness-based cognitive therapy in improving cognitive flexibility and academic progress in students with specific learning disabilities. This study was a semi-experimental design with a pre-test, post-test, and follow-up using two experimental groups and one control group. The statistical population consisted of all elementary school students identified with specific learning disabilities in Zanjan City during the academic year 2020-2021. Sixty students were purposefully selected and randomly assigned to experimental and control groups (each group consisting of 20 participants). The experimental groups received 12 sessions of cognitive remediation and mindfulness-based cognitive therapy interventions, while the control group remained on the waiting list. Data were collected using the Wisconsin Card Sorting Test (WCST) and monthly teacher assessments and were analyzed using SPSS 24 software and repeated measures analysis. After the interventions, the cognitive flexibility and academic progress of students with specific learning disabilities increased significantly. There was a significant difference in the post-test scores between the experimental groups and the control group with the cognitive remediation approach being more effective. (P<0/05). The cognitive remediation and mindfulness-based cognitive therapy program was effective in improving cognitive flexibility and academic progress in students with specific learning disabilities. Therefore, it is recommended that learning disability centers use mindfulness-based cognitive therapy as an effective and cost-effective therapeutic approach, and even as a complement to the process of improving the cognitive functioning of students with specific learning disabilities.

Due to the unpredictable nature of MS and high levels of anxiety, depression, and fatigue, psychological interventions can help improve worry, rumination, stress, and anxiety. Mindfulness-Based Cognitive Therapy, which includes the development of awareness, a specific attitude framework, and a correct understanding of vulnerability, has led to the improvement of psychological symptoms and self-efficacy. It encourages clients to focus on their abilities and capabilities and seek solutions to their problems. However, comparative research on these two treatments has been neglected in the past.

The present study was conducted to compare the efficacy of Mindfulness-Based Cognitive Therapy and solution-focused therapy on the quality of life of patients with multiple sclerosis.

This was a quasi-experimental study with a pretest-posttest and a control group. The sample size was 60 patients with multiple sclerosis in the city of Mashhad who were selected by convenience sampling method and randomly divided into two experimental groups (n = 40) and a control group (n = 20). The first experimental group received 8 two-hour sessions of Mindfulness-Based Cognitive Therapy by Segal et al. (2002) and the second experimental group also received 7 two-hour sessions of short-term solution–focused therapy by Desharz et al. (1970). The quality of life questionnaire of Vickery Multiple Sclerosis patients (1995) was completed by the subjects of all groups before and after the intervention. Data were analyzed using Analysis of Covariance (ANCOVA) and Multivariate Analysis of Covariance (MANCOVA).

The results of the analysis of covariance showed that Mindfulness-Based Cognitive Therapy and short-term solution–focused therapy increased the mean score of quality of life and its subscales in patients with multiple sclerosis in the experimental group compared with the control group (p<0.05). Also, there was no significant difference between the two treatments in improving quality of life (p>0.05).

Mindfulness-Based Cognitive Therapy and solution-focused therapy have both been effective in improving physical health, reducing pain, and improving social functioning, as well as increasing psychological health, such as reducing depression and anxiety in MS patients.

Non-pharmacological treatment models are offered to the diabetics to better manage their diabetes and blood sugar. This study compared two popular treatments which are evidenced to have an acceptable effect on diabetes. The purpose of this study was to compare the effectiveness of acceptance and commitment therapy (ACT) and health-promoting lifestyle intervention or diabetes self-management program (DSMP) in the management of HbA1c.

Methods: 

A total of 60 patients referred to Tehran Diabetes Treatment centers were selected by convenience sampling and were assigned to three 20-member groups. The first group received ACT intervention, the second group received DSMP intervention, and the third group did not receive any intervention. All the three groups received relevant medications during the study. They were examined for glycated hemoglobin in the three phases of before the intervention, after the intervention and follow-up using blood tests. The data were analyzed using descriptive statistics and mixed-design analysis of variance

The results showed that both ACT and DSMP methods were effective in improving the Management of Glycated Hemoglobin Levels in Type 2 Diabetes (F=5.835, P value<0.005). In addition, the effectiveness was sustained until the follow-up phase (F=26.274, P value<0.001). However, the comparison of the two treatments showed that ACT was more effective than DSMP in post-test and follow-up phases (F=10.902, P value<0.001).

It seems that along with pharmacological treatments, ACT could be significantly effective in the management of glycated hemoglobin levels. Glycated hemoglobin levels were better managed with the lifestyle modification by ACT than DSMP

Values are the motivational keys for choosing and trying to achieve goals And the value of the school as the degree of respect and holiness that the students have for the school It is considered one of the components of academic well-being.Studies have shown that academic well-being is related to the parental conditional regard as a behavioral pattern of parents. In addition, satisfying the need for autonomy, increasing self-efficacy, and mastery goal orientation are also considered as conditions for achieving well-being and school value, But so far, no research has investigated the relationship of these variables in an integrated manner.

The aim of the present study was to predict Structural Relationship between Positive and Parental Conditional Regard with School Value: The Mediating Role of Academic Self-Efficacy, goal orientation skill-oriented, and Autonomy Need Satisfaction.

The design of this research was descriptive and correlational, the statistical population of the research included all students studying in the first level of high school in Yazd city, 1302 people were selected as a sample using a multi-stage cluster random method, and according to the academic well-being scale, Parental conditional Regard, academic self-efficacy, goal orientation and psychological needs answered. Data analysis was done using Pearson's correlation test and path analysis using LISREL8.8 software.

The relevant findings showed that conditional parental Regard has a positive and significant relationship with satisfaction of the need for autonomy, self-efficacy, school value and mastery goal orientation, and also conditional parental Regard with school value with a mediating role of goal orientation, satisfaction of the need for autonomy and direction Mastery goal orientation has a structural relationship.

Based on the findings, it can be concluded that the choice of a supportive communication model by parents increases the value of school in students by increasing the satisfaction of the need for autonomy, self-efficacy beliefs and guiding people goal mastery orientation.

The aim of this study was the effectiveness of bullying control training program on interpersonal problems of bullying adolescents. The present study was performed by quasi-experimental method with pre-test-post-test design and one-month follow-up with experimental and control groups. The statistical population included adolescents aged 14 to 17 years in district 17 of public schools in Tehran. Forty adolescents who met the inclusion criteria and scored high on the Harter Bullying Questionnaire were randomly selected and assigned to the experimental and control groups. The research instruments included Barkham et al.'s (1996) Interpersonal Problems Questionnaire, which was completed by both groups in three stages: pretest-posttest and one-month follow-up. The bullying control training program was performed in 8 sessions of 90 minutes for the experimental group. Data were analyzed using repeated measures multivariate analysis of variance using SPSSV22 software. The results showed that bullying control training to bullying adolescents in explicit and demographic variables (F=7.98 and P=0.001), openness to experience (F=10.95 and P=0.0005), consideration of others (F=22.86 and P=0.0005), aggression (F=10.59 and P=0.0005) and supportiveness and participation (F=19.77 and P=0.0005) are effective. However, this rate was not effective for the dependency variable (F=0.07 and P=0.930). Finally, based on the results of this study, it can be said that bullying control training is effective on interpersonal problems of bullying adolescents aged 14 to 17 years and this training can be used to solve their interpersonal problems and therefore parents, teachers, administrators and other professionals are aware of this. Trainings can be helpful.

Hospital staff faces higher levels of stress, especially during the COVID-19 pandemic. In addition, those with an anxious attachment style, low empathy, and poor cognitive flexibility and emotional self-disclosure experience more difficulty during this period. It is hence necessary to focus on these factors among personnel of hospitals.

This study aimed to investigate an attention bias modification (ABM) intervention and its effects on anxious attachment style, empathy, cognitive flexibility, and emotional self-disclosure among personnel of army 505 Hospital.

This was a quasi-experimental study with a pretest-posttest/follow-up design with test and control groups. The study population consisted of all nurses working in 505 Hospital from September2021 to June2021. 36 of whom were selected as participants through convenience sampling. The participants were asked to complete the Experience in Close Relationship Scale (ECR-S) (Bernnan et al., 1998), the Interpersonal Reactivity Index (IRI) (Davis, 1983), the Cognitive Flexibility Inventory (CFI) (Dennis and Vanderwall, 2010), and the Emotional Self-Disclosure Scale (ESDS) (Snell, 2001). Then the participants were randomly assigned to test and control groups (18 in each group). Participants in the test group attended five sessions of the ABM intervention (2 sessions per week) using the dot-probe task. The participants in both groups were asked to fill out the research questionnaires once again immediately after the end of the intervention and two months later. Data analyzed by mixed analysis of variance.

The results demonstrated that the ABM intervention significantly increased empathy, cognitive flexibility, and positive emotional self-disclosure (p<0.01) and significantly reduced anxious attachment style and negative emotional self-disclosure (p<0.01) in the test group. The same effects were observed in the follow-up stage.

ABM intervention has positive effects on hospital staff. Using this intervention is effective in controlling the style of anxious attachment and emotional self-disclosure, creating empathy and cognitive flexibility.

The purpose of this research is to investigate the effect of attention control on mind wandering. The method of this research was semi-experimental. The statistical population includes fifth and sixth grade female students of Semnan city in the academic year of 1400-1401. The number of 38 people from the statistical population was calculated as available, and in order to predict the drop of the subjects or the loss of data, 2 people were present in the study more than the number of the calculated sample. The tool used to measure mind wandering was the Stroop test, which was completed under active and reactive attention control conditions. The data were analyzed using one-factor analysis of variance and repeated measurement by SPSS25 software. The findings showed that mind wandering is more in active attention control conditions than in reactive attention control conditions. The findings of this study can provide useful insight in understanding the phenomenon of mind wandering. Teachers and educational designers, having the knowledge related to this field, can design and produce educational content that students will experience during virtual education, where the minimum supervision by the teacher takes place during the learning process. The wandering of the mind will be less on the part of the students.

Considering the importance of the ability to solve interpersonal problems in the formation of children's social skills, the purpose of this research is to investigate the effect of emotional regulation training based on the integrated human development model (DIR) on the social creativity of children with behavioral problems. And the boy was in preschool.

In order to achieve the goals of the research, a semi-experimental method and a pre-test, post-test and follow-up plan with a control group were used. The statistical population included 200 preschool children in Meybod city, among them 20 girls and 20 boys who had the lowest scores in Matson's social skills measurement scale; They were selected and randomly divided into two experimental and control groups. The experimental group underwent training based on developmental, individual differences, relationship- based model (DIR) in 10 two-hour sessions (two training sessions per week) and the control group did not receive any treatment during this period. The social creativity scale of Machirad and Lobart was used to collect data, which was completed before the intervention, after the end and 1 month later in the follow-up phase. The data were analyzed by multivariate and univariate covariance tests.

The results of the multivariate and univariate covariance test showed that emotional regulation training based on the integrated human development model (DIR) increased the social creativity of children with behavioral problems in both dimensions of originality and originality         (p < 0.05). ). Also, gender has not played a moderating role in this regard.

Emotional regulation training improved preschool children's social creativity and gender had no effect on this experimental relationship. Therefore, according to this finding, this educational method can be used to promote creativity in solving social problems for preschool children with behavioral problems.

This study was conducted to investigate the effects of the type of feedback and regulatory focus and interaction on the alignment of student achievement goals. This study is an applied study. An experimental research method with a four-group pretest-posttest design was used. The statistical population of this study includes all sixth grade students of schools in district 6 of Mashhad in the academic year 2019-2020. A random cluster sampling method was used. The participants were 128 students and were randomly divided into four groups. Before and after the intervention, they all completed the Elliott and McGregor Achievement Goal Orientation Questionnaire. Data were analyzed using the factor covariance analysis model and SPSS-24 software. Results showed that self-referential feedback increased approach achievement goal orientation in conditions that served promotion, but did not increase avoidance achievement goal orientation in conditions that served prevention. Normative feedback increased approach-performance goal orientation when it was the promotion focus and avoidance-performance goal orientation when it was the prevention focus. According to the results of this study, it can be said that feedback is one of the most important factors in the formation of student achievement goals. The type of selective orientation leads students to pursue different behaviors and emotional consequences. The practical implications of the results were discussed.