فهرست مطالب zahra nikmanesh

Anxiety as a part of modern human life is present in all people in the moderate level and is considered as an adaptive response to environmental stimuli.

The study population consists of all students of universities in Zahedan in 1399. Among them, 371 students of different levels from associate to doctorate were selected by non-random sampling method and accessible (targeted). Finally, they answered 3 Jackson five-factor questionnaires, Reese and Patterson Anxiety Sensitivity Questionnaire and Metacognition Questionnaire (MCQ-30).

The results showed that the behavioral activation system has no effect on anxiety sensitivity. There is also a significant negative relationship between the behavioral inhibition system and the system of war, escape and freezing and anxiety sensitivity. On the other hand, the findings showed that there is a significant positive correlation between most components of metacognitive beliefs and anxiety sensitivity, including positive beliefs about anxiety, cognition, the need to control thoughts, and cognitive self-awareness. While in the component of uncontrollability and risk with anxiety sensitivity was not found. P <05%

The findings of the present study indicate that there is a relationship between the behavioral brain system in the subscale of war, escape, and freezing, and there is a significant relationship between anxiety sensitivity and most branches of cognitive beliefs

This research investigated the effectiveness of Mindfulness-Based Cognitive Therapy (MBCT) on the resilience and academic motivation of high school students. The study employed a quasi-experimental design with pre-test and post-test involving two groups (experimental and control). The statistical population comprised students enrolled in the second year of high school (tenth grade of humanities) during the academic year 2022-2033 in Zabol City. Using convenience sampling, 40 students were selected and assigned into experimental and control groups (n=20). Data were collected using the Connor-Davidson Resilience Scale (CD-RISC; 2003) and the Academic Motivation Scale (AMS; Fairchild et al., 2004). The experimental group received 8-session Mindfulness-Based Cognitive Therapy, with each session lasting 2 hours and weekly, while no intervention was conducted for the control group. Data analysis was performed with descriptive statistics and analysis of covariance (univariate and multivariate) using SPSS-26 software. The Results revealed significant differences between the experimental and control groups in terms of resilience (F=73.48, p=0.000, η²=0.69) and academic motivation (F=11.14, p=0.000, η²=0.37). Following the implementation of Mindfulness-Based Cognitive Therapy, both resilience and academic motivation showed improvement. Considering the research findings, it is evident that Mindfulness-Based Cognitive Therapy (MBCT) was beneficial in enhancing resilience and academic motivation. This study contributes to the understanding of the potential positive impact of mindfulness-based interventions on the resilience and academic motivation of high school students.

One of the most important factors in the psychological strategies that is needed to coping with a wide range of personal, social and cognitive challenges in adolescence, is resilience. This study examined the role of spiritual intelligence and emotional regulation on the resilience of student adolescents in Zahedan. This study was descriptive and correlational. The study population formed from 7953 boys and 9463 girls of the second high school students in Zahedan, in 2014- 2015 academic year. A sample consisted of 312 participants were selected by multistage cluster sampling method. Instruments were included, the Conner-Davidson’s Resilience Scale (2003), the Spiritual Intelligence of King (2008) and the Emotion Regulation Scale (SRI) of Marques, Ibanez, Ruiperez, Moya, Ortet (2005). To analyze the relationship between variables and predict resilience changes, Pearson correlation and the stepwise regression analysis were used. The results showed that there was a significant positive correlation between spiritual intelligence and emotional regulation with resilience. The stepwise regression analysis showed that in the first step spiritual intelligence, alone, predicts.11 of resilience (P<.001) and in the second step of spiritual intelligence and emotion regulation together predicts.14 of resilience (P<.001). Based on these findings, spiritual intelligence and emotion regulation had a positive and significant role in predicting of resilience and spiritual intelligence was a stronger predictor for resilience. Therefore it is proposed that spiritual intelligence and emotion regulation were concentrated in the programs of adolescents’ schools and in their consultation

The purpose of this research was a comparison of emotional working memory capacity in monolingual (Persian) and bilingual (Armenian-Persian) girls aged 7 to 9 years and 11 months and 29 days.

The statistical population of the current study included elementary school girls aged 7 to 9 years and 11 months and 29 days in the second semester of the 1401-1402 school in Tehran. The statistical sample included 30 monolingual students (Persian) and 30 bilingual students (Armenian-Persian) who were selected among the first to third- grade students of public schools and the available sampling method. In this research, the information was processed by children's emotional working memory capacity test and number capacity test (reading forward and reverse digits). The data were analyzed by the Kolmogorov Smirnov, the Independent Samples test to compare two groups and logistic regression in IBM SPSS STATISTICS21 software.

The results showed that there is a significant difference between monolingual and bilingual children in the age groups between 7 years and 6 months and 8 years and 11 months and 29 days (p<0.05), but no significant difference was observed in the other age groups (p>0.05). Also, the aging (by one unit) reduces by about 80.5% in the difference between the scores of monolingual and bilingual people (p>0.01).

According to the obtained results, it can be concluded that bilingualism is more effective than monolingualism in the capacity of emotional working memory and cognitive-emotional functions of children, and it should be taken into account in educational and business planning.

One of the main goals of the education system is to improve the academic performance of students. Therefore, the aim of this study was to comparison the effect of Gagne’s educational model and Keller’s educational-motivational model on academic motivation and achievement of seventh grade students.

This was a quasi-experimental study with pretest and posttest design with control group. The research population was seventh grade students of Zahedan city in 2019-20 academic years, which from them 60 people who were selected by purposive sampling method and randomly replaced in three equal groups including two experimental groups and one control group. The first experimental group was trained by Gagne’s educational model method and the second experimental group was trained by Keller’s educational-motivational model method for eight sessions of 45 minutes and the control group was trained by conventional method. Data were collected by academic motivation questionnaire (Harter, 1981) and research-made academic achievement test and analyzed by multivariate analysis of covariance and Bonferroni post hoc test in SPSS software.

The findings of the present research showed that both methods of Gagne’s educational model and Keller’s educational-motivational model in compared to the control group significantly increased academic motivation and academic achievement of students (P<0.05), but there was no significant difference between the two educational methods in increasing their academic motivation and academic achievement (P>0.05).

According to the results of this study, to increase and promote academic motivation and academic achievement of students can be used both methods of Gagne’s educational model and Keller’s educational-motivational model.

Anxiety as a part of modern human life is present in all people at a moderate level and is considered an adaptive response to environmental stimuli. The present study aimed to assess the relationship between behavioral brain system activity and anxiety sensitivity with mediating role of personality traits. 

The study population consists of all students of Zahedan universities (2020-2021). Among them, 371 students from associate to doctorate levels were selected by non-random and purposeful sampling. They fulfilled Jackson Five Factors Questionnaire, Reiss et al. Anxiety Sensitivity Index (ASI), and Personality Traits Questionnaire (NEO-FFI). The data were analyzed by AMOS statistical program and SPSS 22 version.

The fight-flight-freezing system negatively and significantly predicts anxiety sensitivity (P< 0.001, β= -0.43). At the same time, the behavioral activation and inhibition systems do not significantly predict anxiety sensitivity (P> 0.05). Among the predictor variables, neuroticism (P< 0.001, β= 0.417) and conscientiousness (P< 0.05, β= 0.117) positively and agreeableness negatively (P< 0.05, β= -0.133) predict anxiety sensitivity. In contrast, extraversion and openness to experience do not predict anxiety sensitivity (P> 0.05). The results show that the overall effect of the behavioral activation system on anxiety sensitivity is not significant. 

The findings revealed that personality traits and behavioral brain systems in some components can predict anxiety sensitivity levels in individuals.

Effective teaching begins with effective andregular planning, educational design provides asystematic process for planning educational events for theuse of educational principles, educational designersprovide the principles of teaching and learning forpractical and practical education. They are used to makelearning easier and deeper. The purpose of this researchis to investigate the effect of Ganieh's educational designmodel and Keller's educational-motivational model onthe motivation, academic progress and problem-solvingskills of first-year high school students.

The statistical populationincludes 60 students of the seventh grade of the firstsecondary school in Zahedan city, who were divided intothree groups of 20 people: control, Ganieh's educationaldesign model, and Keller's educational-motivationalmodel. The experimental science course participantsparticipated and in two stages of pre-test and post-test,problem-solving skill questionnaires and researchermade tests were completed by the participants to evaluateacademic progress and data were collected.

The findings of the covariance analysis showedthat Ganieh's educational design model and Keller'seducational-motivational model had a significant effecton the academic progress and problem solving skills ofstudents compared to the control group and led to theirimprovement.

According to the results, no significantdifference was observed between the two educationalmethods used.

Attention Deficit Disorder/Attention-Deficit/Hyperactivity Disorder (ADD/ ADHD) is one of the most prevalent childhood diseases, and it may substantially influence social behaviors, legal issues, and disputes. The goal was to see how cognitive rehabilitation training affected executive functioning and impulsivity in children with ADHD in Tehran, District 5.

A quasi-experimental design was used, with two groups (experimental and control) and a pretest-posttest. All students with ADHD disorder aged 7 to 12 years were included in the statistical population. The sample comprised 30 kids who were age-matched and randomly split into two groups. They were tested for two months in February and March 2021. Slow cognitive rehabilitation training was given to the experimental group. Both groups were given a pretest and a posttest. Information was gathered using the BRIEF (parent form) and Conners’ (parent form) questionnaires. MANCOVA was used to analyze the data, using the SPSS software v. 26, with a significance threshold of 0.05.

There was a significant difference in executive function variables (inhibition, attention transfer, emotional control, initiation, working memory, planning, material organization, and control) and reduced impulsivity (attention deficit , hyperactivity, opposition, and ADHD) (P≤0.001).

Cognitive rehabilitation improves executive skills and impulsivity in children with ADHD aged 7-12 years. Cognitive rehabilitation training should be utilized with other educational approaches to rectify social behaviors, minimize conflict, and improve executive functions.

Multiple sclerosis (MS) is among the most important central nervous system diseases and the most prevalent neurological disease in humans. It is affecting the patient's individual and social performance. Post-traumatic growth (PTG) is the experience of positive personal change due to confrontation with a crisis or traumatic event.

This study aimed to investigate the relationship of shame, guilt, and self-compassion with PTG in MS patients.

In this descriptive correlational study, the statistical population consisted of all MS patients referred to the MS Societies of Zahedan and Mashhad in 2018. Forty-six patients were selected using a convenience sampling method. Data collection tools were the Post-traumatic Growth Inventory, the State of Shame and Guilt Scale, and the Self-compassion scale. Data analyses were carried out using Pearson correlation and stepwise regression analysis.

Shame (r = -0.48, P ≤ 0.00), guilt (r = -0.44, P ≤ 0.002), and both of them (r = -0.49, P ≤ 0.001) were significantly and diversely related to PTG. Also, self-compassion had a significant positive relationship with PTG (r = 0.32, P ≤ 0.01). Stepwise regression analysis indicated that shame and guilt, when entered the equation in the first step, could determine 0.22 of the PTG variance.

It is suggested that educational classes and training workshops be held to promote self-compassion and decrease shame and guilt among MS patients.

Children with Attention-Deficit Hyperactivity Disorder (ADHD) have deficiencies in their executive functions and also impulsivity that can result in various social harms and criminal behaviors.

The research had a two-group semi-experimental design (case/control) with a pre-/ post-test. The statistical population consisted of all students’ mothers aged between 7 and 12 years old suffering from ADHD. The studied samples included 30 parents matched based on age and randomly divided into the case and control groups with 15 people in each group and were examined from 2nd February to March 2020. Positive parenting training was performed for the case group in eight sessions of 90 minutes by observing all protocols. Both groups experienced pre- and post-test. We applied the BRIEF (parent form) and Canners (parent form) questionnaires to collect data. Data were analyzed by MANCOVA using SPSS v. 26 software at a significance level of 0.05.

The studied samples were in the age range of 22-40 years (Mean±SD: case group: 32.93±6.04 years and control group: 34.13±5.47 years), 56% with education lower than diploma (0.60% and 46.7% for the case and control groups, respectively), and 44% had an official business (0.40% and 46.7%, respectively). Results showed significant differences in the variables of executive functions (inhibition, attention transfer, emotional control, initiation, working memory, planning, material organization, and control) and reducing impulsivity (cognitive problems-neglect, hyperactivity, opposition, and ADHD index) in the control and case groups (P<0.001).

Positive parenting training significantly affects improving executive functions and impulsivity in children aged between 7 and 12 years old suffering from ADHD. Accordingly, it is achievable to help modify their social behaviors and also decrease the amount of conflict and legal problems among these children by providing a codified positive parenting training program in their educational programs.

Body dysmorphic disorder (BDD), known as an obsessive-compulsive disorder, is considered a risk factor for mental health and well-being, especially during adolescence and particularly among adolescent girls. Body image anxiety and suicidal ideation are two categories of complications that have been linked to BDD. The present study aimed to investigate the effect of mindfulness-based cognitive therapy on body image anxiety and suicidal ideation of adolescent girls with BDD.

This study was a quasi-experimental longitudinal study in the form of a pretest-posttest design with experimental and control groups. It was conducted from April 9, 2020, to August 18, 2020. The participants included 25 adolescent girls with a BDD score of more than 25, who were randomly selected from among the adolescent girls studying in schools of District 5 in Tehran, Iran. Data were analyzed in the SPSS software (version 22) using the one-way ANCOVA test.

The findings revealed that by removing the effect of pre-test scores as a covariate variable, the main effect of treatment on post-test scores (is significant for body image anxiety (P<0.01), determined at 16%. The findings also showed that by eliminating the effect of pre-test scores as a covariate variable, the main effect of treatment on post-test scores was significant for suicidal ideation (P<0.01), estimated at 10.2%.

The results suggest that this approach can be helpful in effectively helping to improve body image anxiety, as well as reducing suicidal ideation, in adolescent girls with BDD.

Psychological well-being and emotions are among the functions that are affected by body deformity disorder. This study aimed to determine the effectiveness of mindfulness-based cognitive therapy on psychological well-being and positive and negative emotions in adolescent girls with deformity syndrome.

The research method was quasi-experimental through pre-test and post-test design, with a control group. The statistical population of this study included adolescent female students with perceived body deformity disorder who were referred to the clinic under the supervision of Tehran’s District 5 during the first six months of 2020. Among these subjects, 50 individuals were selected by purposeful sampling method and randomly allocated into the experimental and control groups. The research’s instruments included the demographic items,  revised  Ryff  Psychological Well-Being Scale, and Positive Affects and Negative Affects Scales. The content validity of the instruments was measured by qualitative method and their reliability was approved by Cronbach’s alpha coefficient. After performing 6 training sessions for the experimental group, the research data were analyzed using analysis of covariance in SPSS software (ver.24).

The results showed a significant difference between the mean scores of post-test (F(1,48)=22.49; P≤0.001) in the psychological well-being variable. There was a significant difference between the mean scores of post-test in the positive emotion variable (F(1,48)=13.89; P≤0.001) and the negative emotion variable (F(1,48)=30.45; P≤0.001).

The results showed that mindfulness-based cognitive therapy is effective on psychological well-being and positive and negative emotions in adolescent girls with perceived body deformity syndrome. Therefore, it is suggested that in addition to medical treatments, behavioral interventions such as mindfulness-based cognitive therapy be provided for adolescents with deformity syndrome.

Although the dramatic increase in Internet use has provided many facilities for people, it has also increased the rate of Internet addiction. Internet addiction is the unregulated use of the Internet that leads to the development of symptoms, such as cognitive and behavioral infatuation with the Internet. It can also cause many physical and physiological problems in adolescents, decrease the level of their academic engagement and increase their sense of loneliness. Therefore, psychological interventions are necessary to reduce these negative effects. The present study was conducted to investigate the effectiveness of stress–based mindfulness therapy on academic engagement and the sense of loneliness among Junior high school students who were addicted to the Internet.

 This research was conducted through a quasi–experimental method with a pretest–posttest design and with a control group. The statistical population of the study included all Junior high school students in Birjand City, Iran, in the academic year 2019–2020. For sampling, based on the minimum sample size in experimental studies, out of 2753 students, 40 eligible volunteer students with a score less than 75 on the Academic Engagement Scale (Fredericks et al., 2004) and a score greater than 80 on the Loneliness Questionnaire (Asher et al., 1984) were included in the study by multi–stage cluster sampling method. At first, 3 schools were randomly selected in Birjand, then 2 classes were randomly selected from each school and next, 40 students were randomly selected from these two classes and assigned into the two study groups (20 people in the experimental group and 20 people in the control group). The duration of this training program was 8 sessions of 90 minutes for 4 weeks, which were performed from April 5 to May 5, 2020. During this period, the control group did not receive any training. The inclusion criteria were as follows: Internet addiction for at least one year, studying in junior high school, living in Birjand and having no restriction on attendance in training sessions, having a score of less than 75 on the Academic Engagement Scale (Fredericks et al., 2004), gaining a score of more than 80 on the Loneliness Questionnaire (Asher et al., 1984), not participating in the similar psychological interventions, and participating in all training sessions. The exclusion criteria were as follows: under another psychological interventions and more than 2 absences from training sessions. Descriptive (mean and standard deviation) and inferential statistics (covariance analysis) were used for data analysis in SPSS version 20. A significance level of 0.05 was considered for all tests.

The results showed that stress–based mindfulness intervention had a significant effect on increasing academic engagement (p<0.001) and decreasing the sense of loneliness (p<0.001) in the posttest stage in the experimental group. The effect size of this intervention was 0.469 for academic engagement and 0.819 for a sense of loneliness.

According to the research findings, those Internet addicted students who suffer from academic engagement problems and a sense of loneliness may benefit from stress–based mindfulness intervention.

In addition to physical issues, multiple sclerosis (MS) patients experience many psychological problems that make their living conditions difficult.

This study aimed at examining the effectiveness of mindfulness-based stress reduction (MBSR) group therapy in emotion regulation among MS patients.

This quasi-experimental study followed a pre-test, post-test, and follow-up design with a control group. The statistical population included all patients with MS who were referred to Sistan and Baluchestan MS Community from December 2017 to February 2018. Among these people, 30 patients were selected as the sample using the convenience sampling method and were randomly assigned to a control group and an experimental group (each including 15 patients). Eight 60-minute sessions of MBSR therapy were conducted on the experimental group. A post-test was carried out after completing all these sessions, and a follow-up was performed a month later. The Self-Regulation Inventory developed by Ibanez et al. was used as the data collection tool. The analysis of covariance was used to analyze the obtained data.

The results showed that MBSR group therapy was effective in improving emotion regulation in patients with MS in the post-test and follow-up (P < 0.05).

Authorities are suggested employing MBSR group therapy to boost emotion regulation among patients with chronic diseases.

Present research was conducted with the aim of comparison of the effect of Gagne’s educational model and Keller’s educational-motivational model on academic motivation of seventh grade students.

This was a quasi-experimental study with pre-test and post-test design with control group. The research population was seventh grade students of Zahedan city in 2019-20 academic years, which from them 60 people who were selected by purposive sampling method and randomly replaced in three equal groups including two experimental groups and one control group. The first experimental group was trained by Gagne’s educational model method and the second experimental group was trained by Keller’s educational-motivational model method for eight sessions of 45 minutes and the control group was trained by conventional method. Data were collected by academic motivation questionnaire (Harter, 1981) and analyzed by univariate analysis of covariance and Bonferroni post hoc test in SPSS software version 24.

The results showed that both methods of Gagne’s educational model and Keller’s educational-motivational model in compared to the control group significantly increased academic motivation of students (P<0.05), but there was no significant difference between the two educational methods in increasing their academic motivation (P>0.05).

Due to the effectiveness of both intervention methods, can be used from both methods of Gagne’s educational model and Keller’s educational-motivational model to improve academic motivation of students.

 The spread of the Internet and the improvement of audio and video media have led to the emergence of an industry called pornography.

 The purpose of this study was to investigate the relationship between the use of pornography and marital sexual satisfaction and attitudes toward marital infidelity in married women in Zahedan.

 This was a descriptive correlational study. The statistical population consisted of all working married women and housewives in Zahedan during 2017. Among them, a sample of 190 people (95 housewives and 95 employed women) was selected through a convenience sampling method. To collect data, the problematic pornography use scale, the Sexual Satisfaction Questionnaire (women's form), and Whatley's attitudes toward marital infidelity scale were used.

 Data analysis was performed using Pearson correlation coefficient and multivariate regression. According to the results, there was a significant reverse relationship between the use of pornography and its components and marital sexual satisfaction, and the use of pornography to escape or avoid negative emotions was a negative predictor of marital sexual satisfaction. There was a significant direct relationship between the use of pornography and its components and the attitude towards marital infidelity, and the psychological and social problems of using pornography were a positive predictor of attitude towards marital infidelity.

 It is necessary to consider appropriate strategies to reduce the use of pornography to promote marital sexual satisfaction and reduce the attitude towards marital infidelity in married women.

Improvement of one’s competencies leads to a higher quality of life. Therefore, this study aimed to determine the effectiveness of positivity education on the students’ perception of competence and quality of life.

This is a  quasi-experimental study with pre-test and post-test design and a control group. The statistical population consisted of all fifth and sixth-grade students of Chabahar city, Iran, in the academic year 2020-2021 from whom 30 people were selected through convenience sampling method. The study population was divided into two experimental (n=15) and control (n=15) groups and both groups responded to Harter’s Perceived Competence and Ravens-Sieberer et al. Quality of Life scales. The students in the experimental group were educated about positivity (based on Seligman et al.) for eight sessions, each taking 60 min; however, the control group did not receive any education. Data were analyzed using SPSS software (Version 22) and multivariate analysis of covariance at the significance level of α=0.05.

Based on the obtained results, positivity education significantly increased students’ perception of competence and quality of life (P<0.01).

Based on the obtained results, it is recommended to educate positivity to students to improve their perception of competence and quality of life.

Although high-risk behaviors lead to adverse physical, psychological, and sociological consequences, less attention has been paid to identifying their related factors. The aim of this study was to investigate the mediating role of alexithymia in the relationship between defense mechanisms and high-risk behaviors among adolescents in Zahedan. 

In this descriptive-correlative study, junior and senior high school students of Zahedan, Iran were studied in the academic year 2015-2016. A sample of 250 (125 males and 125 females) students were chosen by multi-stage cluster sampling and asked to complete the Defense Style Questionnaire (DSQ), Toronto Alexithymia Scale (TAS), and the Risk-Taking Scale (IARS) for Iranian Adolescents. Data analysis was conducted by measuring coefficients of correlation and performing a path analysis. 

Path analysis showed a significant correlation between defense mechanisms and alexithymia (P<0.01) and a significant correlation was found between immature defense mechanisms and high-risk behaviors (P<0.01). 

In the relationship between dysfunctional defense mechanisms and high-risk activities, alexithymia played a mediating role. It can be inferred that dysfunctional defense mechanisms play a key role in high-risk activities by influencing alexithymia.

The present study aimed to determine the role of the moral intelligence in predicting religious orientation among students of University of Sistan and Baluchestan. The research method was descriptive correlational type. statistical population of the study including all students of Sistan and Baluchestan University in the academic year 2014-2015 that was around 17000 individuals, from which 220 students were selected by multi-stage cluster sampling. To collect the data Religious orientation questionnaire (Allport, 1950) and moral intelligence (Lennick and Kiel, 2005) were used. Data were analyzed using Pearson correlation coefficient, stepwise regression and independent t-test. The data analysis showed that there is a significant positive relationship between inner religious orientation and moral intelligence, but there was a negative significant relationship between external religious orientation and moral intelligence (p < 0.01, r=0.38). The results of stepwise regression analysis of moral intelligence and its components showed its role in predicting internal religious orientation (P <0.01, r=-0.12). Independent t-findings showed that the mean of internal religious orientation and moral intelligence in female students and external religious orientation in male students were higher and the observed difference was statistically significant (p < 0.01). According to the results of this study, inner religion causes peace, hope, positive energy, forgiveness and empathy in people.

The aim of this study was to determine The Impact of Meta-Emotion on Emotion Regulation with the Mediating Role of Self-Compassion in Teenagers.

The research method is cross-sectional correlational. The statistical population of this study consisted of all high school students in Tehran, Tehran in 2019, of which 420 people were selected by multi-stage cluster sampling. The research tools were: Meta-Emotion (Mitmansgrabar et al) Questionnaire, Self-Compassion (Neff) Questionnaire and Emotional Regulation (Garnefsky and Craig, 2006).  In order to analyze and analyze the data, SPSS-V23 and Lisrel-V8.8 software were used and the data were analyzed using structural equation analysis method. The results showed that the model fits the data of this study.

The results also showed that Meta-Emotion has a positive and significant effect on emotion regulation and Self-Compassion adolescent. Emotion regulation has a positive effect on Self-Compassion adolescent.

The Meta-Emotion has a positive and significant effect on regulation of adolescent emotions through Self-Compassion mediation

Nurses constitute the largest part of human resources in the health system and play criticalroles in taking care of and improving patients'health. This study aimedto examine the effect of training emotion regulation techniques on resilience and psychological well-being among nurses.

This is a quasi-experimental study thatwas followed by a pretest-posttest design with a control group. The statistical population of the study included nurses in Zahedan. Forty nurses were selected using the convenience sampling method and were randomly assigned to the two groups. During the training sessions, the subjects were reduced to 19 ones, and the pretest was conducted on both groups. Then eight 90-minute sessions of training emotion regulation techniques were carried out on the experimental group fortwo months. The posttest was conducted, one-month after the training. The Connor-Davidson Resilience Scale and the Reef Psychological Well-Being Inventory were used to collect the data. The data analyses were carried out using the Analysis of Covariance.

The results indicated that training emotion regulation techniques wereeffective in increasing resilience and psychological well-being. Moreover, the results showed that .40 of the variances in resilience (P ≥ 0.001) and .20 of the variances in psychological well-being (P ≥ 0.001) were determined in the posttest via the independent variable.

Therefore, holding intervention programs based on the emotion regulation techniques are recommended to improve resilience and psychological well-being among nurses.

This study aimed to investigate the mediating role of positive and negative affect in the association of perceptions of parental involvement, autonomy support, and warmth with resilience among Adolescents with Addicted Parents.

In this descriptive-correlational study, 63 Adolescents of Addicted Parents studying in Zahak and Hirman, located in Sistan and Baluchestan Province in Iran, were selected using convenience sampling method. The participants completed the questionnaires on perceptions of parenting styles, resilience, and positive and negative affect. Data were analyzed via the correlation coefficient and path analysis.

The results showed that the adolescents’ perceived parenting styles were directly and significantly related to positive affect and resilience (P < 0.01). Moreover, the results of the path analysis indicated that mediated by positive affect, the adolescents’ perceived parenting styles predicted resilience indirectly (P < 0.01).

Given the results of this study, perceived parenting styles can directly and indirectly predict resilience. It can be concluded that adolescents’ perceived parenting styles can enhance resilience among them through promoting positive affect.Adolescent

 The prevalence of risky behaviors, such as drug abuse, among adolescents and young adults indicates the importance of investigating and recognizing such risky behaviors.

 The present study aimed to examine the effect of loneliness and family communication on addiction potential.

 This cross-sectional study was conducted from 2015 to 2016. The current study had a sample of 452 students (242 men and 210 women), who were studying at the University of Sistan and Baluchestan, in Zahedan, Iran. The participants were selected using a cluster sampling method. The Schmidt and Sermat Feeling of Loneliness Scale (1983), Fitzpatrick and Ritchie Family Communication Patterns Inventory (1994), and Weed, Butcher, McKenna, and Ben-Porath Addiction Potential Scale (1992) were used as data measurement tools. Data was analyzed in SPSS software, using Pearson’s correlation coefficient and Stepwise multiple regression.

 Results showed that loneliness and laissez-faire communication patterns were significantly and directly related to addiction potential; however, the consensual communication pattern was significantly and diversely correlated with addiction potential. In addition, results of the regression analysis indicated that, in the first step, loneliness predicted 0.09 and, in the second step, loneliness together with the laissez-faire communication patter predicted 0.11 of the variance in addiction potential (P ≤ 0.001).

 Accordingly, university students and university students and educators are advised to pay attention to loneliness and family communication, as these factors play an important role in addiction potential. Thus, special programs should be introduced that focus on these specific factors.

Multiple Sclerosis (MS) affects various aspects of a patient’s life. This study aimed to investigate the effect of positive thinking training on the quality of life and emotion regulation among patients with MS. 

This research was a quasi-experimental study conducted on a sample of 40 patients selected by convenience sampling method. Eight 90-minute sessions of positive thinking training were held for the experimental group for two months. The Post-test and follow-up were conducted at the end of the sessions and a month later, respectively. Ware and Sherbourne Quality of Life Questionnaire (1999) and Ibanez et al. Self-Regulation Scale (2005) were used for collecting the data. The data analyses were conducted using the analysis of covariance. The inclusion criteria were suffering from MS and being able to read and write. The exclusion criteria were having mental disorders, cognitive disorders, a history of substance addiction, and other neurological disorders. 

The results demonstrated a significant difference between the scores obtained by the groups with regard to emotion regulation (Eta-squared=0.62, P<0.001). Besides, considering physical health, there was a significant difference between the scores obtained by the groups (Eta-squared=0.53, P<0.001), and considering mental health, there was a significant difference between the scores obtained by the groups (Eta-squared=0.74, P<0.001). 

These results indicated that positive thinking training was effective in improving emotion regulation and promoting quality of life in pre-test, post-test, and follow-up. Authorities are recommended to conduct programs based on positive thinking training to promote emotion regulation and increase MS patients’ quality of life. It is recommended that training positive thinking skills be conducted as a regular program at associations and organizations, which support MS patients to promote the levels of quality of life and emotion regulation among these patients.

This study aimed to examine the validity and reliability of the Persian version of cyber pornography use inventory-9 (CPUI-9) in the Iranian context. 

The current research is a descriptive cross-sectional study. The study sample included 262 (190 male and 72 female) university students, who were selected by multi-stage cluster sampling method. The psychometric properties of the Persian version of CPUI-9 were assessed in this study. 

The descriptive findings indicated that the Mean±SD age of the participants was 21.64 (2.36) years. Psychometric analyses indicated the high validity and reliability of this inventory. The exploratory factor analysis identified three factors that are consistent with the results of previous studies. Besides, confirmatory factor analysis revealed the model goodness of fit. The Cronbach alpha coefficient of CPUI-9 was also found as 0.87. Additionally, the concurrent validity showed that CPUI-9 was significantly and positively related to depression, anxiety, and stress (P<0.01). 

Finally, the study results supported the reliability and validity of the Persian version of CPUI-9 among Guilan university students. Moreover, the findings were in line with the results of the original study.