فهرست مطالب zekrollah morovati

Older people adults may feel incompetent due to impaired mental and physical function. It is very important to improve their satisfaction with life by increasing their spiritual health. The present study aims to determine the relationship between spiritual health and life satisfaction of the elderly in Iran and assess the mediating role of forgiveness.

This is a correlational study with a cross-sectional design using path analysis. The study population included older people in Zanjan, Iran, in 2022, of whom 301 were selected using a convenience sampling method. They completed the satisfaction with life scale, spiritual well-being scale, and forgiveness scale. SPSS software version 26 and LISREL software, version 10.2 were used to analyze data using path analysis.

The mean age of the elderly was 68.84 years. According to the results of the research, spiritual health has a relationship directly and indirectly with the satisfaction of the lives of the elderly. The mediating role of passing was also confirmed. The results show the good fit of the study model. The results showed a direct and significant relationship between spiritual health and life satisfaction (β=0.23 and P<0.001) and between forgiveness and life satisfaction (β=0.39 and P<0.001).

Iranian older adults’ satisfaction with life can be improved by improving their spiritual health and the ability to forgive. The findings of this study can be used in planning to improve life satisfaction of older adults in Iran.

This research aimed to investigate The Mediating Role of Psychological and Situational Gains and Losses in the relationship between Expectations and Values with Academic Motivation. This research was descriptive correlation and path analysis. The study community included all high school students of Qorveh City in 2019-2020, among them 384 students were selected as samples by multi-stage cluster sampling. Research questionnaires included the expectancy-value-cost Scale (EVCS - 2014), the Academic Motivation Scale (HEMS - 1980), the Psychological Gains and Losses Scale (PGLS - 2022), and the Situational Gains and Losses Scale (SGLS - 2022). path analysis was used to analyze the data. Findings showed that Expectations and Values have a significant effect on Academic Motivation (P<0.001), and Psychological and Situational Gains and Losses have a significant effect on Academic Motivation (P<0.001. Also, the results revealed that Expectations and Values have an indirect effect on Academic Motivation through the mediation of Psychological and Situational Gains and Losses (P<0.001). The fit index also showed that the default model has a good fit. Thus, it can be said that by creating expectations in students, it is possible to help increase academic motivation.

This study aimed to determine the effectiveness of the academic ethics package on educational engagement and the academic flow of high school students. The research method was a quasi-experimental pretest-posttest with a control group. The statistical population of this study was the high school students in Sanandaj in the academic year 2020-2021, from which 60 people were selected by purposive sampling method and then randomly assigned to two groups of 30 experimental and Control Groups. The Academic Ethics program was implemented for the experimental group for a 90-minute session every week. educational engagement (Zerang 2012- EEQ) and academic flow (Martin, Jackson, 2008- FSS) were used to collect data. Data were analyzed using multivariate analysis of covariance. The results of the analysis showed that by controlling the pre-test effect, there is a significant difference between the post-test average of educational engagement and academic flow in the two test and control groups at the P<0.001 level. From the above findings, it can be concluded that academic ethics education is effective in increasing students' educational engagement and academic flow. According to the results of the research, it is suggested that teachers and practitioners in the field of education improve students' academic engagement and academic flow by applying academic ethics in educational programs.

The present study examines the structural relationship of school well-being based on emotional regulation, test anxiety, and academic self-efficacy, considering students’ academic emotions as a mediating variable. The study was conducted as a descriptive-analytical work with a correlative nature. The sample group consisted of 384 male 9th-grade students in Islam Abad Gharb (Kermanshah Province, Iran). The participants were selected through multiple cluster sampling. The required data were gathered using the following five questionnaires: Emotion Regulation Questionnaire (Gross and John, 2003), Test Examination Questionnaire (Friedman, Bendas-Jacob’s, 1997), Academic Self-Efficacy Questionnaire (Jinks & Morgan, 1999), Academic Emotions Questionnaire (Pekran, 2006), and School Well-Being Questionnaire (Konu et al., 2002). The collected data were analyzed using structural equation modeling (SEM). Overall, the results indicated that emotion regulation (r = 0.40), test anxiety (r = -0.36), and academic self-efficacy (r = 0.31) had a significant and direct effect on school well-being. In addition, the mediating role of academic emotions in the relationship of school well-being with emotional regulation, test anxiety, and academic self-efficacy was confirmed (P < 0.05). As can be inferred from these data, teachers, school principals, and educational officials can prepare the grounds for enhancing emotional regulation, academic self-efficacy, and test anxiety reduction. As a result, these factors can improve the students’ well-being.

The aim of this study was to determine The Effectiveness of the Academic Satisfaction Package on the Self-Regulation and Assertiveness of High School Students. The research method was a quasi-experimental pretest-posttest with a control group. The statistical population of this study was the second-year high school students in Kermanshah in the academic year 2020-2021, from which 60 people were selected by purposive sampling method and then randomly assigned to two groups of 30 experimental and Control Groups. The academic satisfaction program was implemented for the experimental group for 8 weeks. Self-regulatory (Bouffard, 1995- BSF) and Assertion Inventory(Gambrill, Richey, 1995-AI) were used to collect data. Data were analyzed using multivariate analysis of covariance. The results of the study of covariance showed that there was a significant difference between the experimental group and the control group in terms of dependent variables in the post-test stage (P <0.001). The results showed that Academic Satisfaction Package led to increased students' assertiveness and self-regulation.

 Motivation is one of the most important elements of learning and progress. Although intelligence and talent are important and determining factors of students' learning, other factors are also important and influential besides these factors. Among these factors, motivational beliefs can be mentioned. Academic motivation generally refers to the motivations, needs, and factors that cause a person to attend educational environments and obtain an educational certificate. Motivation is defined as a process by which goal-oriented activities are stimulated and maintained. In the theoretical and conceptual models of motivation, progress, beliefs, and expectations of people, the most important and main determinants of progress behavior are considered. These models include attribution theory, expectation-value theory, self-determination theory, goal theory, and self-efficacy theory. When learners have the necessary motivation to learn, the process of communication is facilitated, content becomes more fluent, anxiety is reduced, and creativity and learning are manifested. Also, motivated students have positive motivational effects on the teacher and as a result, they make education satisfactory for both the teacher and the students. Also, the study showed that students' motivation affects all classroom activities. The issue of academic motivation is an essential issue for teachers and education custodians of different countries. Increasing the motivation level of students requires a change in the factors that motivate a person, which is divided into two categories, internal and external. Motivational beliefs, the expectation of success, and perceived subjective value act as mediating variables about cognitive processes and progress behaviors. At the most general level, it is assumed that the socio-cultural environment acts as the main source of influence on the mental processes of the individual. This environment includes stereotypes related to gender and culture, behaviors and beliefs of socializers, talents, and previous development of the individual. Considering that the researchers of expectancy-value theory have emphasized the different roles of task value, ability-expectation beliefs, task difficulty understanding, source of control, and previous progress in subsequent progress, it can be said that expectation-value can influence It has positive and negative effects on students' academic motivation, therefore, in this research, we seek to answer the following question. Do psychological and situational gains and losses in the relationship between expectations and values ​​affect academic motivation?

The current research is of the correlation type, which examines the relationships between the variables of the proposed model using the structural equation modeling method. The statistical population of this research includes all secondary school girls and boys of Qorve city in the academic year 2020-2021, and the number of these students is reported to be 10,000 by the Ministry of Education. The sample size in this research was calculated using Cochran's pheromone equal to 384 people. The sampling method in this research is multi-stage cluster sampling. The city has two regions, north and south, and girls' and boys' schools, and one class from each school and each level were selected through virtual and in-person selection (according to the conditions of the corona disease and the strictness of the schools) and a questionnaire was provided to them. The main tool for collecting information in this research is a standard questionnaire (psychological gains and losses, expectations, academic motivation). In order to determine the presence or absence of a relationship or influence between the variables and to estimate and generalize the results obtained from the sample size to the statistical population from the Kolmogorov-Smiranov test, the simple correlation model with the obvious variable, the Pearson correlation coefficient test and the path model (mediator) to evaluate the hypotheses and data The research and the research conceptual model have been used. The tool for analyzing questionnaire data of this research is Spss statistical software and Amos structural equation modeling software.

According to the findings of this research, expectations have a positive effect on academic motivation. Expectations have a positive effect on psychological gains and losses. Psychological gains and losses play a mediating role in the relationship between expectations and academic motivation.

In general, it can be said that by creating expectations in students, it is possible to help increase academic motivation. Also, according to the relationship between expectations and psychological losses, it can be concluded that by increasing expectations, psychological losses in students can be increased. In the model of expectation and value, these structures are the two main predictors of behavior leading to progress, and it is assumed that expectation and value have a direct effect on progress behavior, and the amount of expectation and value is influenced by the perception of the social environment, cultural context. Therefore, motivation and engagement are powerful processes that can motivate students to learn new skills on the one hand and can lead to a lack of engagement and educational self-destruction on the other hand. (Positive or negative reactions towards the teacher, classmates, university, or school; the feeling of belonging to the individual, conformity with the school or its demands). The review of the research literature shows that the educational involvement of parents is accompanied by the educational involvement of students, especially the concern to do homework at home and a positive attitude towards school. Students' involvement in school activities leads to educational progress, positive expectations about academic ability, improvement of academic performance, and reduction of dropping out. One of the limitations of this study is the inability to generalize to other cities in the country because the results of the study were only for students in Qorve. Also, the unnecessary strictness of the school administrators in distributing the questionnaire among the students can be mentioned, as well as the very poor cooperation of some students in answering the questions of the questionnaire, which we convinced them to cooperate with great difficulty and convincing explanations.

Cyberbullying, harassment of others through new technologies, is a growing phenomenon that has important consequences for its victims. The purpose of this study was to compare psychological problems (depression, anxiety & stress) and sleep quality in two groups including victims of cyberbullying and a normal group using a causal-comparative design. The design of this research was causal comparative. The statistical population of this research included all male adolescents in Zanjan City, Iran during the 2020 year. The participants of this study were 100 male adolescents (50 victims of cyberbullying & 50 normal people), who were selected by multi stage random sampling. The instruments used in this study were Cyberbullying Experiences Questionnaire (CEQ), Depression- Anxiety- Stress Scale (DASS) and Petersburg Sleep Quality Questionnaire (PSQI). Results indicated that index of F in Quality of sleep was equal to 28.54, in Depression, 15.82, in Anxiety, 22.71, and in Stress, 34.87. The results of Multivariate Analysis of Variance (MANOVA) showed that there were significant differences (p<.01) between Quality of Sleep, Depression, Anxiety and Stress in victims of cyberbullying group and the normal group. The results of the current study showed that there were differences between victims of cyberbullying adolescents and normal adolescents in quality of sleep, depression, anxiety and stress. In fact, victims of cyberbullying group had higher scores on depression, anxiety and stress than the comparison group and also they had lower quality of sleep than the comparison group.

solving and information processing speed of elementary students. This research was a quasi-experimental study with pre-test design, post-test with control group. The statistical population of the study consisted of all sixth grade elementary school female students in Khorram Dareh city in the academic year of 2020 of whom were selected as the sample by available sampling method and divided into two groups of control(n = 15)‌and experimental(15 people) were located. The experimental group underwent computer cognitive rehabilitation training with Captain Log software for 10 sessions(two 40-minute sessions per week) and the control group did not receive any program.Data were collected using the Basader Creative Problem Solving Questionnaire (1995) and the Stroop Computer Classic test and analyzed by SPSS software and analysis of covariance. The results showed that after Intervention program,‌The results showed that after presenting the computer cognitive rehabilitation program, there was a significant difference between the post-test scores of the experimental group and the control group. (P <.0/01).‌Thus It can be concluded that providing intervention based on computer cognitive rehabilitation programs has been effective in improving creative problem solving and increasing the speed of information processing of elementary students.

The main purpose of this study was to determine the effect of computer cognitive empowerment on the attentional functions, concentration and cognitive effort of the elderly. Metods This study was a quasi-experimental study with a pretest-posttest design with a control group. Participants were 30 elderly people who were selected by convenience sampling method and randomly assigned to the experimental and control groups (Each group includes 15 people). Instruments included Captain's Log cognitive software and D2 test. Data analysis was performed using analysis of covariance. Data analysis using analysis of covariance showed that there was a significant difference between the mean scores of pre-test and post-test in the experimental and control groups (p <0.001). The results of this study show that computer cognitive empowerment can be used as an effective method to improve attention, concentration and cognitive effort in the elderly.

The current study aimed to investigate the effect of Jigsaw-based cooperative learning method on sense of connectedness with school and the social skills of Sixth grade elementary students in Abhar City, Iran. The research method was quasi-experimental (pre-test, post-test with control group). The statistical population included all sixth grade elementary school female students in Abhar city in the academic year of 2019-2020. The experimental group benefited from Jigsaw-based cooperative learning training for 12 sessions (2 hours per week including 40 minutes). Data were collected using Brew, Betty and Watt students’ sense of connectedness with school scale (2004) and Matson’s Evaluation of Social Skills with Youngsters (MESSY) questionnaire and analyzed using SPSS software and analysis of covariance as well. The results indicated there was a significant difference between the pre-test and post-test of the experimental group, the control group in the sense of connectedness with school (p = 0.0001) and the improvement of social skills (p = 0.001). Accordingly, the Jigsaw-based cooperative learning in experimental group was more effective on the sense of connectedness with school and the social skills compared to the control group.

The present study examined the Effect of brief mindfulness training on recall of emotional words in Individuals with and without alexithymia. This research method was interventional (quasi-experimental) with factorial design. Statistical population of this research was included all girl students of secondary school in aged 15 to 16 years old In the academic year of 2018-19 In the tenth grade in high schools in the city of Zanjan that have studied in. the Toronto Alexithymia Scale (TAS-20) was distributed -through convenience sampling- among 150 students for screening. In the next step, randomly selected 40 students (20 with alexithymia) and (20 without alexithymia) and placed by peers in the two control and experimental groups. After performing a pretest emotional word’s for both groups, the experimental group 4 sessions 45 minutes were trained in brief mindfulness and then, posttest emotional word’s was performed for both groups. Data were analyzed by spss software version 22. To answer research questions was used multivariate analysis of variance and One-variable Analysis of Covariance. the results showed that the most significant difference was related to recall of negative word’s in the group that received the brief mindfulness training, which is among this group too given the interactive effect Individuals with alexithymia most significant difference was related Individuals without alexithymia . Received the brief mindfulness training on recall of positive and neutral word’s there was no significant difference. .

Metacognition and critical thinking are some of the factors that can help students to solve difficult problems. Therefore, it is necessary to examine the relationship between these factors and creative problem solving. Therefore, this study aimed to determine the mediating role of critical thinking in the relationship between metacognition and creative problem solving among students of Zanjan University of Medical Sciences in 1997-98.

This was a descriptive-correlational study. The statistical population was all PhD students in Zanjan University of Medical Sciences in the academic year of 1997-96. The sample size was 311 students using Morgan method and were selected by stratified random sampling. Of the 275, 167 (60.7%) were male and 108 (39.3%) female. Data were collected using Wells & Cartwrightchr('39')s Metacognition Questionnaires (2004), Baser Creative Problem Solving (2004) and Rickets Critical Thinking Questionnaire (2003). Data analysis was performed by using Pearson correlation and multiple regression tests in SPSS 24 software. The four-step method of Baron and Kenny was used to determine the mediator role.

The results showed that there is a relationship between metacognition and creative problem solving (P<0.05). In addition, metacognition can significantly explain creative problem solving in students (P<0.05). The mediating role of critical thinking in the relationship between metacognition and creative problem solving was also confirmed in this study.

Meta-cognition can explain creative problem solving in students. Critical thinking also strengthens the relationship between the two variables of metacognition and creative problem solving in students.

The purpose of this study was to investigate the effectiveness of mindfulness and anger management training on anger, anxiety and depression in first grade high school male bullies. The statistical population includes all high school male students in Karaj, in the academic year of 97-98. The research method was quasi-experimental using a pre-test and post-test design with a control group. First, 400 high school students responded to the Olweus Bully/Victim Questionnaire (OBVQ). Then, 60 participants were selected using random sampling method and based on the clinical cutoff score. Then they were divided into two groups of experiment (n =15) and control (n = 15). The experimental group was trained according to the protocol of mindfulness and anger management and the control group did not receive any training. The instruments used in this study were Buss-Perry Aggression Questionnaire (BPAQ), Beck Anxiety Inventory (BAI), Children’s Depression Inventory (CDI), Mindfulness Training Protocol (8 session, 60 minute), and Anger Management Training Protocol (6 session,60 minute). The results of the analysis of covariance (ANCOVA) showed that the mindfulness training was effective in reducing anxiety; and also, the anger management training was effective in reducing anger and depression. This research also showed that there was a significant difference between the effectiveness of mindfulness and anger management trainings and both could be effective as a complementary program in reducing bullying.

This article focuses on effect of storytelling on improving emotional-behavioral issues such as social problems, aggressive behavior, and rule of law breaking behavior among male and female elementary school children. This is an experimental study on 68 students studying at an elementary school in a City of Iran in the academic year 2017-2018. Then the parent version of the Child Behavior Checklist (CBCL) was completed purposively to select 30 students with the highest scores. They were then randomly divided equally into the experimental and control groups (15 participants per group). The experimental group received fifteen 60-minute sessions taught by two teachers experienced in storytelling. When the storytelling period was over, the CBCL was given to the parents and teachers who had first completed it. The multivariate analysis of covariance (MANCOVA) was employed to analyze the data in SPSS 23. According to the results, there was only a significant difference between the experimental and control group in rule of law breaking behavior at the end of the storytelling sessions based on the assessment made by parents and teachers. Regarding social problems and aggressive behavior, there was no significant difference between the two groups. In addition, analysis of the partial eta squared (η²) values showed that storytelling explained 13% of variance of the rule of law breaking behavior.

The characteristics of maternal schemas play an important role in children’s psychological health. Identifying the mechanism of the relationship between maternal schema and temperament problems can be the focus of therapeutic interventions.

The aim of the present study was to investigate the ways to predict the relationship between early maladaptive schemas of mothers and children's temperament problems with child adjustment as the mediator.

This is a descriptive-analytic study based on correlation and path analyses. The sample consisted of 447 Zanjan preschool students who were selected through multistage cluster sampling method. The data were collected using a questionnaire, and the parents of preschool children answered early maladaptive schemas Yang, adolescent child adjustment, and the Malahotra temperamental questionnaires. Pearson's correlation coefficient and path analysis were used to analyze the data.

The results related to the preschool children and their mothers showed that the direct estimation coefficients of temperament problems based on components of maladaptive schemas were between-09 % to -20%. Besides, the direct coefficients of temperamental problems based on child adjustment were 46%. Overall, maternal maladaptive schemas accounted for 08% of the variance of adjustment and .33% of the variance in temperamental problems (P = 0.01).

According to the results, it seems that measuring and detecting maladaptive schema of mothers and identifying the type of maladaptive schema and curing them can lead to children adjustment and alleviate their temperamental problems.

Previous studies have shown that maternal parenting styles play a key role in the child's mental health and that each parenting style has different effects on the psychological well-being of children. Thus, the present study aimed to predict children's behavioral problems based on maternal parenting styles with mediating role of child adjustment.

This research is a correlation study. The statistical population of this study included all preschool students of city in the academic year 2017-2018 (2201 girls and 2688 boys). The sample consisted of 447 (191 girls and 256 boys) preschool students from the mentioned papulation who were selected through multistage cluster sampling. Parenting style inventory (Baumrind 1973), child adjustment questionnaire (1998), and child behavior checklist of the teacher report of ASEBA (2001) were used to collect data in this study. Correlation and path analysis were used to analyze the data.

The findings showed that the components of mothers' parenting styles directly affect children's behavioral problems. The results also showed that maternal parenting styles had a direct effect on children's behavioral problems through child adjustment (P = 0.01).

The results of this study showed that the variable of child adjustment in relation to maternal parenting styles with behavioral problems in preschool children plays an undeniable role. Therefore, educating mothers about proper parenting practices and thus improving the levels of the level of child adjustment can be very effective in reducing behavioral problems.

Comparison of loneliness and coping self-efficacy in cell phone addicted and normal female college students Abstract: The purpose of this study was to compare loneliness and coping self-efficacy in cell phone addicted and normal female college students, and design of ex post facto. The statistical population of this research included all female college students in University of Zanjan during the academic year of 1396-1397. The participants of this study were 70 students (35 in cell phone addicted and 35 normal group), who were selected by multi stage randomly. The instruments used in this study were koo hy cell phone addictive Scale, UCLA loneliness scale of russel and chesney coping self-efficacy scale. The index of F in loneliness equal to 18/45 and in self-efficacy equal to 31/64 The results of Multivariate Analysis of Variance (MANOVA) showed that there were significant differences (P<0/01) between loneliness and coping self-efficacy in cell phone addicted and normal female college students. Keywords: loneliness, coping self-efficacy, student with cell phone addicted

Identifying factors associated with working memory of the individual, is one of the topics of interest to cognitive psychology.

The aim of this study was to investigate mind wandering and sleep quality in predicting working memory. The method of this study was descriptive-correlational. 120 medical students of Tehran University of Medical Sciences were selected using convenience sampling method. To collect data, Mind-Wandering Questionnaire (MWQ), Pittsburgh Sleep Quality Index (PSQI), and The PEBL corsi blocks test were used. The collected data was analyzed using software Spss21 and statistical tests such as Pearson correlation coefficient and stepwise multivariate regression and for survey validity of scales with AMOS, confirmatory factor analysis (CFA) was used.

The results showed that there is relationship between mind wandering and sleep quality with working memory. The results of multivariate regression showed that 30 percent of the variance in working memory of the medical students is explained by mind wandering and sleep quality.

The results of this study showed that reducing mind wandering and enhancing sleep quality can improve working memory of medical students.

Introdution: Depression and anxiety are the most common psychiatric disorders. Therefore, it is necessary to evaluate the effectiveness of various therapies in order to improve the therapeutic methods. In this regard, this research aimed to examine the effectiveness of mindfulness-based treatments on depression and anxiety, based on research studies in Iran from 1380 to 1395. Meta-analysis method was employed in this research and a total of 38 publications were selected after a careful study of large number of articles and research studies by using databases such as SID, Magiran, Irandoc, Civilica, Ricest, Noormags and Ensani.ir. Moreover, a checklist was used to check inclusion criteria and extracted data from each study and finally 59 effect sizes were reported. The comprehensive meta analysis software (CMA-2) was used to analyze the collected data. The results showed that mindfulness-based treatments had been effective for depression and anxiety at significant level less than 0.05. The size of the combined effect for depression and anxiety in terms of scale correlation were reported 0.574 and 0.607, in terms of scale standardized mean difference 1.427 and 1.554 and in terms of scale Hedge's g 1.389 and 1.511, respectively. In addition, study of gender as a moderating variable has not shown significant difference. The results of this meta-analysis showed that mindfulness-based therapies by using techniques such as paying attention to the present time and accepting without judgment emotions significantly and with high effect size improved the symptoms of depression and anxiety.

The purpose of this causal-correlational study was to investigate the causal relationship between organizational culture and organizational silence with human resource productivity with respect to mediating role of organizational citizenship behavior among the municipal employees in Zanjan. In this study, a sample of 180 municipal employees was randomly selected. The instruments used in this research included the Human Resources Productivity Inventory (Hersey & Goldsmith, 1999), Organizational Citizenship Questionnaire (Podesakoff et al., 1991), Organizational Culture Questionnaire (Denison, 2000) and Organizational Silence Questionnaire (Morrison & Milliken, 2000). The proposed model of the relationships among variables was tested using path analysis software (AMOS-22). The findings emerging from the study revealed that the proposed model of causal relationships among these variables was of an acceptable fit. That is, organizational culture was found directly and indirectly related with human resource productivity through organizational citizenship behavior. Organizational silence was also found related to human resource productivity via organizational citizenship behavior with.

The control of risk factors and lifestyle modification in cardiovascular patients plays an important role and leads to ability of these patients for self-care. The aim of this study was to investigate validity and reliability of cardiovascular management self-efficacy scale in Isfahan city. The method of this study was descriptive-correlational. 150 cardiovascular patients were selected using convenience sampling method. The cardiovascular management self-efficacy scale was completed by patients. In order to determine the reliability of the questionnaire, was used of internal consistency method (alpha coefficient) and for verifying validity of exploratory and confirmatory factors analysis. The results showed that alpha coefficient of the whole scale was 0.80 and its sub-scales ranged from 0.57 to 0.97. The results of analysis of main components with the varimax rotation showed that special valued of 3 factors in significant, which totally explains 72.80 of the cardiovascular management self-efficacy variance. The model have confirmed by goodness of fit index indicators. Therefore cardiovascular management self-efficacy scale has a desirable internal consistency and sufficient narrative in the sample of Iranian patients.

Personality traits of individuals are influential in many factors.The purpose of this study was to determine the effectiveness of studying study skill (SQ4R) on self-esteem and academic self-efficacy among students.The research method was pre-test and post-test with control group and the statistical population of all second grade secondary school students in Kermanshah in academic year 2017/2018. A multi-stage random sampling method was used to select three randomly selected districts of Kermanshah and choose between two upper secondary schools and Copper Smith self-esteem questionnaires and Mijli self-efficacy was conducted on all 294 students pre-test. After completing the questionnaires, students who had a low score in self-esteem and self-efficacy. A total of 30 individuals were selected and randomly assigned into three groups of 15 (experimental and 1, 2 and 1 control groups). Study Skill Training Program (SQ4R) provided to students in experimental groups for 8 consecutive 45-minute sessions and the control group did not receive any training. At the end of 8 sessions, post-test was performed from each of the three groups and the data were analyzed by covariance analysis.The results showed that study instruction skills (SQ4R) increased their academic self-efficacy (P <0.001) and Self Esteem (P <0.001) in their students.Study skill (SQ4R) were effective in increasing self-efficacy and self-esteem among students, and it is recommended that teachers and school counselors use these methods to increase students' self-efficacy and self-esteem.

Background and Academic performance is a multi-dimensional element and is subtly related to metacognition and problem solving. Therefore, the purpose of this study is to determine the relationship between metacognition and academic performance by mediating problem solving.
The research method was descriptive-correlational. The statistical population included all the high school students in Khoram Darreh city in the academic year of 2016-2017 that among them 300 students were selected by stratified random sampling method. The research instruments were, the metacognitions questionnaire (MCQ), problem solving inventory (PSI) and academic average index (AA). Data analysis was carried out using structural equations modeling using SPSS software (version 18) and AMOS software (version 20).
According to the structural equation model, relationships between variables had acceptable fit and the results showed that there is a significant relationship between metacognition with problem solving (p ≤ 0.001), metacognition with academic performance (p ≤ 0.001), and problem solving with academic performÔance (P = 0.003).
Using problem solving skills and metacognition can lead to significant learning outcomes in students. Therefore, by reinforcing meta-cognitive beliefs and problem-solving skills, while enhancing student's academic performance, the conditions for the accurate recognition of capabilities, abilities and weaknesses can be achieved.

This study aimed to study the effect of mindfulness on positive and negative emotions and emotion complexity in experiment and control groups. Emotion complexity is defined as negative and positive correlation. The study at hand is an experimental one. The population was the male students of university of Zanjan in 2016-2017. 40 participants were selected with on-hand randomized sampling, from which twenty were placed in the experimental group and 20 other in the control group. After 8 times measurement, the experiment group received mindfulness training but the control group didn’t receive any. The research instrument was positive and negative emotion scale (PANAS) designed by Watson and Telgon. The study was conducted electronically, the participants were asked to fill the scale at intervals of 48 hours and between 19 to 21 o`clock and send it to the researcher. Data were analyzed with Repeated Measurement, Multivariable Analyze of Variance (MANOVA) and Ttest. Results indicated that mindfulness increased positive emotion and emotion complexity whereas it decreased the negative emotion. Based on these results it can be said that mindfulness plays an important role in people`s emotions in life.

The purpose of this study was to determine the psychometric properties and the confirmatory factor structure of Islamic Spiritual Intelligence Scale (ISI) Abdul Rahman & Shah (2015) in students of Zanjan University using a confirmatory factor analysis approach. The participants of this study were 197 Students University of Zanjan in the academic year 2015-2016 who were selected by multistage random sampling method. To Assessment the adequacy of the model of Chi Square Index (2χ), the chi-square of the degrees of freedom 2 χ / df)), fit index of the adaptive (CFI), root mean square residual standard (RMSEA) and the index of fitness relative (RFI) has been used . In order to investigate the construct validity of the Islamic Spiritual Intelligence Scale, exploratory and confirmatory factor analysis was used. The results of the analysis are three factors that explain %66.76 of the common variance. In addition Confirmatory factor analysis indicates that model fit the data is acceptable. Cronbach's alpha coefficient and split-half also indicates that the scale has good reliability.