جستجوی مقالات مرتبط با کلیدواژه « اضطراب » در نشریات گروه « علوم تربیتی »

The aim of the present study was to the effectiveness of dual music therapy on parenting stress, anxiety and attachment style of anxious children. The research method was a semi-experimental type of pre-test-post-test and a two-month follow-up period with a control group.

The statistical population included all children with anxiety aged 5 to 9 years in Isfahan City in 2023. For this aim, 30 people were selected and randomly assigned to two experimental and control groups by placing call-in counseling centers and inviting them to participate in the research, in a purposeful sampling method and taking into account the exit and entry criteria. People in the experimental group participated in the therapy course for 12 sessions; But for the control group, there was no intervention. The measurement tools included parenting stress questionnaires by Abidin (1991), children's anxiety form by Spence (2001) and Fanzi-Dutton (1996) attachment style. To analyze the data, the statistical method of analysis of variance of repeated measurements was used in SPSS-24 software.

The results showed that dual music therapy has a significant effect on parents' parenting stress, anxiety and attachment style of anxious children, and the effects of education have remained stable over time.

Considering the effectiveness of dual music therapy in reducing parenting stress, and anxiety and improving the secure attachment style of anxious children, it is suggested that children should take effective measures and children's music experts to develop educational and health programs for anxious children.

The present study was conducted with the aim of investigating the effectiveness of teaching methods of behavior change and modification to mothers on the level of aggression in hyperactive children, with the role of modulating mothers' anxiety.

In this research, a semi-experimental method of pre-test-post-test and follow-up with heterogeneous control group was used. The statistical population included mothers with hyperactive children who referred to psychology and psychiatry clinics in Qom between the ages of 7 and 12 and in the academic year of 2023-2022, and 60 of them were selected as the research sample using available sampling. Among them, 30 people were randomly assigned as anxious mothers (15 experimental group and 15 control group) and 30 non-anxious mothers (15 experimental group and 15 control group). In order to collect data, the child's behavior list and Beck's anxiety questionnaire were used. In order to analyze the data, analysis of variance with repeated measurements and the analysis of variance were used.

The findings of the research data showed that teaching methods to change and modify behavior to mothers was effective in reducing aggression of hyperactive children (p<0.05) and mothers' anxiety in the relationship between teaching methods to change and modify behavior to mothers and aggression of hyperactive children. had a moderating role (F=9.520 and P<0.05).

The results showed that after teaching mothers, children's aggression was significantly reduced, and in addition, mothers' anxiety had a moderating role in the relationship between teaching methods of behavior change and modification to mothers and aggression of hyperactive children.

The purpose of the present study was to investigate the effectiveness of parent-child Interaction therapy based on Eyberg’s approach on the anxiety and social skills of children with intelligence and developmental disability. The method of this study was the single subject, in three stages of baseline, intervention and follow-up. The statistical population included all mothers having children with intellectual and developmental disability and their children in Isfahan city, from among them,, 3boys were selected by purposive sampling method. Before implementing the intervention, the participants were evaluated 3times using Spence's preschool anxiety scale(PAS) and Matson's social skills questionnaire(MESSY). Then, the Eyberg's mother-child interaction therapy was performed for them in 15 sessions of 45 minutes, and during the sessions, they were evaluated 6 times using the mentioned tools. Moreover, after the end of the session, in order to check the durability of the intervention, they were evaluated 3more times. Finally, the data was analyzed using the method of visual analysis and effect size. The findings indicated that the anxiety of all three subjects decreased compared to the baseline and their social skills increased compared to the baseline. So that the effect size of the anxiety variable was reported for the first to third subject 1.62, 1.41 and 1.63 . In the variable of social skills, the effect size was reported 1.11, 1.47 and 0.58, respectively. Therefore, the results suggest that the parent-child Interaction therapy based on Eyberg’s approach can be used to improve children's anxiety and social skills by intelligence and development.

Continuous use of digital games can cause anxiety in students. The purpose of this research was to compare the effect of digital and non-digital games on the anxiety of Persian lesson of first grade elementary school students.

The current quasi-experimental research was based on practical purpose with a pre-test-post-test design and a control group. The statistical population of this research included all first grade elementary school students in Tehran. Due to the large size of the population, the available method was used to select the statistical sample, so that 30 people were selected and after the pre-test, they were randomly classified into two equal groups of digital and non-digital games.

The results of the paired test showed that the intervention effect of digital and non-digital games on the participants' anxiety (p=0.001) and Persian lesson learning (p=0.001) was significant.

According to the results of the research, it seems that using digital games is a useful way to reduce the anxiety of elementary school students.

The purpose of this study was to investigate the effect of educational games based on the multidimensional planning model on reducing anxiety and improving self-help skills of preschool learners. The current research method was semi-experimental. The statistical population included all children referred to preschools in the cities of Kohgiluyeh and Boyer Ahmed, of which 40 people (20 control group and 20 experimental group) were selected using cluster sampling method. Data collection tools were the Spence Children's Anxiety Inventory-Parent Version and the State University Self-Help Skills Scale (1992). SPSS software and covariance analysis were used for data analysis. The results showed that educational games based on the multidimensional planning model had a positive and significant effect on reducing anxiety components (fear of physical injuries, social phobia, generalized anxiety disorder, obsessive-compulsive disorder). Also, educational games based on the multidimensional planning model had a positive and significant effect on improving self-help skills. Therefore, according to the findings, it is suggested that various games with educational applications and based on multidimensional planning be designed by preschool planners

Teaching students' positive thinking competences is very useful to strengthen and improve positive communication with themselves, positive communication with others and their life, as well as increasing their self-esteem and academic success. Considering the importance of positive thinking and its broad aspects, including its role in adolescent adaptation, the present study investigated the effectiveness of teaching positive thinking and emotional self-regulation competences on creativity, reducing anxiety and academic achievement in senior high school students in Tehran.                                  The scores of experimental variables were evaluated in pre-test and post-test stages. The statistical population was high school students in Tehran. The statistical sample of this study includes 45 students (15 people in the first group) positive thinking competence, (15 people in the second group) emotional self-regulation competence and 15 people in the control group. For sampling, first, two high schools were selected by convenience sampling method and 45 high school students were randomly selected from the senior high school students and placed in experimental and control groups. The research instruments were Beck Anxiety Inventory (BAI) and Abedi Creativity Questionnaire that were administered to both control and experimental groups before and after providing positive thinking competences training to experimental group.    Descriptive and inferential statistics including mean and standard deviation and analysis of covariance and multivariate repeated measures analysis test were used to analyze the data. The results showed that teaching positive thinking and emotional self-regulation competences has a significant effect on creativity, reducing exam anxiety and academic achievement in students.

The different environments that the child deals with each have some kind of effect on how the child behaves. One of these environments is the kindergarten or school environment of children who spend a significant amount of their waking hours in this place.

This is a descriptive-analytical research of the correlation type. The statistical population is pre-primary centers in Tehran. The method of estimating the sample size is by considering the power of the first type error test and the alpha level of 0.5 based on Cohen's method and the cluster sampling method of 8 centers. Girls' and boys' pre-primary schools were selected from 4 parts of Tehran, North, South, East, and West, respectively, Region 1, Region 16, Region 9, and Region 4, then the required data were collected from these centers. Questionnaire and interview methods were used in this research. The data collection tool in this research was a questionnaire including Achenbach's Child Behavior List (1991) and a checklist of the quality assessment scale of early childhood education centers (3 to 6 years), ECERS-3 version (observation with interview). Data analysis was done using SPSS23 software.

The findings showed that based on the correlation coefficient between the characteristics of the care environment and children's behavioral problems, there is a relationship of -0.934, which indicates a strong and negative relationship. Also, according to the probability value obtained (<0.001), it can be He said that there is a significant relationship between the characteristics of the care environment and behavioral problems. Based on the results of multiple regression, there is a significant relationship between the component of learning activities and behavioral problems in such a way that by increasing one unit to the learning score, the average score of behavioral problems decreases by 0.40. Also, the results of Pearson correlation matrix analysis showed that there is a significant relationship between all dimensions of behavioral problems except law breaking with care features (safety and ergonomics). Also, based on the significance level obtained, there is a significant relationship between children's behavioral problems in girls and boys.

According to the findings of the present research, it can be said that in order to reduce children's behavioral problems, more attention should be paid to the characteristics of their care environment because children are very sensitive mentally.

The Internet is under control due to its merits, ease of accessibility and necessity in today's life and various factors affecting its desirable and destructive effectiveness. In this study, considering the consequences of cyberspace addiction, the role of religious attitude, social support and mood states in predicting Internet addiction in high school students was discussed. This research was descriptive correlational and applied studies based on the purpose. The statistical population consisted of male and female adolescents, in the second high school of district 5 of Tehran in the academic year of 1402-1401. The sample size was estimated by using Krejcie and Morgan table, 217 people who were selected by cluster random sampling. The data collection tools included the Young's Internet Addiction Questionnaire (1998), Serajzadeh's Religious Attitudes Questionnaire (1998), Zimat, Dahlem & Farley Social Support (1998), and Loviband and Loviband Mood scale(1995). Data were analyzed in descriptive and inferential sections using independent t-test, Pearson correlation and multiple regression. The results of regression analysis showed that variables of religious attitude, social support, depression, anxiety and stress were able to predict internet addiction in students and dimensions of social support and religious attitude, especially the outcome dimension of religious attitude, showed a greater role in predicting Internet addiction in second grade high school students. Also, there was no significant difference between religious attitude and depression in girls and boys, but the effect of social support in boys and anxiety and stress in girls was significantly more.

The present review research was conducted with the aim of examining the critical analytical study of different approaches in the treatment of anxiety in children and adolescents.

In the present study, using the keywords treatment, anxiety, disorder, randomized controlled trial, 3 to 19 years old, in English databases such as Google Scholar, PubMed, Scopus in the period 2020 (January) to 2021 (to December), were searched.

The studies indicated the effect of cognitive behavioral therapy, goal-based therapy, and faceto- face therapies on reducing anxiety in children and adolescents with anxiety disorders. Also, the treatment of attention control training and modulation of attention bias was effective in reducing the anxiety of children and adolescents resistant to cognitive behavioral therapy. The antidepressant sertraline also did not reduce anxiety disorder. Various distraction methods such as distraction cards, virtual reality, video games, audiovisual distraction with a headset, psychological preparation before surgery through booklets and pictures, and educational games and art therapy such as painting and music therapy were also effective in reducing situational anxiety.

According to the results of the research, various treatments can be used to reduce children's anxiety according to the age and conditions of the clients.

The family, as the first center of children's socialization, has an important impact on the physical, cultural, personality, emotional and social development of children, the purpose of this research is to investigate the effectiveness of parenting positive parenting group training on the level of aggression, anxiety and depression of 4-7 years old children.

It was a semi-experimental method with a pre-test and post-test design with the control group. The statistical population included parents of children aged 4 to 7 years of both sexes (boys and girls) who had referred to Tabriz Shahriar Hospital and a private clinic to solve their children's problems, and in between, parents from two treatment centers and 20 parents from each center in a targeted manner. were chosen. Before the implementation of positive parenting group training programs, parents of two groups were tested by Bass and Perry aggression (1992), Beck anxiety questionnaire (1967) and Beck depression (1967). The control did not receive any training, finally, the post-test was done by re-answering Bass and Perry aggression questionnaire (1992), Beck anxiety (1967) and Beck depression (1967). The data of this research was done using SPSS software and in two levels of descriptive and inferential statistics with ANCOVA analysis.

This research showed that there is a difference between positive parenting group training for parents and the control group.

Research findings indicate that positive parenting group training of parents has an effect on the level of aggression, anxiety and depression of 4 to 7 years old children and this training is more effective than the control group.

To help elementary school students who experience difficulties in learning and the resulting anxiety to overcome or reduce these problems, it was hypothesized that sensory processing style could be the remedial key. To this end, a cluster sample of 250 3rd graders from among 2200 of them across public schools in Babol city in 2019-2020 school year was given three questionnaires of assumed validity and reliability. Data analyses revealed that that SPS and anxiety can together predict %86 of learning difficulties as they directly and significantly affect difficulties in learning. The indirect path too, shows significant impact of sensory processing style on difficulties in learning with anxiety mediating the impact. In other words, cognitive factors such as sensory processing style and anxiety do play an important role in explaining learning difficulties.

AbstractThe purpose of this research was the effectiveness of teaching media literacy skills on the anxiety and critical thinking of parents of primary school boys. The statistical population in the present study included all the parents of elementary school boys from the 18th district of Tehran in the academic year of 1401, whose number was approximately 1460. In this research, 30 parents of students who meet all the entry criteria were selected as available and replaced by a simple random method (lottery) in two experimental and control groups. Data collection tools included Beck Anxiety Questionnaire (1990), California Critical Thinking (1997) and Media Literacy Education Skills Protocol. The analysis of collected data was done through the latest version of 26SPSS software. In this research, the significance of the desired statistical tests and the effect size of the independent variable were used. Covariance analysis was used to analyze inferential statistics data. The results showed that the skill of teaching media literacy is effective on the anxiety and critical thinking of parents of primary school boys, according to the size of the effect, the skill of teaching media literacy has a greater effect on critical thinking than the anxiety of parents of primary school boys.

This study aimed to investigate internet tendency based on temperament and character, diurnal preferences, and identity styles mediated by anxiety among students in Isfahan, Iran. The research population comprised students of Islamic Azad University, Khomeini Shahr Branch, Isfahan. A sample of 384 students was selected via cluster sampling and responded to the Internet Addiction Test (IAT), the Temperament and Character Inventory (TCI), the Morningness-Eveningness Questionnaire, the Identity Style Inventory (ISI), and the Beck Anxiety Inventory. The results showed that self-directedness, normative identity style, diffuse-avoidant identity and novelty-seeking affect internet tendency. Anxiety mediated the relationship of harm avoidance, diffuse-avoidant identity, diurnal preference, and cooperation with internet tendency.

The youth constitute the main users of social networks on the internet and their lifestyles have been greatly influenced by the cyberspace (Xuan & Amat, 2020). The prevalence of internet tendency among teenagers and university students is reported as 0.9% to 33% (Devine et al., 2022). Studies have shown that personality traits play a role in internet tendency (Gervasi et al., 2017). Cloninger's neurobiological model (1987) takes the genotypic aspects of personality as the basis of individual differences in self-regulation cognitive processes (Moreira et al., 2021). Individual differences in the circadian rhythm are determined by the individual’s biological clock and specific preferences (Khaleghipour et al., 2014). Based on literature, diurnal preference is associated with internet addiction mediated by depression (Kang et al. 2015). Chou and Lee (2017) noted that users' personality and identity characteristics are associated with how they use the internet. The role of identity and attachment has been stressed in the addiction to online games and social networks (Monacis et al., 2017). According to research, internet tendency increases as anxiety grows (Przepiorka, Blachnio & Cudo, 2021). In their study, Bai et al. (2022) showed that internet addiction is associated with mental health disorders and quality of life. Soulioti et al. (2018) reported that younger internet users have addictive behaviors toward this technology, and there is a moderate relationship between anxiety symptoms and internet addiction. As the excessive use of the cyberspace can lead to psychological and academic problems, it is crucial to examine the antecedents of excessive internet use. Therefore, this study was conducted to respond to the question of whether anxiety mediates the relationship of internet tendency with temperament and character, diurnal preferences, and identity styles.

This was a descriptive research using structural equation modeling (SEM). The statistical population comprised the students of Islamic Azad University, Khomeinishahr Branch, Isfahan, Iran, in 2021, selected by multi-stage cluster sampling based on an infinite population of 384 people. The research instruments were:The Internet Addiction Test (IAT) The 20-item IAT was developed by Young (1996) and is scored on a Likert scale (0 to 4). Total scores range from 0 to 80. The validity and reliability of IAT were reported as 0.88 and 0.72, respectively.The Temperament and Character Inventory (TCI)This 125-item inventory was developed by Cloninger (1994) and includes four dimensions for temperament and three dimensions for character. Items are scored 0 or 1. The reliability of its dimensions has been reported with Cronbach's alpha more than 0.68.The Morningness-Eveningness Questionnaire (MEQ)This 19-item questionnaire was developed by Horne and Östberg (1976) and consists of three sub-scales, determining the respondents' diurnal preference. Scores range from 16 to 86, with higher scores indicating morningness and lower scores indicating eveningness. Chelminski et al. reported the reliability of MEQ with Cronbach's alpha of 0.78.The Identity Style Inventory (ISI)Developed by Berzonsky (1992), ISI is a 40-item inventory evaluating three identity styles. Scores range from 40 to 200 and items are scored from 1 (uncharacteristic) to 5 (characteristic). Its reliability has been reported with Cronbach's alpha above 0.62 for all the three styles.The Beck Anxiety Inventory (BAI)This inventory was developed by Beck (1990). It comprises 21 items measuring the severity of anxiety. Scores range from 0 to 63 on BAI. Its test-retest reliability over a one-week interval was reported as 0.75.

The findings on the variables' data distribution showed that the significance level is above 0.05 for anxiety, diurnal preference, and internet tendency, while this assumption was rejected for the other variables; therefore, the data on the variables do not follow a normal distribution. Given that the normality test was not confirmed for most of the variables, SmartPLS software was used for testing the research hypotheses. Variance-based SEM was used to test the main research hypothesis.According to Table 1, the standardized regression coefficient is 0.220 for the effect of harm avoidance on anxiety, 0.235 for diffuse-avoidant identity style on anxiety, 0.166 for diffuse-avoidant identity style on internet tendency, 0.389 for anxiety on internet tendency, 0.114 for diurnal preference on anxiety, 0.163 for self-directedness on anxiety, 0.184 for self-directedness on internet tendency, 0.146 for novelty seeking on internet tendency, 0.286 for cooperation on anxiety, and 0.174 for normative style on anxiety.The mediatory role of anxiety was examined in the relationship of temperament and character, diurnal preference and identity styles with internet tendency. Using Baron and Coney's method (1986) (Table 2), anxiety mediates the relationship of harm avoidance (p=0.037), diffuse-avoidant identity (p=0.044), diurnal preference (p=0.034), self-directedness (p=0.048) and cooperation (p=0.039) with internet tendency. Based on the goodness-of-fit indices of the research model, the data have a proper and adequate fit for measuring the latent variables, and the model estimation results are reliable.

The personality and identity traits of internet users are associated with anxiety. Novelty seeking affects internet tendency by reinforcing the behavioral activation system and low self-direction affects this tendency by making the individual not have any goals and be dependent on external stimuli and uncertainty avoidance. Based on the model of the incentive theory of motivation, reward and need, cooperation with others and receiving social support reduce the individual’s internet tendency by affecting anxiety. Furthermore, eveningness intensifies internet tendency through anxiety and the use of alternative solutions for neutralizing anxious behaviors. According to the neurobiological model, a high level of harm avoidance, which is characterized by traits such as escaping and avoiding dangerous situations, cautiousness, and isolation, acts as a barrier against internet tendency in those who are inclined to use the internet due to anxiety and to neutralize their worries and uncertainty; this group tends to reduce their anxiety by looking for information online and creating a temporary state of security for themselves. The diffuse-avoidant identity is associated with low self-efficacy and uncertainty about one's cognitive ability; emotion-focused strategies, which are associated with a low level of commitment, increase in people with this identity due to their anxiety, leading to poor processing of personal decisions and conflicts. To reduce this conflict and anxiety, these people become inclined toward temporary activities and transient pleasures such as internet use.This study had some limitations. Only questionnaires were used to collect data. The hours of internet access, which could have affected the results, were not controlled. Given the mediating role of anxiety in the relationship of diurnal preference, temperament and character and identity styles with internet tendency, recommendations shall be made to curriculum developers for nurturing effective personality traits among students in order to manage their anxiety.

Coronvirus desies and its consequences have caused concern among various segments of society. In particular, the change in teaching methods from online to face-to-face training and the damage caused by this process in some cases has made this educational process difficult. Thus, identifying students' concerns and understanding the predictions of anxiety in the reopening of educational institutions will allow us to address the roots of this factor after the Corona epidemic and the reopening of schools.. This research is a qualitative research and content analysis and its statistical population is high school students in Tehran at the time of reopening of schools after the Corona epidemic. From this statistical population, 40 male and female subjects who met the research criteria were selected. After interviewing the subjects and analyzing them, sub-themes and main themes have been identified and classified.

Accounting anxiety is students' fear of accounting in terms of their ability to understand accounting terms and concepts, as well as their ability to interpret, analyze and transfer financial information to decision makers. According to Eysenck's theory, anxiety is a personality trait that originates from the personality and cognitive structure of a person. Eysenck (1976) proposes the theory of the basis of personality that personality can best be described by the combination of high and low levels of two prominent traits that have a neural basis, namely extroversion, introversion, neuroticism and emotional stability.  Along with the concepts and dimensions of personality traits affecting anxiety, the psychological adjustment of students can be one of the factors affecting anxiety. Due to the important role they play in the future of the country, students are considered one of the important sections of the society. Studies indicate the prevalence of mental disorders such as stress, anxiety and depression among students. High levels of stress, anxiety, and depression can have negative effects on health, quality of life, academic progress, and students' readiness to accept their professional role. Therefore, it is very important to pay attention to it and its consequences, as well as to adopt appropriate solutions to get rid of it. Since the community of accounting students constitutes a significant part of the student population and is increasing every year, the importance of the mental health of these students is becoming more and more clear In the meantime, it is important and vital to pay attention to this group of students who will be responsible for the financial health of society in the future. Among the factors that cause anxiety, occupational stress plays a significant role, therefore, considering the importance of students' mental health, the prevalence of disorders and diseases related to it is increasing among students, this research aims to investigate the effect of personality traits and psychological adjustment. The statistical population of this research was made up of accounting students of the universities of Golestan province in 1400. The statistical sample studied included 163 students, of which 76 (47%) were female and 87 (53%) were male. To measure accounting anxiety according to Duman's research (2015), a questionnaire containing 20 items based on a Likert scale of 5 (strongly agree=1, strongly disagree=5) was used. The components of accounting anxiety include self-confidence, desire, anxiety, incapability and fear. Another variable of the research was personality characteristics, which is the NEOPI-R personality questionnaire, which is a substitute for the NEO test, which was prepared by McCree and Costa in (1985). This questionnaire also has a short form called NEO-FFI, which is a 21-question questionnaire and is used to evaluate 5 basic factors of personality (neuroticism, extroversion, adaptability, openness, conscientiousness) and based on this, it provides a comprehensive assessment of personality that It is presented on a 5-point Likert scale (1 strongly agree, 5 strongly disagree). Baker and Siriak's 1984 academic adjustment questionnaire was used to measure academic adjustment. This questionnaire contains 22 items that measure students' adaptability and includes the components of academic adaptability, social adaptability, personal-emotional adaptability and organizational dependency. The findings of the research were based on the analysis of 163 received questionnaires and were based on structural modeling. The obtained results show that personality traits had a direct effect on students' accounting anxiety and also with the addition of the mediating variable of psychological adjustment, the effect was still significant. Therefore, personality traits such as neuroticism and extroversion had a positive and significant effect on students' accounting anxiety, and five personality factors of neuroticism, extroversion, adaptability, openness, and conscientiousness had a positive and significant effect on academic psychological adjustment. Personality traits had an indirect effect on accounting anxiety through psychological adjustment. The analysis of the findings shows that students with neurotic personality traits experience more negative emotions and anxiety, and they cite internal factors such as incapacity and lack of talent as the reason for their failures. Students with high neuroticism may be difficult to interact with others due to the presence of mental and nervous disorders, which can also be a factor in the formation of anxiety. In explaining these findings, it can be said that accounting students with extroverted personality traits show high sensitivity to motivational processes based on the content of their university courses and therefore can experience high anxiety. People who are compatible with anxiety, their level of efficiency and social activity is high. These mentioned features can play an effective and positive role in the adaptation of students. People with adaptive characteristics seek external experiences. They are curious people who enjoy the process of research and discovering new things, so students with adaptive characteristics have a positive and significant effect on psychological adaptation. people with the characteristic of openness have high flexibility and these people have the ability to accept new conditions and high adaptability, and as expected, openness has a positive and significant effect on academic psychological adjustment. Being open to experience is a way to reduce anxiety. People with the characteristic of responsibility continue their studies with more responsibility and are more adaptable, which has a significant effect on reducing students' accounting anxiety. This study is related to the educational planners of the university and teachers and accounting professors. Determining the effective factors for anxiety in learning accounting and trying to reduce the causes of anxiety will have a positive effect on the efficiency and effectiveness of learning accounting. The added value created for companies by students who have been taught accounting efficiently and effectively will be enormous.

Introduction Mothers of students with special needs in caring for their children and their education show a high level of stress and anxiety, which is more important during the Covid-19 pandemic and not only has negative effects on the mental health of mothers. It has, but it also has harmful effects on children's health. In this regard, the aim of the present study is to compare rumination and anxiety in mothers of students with and without special needs during the Covid-19 pandemic. Method The design of the current research was causal-comparative. The statistical population included all mothers of students with and without special needs who were studying in primary schools in the west of Gilan province in the academic year of 1400-01. The studied sample included 68 mothers of students with special needs (in the groups of mentally retarded, autism spectrum disorder, Specific learning disorders, and hearing impairment) and 83 mothers of students without special needs, who were selected by available sampling and according to the entry and exit conditions. became The tools used in the research included Nolen Hoeksma and Maro rumination response scale (1991) and Kettle anxiety questionnaire (1905). Findings The results showed that there is no significant difference between the average scores of anxiety components in the group of mothers of students with and without special needs, but there is a significant difference between the scores of rumination in the group of mothers at the 0/05 level (P<0/05). Conclusion This research has shown a significant difference between Rumination in mothers of students with and without special needs during the Covid-19 pandemic. Therefore, coaches and teachers of exceptional schools can use the results of this research in their educational programs.