Vision, plays an essential role in the process of development and segregated as well as integrated educational settings in the process of education have different outcomes. The present study, therefore, intended to compare level of depression and anxiety of blind students in daily and residential educational settings.
The statistical population consisted of all blind high school students in Tehran covered by the Organization of Special Education. Eighty students were selected from the whole population as the sample of the study and were placed in four groups of 20 (two female and two male groups). Half of the participants studied in daily high schools and half others were in residential high schools. In this causal-comparative study, Beck's depression scale and Spielberger State–Trait Anxiety Inventory (STAI) were used for measuring level of depression and anxiety of blind students. In order to investigate the effect of educational setting (daily versus residential) on the level of depression and anxiety of students, two-way ANOVA was used. For measuring the predictive ability of variables multivariate regression analysis was run.
The results revealed that students of residential schools were less depressed and more anxious, while gender differences of depression and anxiety were non-significant. Also findings indicated that there is a negative relationship between duration of residence in residential center and blind student's depression.
Since the level of depression and anxiety between two groups of students in daily and residential educational settings were significantly different, therefore, the results of the present study can be used to improve mental health of students with visual impairment.

The purpose of this study was to prepare a school-based psycho-educational package and determine its effect on the psychological distress of 12th grade female high school students preparing for the entrance exam. For this purpose, documentary analysis method and experimental method with pretest-posttest design with control group were used. Community of 12th grade girl students preparing for Ardebil university entrance exam in the academic year 2017-2018 using available method, Thirty individuals were selected and randomly assigned to two experimental (15) and control (15) groups. To collect data, the short form of Levinda''s Anxiety, Depression and Stress Questionnaire (DASS) was used. To prepare the school-based psycho-educational package, the documentary analysis method focused on previous studies was used. After preparing the training package, the experimental group completed 8 sessions of intervention in the experimental group. Data analysis using multivariate analysis of covariance showed that school-based psychoeducational intervention is effective in reducing psychological distress in post-university students This finding has practical implications for educational interventions in educational settings that have been discussed in detail so it is recommended that school counselors use them in schools.

The first aim of this study was to verify Sternberg's claim that the theory of mental self-government is applicable to academic settings in Iranian publication. The second was to future explore the utility of measuring intellectual styles (a general term encompassing such style constructs as cognitive, learning and thinking styles) in addition to measuring personality. The thinking styles inventory and the big five traits inventory were administered to 419 students (214 male and 205 female) in Iran. Data was analyzed using correlation and hierarchical regression. The results supported Sternberg assertion regarding the validity of the theory of mental self-government in academic settings in Iranian college students. Moreover, findings suggested that it was meaningful to investigate intellectual styles in addition to examining personality. Although there is some systematic overlap between personality and thinking styles, it certainly makes sense to mention thinking styles and personality separately in different setting such as educational ones.

Medical students at all levels of experience, encounter learning opportunities in a wide variety of clinical settings. There are some ethical dilemmas a student may face and possibly carry the burden throughout his file. Most of formal medical ethics teaching focuses on dilemmas that students may face in their future practice, rather than the ethical problems they encounter as medical students. Several studies suggest that students’ clinical experiences constitute an informal or hidden ethics curriculum, which can undermine their developing professionalism. In this article, we discuss some ethical dilemmas of medical education and also some solutions for them. Results & In order to promote a setting that is satisfying to the student, to the faculty, and most importantly, to the patients, we have proposed ethical notes for medical students about informed consent, protecting patient confidentiality and managing ethical concerns.

The aim of the research was to explore the effectiveness of mindfulness-based stress reduction (MBSR) training on high school girl students’ academic hope, academic hardiness, academic adjustment, and mindfulness. The research method was quasi-experimental of the pre-test, post-test, and follow up kind with experimental and control groups. Among all high school girl students in the city of Rabore in Kerman province, 40 of them were recruited using convenience sampling method, and then through a simple random sampling method, they were placed in two groups, experimental and control groups, each one twenty participants. The instruction was in eight two-hour sessions of Kabat-Zinn’s and Kabat-Zinn and Hanh’s Mindfulness-Based Stress Reduction. To collect the data, Khormaee and Kamari’s academic hope scale, Kubasa and colleagues’ academic hardiness scale, Baker and Siryk’s student adaptation to college questionnaire, and the Freiburg mindfulness inventory-short form were utilized. The analysis of results of the multivariate analysis of covariance reveal that mindfulness-based stress reduction training causes a significant change in high school girl’s academic hope, academic hardiness, academic adjustment, and mindfulness. It is concluded that having mindfulness in educational settings causes positive changes in education and educational environments at an optimum level.

The purpose of this study is to analyze the concepts and ideas related to the role of the teacher in the design and use of curriculum materials in the interpretative paradigm. The method of this research was based on qualitative research in order to understand the teacher's role regarding the curriculum materials in the classroom. Five sections including: a) decision making in curriculum, b) enacted curriculum paradigms and patterns; c) concept of curriculum materials; d) concept of curriculum materials design; and e) how to use curriculum materials, were investigated. In order to provide a model, the relationship between teacher and curriculum materials was discussed with regard to the educational settings. The findings indicated that the application of materials in a classroom by a teacher is based on reading, interpreting, and evaluating his curriculum and his interactions in the classroom. Teachers' decision-making and action will adapt the curriculum to the classroom, pedagogy content knowledge and facilitate the student's learning process.

This study examined the role of epistemological beliefs and spiritual intelligence in predicting the academic success of students in secondary education. The numbers of 240 high school students were selected by random sampling and they completed the epistemological beliefs and the spiritual intelligence questionnaires. Data were analyzed using Pearson correlation coefficient and multiple regression analysis. Results showed a significant relationship between epistemological beliefs and spiritual intelligence. Multiple regression coefficients showed the best predictor of academic success, includes certain knowledge, simplicity of knowledge, learning and the innate ability to understand and communicate with the origin of the universe. As a result, in education and academic success, these factors should be considered.

This research is aimed at investigating the effect of white noise on elementary students’ anxiety. The research is a semi-experimental study with pretest-posttest design and control group. The population includes all the students of secondary elementary of Bavi city in the first semester of the academic year 2019-20. Out of the mentioned population, 40 students were selected by Multi-stage cluster sampling , and they were randomly assigned to two groups including the experimental group (20 people) and control group (20 people). In the experimental group, the subjects participated in seven 45-min exam sessions of different courses by playing white noise. Data collection was done by using Test Anxiety Inventory (Abolghasemi et al, 1996), and data analysis was done by univariate analysis of covariance. The findings suggest that by controlling the effect of pretest, there is a significant difference in the mean posttest scores of the test anxiety in the experimental group (P˂0.05). According to the results, It is recommended that white noise be used to reduce the anxiety of exam students in elementary school as well as to create peace of mind in educational situations.

School is one of the most important places where the level of evaluation and perfectionism of pupil is high and is associated with fear of failure, motivational problems, anxiety and low self-esteem. Perfectionism is one of 18 maladaptive schema proposed by Young, but little research has been done on the effect of schema therapy on academic perfectionism. The aim of the present study was to investigate the effectiveness of group schema therapy on reducing academic perfectionism and its components including academic performance, academic anxiety, academic achievement, academic failure and expectations of others in students. This study was a quasi-experimental study of pre-test, post-test and follow-up with a control group. The statistical population included all 10th grade female high school students in Tehran in the academic year of 1397-98. From these individuals, 300 people were randomly selected by cluster sampling method and 30 of them were selected based on inclusion criteria and were randomly divided into two groups of 15 experimental and control. The experimental group received group schema therapy during sixteen one-hour sessions. The research instrument was Rasooli Khorshidi and Bahrami (2016) Academic Perfectionism Questionnaire. SPSS 20 software and analysis of covariance were used to examine the relationship between quantitative variables. In the post-test, there was a significant interaction between the experimental and control groups in terms of academic performance, academic anxiety, academic achievement, academic failure and expectations of others (p <0.05). As a result, group schema therapy can be used to reduce students' academic perfectionism and its components.

The purpose of study was to investigate hidden curriculum in shaping behavior base on resistance economics. This research has been qualitative and based on Eisner’s Connoisseurship and Educational Criticism Model. Domain of study was described, then the possible or preventive factors within curriculum components were interpreted. Evaluation of the findings compared to favorable situation of the components of resistance economy and thematic the findings of the research to generalize based on the similarities to other educational settings. Data were obtained through observation, review of documents, interviews with students and triangulating methods. The results determined that the school fallows resistance economics in form of "avoidance of squander and luxe" and "thrift in consumer goods and energy". There is no clear effect on creating morale adequate to resistance economy. Based on findings, necessity to develop conceptual of resistance economy and act in all its layers is recommended for all in school