فهرست مطالب غلامحسین انتصار فومنی

The present study aimed to compare the effectiveness of the confrontational cat therapy program and self-encouragement training on students' social anxiety and exam anxiety. This semi-experimental research employed a pre-test-post-test design with a control group and included a follow-up period. The statistical population consisted of 6th-grade female students in the academic year 2019-2020 in Zanjan city. A total of 45 qualified volunteers were selected through purposive sampling and randomly assigned to three groups of 15 individuals. All three groups completed social anxiety questionnaires (SAQ) by Connor & et al (2000) and exam anxiety (EAQ) by Abolghasemi & et al (1996). One of the experimental groups underwent the confrontational cat treatment program for 16 sessions (60 minutes each session), while the other experimental group underwent the self-encouragement treatment program for 10 sessions (90 minutes each session). Data analysis was conducted using the method of analysis of variance with repeated measurements and Benferoni's post hoc test. Results indicated that both the confrontational cat and self-encouragement interventions, compared to the control group, significantly reduced students' social anxiety and exam anxiety (P<0.001), and this reduction persisted until the follow-up stage. Additionally, the results revealed that the self-encouragement intervention had a greater effect in reducing students' social anxiety and exam anxiety compared to the cat intervention (P<0.05). In conclusion, the self-encouragement program was found to be more effective in reducing the social anxiety and test anxiety of students than the confrontational cat program.

The present study aims to investigate the mediating role. Academic self-efficacy and self-esteem were assessed in the relationship between learning styles and students' test anxiety. The research method was correlation. All the female students of the 11th grade of the second secondary school of Tabriz who were studying in the academic year of 2019-2020, formed the statistical population of the present study. The study sample consisted of 430 students who were selected by cluster sampling method. Data collection tools were Abolghasemi et al. (1996) test anxiety questionnaires, Midgley et al (2000), Kolb learning style (1985) and Rosenberg self-esteem scale (1965). They were. Data analyze with structural model method were used at a significance level of 5%. The results showed that the direct relationships between self-efficacy, self-esteem and free-thinking, executive, extroverted and partial thinking style are significant on students' test anxiety (p<0.05). Thinking styles Executive, free-thinking, extroverted and holistic thinking mediated by academic self-efficacy have an indirect effect on students' test anxiety (p<0.05). Executive, partial, legislative and holistic thinking mediated by self-esteem have an indirect effect on students' test anxiety (p <0.05). The results of the study confirmed the direct and indirect relationships between academic self-efficacy, self-esteem and thinking styles with students' test anxiety. Teachers and school counselors can reduce students' test anxiety by promoting academic self-efficacy and strengthening experimental, abstract, and objective thinking styles.

The aim of this study was to investigate the effectiveness of teaching metacognitive strategies and participatory learning on reducing learned helplessness and increasing problem solving skills of 11th grade students in Meshginshahr.

The research method was experimental with pre-test design and post-test with control group. The statistical population of the study consisted of all second grade male students of the second secondary school in Meshginshahr in the academic year of 1995-96. Among them, 80 male students with learned helplessness scores and low problem-solving skills in physics were selected and randomly assigned to three groups: one control group and two experimental groups. The participants of the experimental group were trained in metacognitive strategies and participatory learning. The Queens and Nelson learned helplessness questionnaire and Cassidy and Lang problem solving were used to collect data. Data were analyzed by multivariate covariance statistical method.

The results showed that the research hypothesis that the effectiveness of teaching metacognitive strategies and participatory learning on reducing helplessness and increasing problem solving skills has been confirmed. Thus, the mean post-test scores of the students in the experimental groups were significantly higher than the students in the control group in the tests related to reducing helplessness and increasing problem-solving skills.

The findings emphasize the effectiveness of teaching metacognitive strategies and participatory learning in reducing learned helplessness and increasing students' problem-solving skills. The research findings are discussed according to theoretical and experimental evidence and some suggestions are provided for this purpose.

  The aim of this research was to predict academic Procrastination based on attributional style  and hardiness with the meditation of academic self-concept  in secondary school  students of Kangawer.

The research method was descriptive and the design was correlation of the kind of structural equation  modeling. The statistical population consisted of all secondary school students of Kangawer in 2017-2018 academic years and 330 of whom were selected  through stratified random sampling and cocranꞌs formula. Data was collected by academic  procrastination of Solomon Herr questionnaire (1984) , attributional style Seligman et al. (1983 )questionnaire, academic Self-Concept Yessen Chen's questionnaire(2004) and psychological hardiness of Ahwaz questionnaire (1998). 

The result showed that attributional style and hardiness directly predictive of Academic Procrastination at a level of 0.05. academic self-concept has not partially mediating role among academic self-efficacy and attributional style. also academic self-concept was not a mediator role between procrastination and psychological hardiness.

Therefore, educational environments should seek to cultivate psychological toughness, positive self-concept, and internal and controllable attribution styles in students.

This study aimed to provide a suitable model for the improvement of school management quality in primary schools of Zanjan province.

This study was performed using a mixed method of explorative plan-tool development model. Data collection sources in the qualitative part of the research included semi-structured interviewing 23 people, notes, public and private documents that were converted to textual data and the text was then coded using the content analysis technique. based on the results of the qualitative section, the measuring tools designed in the form of a 107-question questionnaire  based on the identified components. Its face and content validity were confirmed by experts and finally the reliability coefficient was (0.93).

analysis of structural equation modeling was used for testing mentioned scale. The statistical population of the study in the quantitative section were all experts, educational leaders and principals of elementary schools in Zanjan province (1079 people). In addition, 120 documents obtained from scientific texts were recorded and used. purposive sampling method was used in the qualitative part of the study whereas in the quantitative section according to the (sample size of 283 people) data were collected by cluster sampling method from different cities and regions of the province.The results of the qualitative section showed that the model of school management quality improvement has 8 factors, 26 criteria and 107 indicators. Amos software was used for quantitative data analysis

The result of statistical tests displayed that the designed model enjoys very favorable fitness for the improvement of school management quality in primary schools of Zanjan province.

Academic achievement and prevention of students' learning disabilities are important indicators in evaluating education, and in this system, many efforts are made to achieve this goal. This study aimed to explain academic achievement based on metacognitive beliefs with the mediating role of the meaning of education for 11th–grade male students.

This research was conducted by a descriptive correlational method. The statistical study population included 3015 male 11th–grade students of public schools in District 2 of Rasht City, Iran, in the academic year of 2019–2020. Of whom, 600 qualified and volunteer students were selected by the available sampling method. In this study, the inclusion criteria included a gender boy, studying in the 11th grade, living in Rasht, interested in cooperating in research, without physical or mental illness or stuttering and learning disabilities (based on the information in the students' health certificate). The exclusion criteria included a lack of cooperation in research and illness. To collect the required data, the students' grade point averages and the following questionnaires were used. First, to assess the students' academic achievement, the average of the students' grades at the end of the second semester of the 2019–2020 academic year was used. Also, a 30–item Wells–Katright–Hutton (2004) questionnaire was used to assess subjects' metacognitive beliefs. Finally, the 86–item Henderson–King and Smith education meaning (2006) questionnaire was used to evaluate the meaning of education among the subjects. Also, to model the structural equations from the goodness–of–fit indices of the Chi–square with a probability value greater than 0.05, the root of the mean square error of approximation with a shear point less than 0.08, the well–adjusted fit index with a cut–off point less than 0.90, a good fit index with a shear point less than 0.95, and an adaptive goodness index with a shear point less than 0.95 were used, taking into account the mentioned fit values. To analyze the data, in addition to descriptive statistics, the Spearman correlation and structural equation modeling were performed in SPSS24 and PLS3 software used at a significance level of 0.05.

The results of structural equation modeling showed that in the whole sample, all path coefficients were statistically significant (p<0.001). On the other hand, the results showed that metacognitive beliefs had a positive effect on academic achievement (β=0.333; p<0.001) and the meaning of education (β=0.692; p<0.001). Also, the meaning of education had a positive effect on academic achievement (β=0.401; p<0.001).

Based on the findings of this study, to explain the academic achievement of students, the role of variables of metacognitive beliefs and the meaning of education can be studied. Organizations and individuals who can benefit from the findings of this finding include the Institute for Educational Studies, psychologists, counselors, and parents of students.

Attention–deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders among school children in the world. It has a negative impact on their social and academic performance, accompanied by symptoms of inattention and impulsivity. Because of complications and negative consequences of this disorder, including aggression, object manipulation, no control over behavior and emotions, high–risk behaviors, poor school performance, and academic failure, psychologists, psychotherapists, and educational experts have tried to address and treat this disorder by various methods. Research evidence has shown that behavioral skills training as an intervention–training program positively affects behaviors, emotions, and responsibility in ADHD children. Problem–solving is the foundation of the care process, and it is important to address and nurture this issue. In educational settings, the participatory learning method is one way to motivate students, control their emotions, and make them interested in classroom topics. Therefore, the present study compared the efficacy of training participatory learning method and problem–solving skill on educational motivation and controlling excitement in children with ADHD.

This is a quasi–experimental study with a pretest–posttest design with a control group. The study population was male primary sixth–grade school students with ADHD in the academic year 2018–19 in Tabriz City, Iran. The study subjects were selected by multi–stage cluster sampling method. Thus, first, one of the five education districts of Tabriz was randomly selected, and three schools were selected from the mentioned area. The sixth–grade classes were selected as the target group among the school classes. Initially, in a training session, teachers were asked to identify symptoms of ADHD. Then, focusing on the symptoms, the 38–item Connors Teacher Scale Questionnaire was presented, and screening was performed using this test. The students were also referred to a psychiatrist for more accurate identification to establish the final diagnosis of hyperactivity. The inclusion criteria were having ADHD, medication use, and the absence of any other mental, medical, or physical disorders. The exclusion criteria included absenteeism for more than two sessions and unwillingness to continue attending the study. The eligible students were divided into three groups. According to research specifications, the sample size includes 45 students, of which 15 are in two experimental groups and 15 are in the control group. Two experimental groups received intervention–education programs, but the control group did not receive any intervention. Group one (participatory learning group) included 15 students with ADHD who attended 10 sessions of 45 minutes of participatory learning training. The training summary performed by participants was also shared with parents. The researcher training package was used for participatory learning training, which included the concepts of participatory learning. The second group (problem–solving group) consisted of 15 ADHD subjects who received 10 sessions of 45 minutes of problem–solving skills. The third group (control group) comprised 15 ADHD subjects without intervention. The research tools consisted of Motivational Questionnaire (Harter, 1981) and Emotion Regulation Questionnaire (Gross and John, 2003). The results were analyzed statistically. Ultimately, the obtained data were analyzed by MANCOVA and Bonferroni post hoc test (α=0.05) using SPSS version 20 software.

The analysis of covariance showed a significant difference between the mean scores of academic motivation and emotion control in terms of the group by adjusting the effect of the pretest. In other words, participatory learning and problem–solving training were effective on academic motivation (p=0.028) and emotion control (p=0.01), and the effectiveness of the training was 64% and 74%, respectively. Also, in the posttest of variable academic motivation, the problem–solving skills training group (73.40) was higher than the participatory learning training group (29.84). Also, the difference of the adjusted means in the emotion control variable in the problem–solving skills training group (22.14) was less compared to the participatory learning training group (33.71).

According to the research findings, participatory learning is very effective in increasing emotion control, and problem–solving skills training is very effective in increasing the academic motivation of inactive students. Based on the need, these two educational methods can be used to promote the mental, social, and academic health of ADHD students.

The aim of this study was to determine the effectiveness of teaching cognitive and metacognitive strategies on self-efficacy and academic engagement of female students with learned helplessness.This research was conducted in a quasi-experimental manner including a pretest-posttest design with a control group. The statistical population of the study included all 11th grade students of Maragheh schools in the academic year of 2019-2020 with a number of..number of 581 people. After the implementation of the Queens and Nelson (1988) learned helplessness questionnaire, 136 of them were diagnosed as learned helplessness. Purposeful method was used for sampling. Therefore, 40 eligible volunteers were randomly divided into 2 groups (20 in the experimental group and 20 in the control group) and entered the study. Subjects in both groups completed the academic self-efficacy questionnaires of Owen and Framan (1988) and the academic motivation of Scavofili et al. (2002) in the pre-test and post-test stages. The experimental group underwent educational intervention on cognitive and metacognitive strategies of Karami et al. (2014) for 8 sessions. Significance level was considered 0.05 for all tests. The results showed that teaching cognitive and metacognitive to the participants in the experimenta group, increased their scores……of academic self-efficacy (P<0.001) and academic motivation (P<0.001) in the post-test According to the research findings, it can be concluded that students with learned helplessness believe that events are uncontrollable. If they are exposed to the teaching of cognitive and metacognitive strategies, their self-efficacy and academic motivation will increase..

Introduction Ethics is one of the frequent concerns of societies. Concern of the decline in morality and the degree of adherence to the ethical principles and its consequences, has led to a huge volume of different discourses about this fundamental human element.

A comparative study of these approaches and differences in looks indicates that the issue of ethics and ethical growth is subject to many aspects, each of which is important in its place. Some have dealt with the principles of ethics and theoretical foundations and ethics concepts. Others have paid attention to outcomes and personal and social impacts, lack of moral standards. This paper has been done by documents (library) and using Imam Ali words.

The results indicate that from the viewpoint of Imam Ali (as)in any society of men, they have a collective identity and spirit, and originality is both equal and plural. In the outlook of Ali, man is in charge of all circumstances and never regards man as condition condition

based on the results of this study, we conclude that the lifestyle of Imam Ali is one of the most valuable and most valuable patterns of life in which he has the best features of dealing with others. One of the most beautiful aspects of life of Imam Ali is the way of social life.

One of the most important strategies to prevent the destruction of the environment of human origin is environmental education based on principled planning and based on scientific needs assessments. Therefore, the purpose of this study is to develop an environmental education model for high school students in the education system with a Grounded Theory approach.

The present qualitative research was conducted by the theoretical method of Grounded Theory. The research population included all designers and authors of textbooks of the Educational Research and Planning Organization in the field of life sciences and social sciences based in Tehran. The number of samples using the theoretical saturation principle was 10 people who were selected using purposive sampling method using snowball method. Data collection was performed by semi-structured interviews. To assess the findings of the four criteria including, credibility, generalizability, reliability and verification, and to assess the reliability of the interviews by the method of retesting and the method of agreement within the agreement. The reliability of the test (stability index) of these interviews was 0.88 and the reliability of the interviews by intra-subject agreement method was equal to 0.82. Data analysis was performed by coding method and using Max QDI. 12. 

27 axis codes were identified as causal conditions, contextual conditions, intervening conditions, central phenomena, strategies and as consequences. 

The results showed that the causal conditions component includes 3 central codes, the contextual conditions component includes 5 central codes, the intervening conditions component includes 5 central codes, the central phenomenon component includes 4 central codes, the strategies component includes 3 central codes and the consequences component includes 7 central codes. Educational planners are advised to include these identified components and core codes in their planning.

The aim of this study was to determine the effectiveness of teaching self-regulatory strategies on academic vitality and creativity of procrastinating students. This research was conducted in a quasi-experimental manner with a pre-test-post-test design with a control and follow-up group. The statistical population of the study included all female students of the tenth grade of the middle school in the city of Urmia in the academic year of 2019-2020 in the number of 3295 people. Purposeful method was used for sampling. Therefore, there are 40 eligible volunteer students with a score of less than 81 in the Solomon and Rathblum (1984) Academic Procrastination Questionnaire, less than 36 in the Dehghani-Zadeh and Hossein-Chari Academic Vitality Questionnaire (2012) and a score of less than 120 in Abedi (1993) creativity were identified and then randomly entered into two study groups. Pentrich (1999) self-regulatory strategies training package was implemented for the experimental group. During this period, the control group did not receive any training. Data were analyzed by repeated measures analysis of variance and Bonferroni post hoc test using SPSS software. The results showed that for the academic vitality variable, group effect (P˂0.001 and Eta= 0.687), time effect (P˂0.001 and Eta= 0.816) and group × time interaction (P˂0.001 and Eta= 0.727) was significant. The results also showed that for the creativity variable the effect of group (P˂0.001 and Eta= 0.777), the effect of time (P˂0.001 and Eta= 0.802) and the interaction of group × time (P˂0.001 and Eta= 0.626) was significant. Based on the results of the present study, it can be concluded that self-regulatory strategies can be used to treat procrastination in students and increase their academic vitality and creativity

The most important asset of any organization is its human resources, and talent management is the main part of human capital management. With proper management of these assets, organizations can achieve their goalsaims to design an optimal model of talent management and development components in the oil company. The research method is qualitative and thematic analysis.The research data was collected through in-depth interviews with 14 oil company experts who were selected using theoretical sampling method and reached theoretical saturation. To analyze the data, content analysis of the theme network type has been used.In order to validate the themes, two methods of validity evaluation have been used in the communication method as well as the focus group, and in order to validate the reliability, reproducibility and transferability or generalizability have been used.The results showed that the optimal model of talent management and development components consists of three preliminary, executive and complementary steps based on eight main organized themes:Talent thought, Talent Finding, Talent metrics, Talent training, Talent scouting, Talent cracy, Talent holding, Talent sourcing. Keywords: talent, talent management, talent management components.

In the last decades of the 20th century, at the same time of development of optimism psychological procedure, paying attention to personality structures and psychological capital has had increasing trend. Objective of the present research is determination of the relationship of personality characteristics with psychological capital of teachers and comparison with employees of the University. Statistical society of this research consisted of all teachers of Rasht Education Department, Dist. 2, and all employees of the University of Guilan, occupying in educational year: 2015-16; 602 teachers 180 persons, and among 303 employees of the University of Guilan, 90 persons, have been selected through the method of random stratified cluster sampling. In order to data collection, NEO Personality Characteristics Questionnaires and Psychological Capital Questionnaire have been used. The data were analyzed through multiple regression, Pierson correlation coefficient, independent t-test methods, using spss 18 software. The results indicated that teachers of personality characteristics extraversions have higher in comparison with employees of the university, and difference of openness of teachers with employees of the university, with the condition of inequity of groups’ variance (P≤0.01, F=16.22), with the observed t (t=3.12), is statistically significant (p<0.01). and the employees of the university have higher hopefulness and resiliency in comparison with the teachers; and there is no significant difference between self-efficacy and optimism (P≥ 0.05). Study on the results indicates necessity of paying attention to personality characteristics and psychological capital of the persons in the time of employing them in different occupations.

Today, environmental health is very important and education is the most sustainable way to raise awareness. The aim of this study was to develop and psychometrics of the "Environmental Education Scale" in high school students. 

The present study is a methodology and is a combination of quantitative and qualitative methods. In the qualitative section, the review of relevant scientific texts and semi-structured interviews were conducted with 10 experts of the Educational Research and Planning Organization. In the quantitative part, the content validity ratio of the developed was measured by Lawshe table and content validity index, based on Waltz & Bausell method and face validity by asking 10 experts. The construct validity was measured by exploratory factor analysis. Reliability was calculated by internal consistency method by calculating Cronbachchr('39')s alpha coefficient with 240 people and stability by retest method with 20 participants and 2 weeks interval. Data in the qualitative part were analyzed by content analysis method in Atlas.ti software and quantitative data in SPSS. 22. 

From the findings of the qualitative section, scale items were obtained. The content validity ratio was 0.80 and the content validity index was 0.90. The results of factor analysis showed 80 items in 5 dimensions of educational objectives, teaching methods, educational content, educational tools and facilities and evaluation methods. Reliability by internal consistency method by calculating Cronbachchr('39')s alpha coefficient between the dimensions of 0.92 to 0.96 and the total instrument was 0.98, the reliability by the retest method was 2 weeks between 0.93 to 0.97. 

"The "Environmental Education Scale" was developed with confirmed validity and reliability. Therefore, its use is recommended to measure environmental education.

Academic advancement of students is one of the important indicators in educational evaluation. Characteristics such as social competence and educaional meaning from the students, point of view have decisive role. The aim of this research was anticipating students, academic advancement according to social competence with the mediating role of educational meaning.

This research was done by descriptive- correlation method. The statitical community of this research includes 3015 grade 11 male students in the region two of Rasht in educational year 2019-2020 and 341 students were selected by random sampling cluster. For gathering the data, the average of second semester of the students, social competence questionnaire of Felner Lis and Philips (1990) and educational meaning questionnaire of Henderson, king and Smith (2006) were used. Research data were analyzed using Pearson correlation coefficient and structural equation modeling with SPSS26 and AMOS24 software.

The results of structural equation modeling showed that the direct effect of social competence on the variable of academic achievement was significant (P<0.001). The direct effect of social competence on the variable of academic meaning and the direct effect of academic meaning on the variable of academic achievement were significant (P<0.001). The indirect effect of social competence mediated by academic meaning on academic achievement variable was significant (P<0.001).

According to the results of findings in this research, we can say that structural model of research fits with the gathered data. Based on the results of this study education policy makers can use the social competence variable to mediate academic meaning to explain the relationship between studentschr('39') academic achievement.

Self-efficacy plays an important role in academic performance and affects the choice of task, effort, endurance, refusal and progress of individuals. The aim of this study was to compare the effectiveness of “Metacognitive Teaching Strategies” and “Problem-Based Learning” on the academic self-efficacy of psychology students of Islamic Azad University, Abhar Branch.

The research method was quasi-experimental with pre-test, post-test and 3-month follow-up. The statistical population included all undergraduate psychology students studying at Abhar Azad University in the academic year (2018-2019) of 130 people. According to Krejcie and Morgan Table, 100 of them were randomly selected from among those who scored lower than the cut-off score (80) in the “College Academic Self-Efficacy Scale”. 45 people were randomly selected and randomly assigned to three groups (two intervention groups) and one control group. Data were collected using a demographic questionnaire and “College Academic Self-Efficacy Scale”. The scale was administered to students in three stages: pre-test, post-test and follow-up. Content validity was measured by qualitative method and the reliability of the scale was measured by internal consistency method by calculating Cronbachchr('39')s alpha coefficient. Subjects of intervention group 1 participated in group training sessions on “Metacognitive Teaching Strategies” in 10 -minute 9 sessions and intervention group 2, participated in “Problem-Based Learning” in 7sessions 90-minute once a week at the end of the sessions, post-test and one-month follow-up for all three groups "College Academic Self-Efficacy Scale" was completed. Data were analyzed using SPSS .24

Group training “Metacognitive Teaching Strategies” and “Problem-Based Learning” increased the academic self-efficacy score of the participants in each intervention and were different from the control group during different times (P≤0.01). But there was no statistically significant difference between the two groups (P<0.05). 

Group training “Metacognitive Teaching Strategies” and “Problem-Based Learning” increased students chr('39')academic self-efficacy scores. It is suggested that educational professionals use these two methods of group education to improve studentschr('39') academic self-efficacy.

The aim of this study was to examine the effectiveness of cognitive and metacognitive strategies on problem solving skills and self-esteem of 11th grade students in Meshginshahr. The research method was experimental with pre-test and post-test design with control group. The population of the study consisted of all second grade male students of secondary schools of Meshginshahr in the academic year of 2016-2017. Among them, 80 male students with low self-esteem and problem-solving skills in physics were selected and randomly assigned into three groups: a control group and two experimental groups (20 people in each group). The participants of the experimental group were trained in cognitive and metacognitive strategies. To collect the data, the problem solving questionnaire by Cassidy and Lang and the self-esteem of Coppersmiths were used. The data were analyzed by multivariate covariance. The results showed that the mean post-test scores of the students in the experimental groups were significantly higher than the students in the control group in problem solving skills and self-esteem. Therefore, it can be concluded that teaching cognitive and metacognitive strategies is effective in increasing students' problem solving skills and self-esteem.

Psychologists emphasize the importance of improving the quality of education and students’ achievement. Learned helplessness is among the factors that significantly impact students' academic failure, i.e., defined as the perception of uncontrollability of events. Learned helplessness caused by uncontrollable events leads to the belief that success and failure are beyond one's efforts. When one understands that their action has little effect on the environment and this situation continues forever, they become helpless. When helplessness recurrences and the condition becomes out of control, the individual stops attempting to solve problems. This inability leads to a decrease in students' academic self–efficacy and academic engagement. The current study aimed to investigate the effects of problem–solving skills training on academic self–efficacy and academic engagement difficulties in students with learned helplessness.

This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of the study included all 11th–grade female students in Maragheh City, Iran, in the academic year of 2019–2020. Fifty–Six of them were diagnosed with learned helplessness after administering the Learned Helplessness Questionnaire (Quinless & Nelson, 1988). Then, 40 eligible candidates with a score less than cut–off point 96 in the Academic Self–Efficacy Questionnaire (Owen & Framan, 1988) and a score lower than the cut–off point of 59.5 in the Academic Engagement Questionnaire (Schaufeli et al., 2002) were selected by purposive sampling method. Then, they were randomly divided into the experimental and control groups (n=20/group). The number of research samples was obtained based on the effect size of 0.83, an alpha of 0.05, and a power of 0.90 per research group. Furthermore, no one was excluded from the study after randomization. The required data were gathered in the pretest and posttest phases using the Academic Self–Efficacy Questionnaire (Owen & Framan, 1988) and the Academic Engagement Questionnaire (Schaufeli and et al., 2002). The experimental group received 10 sixty–minute sessions of problem–solving skills training in 5 weeks as per the package of D’Zurilla and Goldfried (1971). Descriptive statistics, including mean and standard deviation as well as inferential statistics, including Analysis of Covariance (ANCOVA) were applied for analyzing the collected data in SPSS. The significance level for all tests was set at 0.05.

The ANCOVA results indicated that group problem–solving training increased the posttest score of academic self–efficacy in the experimental group (p<0.001). The effect size of the academic self–efficacy score was measured as 0.656. Moreover, the ANCOVA data indicated that group problem–solving training increased the posttest score of academic engagement in the experimental group (p<0.001). The effect size of the academic engagement score was obtained to be 0.55.

According to the research findings, problem–solving skills training impacted self–efficacy and academic achievement in the explored students with learned helplessness. Thus, teachers can use problem–solving skills while teaching students.

Academic achievement and its associated factors have always been considered by researchers in the field of education. Evidence indicated that the undeniable increase in academic failure and students’ procrastination, as well as its adverse consequences on their success, are of great importance. Procrastination is described as a lack of self–regulation and a tendency to delay what is necessary to achieve a goal. By increasing stress and negative consequences in students' academic life, procrastination, as a barrier to academic success reduces the quantity and quality of learning. Academic help–seeking and academic buoyancy significantly influence resolving academic challenges and play an essential role in students' academic achievement. The present study aimed to determine the effects of group problem–solving training on academic help–seeking and academic buoyancy in procrastinating female students.

This was a quasi–experimental study with pretest–posttest and a control group design. The statistical population of the study included all tenth–grade procrastinating female students in Urmia City, Iran, in the academic year of 2019–2020 (N=546). By implementing the Academic Procrastination Questionnaire (Solomon & Rathblum, 1984), academic procrastination was diagnosed in 147 subjects. Of them, 30 qualified volunteers with scores less than the cut–off point of 42 in the Academic Help–Seeking Scale (Ryan & Pintrich, 1997) and less than the cut–off point of 36 in the Academic Buoyancy Questionnaire (Dehghanizadeh & Hossein Chari, 2012) entered the study. Accordingly, the study participants were randomly divided into the experimental and control groups (n=15/group). Both study groups completed the Academic Buoyancy Questionnaire (Dehghanizadeh & Hossein Chari, 2012) and the Academic Help–Seeking Scale (Ryan & Pintrich, 1997). The experimental group underwent ten 60–minute sessions of group problem–solving training intervention (Dezorilla & Goldfried, 1971). To analyze the collected data, in the descriptive part, mean and standard deviation, and in the inferential part, Analysis of Covariance (ANCOVA) were used in SPSS. The significance level of the tests was set at 0.05.

The ANCOVA results revealed that group problem–solving training increased academic buoyancy’s posttest scores in the experimental group (p=0.045). The effect size of the academic buoyancy score was calculated as 0.146. Therefore, the presented group problem–solving training effectively improved academic buoyancy scores among the examined procrastinating students. Furthermore, this training increased the posttest scores of academic help–seeking in the experimental group (p=0.006). The effect size of the academic help–seeking score was measured to be 0.258. Therefore, group problem–solving training was effective in increasing academic help–seeking scores in the explored procrastinating students.

According to the research findings, group problem–solving skills training promoted academic help–seeking and academic buoyancy among procrastinative students. Teachers can use this educational strategy to teach lessons to learners.

Anxiety is among the most frequent problems in students. In addition to creating academic problems, it may also generate behavioral complications. Test anxiety could be induced by several reasons, such as environmental (e.g., school and family environment & peers), and intrapersonal characteristics. Overlooking the contributing factors that induce test anxiety can lead to individual and social risks for students and families, including high financial costs, academic failure, and learning disabilities. Therefore, it is essential to address this issue. The present study aimed at determining the mediating role of academic self–efficacy and self–esteem in the relationship between learning styles and test anxiety in Iranian 11th–grade female students.

This was a correlational study. The study population consisted of all 11th–grade female students living in Tabriz City, Iran, in the 2019–2020 academic year. The study sample consisted of 430 students who were randomly selected in 3 stages. Initially, the third district out of 5 educational districts was randomly selected. Next, 5 schools were randomly selected from this area. Finally, volunteer eligible students were selected as the research sample. The inclusion criteria included female gender; no mental health disorders; willingness to participate in the study; residing in Tabriz City, and not receiving pharmacotherapy for biopsychological conditions. The study participants who failed to complete the questionnaires were excluded from this study. Data collection tools were the Test Anxiety Questionnaire (Abolghasemi et al., 1996), Academic Self–Efficacy Scale (Midgley et al., 2000), Kolb Learning Style Inventory (Kolb & Kolb, 2005), and Rosenberg Self–Esteem Scale (Rosenberg, 1965). Gender, grade, and age were considered as the control variables. For statistical analysis, descriptive statistical procedures (e.g., mean & SD), and inferential statistics, including Spearman's rank correlation coefficient were employed in SPSS. To assess the model's goodness of fit, structural equations were conducted using AMOS via the asymptotic distribution–free procedure. This is because the obtained data were not normally distributed and this procedure was not sensitive to the abnormality of distribution. The significance level of all tests was set at 0.05.

Based on the Spearman test data, there was no relationship between self–esteem, visual learning style, reflective observation, and experimentalism (p>0.05). There was a positive relationship between academic self–efficacy and self–esteem (r=0.26, p<0.001). There was a negative relationship between test anxiety and visual learning style (r= –0.53, p<0.001); a positive and significant relationship between test anxiety and abstract learning style (r=0.52, p<0.001), and a positive and significant relationship between test anxiety and experimental learning style (r=0.39, p<0.001). The goodness of fit results revealed that the direct effect of learning styles was not significant on self–esteem (β=–0.02, p=0.67). The direct effect of self–esteem was significant on academic self–efficacy (β=0.19, p=0.001). Learning styles significantly impacted academic self–efficacy (β=–0.14, p=0.006). Academic self–efficacy significantly influenced test anxiety (β=0.13, p=0.001). Additionally, the effect of self–esteem was significant on test anxiety (β=–0.07, p=0.04); learning style also presented a significant effect on test anxiety (β=0.62, p=0.001). The indirect effect of self–esteem on test anxiety was not significant (p=0.500); neither was the total effect of self–esteem on test anxiety (p=0.486). The indirect effects of learning styles were not significant on test anxiety either (p=0.517). The total effect of learning styles was also insignificant on test anxiety (p=0.482). Furthermore, the study results revealed that the research model had acceptable goodness of fit (AGFI=0.96, RMSEA=0.054).

Teachers and school counselors can reduce students' test anxiety by improving their academic self–efficacy as well as experimental, abstract, and objective learning styles.

The aim of this study was to design the optimal model of talent management in the National Iranian Oil Company. This research is based on the applied data and in terms of the nature of the data, it is a qualitative data based on Grounded theory of the foundation on the Strauss and Corbin paradigm. The statistical population of the study was experts and specialists in the field of human resources of the National Iranian Oil Company, and the sampling was done purposefully and included 14 people. Data were collected through semi-structured interviews. To analyze the data, the data coding method was used in three stages: open, central and selective coding with the Foundationchr('39')s Grounded theory approach. The research findings showed that the optimal model of talent management consists of causal conditions which are factors (internal and external), contextual conditions(organizational development), intervention conditions (organizational learning), pivotal phenomenon (talent management and development), action strategy (establish a comprehensive system of performance management) and ultimately the consequences, consisting of three categories of individual, organizational and extra-organizational consequences.

Learning to solve problems leads to new knowledge and skills. One of the factors that can be effective in studentschr('39') academic ethics and academic self-efficacy is teaching group problem-solving methods. This study aimed toto evaluate the effectiveness of group problem-solving methods in academic ethics and academic self-efficacy of female students in public high schools.

The present study was a quasi-experimental study with  pretest-posttest design with a control group. The statistical population consisted of 771 female students in the tenth grade of Zanjan city in the 98-97 academic year. Out of 183 people who had a score lower than the cut score, a sample of 40 people was selected using a simple random sampling method. They were then randomly assigned to two groups (testing and control). The academic ethics questionnaire and  academic self-efficacy questionnaire were used to collect information. The test group underwent 8-minute, 45-minute training sessions on group problem-solving techniques, while the control group did not receive any intervention during this time. Finally, the data were analyzed using SPSS software version 24 using a multivariate analysis of covariance.

The results of the covariance analysis test showed a statistically significant difference between the mean of academic ethics score between the two groups of test and control so that the test group had a higher academic ethics score (P ˂0.001). The results also showed a significant statistical difference in the mean score of academic self-efficacy between the two groups of test and control so that the test group had a higher score of academic self-efficacy (P ˂ 0.001).

Teaching group problem-solving methods increases academic ethics and academic self-efficacy in students. Therefore, teachers, psychologists, and specialists in the field of education can use this method to promote ethics and academic self-efficacy.

Satisfaction with relationships between couples enhances marital relations, vitality and vitality of spouses and prevents the disorders associated with them. The purpose of this study was to determine the effectiveness of communication skills training on reducing marital burnout and enhancing marital quality of married female nurses working in Hamadan hospitals.

This study was a quasi-experimental with pre-test and post-test design with control group. The statistical population of the study was all female nurses aged 25-40 years working in hospitals of Hamadan city in 1398, 160 of whom were the sample of the study. Of the nurses who scored high on the Couple Burnout Measure (CBM) and Revised Dyadic Adjustment Scale (RDAS) scores (n = 97), 32 were randomly selected into two groups (intervention group and control group). The intervention group received sex education based on the Communication Skills Training (Miller, Nunnally & Wackman) 1999 Package for 8 sessions of 90 minutes and the control group did not receive any intervention. At the end of training sessions, both groups received post-test. Data were analyzed by analysis of covariance.

The results showed that in the pre-test and post-test stages, there was a significant difference between the intervention and control groups in marital dissatisfaction (P = 0.001, F = 13.28) and marital quality (F = 68.33, P <0.001). . There was a significant difference. In other words, communication skills training will reduce marital distress and increase marital quality.

The results of this study showed the effect of communication skills training on reducing marital fatigue and enhancing marital quality. It can be concluded that many marital problems with various training including communication skills can be improved and improved. Therefore, counselors and psychologists can use this method to reduce marital burnout and increase the quality marriage.

Considering the high prevalence of aggression in preschool and the important role of creativity and the negative effect in this period The aim of present research is to determine the effectiveness of music and painting training on increasing creativity and reducing aggression in preschool students in Hamedan.

This research is quasi- experimental with Pre-test and post-test with control group design. The statistical populations under this study consisted of all pre-school students in Hamedan in 1965-96 (N = 14366). The sample size was 30 students of preschool girl (15) and boy (15) who were selected by random sampling method and randomly assigned to two groups of control and test. The experimental group were trained for painting instruction for 10 sessions, and the control group did not receive any training. The data collection tool was questionnaire of 43 questions about preschool children aggression and Torrance creative thinking scale.The data was analyzed through statistical tests variance and multivariate covariance,

The results of covariance analysis also showed that painting training significantly affected aggression (p < 0/001) and creativity p < 0/001) of preschool students. And music training significantly affected aggression (p < 0/001) and creativity p < 0/001) of preschool students. However, there was no significant difference between painting teaching and music teaching in decreasing aggression and increasing creativity.

Painting and music training through expressing thoughts and feelings and enhancing flexural and fluidity skills has reduced aggression and improved creativity in preschool children. As a result, it can be used as an effective teaching method for preschool children