ابوطالب سعادتی شامیر

The current research aimed to develop a package of emotional conflict therapy based on research domain criteria (RDoC). Method was quality focused on thematic analysis. The statistical population is couples with marital problems referring to marital counseling clinics in West Tehran that using purposeful sampling and saturation limit of 22 participants. the results showed that the model of emotional conflict therapy have 5 core categories of positive affect (including the 5 main themes of reinforcing positive behaviors for spouse, correct response to reward, attractiveness, diversity and the necessity of coping wrong learnings and 17 sub-themes), negative emotion (including  the 5 main themes of threat feeling, disappointment from reward, anxieties, experience of loss and 18 sub-themes), cognition (including the 4 main themes of attention, emotional perception, meta-emotion and meta-cognition and 14 sub-themes), social processing of information (including the 4 main themes of emotional deprivation, attachment, family interactions and social interactions and 13 sub-themes) and the system of  arousal and sensory motor (includes  the 5 main themes of spontaneity, moods, interpretation, internal reward and valuation and 17 sub-themes). Finally, 74 sub-themes were confirmed based on the opinion of the experts and used in package of emotional conflicts therapy. According to multiple and complexity of marital conflicts, the using of comprehensive model were suggested in emotional conflicts therapy. Therefore, this package therapy as a efficient method can be used in counseling clinics

 The present research aimed to study the components of need professional competences of school Psychologists and Counselors. This was an applicable and quality research. Statistical population was counselors and psychologists in public schools in Isfahan. Using snowball sampling, 16 participants were selected and sampling process continued until information saturation was achieved. Data were collected through semi-structured interview and analyzed using thematic analysis and three-step coding process of open, central and selective. The results showed that the components of need professional competences of School Psychologists and Counselors have 5 major categories; expert and skill (counseling knowledge, having skill, expert, experience, ability in relationship, congruency, precision, attention to individual differences, having planning and goal), updating (knowing of virtual space, being up-to-date, lifelong learning), Individual characteristics (having mental health, active and lively, self-awareness and criticism, personality type, patience and tolerance, empathy and mutual understanding, realism, having trust and security, creativity, authority, flexibility), Ethical characteristics (non-bias and judgment, positive insight and belief, confidential and ethics) and organizationalism (Knowing of the traits of the work environment, organizationalism, job commitment and referral system). Therefore, it can be concluded that in order to provide specialized counseling services in schools, psychologists and counselors need various and comprehensive professional skills. Therefore, it is suggested to pay attention to these components of professional competencies in the process of hiring a school counselor.

This study aimed to design and evaluate the effectiveness of an educational intervention package to enhance students' artistic intelligence based on the lived experiences of top talents in the field of art. This qualitative study employed a qualitative content analysis method, collecting data through semi-structured interviews with 15 university professors and art experts. Participants were selected through purposive sampling based on theoretical saturation. The interviews were analyzed and coded based on Gardner’s multiple intelligences theory and artistic creativity assessment tools, including the Torrance Test of Creative Thinking (TTCT) and Clark’s Drawing Abilities Test (CDAT). The designed intervention package consisted of 12 educational sessions focusing on imagination, critical thinking, visual creativity, and artistic interactions. Content validity was confirmed using CVR and CVI indices. Data analysis indicated that the intervention package significantly improved students' creative skills, visual perception, ability to analyze artworks, and social interactions. Moreover, the findings showed that incorporating the lived experiences of experts had a substantial impact on enhancing artistic intelligence. The Content Validity Ratio (CVR) was 0.73, and the Content Validity Index (CVI) was 0.79, indicating satisfactory content validity for the package. The findings suggest that art education can significantly contribute to the development of students' artistic intelligence and cognitive abilities. The designed intervention package can serve as an effective educational tool, enhancing creative thinking, visual analysis, and emotional regulation in students.

Improving and promoting socio-cultural intelligence in elementary students can improve their academic and non-academic status. As a result, the present research was conducted with the aimed of determine the effectiveness of the psycho-educational intervention of Maher crystallized intelligence on increasing socio-cultural intelligence in elementary second period students.

This research was a quasi-experimental with a pre-test, post-test, and two-month follow-up design with a control group. The research population was all elementary second period students of Tehran city in the 2023-2024 academic years, which number of 40 students, were selected as samples with using a staged cluster sampling method and were replaced in two equal groups. The experimental group received 14 sessions of 90 minute the psycho-educational intervention of Maher crystallized intelligence and during this period the control group did not receive any intervention. Data were collected with using the socio-cultural intelligence subscale in the Maher Multifunctional Fluid Intelligence Test (Saadatee Shamir & Zahatkesh, 2022) and analyzed with using by methods of chi-square, mixed variance analysis and Bonferroni post hoc test in SPSS version 27 software.

The findings of this research showed that the psycho-educational intervention of Maher crystallized intelligence significantly increased all six components of socio-cultural intelligence, including the intelligences of cultural, economic, social, spiritual, managerial and philosophical in elementary second period students and the results were maintained at the two-month follow-up stage (P<0.05).

According to the aforementioned results, can be used the psycho-educational intervention of Maher crystallized intelligence to increase socio-cultural intelligence in elementary second period students.

Academic buoyancy refers to a capacity which can cause students to overcome setbacks, challenges, and difficulties that are part of everyday academic life. One of the goals of researchers is to identifying the factors that have effects on academic buoyancy since this construct has several positive outcomes. The main goal of this research is developing a structural model for academic buoyancy base on motivational factors and mediator roles of grit, mental toughness, and control. We will examine the fitness of conceptual model through partial least squares approach (PLS). The statistical population consisted of all Shahed high school students in Tehran, Iran, and participants were 370 who were selected by multi-stage random sampling. Among the significant findings of this study, we can mention the mediator roles of mental toughness, grit, and academic control as well as the direct effects of motivational factors, grit, mental toughness and control on academic buoyancy. In sum, the revised model of the present study could explain 15% of the variance of academic buoyancy.

Organizations require a variety of resources to achieve a competitive edge and long-term survival. Among these resources, intangible assets such as intellectual capital, social capital, and psychological capital play a crucial role in enhancing organizational performance. Despite numerous studies examining the impact of intangible assets on organizational citizenship behaviors (OCBs), there are still ambiguities and gaps in this area.

This study aimed to investigate the influence of intellectual capital, social capital, and psychological capital on OCBs with perception management as a mediator.

This descriptive study employed a correlational and structural equation modeling approach. The statistical population comprised all employees of a company (n = 400) in fiscal year 1399 (2020-2021). The sample size was determined using G*Power's formula (n = 376), and 385 participants were selected. After accounting for attrition, 378 questionnaires were analyzed. The research instruments included questionnaires on intellectual capital (Bontis, 1998), social capital (Nahapiet & Ghoshal, 1998), psychological capital (Luthans et al., 2007), perception management (Bolino & Turnley, 1999), and OCBs (Organ & Konovsky, 1996). Data analysis was conducted using structural equation modeling (SEM) and descriptive statistics in SPSS version 26 and Amos version 24.

The results indicated that perception management partially mediates the impact of intellectual capital and psychological capital on OCBs (p > 0.05). Intellectual capital, social capital, and psychological capital all exert a significant influence on OCBs. Additionally, perception management significantly impacts OCBs. However, social capital did not influence perception management, and mediation by perception management in the relationship between intellectual capital and OCBs was not supported (p < 0.05).

Given the mediating role of perception management in the relationship between intellectual, social, and psychological capital and OCBs, it is recommended to enhance OCBs by developing positive perception management skills and fostering intellectual, social, and psychological capital within the organization.

This study aimed to investigate the effectiveness of the Maher Fluid Intelligence Psychoeducational Intervention Package on executive functions in children with Attention Deficit Hyperactivity Disorder (ADHD).

The study employed a quasi-experimental design with a pre-test and post-test control group. The statistical population included all children with ADHD attending psychological clinics in District 1 of Tehran. From this population, 30 children were selected using multi-stage cluster sampling and randomly assigned to experimental and control groups. Data collection tools included standardized scales for assessing executive functions and structured clinical interviews. The Maher Fluid Intelligence Psychoeducational Intervention was conducted in 10 sessions, each lasting 45 minutes, for the experimental group. After completing the interventions, the executive functions of both groups were reassessed.

The results of the statistical analyses, using Analysis of Covariance (ANCOVA), showed that the Maher Fluid Intelligence Psychoeducational Intervention significantly improved the executive functions of children with ADHD. The mean scores of executive functions and their components in the experimental group significantly decreased in the post-test phase. These findings indicate the high effectiveness of the intervention on components such as time management, self-organization/problem-solving, self-restraint, self-motivation, and emotional self-regulation in these children.

Based on the results, the Maher Fluid Intelligence Psychoeducational Intervention Package can be considered an effective approach to improving the executive functions of children with ADHD. This intervention not only helps reduce executive function deficits in these children but also potentially enhances their academic and social outcomes. It is recommended that this intervention be included in educational and therapeutic programs related to ADHD.

Metacognition refers to the awareness and control of learners on their intellectual and learning activities, and based on this, the present research was conducted with the aim of the effectiveness of metacognitive empowerment on visual-spatial memory, attention control and planning in students. The present research method was semi-experimental with a pre-test, post-test and follow-up design. The statistical population of the current study was all students of the first level of middle school in Tehran in the academic year of 2022-2023. The selection of samples was available in the form of sampling method and the sample size in this section was also based on the type of research in two groups of 17 people. The research tools included Enbeck visual memory tasks (Franzen, 2002) and Stroop tasks (Franzen, 2002). The results showed that the metacognitive empowerment method has an effect on the scores of visual-spatial memory, attention control and planning (p<0.05) and this effect was significant in the follow-up phase compared to the pre-test (p<0.05). Based on the findings of the research, the compiled metacognitive empowerment package has the ability to improve visual-spatial memory, attention control and planning and can be used in educational centers.

The ability to imagine mental events and possible future events and predict situations and needs, which is known as future thinking, plays a vital role for complex cognitive activities such as; It has planning, regulation of emotions, self-control and moral judgment. Therefore, this research was conducted with the aim of determining the relationship between Future thinking skills and moral judgment and self-control in children. In this descriptive study, the statistical population was Children in the first year of elementary schools in the 4th education district of Isfahan in 1400-1401, 230 of whom were selected by random cluster sampling and were asked questionnaires of prospective thinking, perceived self-control, and moral judgment questionnaires. They answered Data were analyzed using Pearson's correlation coefficient, multiple linear regression and independent t-test. The obtained results showed that the component of moral judgment as well as self-control with the future thinking questionnaire was at a significance level of P ˂. /01 respectively with a correlation coefficient of 55/. and 63/. It has a significant and positive relationship. Also, the regression results showed that moral judgment predicts 17% and self-control 21% of future thinking changes. Also, the t-test indicates a significant difference in the self-control component in both boys and girls.

The aim of the current research was to identify the challenges and opportunities facing the educational system in virtual space to overcome crises. The present research method was qualitative and experimental phenomenology. Research participants were selected in a targeted way and in-depth interviews were conducted with 25 experts in the field of education. Information gathering in this research is a semi-structured interview. In this research, the recorded interviews were recorded in writing and were analyzed using the seven-step Claesian method. The analysis of the lived experiences of the participants identified and categorized and extracted the main categories of "individual challenges", "social challenges", "individual opportunities" and "social opportunities". In the following, from the main categories mentioned, the subcategories of individual challenges include creating a hidden identity, false self-control, lack of self-management, lack of critical thinking development, academic boredom and social challenges including social isolation, elimination of traditional teacher-student interactions, lack of Ethical restrictions, distortion of parent-child relationships and individual opportunities including the possibility of developing ideas, increasing public information, the possibility of participating in content production and social opportunities including active interaction with other audiences, sharing ideas, developing media literacy and Increasing the awareness of the audience from the process of education were extracted. The findings of this research were able to provide a clear picture of the opportunities and challenges of education in virtual space

The aim of this study was to evaluate the effectiveness of Maher’s fluid intelligence psycho-educational intervention package on improving cognitive emotion regulation in children with Attention Deficit Hyperactivity Disorder (ADHD).

This research was a quasi-experimental study with a pretest-posttest control group design. The statistical population included 10-12-year-old boys with ADHD who had visited counseling and psychological service centers for children in Tehran during the first half of 2023. From this population, 30 participants were selected through multistage cluster sampling and randomly assigned to experimental and control groups. The data collection tools included the Conners’ Parent Rating Scale-Revised (CPRCBP) and the Cognitive Emotion Regulation Questionnaire for Children (CERQ-K-P). The experimental group underwent 10 sessions of 45-minute group interventions, while the control group remained on the waiting list.

Results of the Multivariate Analysis of Covariance (MANCOVA) showed a significant difference between the experimental and control groups in the increase of adaptive cognitive emotion regulation strategies, specifically positive refocusing and refocus on planning, and the decrease of maladaptive strategies (p<0.05). However, there was no significant difference between the two groups in terms of adaptive strategies such as acceptance, positive reappraisal, and perspective-taking (p>0.05).

Maher’s fluid intelligence psycho-educational intervention package effectively improves emotional regulation and cognitive performance in children with ADHD. By enhancing fluid intelligence and working memory, this intervention helps children better manage the challenges associated with ADHD and achieve better emotional regulation.

Due to the high importance of mental health in different sections of society and the pivotal role of psychology, promoting students' mental health can help uphold mental health in society. Mindfulness is one of the factors affecting self–acceptance and positive interaction with others. They are necessary elements to develop mental health. Mindfulness means moment–by–moment awareness of thoughts, feelings, behaviors, and the environment. Mindfulness–based interventions, considered one of the third–wave cognitive–behavioral therapies, emphasize flexible attention, openness, and curiosity. As an ability to confront difficult situations and a flexible response to the pressures of daily life, resilience is among the examples of mental health. Emotional intelligence, on the other hand, is one of the psychological characteristics of an individual that includes a set of emotions and abilities that increase a person's ability to cope, control, and create proper functioning in self–awareness, social awareness, relationship management, and self–management. This study investigated mindfulness's effectiveness on resiliency with emotional intelligence as the moderator.

The research method was quasi–experimental with a pretest–posttest and a 3–month follow–up design with a control group. The study's target population consisted of psychology students who were studying at Islamic Azad University, Tehran Science Research Branch, in the academic year 2019–2020. Data were collected using the Bar–On Emotional Quotient Inventory (cited in 26). A total of 60 students with an emotional quotient less than 3 standard deviations below the mean and 60 students with an emotional quotient more than 3 standard deviations above the mean were purposively selected (a total number of 120 subjects). They were randomly assigned to the experimental (30 subjects) and control groups (30 subjects). Before the intervention, the experimental group completed the Conner–Davidson Resilience Scale (CD–RIS) (Conner & Davidson, (2003). Then, the experimental group received 8 sessions of mindfulness, whereas the control group did not receive any intervention. After the mindfulness treatment, the resiliency of the control and experimental group students was measured again (immediately and 3 months later). Central and dispersion indices such as mean and standard deviation were used to describe the variables. It is worth mentioning that variance analysis with repeated measurements, the Tukey post hoc test, and the Chi–square test were used for data analysis. Statistical analysis was done using SPSS version 22 software. The significance level of the tests was considered 0.05.

The findings showed that analysis of variance was significant for the intragroup factor of time (p<0.001), the intergroup factor of emotional intelligence (p<0.001), and the intergroup factor of mindfulness intervention (p<0.001). In the experimental group, the average scores of the resilience variable in the posttest and follow–up phases were significantly higher than in the pretest (p<0.001). Also, no significant difference was observed between the follow–up and post–test stages in the average scores of the resilience variable (p=0.775), which indicated the persistence of mindfulness therapy in improving resilience in the follow–up phase.

According to the findings, mindfulness training can play a significant role in improving the resilience of students by moderating the role of emotional intelligence.

The aim of this study was to compare the effectiveness of executive function training and play therapy on promoting the learning of mathematical concepts in students with learning disabilities.

This was a quasi-experimental study with a pretest-posttest design with a control group. The statistical sample consisted of 45 third grade elementary students, who were selected by purposeful sampling method and were replaced in three groups of “executive functions training”, “play therapy” and “control group”. The research tool was the K-Matt mathematical test. The experiment participants were trained in 10 sessions of 90 minutes.

The research findings showed no significant difference between the effectiveness of executive function training and play therapy on learning of mathematical concepts (P<0.01).

The results showed that both executive functions and play therapy interventions have beneficial effects on learning of mathematical concepts in students with math learning disability.

Considering the complexity and importance of borderline personality disorder as well as the relatively high prevalence rate of this disorder in the society, this research was conducted with the aim of investigating the effectiveness of emotion-oriented therapy on the treatment of patients with borderline personality disorder.

The method of this quasi-experimental research and the design used to examine the hypotheses in this research was a pre-test-post-test design with an experimental group and a control group. The statistical population of this research was made up of all people with borderline personality disorder who visited two counseling centers in one area of Tehran in 2020. 30 people with borderline personality disorder were selected by purposive sampling method and then these people were placed in two groups of 15 people (emotional treatment experimental group and control group) by matching method. The experimental group received 12 sessions of 120 minutes on a weekly basis and the control group did not receive the treatment. The tool for collecting information in this research was the borderline personality questionnaire (Leichsenring, 1999). Due to the quantitative nature of the research, data analysis was done using descriptive and inferential statistics methods (analysis of covariance test).

The findings showed that the observed F value for the borderline personality and its dimensions in the adjusted model (by adjusting the pre-test effect) for the whole scale, identity confusion, primary defense mechanism, reality testing, fear of intimacy and borderline personality respectively, is equal to: 33.275, 8.123, 7.902, 10.025 and 72.865. Moreover, its significance level (sig) is equal to 0.000, which indicates the existence of a significant difference between the post-test score in the experimental group and the control group, so the main effect of the group variable is significant, which means that emotion-oriented treatment is effective in the treatment of patients with borderline personality.

Therefore, it can be concluded that emotion-oriented therapy can be a useful method for treating patients with borderline personality disorders, so it is suggested that specialists benefit from it in their work

Abstract

This study has been designed and implemented with the aim of developing and validating educator and child interaction process quality measurement in Tehran’s kindergartens.research

The present research was a sequential exploratory mixed method that carried out in two parts, qualitative and quantitative. In the qualitative part, three phases of the hybrid model were used. In the theoretical phase, the subject was searched in main databases. . In the fieldwork phase, the research method was descriptive phenomenology. Therefore, 10 educators and 8 faculty members were selected by purposive sampling method. Data were collected by semi-structured interview and then analyzed by Colaizzi’s method. Final analysis was done in the last phase. The validity of qualitative data has been confirmed using four judgment criteria of Lincoln and Guba, the reliability of qualitative data has also been confirmed through intra-subject agreement and test-retest. In the quantitative part, After formulating the questionnaire and investigating the face and content validity of the items, the data were collected from a sample of 220 educators who were selected through sampling of stage cluster.

After analyzing the qualitative data, 6 main themes consisted of individual characteristics, positive emotional climate, supportiveness, educational support, participation and cooperation and behavior management were extracted. In the quantitative part, the confirmatory factor analysis and Cronbach's Alpha coefficient were used to determine the construct validity and the reliability. The results of confirmatory factor analysis showed that the six-factor hierarchical model has a good fit. Also, Cronbach's Alpha coefficient, was calculated to be 0.94 for the total questionnaire, which indicates the acceptable internal consistency.

The findings of this study showed that based on the obtained factors, the interaction process quality questionnaire is a reliable and valid tool for assessing the quality of child-educator interaction in Iran.

Learning disabilities is a neurodevelopmental disorder of biological origin and is the basis for cognitive abnormalities that are related to the behavioral symptoms of this disorder. Parents of children with special needs are more likely to face a variety of problems that are often limiting, destructive, and pervasive. Problems related to caring for a problem child puts parents and especially the mother at risk of suffering from mental health problems. Therefore, this research was conducted to compare the effectiveness of dialectical behavior therapy training and therapy based on acceptance and commitment to psychological flexibility and its dimensions in mothers with children with specific learning disabilities.

This semi-experimental study had a pre-test, post-test, and three-month follow-up period. The statistical population of the research included all mothers with children with special learning disorders studying in the fifth grade of primary schools in the 17th district of Tehran in the academic year of 1401-1401, with the purposeful sampling method of 60 participants who met the entry criteria. They were selected and randomly assigned to three groups of 20 people. The criteria for entering the study included having a child with a specific learning disorder studying in the fifth grade of elementary school, the minimum level of literacy to respond to self-report tools, the ability to participate in the designated treatment sessions, and completing the questions of the tools. The exclusion criteria also include participation in one of the psychotherapy programs at the same time or within the last 6 months, suffering from any of the acute psychiatric diseases and using any narcotic, suffering from Each of the chronic medical or incurable diseases (cancer, diabetes, cardiovascular problems, neurological diseases, hematology, oncology, etc.) and absence of more than two sessions from participating in therapy sessions. Data collection was done with a cognitive flexibility questionnaire (Dennis and Vanderwaal, 2010) and an emotional self-regulation questionnaire (Larsen and Pease Mike, 2004). Data analysis was done by mixed analysis of variance with SPSS version 26 statistical software.

The results showed that dialectical behavior therapy is effective in increasing the score of psychological flexibility and emotional self-regulation (P<0.001). The results show that regarding the score of psychological flexibility and emotional self-regulation, all three effects of intergroup, intragroup, and intergroup and intragroup interaction are significant (P<0.05). The comparison of averages shows that in the post-test and follow-up stages, the intervention group obtained better scores in the total score of psychological flexibility and emotional self-regulation, and its effect size on psychological flexibility was 0.56, and emotional self-regulation was 46. It was 0.0%. The general result shows that dialectical behavior therapy has been beneficial in improving the score of psychological flexibility and emotional self-regulation. The results of the analysis of demographic information showed that in the experimental group, 45% (9 people) had education at the diploma level and below, 30% (6 people) had a post-diploma to bachelor's degree, and 25% (5 people) had a post-graduate degree. In the control group, 45% (9 people) had a diploma education, 40% (8 people) had a post-graduate degree, and 15% (3 people) had a post-graduate degree. The mean and standard deviation of the dependent variables in different stages of measurement in the two groups can be seen separately. The results show that the average score of psychological flexibility and emotional self-regulation in the experimental group (dialectical behavior therapy) increased from the pre-test to the post-test and follow-up, respectively, but the average score of these variables in the control group increased from the stage The pre-test does not show a significant change to the post-test and follow-up stages.

Considering the effectiveness of dialectical behavior therapy training in mothers with children with specific learning disabilities, psychologists and counselors working in this field are recommended to use this method to increase the psychological flexibility and emotional self-regulation of mothers with children with special learning disabilities. Educational and therapeutic use. Dialectical behavior therapy is based on increasing the client's capabilities by increasing new skills with skills that are not used effectively, increasing motivation by helping to reduce factors that interfere with the progress of treatment or, like emotions, and cognition. , overt behavior and the environment prevent it, ensuring that treatment extends to the environment through the development of professional and social networks that support and reinforce the growth and use of new skills, focus, and attention Also, it can be said that emotional regulation in dialectical behavior therapy pays attention and emphasizes on the identification of emotions, labeling, awareness of emotions and methods of controlling them. Since emotional control includes components such as anger control, depressed mood, and anxiety that prepare the internal factors and conditions of the organism for arousal, emotion regulation in this approach helps directly these components have an effect and reduce and improve emotional control. Dialectical behavior therapy is surrounded by the projection of emotions and the training of emotional regulation that leads to the regulation of emotions and by teaching behavioral techniques, the person is less attracted to negative emotions. In other words, people who are practicing dialectical behavior therapy face their emotions (as they used to face them before), with the difference that after dialectical training they have the necessary tools to face them. In the sense that before this, as soon as the emotions took over, they were drowned in conflicting feelings and emotions, and to avoid anxiety and confusion by learning behavioral strategies as soon as a certain emotion occurs, is a necessary tool to regulate their have it at their disposal and can get rid of emotional confusion by understanding the conditions and applying the guidelines, and in addition, during the meetings, these people become more familiar with their emotions by following the example of other participants. It can be very useful in controlling their emotions.

Moral education is an important factor in improving the state of educational systems. Therefore, the purpose of this study was to investigating the affecting scientific factors on the moral education of senior school female students and to presenting a pattern.

The current research is among mixed exploratory research (qualitative-quantitative). The qualitative population was university experts of Tehran city, which according to the principle of theoretical saturation number of 15 people of them were selected through purposive and snowball sampling methods and were subjected to semi-structured interviews. The quantitative population was the senior school female students of five district of Tehran city, which according to Krejcie and Morgan's table and due to possible spills number of 384 people were selected by multi-stage cluster sampling method and answered the researcher-made questionnaire. The qualitative and quantitative data were analyzed with open, central and selective coding methods in MAXQDA software and exploratory factor analysis in SPSS and LISREL software, respectively.

The findings showed that the affecting scientific factors on the moral education of senior school female students were included 87 indicators, 21 concepts in 10 categories of social maturity, social, cultural, economic, family and educational infrastructures, personality and moral characteristics and learning and parenting styles, economic factors, critical thinking, social mission, life priorities, valid moral resources, self-awareness and social damages. Other findings showed that validity was confirmed because the average variance extracted for all 10 categories was higher than 0.50 and reliability was confirmed because the Cronbach's alpha and combined was higher than 0.70 for all of them. In addition, the pattern of affecting scientific factors on the moral education of senior school female students had a good fit and I the said pattern the factor load of all 10 categories was significant (P<0.05).

The pattern of affecting scientific factors on the moral education of senior school female students has practical implications for education officials and supervisors. According to the results of this study, they can take an effective step towards improving the moral education of students.

The aim of this research was to investigate the mediating role of tolerance of ambiguity in the relationship between the need for cognition and the need for closure with working memory. In regard to the purpose, this research was applicable and in regard to procedure, it was a correlation study. The study community included all high school students of Tehran City in 2019-2020, among them 385 students were selected as samples by multi-stage cluster sampling. Research questionnaires included: working memory (WMQ- 2013), the need for cognition (NCS- 1996), the need for closure (NFCS- 2008), and ambiguity tolerance (MSTAT- 1993). Structural equation analysis was used to analyze the data. Findings showed that the need for cognition has a significant effect on working memory(P<0.001), the tolerance of ambiguity has a significant effect on working memory (P<0.001), whereas the need for structure (P<0. 1) and need for certainty (P<0. 08)  has no such impact. Also, the results revealed that the need for cognition and the need for closure have an indirect effect on working memory through the mediation of ambiguity tolerance(P<0.001). Thus, interventions based on improving the need for cognition, the need for closure, and tolerance of ambiguity can help increase students' working memory capacity.

The aim of the current study is to compare short term memory, reading performance and academic achievement of early bilingual and monolingual student and also presenting a well fitted model for interpretation of these interrelationship based on the theoretically recommended model. Rey–Osterrieth Complex Figure Test, a battery of reading measures and three elementary courses (Farsi, science, and Math) were used to assess short term memory, reading performance and academic achievement in turn. These tests were administered to 380 (188 ML and 192 BL) male primary student at grade five (12-13 years of age) in Persian. SEM and Analyses of variance (ANOVA) were then performed to determine which construct served as the best predictor of academic achievement in both groups. Based on the results, there is a significant relationship among short term memory, reading performance and academic achievement in both groups. But short term memory was the best predictor for academic achievement. Moreover, the highest significant relationship exists between short term memory and reading comprehension, while direct path coefficient between reading performance and academic achievement was the lowest. Indirect path coefficient between short term memory and academic achievement was not significant in both groups. Furthermore, ANOVA demonstrate that BL yielded significantly higher scores than did ML group in all variables except phoneme deletion and pseudo word reading.The aim of the current study is to compare short term memory, reading performance and academic achievement of early bilingual and monolingual student and also presenting a well fitted model for interpretation of these interrelationship based on the theoretically recommended model. Rey–Osterrieth Complex Figure Test, a battery of reading measures and three elementary courses (Farsi, science, and Math) were used to assess short term memory, reading performance and academic achievement in turn. These tests were administered to 380 (188 ML and 192 BL) male primary student at grade five (12-13 years of age) in Persian. SEM and Analyses of variance (ANOVA) were then performed to determine which construct served as the best predictor of academic achievement in both groups. Based on the results, there is a significant relationship among short term memory, reading performance and academic achievement in both groups. But short term memory was the best predictor for academic achievement. Moreover, the highest significant relationship exists between short term memory and reading comprehension, while direct path coefficient between reading performance and academic achievement was the lowest. Indirect path coefficient between short term memory and academic achievement was not significant in both groups. Furthermore, ANOVA demonstrate that BL yielded significantly higher scores than did ML group in all variables except phoneme deletion and pseudo word reading.

The ability to anticipate future situations and needs, known as prospective cognition, is an important skill that children must develop in order to function and plan successfully on a daily basis. The aim of this study was to Investigating of Children's Future Thinking Questionnaire (CFTQ).This questionnaire has 44 items and was created in 2020 by Mazachowski and Mahy.

The present study is a non-experimental study that has been conducted within the framework of a descriptive-analytical research project. The statistical population of the study was the children of kindergartens in military residential settlements in isfahan in 1400. A sample of 200 people was selected by available sampling method. The validity, reliability and structure of the questionnaire were analyzed using by statistical methods of confirmatory factor analysis, Cronbach's alpha, open test coefficient and in SPSS software.

In this study, reliability was obtained by internal consistency method equal to ./89 and retest coefficient with three-week interval was equal to ./84. In the second-order confirmatory factor analysis, the scale structure and all 5 subscales of the test along with its significant factor loads were confirmed.

The results showed that the CFTQ questionnaire has good validity, reliability and structure.

Marital stability is considered as a core index of continuity and durability of mutual independence, trust and friendship, and it is considered as a predictor of marital happiness and it is influenced by many individual and interpersonal factors, so the purpose of this The research was to develop a structural model for predicting the instability of married life based on attachment styles and coping styles: the mediating role of resilience in conflicted couples.

The descriptive research method was correlation type. The statistical population included couples who referred to police counseling centers in Tehran in 2018, and 300 people were selected as a statistical sample using the available (voluntary) sampling method. (1987), the Coping Styles Questionnaire answered by Lazarus and Folkman (1985) and the Resilience Questionnaire by Connor and Davidson (2003).

The results of the path analysis showed that the findings showed that coping styles directly predict the instability of marital life in conflicted couples and that resilience plays a significant mediating role in the relationship between emotion-oriented coping styles. and had problem-oriented and marital instability, also the results showed that resilience had a significant mediating role in the relationship between secure attachment style, avoidant insecure attachment style and marital instability. However, resilience did not have a significant mediating role in the relationship between bisexual attachment style and marital instability. (P<.01)

Considering the role of coping styles, attachment styles and resilience in predicting the instability of married life, it can be concluded that training effective coping styles, paying attention to resilience and identifying attachment styles Couples between couples can prevent injuries that threaten the stability of married life.

Numerous studies have examined the effectiveness of mindfulness training on positive psychological capacities but research that examines the effectiveness of mindfulness training on the psychological well-being and components of psychological capital in mothers of children with educatable intellectual disability has been overlooked. To determine the effectiveness of mindfulness training on the psychological well-being and components of psychological capital in mothers of children with educatable intellectual disability.                                   The research was semi-experimental with pre-test, post-test and control group design with trimester follow-up. The statistical population in this study consisted of all mothers of children with educatable intellectual disability aged between 5 and 10 in the city of Tehran who had referred to Zehn Ara Counseling Center in 2020. The sample size of the present study included 40 mothers of children with educatable intellectual disability, 20 of whom were in the experimental group and 20 in the control group with the available sampling method. The tool used was Kabat-Zin's (1990) treatment plan, Ryff's well-being Scale (1989), and Lutanz's psychological capital Scale (2007). Data were analyzed by variance analysis with repeated measures approach and Bonferroni post hoc test. mindfulness training had a significant effect on the psychological well-being and components of psychological capital in mothers of children with educatable intellectual disability (p<0.05). Mothers of children with educatable intellectual disability who participated in mindfulness training sessions were more well-being, resilience, Self-efficacy, hopeful and optimism

The purpose of this work is to look into the impact of the need for closure and cognition on the degree of working memory in Tehran high school students, with the role of attitudes toward learning and ambiguity tolerance as mediating factors. To this end, 385 subjects consisting of 155 girls and 230 boys were selected using multi-stage cluster sampling to complete the questionnaires on working memory (Nejati, 2013), the need for cognition (Cachiupo, 1996), the need for closure (De Baker & Krausson, 2008), attitude toward learning (Eiken, 1979) and ambiguity tolerance (McLean, 1993). The study was descriptive, and a correlation design was given in light of investigating the relationships between the variables using a causal model of route analysis. The results revealed that the need for cognition has an indirect effect on working memory through the mediation of the attitude to learning and ambiguity tolerance. Furthermore, the need for closure has an indirect influence on working memory by the mediation of attitude toward learning and ambiguity tolerance. Similarly, the need for cognition has a significant effect on working memory, whereas the need for closure has no such impact. Additionally, the need for cognition has a significant effect on attitude toward learning and ambiguity tolerance, whereas the need for closure has no significant effect on attitude toward learning and ambiguity tolerance. The findings were explored in depth in the conclusion section.

Premarital education plays a significant role in the consolidation and continuity of marriage and family from various aspects. The present study aimed to "study the effect of premarital education based on risk factors with a cognitive-behavioral approach on the resilience and quality of life of engaged couples".

The research was applied in terms of purpose. In terms of the nature and method of data collection, the semi-experimental design was based on the pre-test-post-test design with the control group, which was carried out in Shahr-e-Rey in 2019. The statistical population was all engaged couples who went to counseling centers or similar centers in Shahr-e-Rey in 2019, which 26 engaged couples, as the sample, were randomly assigned to 2 experimental and control groups (13 couples in each group). The selection of these people was done by visiting counseling centers and talking with the referring couples as volunteers. The research tool included the Conner and Davidson resilience questionnaire 2003 (CD-RIS) and World Health quality of life 1996 (BREF –WHOQOL) which was completed by the participants before and after the training interventions.

Data analysis showed that premarital education based on risk factors with a cognitive–behavioral approach had an effect on the resilience and quality of life of engaged couples, but such a positive effect was not in the control group.

It is concluded from the research that paying special attention to the issue of marriage and providing necessary pre-marriage training that is within the framework of a suitable approach can increase the resilience of engaged couples against life issues and improve their quality of life.

The present study was conducted with the aim of measuring the Islamic management intelligence and the successful intelligence of principals of exceptional secondary schools in the nineteen government districts of Tehran in the academic year of 2018-2019. In terms of method, the current research was among quantitative researches. The statistical population of the research included all principals of the second year of secondary school in Tehran. The sample obtained from this population using the multi-stage cluster sampling method based on the Karjesi and Morgan table was 384 people, and 100 people were considered in this research. A 23-question questionnaire was used to collect information. The results showed that among the components of successful intelligence, the first priority belongs to creative intelligence, followed by analytical intelligence and practical intelligence. Among the components of management mouse, the first priority belongs to spiritual intelligence, and then the second to fifth priority belongs to emotional intelligence, political intelligence, physical intelligence and logical intelligence.