سعید موسوی پور

The purpose of this research is to predict the marital intimacy, based on the dimensions of personality and religiosity, among married people of the Qom city in 1401. This research used a "descriptive" method of the correlation type. First, the questionnaires were made available to the statistical community in the virtual space on "Telegram" and "Eeta" platforms, and 364 people responded to the questionnaires with "available" sampling. In order to carry out the current research, three "marital intimacy" questionnaires by Walker and Thomson, "NEO-FFI short form" questionnaire by McCrae and Costa, and "religiosity" questionnaire by Glock and Stark were used. Data analysis was done by multiple regression method. According to the results, there is a significant relationship between the dimensions of neuroticism and flexibility with marital intimacy, and between religiosity and belief, emotional, ritual subscales with marital intimacy. And according to the regression analysis, the following factors can predict marital intimacy: the dimensions of neuroticism reversely, the dimensions of openness to experience directly, and belief and emotional subscales of the religiosity variable.

This study aimed to determine the effectiveness  of self-compassionate training on academic motivation and resilience of the students In the conditions of the Covid-19 crisis. The research was quasi-experimental with a pre-test group and a post-test with a control group.And the tools used in this research were: Harter's academic motivation questionnaire, Connor and Davidson's resilience scale. The data were analyzed using classical independent t and paired t analyzes and SPSS software.The sample consists of two classes of 40 students in the 11th grade in the secondary school of Mahdiyeh city of Karaj, who were studying online in the academic year 2020-2021, and were selected using available sampling method. The results of training on the experimental group after 18 sessions showed an increase in students' resilience, but it did not affect their academic motivation. Based on these findings, it seems that there are various factors in the condition of Covid-19 that occur for various reasons. and has had an impact on the results. Self-compassion should be inculcated on a wider level. Among other things, these trainings can be done comprehensively or independently, on students' parents or school staff.The results of this research can be given to education officials in critical situations like Covid-19

The present study aims to predict sleep quality in soldiers based on their religious orientations and the mediating role of resilience and positive thinking.

The present study is of a descriptive correlational type utilizing the structural equation modeling, in which a total of 237 conscripted soldiers were sampled using the availability sampling method. The data collection tools of the present study include the Pittsburgh Sleep Quality Questionnaire, Connor-Davidson Resilience Questionnaire, Ingram and Wisnicki Positive Affect Questionnaire, and Alport's Religious Orientation Questionnaire. Data analysis was then conducted using SPSS version 26 and AMOS version 20. Lastly, the research hypothesis testing was conducted using structural equation modeling.

Based on the test statistics and their significance (P < 0.05), the results of the present study revealed the total religious orientation effect coefficient on sleep quality to be 0.307, which is mediated directly and indirectly due to the elements of resilience and positive thinking. Moreover, the total external religious orientation effect coefficient on sleep quality is 0.138, which is mediated indirectly due to the elements of resilience and positive thinking.

The results of the present study revealed that internal religious orientation has a direct, meaningful, and positive effect on sleep quality. Moreover, the mediating roles of resilience and positive thinking reinforce the effect of internal religious orientation on the sleep quality variable. External religious orientation and the mediating role of resilience and positive thinking only have an indirect positive and meaningful effect on the sleep quality variable.

Dropping out of education every year plagues educational systems so it’s important to improve the mental health of students who drop out. The purpose of this study is to investigate the effectiveness of education based on the cognitive-metacognitive-behavioral model and the proficiency of making an app on the problem-solving style of teenage girls who dropped out. The research is semi-experimental and the sample group was selected voluntarily and included 25 teenage girls who dropped out, who were randomly assigned to 3 groups. One group was trained in both protocols, one group was trained in the application development protocol, and the other group was control. The research tool was Cassidy and Long's (1996) problem solving style questionnaire, which was used as a pre- and post-test. The data were analyzed by analysis of covariance. This research showed that the difference between the 3 groups in non-constructive style wasn’t significant, because academic failure leads to the formation of negative self-concept, which takes time to change. The difference between the 3 groups in the constructive style was significant. The combination of training was able to help the participants cognitively, behaviorally and skillfully in order to increase their scores in constructive problem solving style.

The present study was conducted to compare the effectiveness of meaning therapy and education based on acceptance and commitment to the resilience and quality of life of patients with multiple sclerosis.

The research method was semi-experimental with a pre-test and post-test design with a control group and a one-month follow-up. The statistical population of this research included all the patients with multiple sclerosis in Arak City in 2021, which were selected as an available sampling of 45 patients and randomly assigned to 3 groups of 15 people (two experimental groups and one control group) meaning therapy, therapy group based on commitment and acceptance and the control group were replaced. The measurement tools in this research were the Connor-Davidson Resilience Questionnaire (2003) and the World Health Organization Quality of Life (1998). The experimental groups were respectively subjected to meaningful therapy and education based on acceptance and commitment for 14 sessions of 45 minutes, and the control group received the usual treatment. Statistical data analysis was done using the analysis of covariance method and SPSS version 23 software.

The findings showed that after the intervention, both treatment methods improved resilience and quality of life compared to the control group, and the treatment results were maintained in the follow-up period (p<0.001); However, there was no significant difference between the two treatment methods in improving resilience and quality of life (p<0.001).

Based on the research results, it can be concluded that meaning therapy and education, which are based on acceptance and commitment, along with other treatment methods, are effective intervention techniques for enhancing the resilience and quality of life in patients with multiple sclerosis.

This research was conducted with the aim of predicting self-differentiation based on the dimensions of personality and religiosity in married people of Qom city in 1401. The method of the current research was a correlational description. First, the questionnaires were provided to the statistical community in the virtual space on the Telegram and Eitaa platforms, and 364 people answered the questionnaires with available sampling. In order to carry out the current research, three standard questionnaires of Skorn and Friedlander's self-differentiation (DSI), short-form NEO-FFI (NEO-FFI) by McCree and Costa, and Gluck and Stark's religiosity questionnaire (CRS) were used. Data analysis was done by multiple regression method. The findings showed that there is a significant relationship between self-differentiation with all personality dimensions, and between self-differentiation with the total religiosity score and emotional, consequential and ritual subscales. Regression analysis showed that all personality dimensions except openness to experience and the total score of religiosity and belief, emotional and consequence subscales can predict their differentiation.

Coping strategies can lead to a reduction in suffering caused by stressful situations due to the role of initial maladaptive schemas. Therefore, the study of these factors can be effective in investigating the causes of divorce. The present study aimed to investigate the mentioned components in women seeking divorce due to spousal abuse and other women seeking divorce referred to forensic medicine in Ardabil province. The research method used was descriptive causal-comparative. The Young and Brown maladaptive schema questionnaire and the Lazarus and Folkman coping strategies were completed by 100 selected women (50 women seeking divorce due to spousal abuse and 50 women seeking divorce) using purposive sampling. Analysis of variance was used to analyze the data. The results showed that the initial maladaptive schemas of abused women from their husbands were significantly different from other women seeking divorce. Abused women had more maladaptive schemas than women seeking divorce for other reasons. Additionally, coping strategies of abused women from their husbands were significantly different from other women seeking divorce, with other causes being more common. According to the findings, the initial maladaptive schemas were higher among women seeking divorce due to spousal abuse than among other women seeking divorce. However, this study had limitations, including the lack of cooperation from Ardabil forensic clients. To reduce divorce rates, we suggest that skills and training programs related to increasing couples' adaptation practices in cohabitation be taught.

Researchers believe that creating psychological well-being and inner and stable happiness leads people to greater success, healthier social relationships, and finally higher mental and physical health (1). In this context, research results also show a positive relationship between psychological well-being and academic performance (2). On the other hand, the spread of Covid-19 in Wuhan, China and its epidemic all over the world inevitably caused many changes in people's lifestyles, the anxiety caused by the possibility of contracting this disease caused the formation of social distance between people and reduced communication between them. especially students). Since the need to connect is one of the essential needs for people's mental health, this has affected the psychological well-being of students more (3). Another psychological construct that is one of the most prominent variables in positive psychology and is likely to predict students' psychological well-being is resilience. Resilience is the process or ability to adapt oneself to failures, calamities, life conflicts and challenging events and overcome them. Resilient people show positive adaptive behavior when facing adverse conditions and stressful situations (6). According to research results, another factor that affects the academic and social life of students is self-efficacy (12). Self-efficacy is one of the important and effective concepts in Bandura's cognitive-social theory. In Bandura's system, self-efficacy refers to feelings of sufficiency, competence and ability to cope with life (2). On the other hand, one of the most important social factors related to psychological well-being is the perception of social support. Perceived social support is a concept that refers to people's subjective evaluations of supportive relationships and behaviors. Among other reasons for the correctness of this result, we can point to the fact that in the course of interactions and social support, a person uses methods He becomes aware of the effectiveness of others in life, and with this cognitive capital, he can establish positive practices and pleasant behaviors for a satisfying life (14). Therefore, the basic problem of the current research is to find an answer to the question of whether the model of students' psychological well-being based on personality traits and perceived social support with the mediation of resilience and self-efficacy has a good fit with the data?

To conduct this descriptive-correlational research, which was conducted using the statistical method of structural equation modeling, he has the code of ethics IR.IAU.ARAK.REC.1400.004 approved by the Islamic Azad University of Arak Branch. 400 female students of the second secondary education in the 2nd district of Tehran in the academic year of 1399-1400 were selected as a sample using the multi-stage cluster sampling method. Then Riff psychological well-being questionnaire (1989), NEO-FFI-R five-factor questionnaire (NEO-FFI-R) by McCree and Costa (2008), multidimensional perceived social support scale (Zimmet, Dahlem, Zimet and Farley, 2012), Scherer's general self-efficacy scale and colleagues (1982), and completed the Connor and Davidson (2003) resilience scale, and after entering the data into SPSS software, the data were analyzed using the structural equation modeling method and using AMOS software. were analyzed.

As can be seen in Table 2, the fit indices, such as the chi-square ratio to the degree of freedom (df/χ²) with a value of 3.52, the incremental fit index (IFI) with a value of 0.97, the comparative fit index (CFI) ) with a value of 0.95, goodness-of-fit index (GFI) with a value of 0.92, Tucker-Lewis index (TLI=0.91), adjusted goodness-of-fit index (AGFI=0.89) and root mean square error of approximation ( RMSEA) with a value of 0.06 indicates a good fit of the proposed model with the data. In addition, as seen in diagram 1, the coefficients of the direct path and their direction have been determined, and these coefficients are significant at the minimum level (a ≥ 0.05). Also, the diagram of the proposed model of the current research shows that the predictor variables explain 90% of the variance of the dependent variable (psychological well-being), which indicates the high predictive power of the model variables in predicting psychological well-being. As shown in Table 3, the path coefficients (ß) and the significance level of each of them (p) are given, all of which are significant at the minimum level (a ≥ 0.05). In this table, the highest beta coefficient (ß) is related to the path of resilience to psychological well-being (ß = 0.64, p < 0.001), and the lowest beta coefficient (ß) is related to the path of personality traits to self-efficacy. β = 0.17, p = 0.002).

The results of the present study showed that the proposed model of students' psychological well-being based on personality traits and perceived social support with the mediation of resilience and self-efficacy in the conditions of covid-19 had a favorable fit with the data. In general, the predictor variables have explained about 90% of the variance of the dependent variable (psychological well-being) in the present study. In explaining this pattern, it can be said that personality traits, as one of the important components of individual differences, can play an essential role in how to engage, search and pursue experiences. Also, extroversion as one of the personality traits provides the context for social interaction; As a result, one's social skills are strengthened and finally, by reducing the feeling of loneliness, one's happiness and psychological well-being are strengthened. It can be said that neurotic people constantly experience lower quality of life and, as a result, lower psychological well-being due to having characteristics such as high anxiety, low self-esteem, and severe depression (22).   Also, according to the findings of the current research, social support has a causal relationship with psychological well-being both directly and indirectly - through resilience and self-efficacy. In explaining this finding, it can be said that the people around you can be different sources of social support in different ways. have a major impact on the student's sense of well-being. In other words, among the effective factors in mental well-being is the social network with which a person is connected and supported by it; The support received from this network plays a very important role in the way a person interacts with himself and the environment. In the case of students, family, friends and school are the most important elements of this network and play an important role in overcoming problems and positively evaluating themselves and their lives (26).

This study aims at identifying major challenges in teaching research methods in the fields of education and psychology. The research followed a qualitative approach where semi-structured interviews were analyzed using a thematic analysis. Based on purposeful sampling, twenty experts who had several years of experience in teaching research methods in the fields of education and psychology were interviewed. The data were then analyzed through the thematic analysis method based on the six steps suggested by Braun and Clarke (2006), namely acquainting researcher with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. With regard to challenges of teaching research methods, three main themes have emerged from interviews: curriculum, commonplace and structural problems. The curriculum challenges include issues pertaining to the course and number of units, content and resources, teaching and evaluation. The commonplace challenges include the student and the instructor-related issues, and the structural challenges include unprecedented expansion of higher education, requirements and infrastructure.

Academic success is one of the most important criteria for the evaluation of educational systems. Academic progress is a term used to refer to the results of the individual’s performance in mental areas that are taught in school, college and university and is considered as a very important indicator for predicting his or her personal and social prosperity (Spinath, 2012). The multidimensional nature of academic performance requires that further research be conducted to identify the relevant factors. In addition, the early 2020 was marked by the outbreak and pandemic of a novel viral disease known as COVID-19. To control the spread of the disease and reduce the resulting cross-infections, governments decided to switch to online mode of teaching. Although the online learning method was promising in maintaining the educational courses and minimizing the disruptions imposed to learning routines, it created more challenges for the learners; one of the most important challenges was an increase in teachers and parents’ complaints regarding a decline in the academic performance of the learners. Therefore, it is of particular importance to examine the predictor variables of academic performance under the special conditions caused by Covid-19. An important variable related to academic performance is personality traits. Based on the results of various studies, the personality traits of the learners, as a psychological factor, affect the learners’ academic progress (De Baca et al., 2010). The results of former research shows that agreeableness and conscientiousness are positive predictors and emotionality is a negativepredictor of high academic performance. In most studies, the role of extroversion and openness to experience in predicting academic performance was positive but weak (Gulam et al., 2021).Another psychological structure that is likely to predict students' academic performance is resilience. The findings of different studies show that resilience increases students' effort and persistence in pursuing issues and completing challenging assignments, therebyfacilitating the possibility of achieving high-level learning outcomes. On the contrary, people with low resilience against the difficulties of assignments and possible problems give up very quickly during the learning process and fail to achieve the expected academic results (Novotný & Křeménková, 2016). Another factor that influences students' academic performance is self-efficacy (cited by Talsma, Robertson, Thomas, & Norris, 2022). It seems that self-efficacy increases the learner’s hope of success in a specific field through increasing motivation, and thus increases his or her persistence in doing assignments (Honicke & Broadbent, 2016). In addition, high self-efficacy by declining anxiety plays an essential role in a person's academic success (Maier et al., 2021). On the other hand, the results of a few other studies (including those by Baker, Caswell & Eccles, 2018; Li, Han, Wang, Sun, & Cheng, 2018; Comfort & Wernicke, 2016; Iglesia, Stover, & Lipris, 2014) indicate a relationship between social support and academic performance. It seems that the student's perception of social support strengthens the individual's psychological capital: a concept that includes positive variables such as hope, resilience, self-efficacy and optimism.Previous studies, focusing on a number of these variables, have shown their relationship with each other and their effect on academic performance. In fact, the simultaneous examining of these variables can determine their relative efficiency in predicting academic performance. In the current study, the researcher, inspired by multivariable phenomena, has attempted to compile and experimentally test a comprehensive theoretical model including the most important predictor variables of academic performance among female students at senior high school.

The research method was correlational with a structural equation modeling. The statistical population of the present study included all the female students of senior high schools in District 2 of Tehran in the academic year of 2021-2022, from which a sample of 400 students were selected using a multi-stage cluster sampling method. After entering the data in SPSS software, the data were analyzed using the structural equation modeling method with AMOS software. Data collection tools included McCree and Costa’s (2008) five-factor NEO-FFI-R questionnaire, the Multidimensional Perceived Social Support Scale by Zimmet, Dahlem, Zimet and Farley (1988), Scherer et al.’s (1982) general self-efficacy scale, Connor and Davidson's (2003) Resilience Scale and Pham and Taylor's (1999) Standard Academic Performance Questionnaire.

With regard to the findings, the fit indices such as the ratio of chi-square to the degree of freedom (df/χ²) with a value of 4.24, the incremental fit index (IFI) with a value of 0.96, the comparative fit index (CFI) with a value of 0.95 , goodness of fit index (GFI) with a value of 0.93, Tucker-Lewis index (TLI) of0.91, adjusted goodness of fit index (AGFI = 0.90), and root mean square error of approximation (RMSEA) with a value of 0.07 indicates a good fit of the proposed model with the data. The coefficients of the direct path and their direction have been determined. These coefficients are significant at the level (χ² ≥ 0.05) and the direct hypotheses related to them have been confirmed. It should be noted that in the figure representing the proposed model (Figure 1), the predictor variables explain a sum of 74% of the variance of the dependent variable (academic performance).It should be noted that in the present study, indirect hypotheses were investigated through the mediating variables of self-efficacy and resilience with the bootstrap method. The results showed:- Personality traits have a significant indirect relationship with academic performance through resilience (the lower limit of the confidence interval is 0.0282 and the upper limit is 0.0950).The indirect relationship of personality traits with academic performance is not significant through self-efficacy (the lower limit of the confidence interval is -0.0231 and the upper limit is 0.0727).Social support has a significant indirect relationship with academic performance through resilience (the lower limit of the confidence interval is 0.0304 and the upper limit is 0.1308). The indirect relationship of social support with academic performance is significant through self-efficacy (the lower limit of the confidence interval is 0.0431 and the upper limit is 0.1131).

The findings of the present study showed that the proposed model of students' academic performance based on personality traits and perceived social support mediated by resilience and self-efficacy under covid-19 conditions had a good fit with the data. In general, the predictor variables have explained about 74% of the variance of the dependent variable (academic performance) in the current study. To explain the model, it can be said that the variables of personality traits and social support have a causal relationship with academic performance. Also, these variables affect students' academic performance through the mediating variables of resilience and self-efficacy. By clarifying some of the predictor variables of academic performance, this study highlights the important roles of parents, school personnel, and social media: Firstly, by creating peace in families, schools, and the community, they should improve the adaptive personality traits of children and adolescents. Secondly, by providing all kinds of necessary support and showing healthy role models, they should set the foundation for for the formation of self-confidence and resilience in students. It should be noted that due to the nature of the current research (correlation), one should be very cautious in inferring the causal relationships between the variables of personality traits, social support, self-efficacy, resilience and academic performance.

The purpose of the present study was the effectiveness of Islamic cognitive-behavioral couple therapy on early incompatible schemas, marital satisfaction and trust in young couples.

The present study was a semi-experimental design with a pre-test-post-test design with a control group.The statistical population of this research included all the couples who referred to Omid and Pendar counseling centers in Arak city in 2018, 16 couples were selected by the available sampling method and 8 couples were randomly divided into the experimental group and the control group. The research tools are Yang's short-form questionnaire of early maladaptive schemas (Yang, 1998), marital satisfaction questionnaire (Jadiri and Jan-Zargi, 2016) and trust questionnaire (Rempel and Holmes, 2001), with the method of multivariate covariance analysis. and SPSS 26 software were analyzed.

The results showed that group training for couples based on Islamic cognitive-behavioral couple therapy was effective in the initial incompatible schemas of young couples. and had a significant difference with the control group at the error level of 0.05. Also, the results showed the effectiveness of Islamic cognitive-behavioral couple therapy on marital satisfaction. Also, no significant difference was observed between the experimental and control groups on the marital trust of young couples.

According to the results, Islamic cognitive-behavioral therapy can be used in the design of programs related to the improvement of couples' relationships as a local intervention suitable for Iranian-Islamic culture, especially in improving the initial incompatible schemas of couples and marital satisfaction.

The pandemic of COVID–19 disease and the implementation of preventive policies have greatly impacted society from a psychological and physical point of view. Accordingly, the general wellbeing of multiple sclerosis (MS) patients was affected during this period. In other words, the mental health of multiple sclerosis patients has declined due to the daily stresses of this disease, frequent visits to hospital centers, and economic problems caused by this disease. The wellbeing and quality of life of MS patients significantly decreases compared to normal people and limits their functions. In treating MS, it seems logical to use non–non-pharmacological methods that can reduce the problems and improve the quality of life of these patients. The present study aimed to compare the effectiveness of the logotherapy approach and education based on acceptance and commitment to the general wellbeing of patients with MS.

The research method was quasi–experimental with a pretest–posttest design and a control group. The statistical population included all patients with MS at the Raad Mehrabani Charitable Institute in Arak City, Iran, in 2021. A total of 45 patients were included in the study with available sampling and then were randomly assigned to 3 groups of 15, including two experimental groups, logotherapy and commitment and acceptance therapy group, and one control group. The experimental groups received logotherapy and acceptance and commitment therapy for 14 sessions of 45 minutes. The inclusion criteria were as follows: suffering from primary progressive MS, female gender, age range from 20 to 50 years, sufficient reading and writing literacy to complete the questionnaires, participation in training sessions, participants' willingness and written consent, not suffering from psychological disorders and chronic physical diseases, not participating in other counseling and therapy groups at the same time (based on the participant's medical record and self–report). The exclusion criteria were as follows: the absence of more than two sessions in the treatment protocol, not having enough trust in the group, unwillingness to continue cooperation, not doing the tasks included in the treatment protocol, and not completing the questionnaire. The measurement tool in this research was the General Wellbeing Scale (Dupuy, 1978). To statistically analyze the data, descriptive statistics and inferential statistics methods were used. For descriptive data analysis, percentage, frequency, mean, and standard deviation were used. For inferential analysis of data, 1–way analysis of variance, analysis of covariance, and Bonferroni's post hoc test were used in SPSS version 23. The significance level of the tests was 0.05.

After adjusting for the pretest effect, there was a significant difference between the average scores of the experimental groups and the control group in the posttest in the general wellbeing variable (p<0.001). Also, the eta square value indicated that 53.7% of the changes in the scores of the groups in the general wellbeing variable (difference between the groups in the posttest) was due to the implementation of the independent variable (logotherapy and acceptance and commitment therapy). Both intervention of logotherapy and acceptance and commitment therapy significantly affected general wellbeing in patients with MS compared to the control group (p<0.001). Regarding the effectiveness of the two treatment methods, there was a statistically significant difference in the general wellbeing variable between the groups of logotherapy and acceptance and commitment therapy (p<0.001).

Based on the research findings, both logotherapy and acceptance and commitment therapy effectively improve the general wellbeing of patients with MS. However, in terms of comparison, acceptance and commitment therapy is significantly more effective than logotherapy.

The present study was conducted to determine the effectiveness of the meaning therapy program on the general well-being, resilience, and quality of life of patients with multiple sclerosis. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population included all the patients with multiple sclerosis of the Raad Mehrabani Charitable Institute in Arak City in 2021, who were selected through the available sampling method and based on the entry and exit criteria, 30 people were randomly selected into two groups of 15 people, experimental and alternative evidence. became The measurement tools in this research were Dapuy's general well-being questionnaire (1972), Connor and Davidson's resilience (2003), and the World Health Organization's quality of life (1998). The experimental group underwent the meaning therapy program for 14 sessions of 45 minutes, and the control group did not receive any intervention. Statistical data analysis was done using the multivariate covariance analysis method. The findings showed that by controlling the effect of the pre-test, there is a significant difference between the post-test of the experimental group and the control in the general well-being, resilience, and quality of life of patients with multiple sclerosis (p=0.01). Based on the results of the research, it can be said that meaningful therapy is a suitable intervention method to improve the general well-being, resilience, and quality of life of patients with multiple sclerosis.

The aim of this study was to determine the effectiveness of mindfulness on early maladaptive schemas, satisfaction and marital trust in young couples.

The present study was quasi-experimental with experimental and control groups and pre-test and post-test design. The statistical population of this study was 100 young couples who referred to counseling centers in Arak. (2001), 32 people were selected and in the experimental group, 16 pairs of mindfulness therapy (n = 16) and the control group (n = 16) were randomly replaced. The experimental group underwent couple therapy therapy with mindfulness method for 9 sessions of 90 minutes (Gahart, 2004). Then both groups were evaluated in two stages of pre-test, post-test by questionnaires of initial maladaptive schemas, marital satisfaction and marital trust. Data were analyzed using univariate analysis of covariance.

Results of mindfulness couple therapy on early maladaptive schemas (p = 0.001, F = 71.3) and marital trust) F = 11.9, p = 0.001)   And ineffectiveness on marital satisfaction was marital satisfaction (F = 0.37 p = 0.001) was in the post-test stage.

Since mindfulness couple therapy has an effect on early maladaptive schemas and the level of marital trust in young couples, it can be used to improve the first maladaptive schemas, the level of marital trust of couples.

The aim of the present study was to compare the effectiveness of augmented reality, virtual reality, mollage and traditional education on cognitive load in the biology lesson of 10th grade female students in Arak city. The method of the current research was semi-experimental using the pre-test-post-test method with a control group. The statistical population was all 10th grade female students of secondary school in Arak city, 113 of them (in the form of four classrooms) were selected as a statistical sample by random cluster sampling method and finally the replacement of the classes in the experimental and control groups It happened randomly. To measure the level of cognitive load, Pass and Van Merenbauer rating scale was used. The data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (one-way analysis of covariance and for pairwise comparison of groups using Benferroni correction) and spss software version 23. The findings of the research showed that there was a significant difference between the cognitive load of the students who were trained with augmented reality, virtual reality, mollage and traditional methods, and among these methods, augmented reality had the greatest effect in reducing cognitive load, and the teaching method had the least effect had a tradition In other words, using the method of augmented reality, virtual reality and mollage in line with each other, and finally, traditional education, respectively, introduced the least amount of load when entering information into active memory in students. According to the results, teachers should be given the necessary training to use such technologies and use augmented reality and virtual reality in their teaching methodology, while not paying attention to other available facilities, such as mollages, which if used correctly Such facilities, sometimes on par with technologies, can be used to reduce cognitive load.

Cardiovascular diseases are among the diseases that in addition to physical causes, also have several psychological causes. Therefore, the aim of this study was to evaluate the effectiveness of cognitive-behavioral therapy on resilience in cardiovascular patients after coronory artery bypass graft surgery.

The design of the present study was quasi-experimental with a pretest-posttest design with a control group. The statistical population of the study included all cardiovascular patients after coronory artery bypass graft surgery in selected AJA hospital in Tehran in 1400. Based on available sampling, 30 people were selected as a statistical sample and randomly divided into experimental and control groups. They responded to the And the Connor-Davidson Resilience Questionnaire (2003). and underwent 14 sessions of psychotherapy. The statistical method used also included multivariate analysis of covariance which was performed using SPSS-23 statistical software.

The results showed that there is a significant difference in resilience and components of perception of individual competence, positive acceptance of change and spiritual effects in the experimental and control groups. In the post-test group, the experimental group obtained higher mean scores in these components than the control group..

In addition to medical interventions, this treatment can be used for those who have cardiovascular problems and to increase resilience in order to adapt to the limitations after open heart surgery and exposure to stressors.

 the present study aimed to determine the effect of virtual reality education on learning, memorization and cognitive burden in biology. The research method was quasi-experimental using a pretest-posttest design with a control group. The statistical population included all 10th grade female students in Arak who were randomly selected by cluster sampling of two schools and the method of replacing classes in the experimental and control groups was random. To measure the amount of learning and retention, the Academic Achievement Test was done by the researcher and to measure the amount of load, the Pass and Van Marinboer grading scale was used. Data were analyzed using analysis of covariance and repeated measures. Findings showed that the learning and retention of the virtual reality group was significantly higher than the group that was trained in the traditional way. Other findings showed a significant reduction in the cognitive load of the virtual reality group compared to the control group. According to the findings, it can be concluded that the correct use of virtual reality in the learning environment allows users to have less effective learning and forgetfulness. Therefore, it is recommended to use the potentials of this technology in teaching different courses.

Undoubtedly, research can play an important role in the development and growth of societies. Today, such criteria as the number of research workers, the number of publications in scholarly journals, and research budget are applied for assessing the development of any society. Thus producing well educated and skilled researchers is an important characteristic of any successful higher education system. Consequently, research methods are taught at all levels of higher education and across a wide range of disciplinary fields. Despite the importance of teaching research methods, however, the literature on education and curriculum elements of research methods courses is not extensive and there is a need for more scientific works on the pedagogy of research methods. This study, therefore, was an attempt to evaluate curriculum elements of research methods graduate courses in the field of psychology at the top universities of the world. In line with this, the goals, contents, teaching methods, learning activities and assessment methods of the research methods syllabuses in Psychology at top universities of the world were examined. A qualitative approach and a content analysis method was used in order to conduct this study. Data was collected from several syllabuses of research methods graduate courses at the world's top universities. Accordingly, purposive sampling was used to select 13 universities from among 200 top universities of the world. The syllabuses of the most recent courses of research methods in the field of psychology were then obtained from the universities' websites. Then, five main curriculum elements of the syllabuses were evaluated, namely curriculums' goals, contents, teaching methods, learning activities, and assessment methods. Based on the findings, the primary goals of teaching research methods at the selected universities in their order of importance were teaching students how to design and conduct research in psychology, making students familiar with various scientific research methods to understand psychological phenomena, enhancing students' critical thinking and search skills, and making students study scientific research in Psychology. As with content, both qualitative and quantitative research methods were considered in the relevant syllabuses. Considering the content of quantitative research methods, the syllabuses focused on such elements as qualitative research questions and hypotheses, design, variables, methods, measures and measurement, sampling, data collection and analysis, descriptive and inferential statistics, interpretation of results and research report writing. The most frequently discussed types of research designs were experimental and quasi-experimental designs, including repeated measures, interactions, and factorial design, two-group and multi-group designs, within-group designs, regression design, correlational design, and survey design. With regard to the content of the qualitative research methods, the specified syllabuses had focused on epistemological foundations and applications of qualitative methods, different types of qualitative research methods, and qualitative research questions,sampling, instruments, data collection and analysis, and research report writing. The most frequently discussed types of qualitative methods were phenomenology, ethnography, thematic analysis, grounded theory, and narrative inquiry. Furthermore, in presenting both qualitative and quantitative approaches to research, the syllabuses focused on the same subjects as various research methods in psychology, the nature of science, the philosophical foundations of research, research ethics, and reading of psychological research reports. The selected universities used a combination of various teaching methods for presenting the relevant subject matters. Most of the selected universities used lecturing, problem-based, project-based, and lecture-based methods and students were highly encouraged to actively participate in classroom discussions. Moreover, the related curriculums involved such learning activities as writing research proposal, carrying out both individual and group research projects, writing a scientific article using APA style, reviewing literature, participating in psychological studies, critically thinking about the way scientific information is presented in public media, carrying out weekly assignments, and doing practices. Although the specified syllabuses focused on different methods of assessment, the most common methods of evaluation were done based on the assignments give during the semester and written exams. The results of these studies revealed that both qualitative and quantitative approaches to research should be considered in teaching the research methods course, as this is the case at top universities in the world. Furthermore, curriculum developers need to pay more attention to such subject matters as philosophical and theoretical foundations of research and research ethics when designing research methods curriculums. In addition, research methods syllabuses should pay more attention to the improvement of students' scientific writing skills. Moreover, active learning activities are required to make students involved in real world experiences. Finally, process-oriented and performance-based assessments should replace merely memory-based assessments.

Developing qualified researchers is one of the principal functions of higher education systems in order for the mission of knowledge production and dissemination to be accomplished. To this end, research methods are taught at all levels of higher education systems across a wide range of disciplinary contexts. Honing research skills is a key to educational and career success of students, making them trained information consumers. Hence, developing a relevant, well-defined research method curriculum has become a global concern of higher education systems. Despite its importance, there is a dearth of literature on education and curriculum of research methods, calling for more scientific efforts on the pedagogy of research methods. Therefore, in this study, we examined elements of research methods curricula of graduate programs in the field of education. Particularly, we reviewed the research methods syllabi of graduate programs in the field of education of 10 out of 100 top universities of the world in terms of goals, contents, teaching methods, learning activities and assessment methods. Research questions Which goals do the top universities seek from teaching research methods in graduate programs in the field of education? What are the contents of research methods curricula in graduate programs in the field of education at the selected top universities? Which teaching methods are used in the selected universities to teach research methods in graduate programs in the field of education? Which learning activities are involved in research methods in graduate programs in the field of education at the selected universities? Which assessment methods the selected universities use in research methods in graduate programs in the field of education? Methods We followed a qualitative approach. Implementing content analysis, we analysed several syllabi of research methods of graduate programs at the world top universities. Using purposive, intensity sampling method, we selected 10 universities out of 100 top universities of the world ranked based on Shanghi university ranking. The syllabuses of the most recent courses of research methods in the field of education were collected from the websites of the universities. This resulted in a pool of 13 syllabuses dated from spring semester of 2010 to the fall semester of 2019.  We then analyzed the main curriculum elements of the syllabuses; i.e., the goal, content, teaching method, learning activities, and assessment method.        Results The most important goals of teaching research method at the selected universities were learning about various research methods in educational research and reviewing the pros and cons of each method; improving research procedural skills including identifying and formulating research questions; enhancing the capability to read and review the literature; promoting the understanding of philosophical foundations of research; improving the skills of planning and doing the research; and enabling students to correct their mistakes in their research projects throughout the course. As with content, the quantitative research methods curricula contained identifying the problem and research questions; research design; research variables; reviewing literature and theoretical frameworks; various types of quantitative research methods; measurement instrument; sampling; experimental design; data collection and analysis; descriptive and inferential statistics; and writing research report. Identifying research problem and questions; different types of quantitative research methods; measurement instruments; and data collection and analysis were the most important topics. Qualitative research methods content included characteristics of qualitative research; types of qualitative methods; research questions; research design; sampling; data collect tools; data analysis and research report among which qualitative data analysis and different types of qualitative research methods were of paramount importance. The syllabuses shared several common subjects regarding both qualitative and quantitative approaches including various classifications of methods and approaches to research; research principles and process; philosophical and theoretical foundations of research; and research ethics, the two latter being the most important issues. The selected universities used combinations of various teaching methods, among which problem-based and project-based learning were the most prevalent method to teach research methods. The curricula involved multiple types of learning activities such as preparing research proposal during semester; assessing and criticizing published articles; team-based and individual-based research projects; data analysis and reporting research findings; writing up an academic article based on the class project; and submitting weekly assignments with respect to various topics including effect size, random sampling, autobiography, obtaining research permission from university ethic committee and undertaking self-assessment. The most important topics were writing a research proposal and reviewing prior studies, respectively. Although the selected universities used mixtures of methods for assessment purposes, the most-emphasized criterion was the quality of the submitted research proposal. Discussion Learning research methods to be able to undertake a research is an all-important educational outcome for students of any discipline including education. Pedagogy developers and teachers should pay heed to the synchrony of all curriculum elements. Taking a balanced approach towards qualitative and quantitative research methods is a must to develop a high quality research methods curriculum. Regarding quantitative research method content, curriculum developers need pay more attention to the subjects of research problem identification; experimental and quasi-experimental research designs; validity and reliability of measurement instrument; and methods of data analysis. As with qualitative approach, providing a deeper understanding of the qualitative research methods; what distinguishes the methods from each other; and their applications in real world should be a vital concern of both planners and teachers. Philosophical and theoretical foundations of research and research ethics are also very important to be covered. Furthermore, active teaching methods are recommended to engage students in real research projects. Finally, process-based evaluation methods, e.g. assessing a research proposal submitted by student, critical contemplation on existing studies, etc., are advised in order to encourage learning.

The aim of this study was to examine the effect of cognitive-behavioral therapy on depression, anxiety, and stress in patients after coronary artery bypass graft surgery.

Coronary artery bypass graft surgery, like other surgeries, is stressful for the patient, and depression, anxiety, and stress are common important disorders in these patients. In this regard, one of the effective psychotherapy methods to reduce negative psychological factors and prevent recurrence of the disease is cognitive-behavioral therapy.

The design of the present study was quasi-experimental with a pretest-posttest design with a control group. The statistical population of the study included all patients after coronary artery bypass graft surgery in selected AJA hospital in Tehran, Iran. Based on convenience sampling, 30 people were selected and randomly allocated to experimental (n=15) and control (n=15) group. They responded to the Depression, Anxiety and Stress Questionnaire (DASS-21) and underwent 15 sessions of psychotherapy. The experimental and control group were homogeneous in terms of age, education, as well as duration of hospital stay and absence of other chronic diseases. The univariate analysis of covariance was performed using SPSS-23.

The results showed that depression, anxiety and stress of the experimental group significantly reduced in the post-test compared to those of control group.

In addition to medical interventions, cognitive-behavioral therapy can also be used for patients after coronary artery bypass graft surgery to reduce depression, anxiety and stress and prevent recurrence of the disease. Special attention can also be paid to the psychological factors that cause or exacerbate cardiovascular disease.

The aim of this study was to investigate the lived experience of 10th grade female high school students in Arak augmented reality method in biology course in the academic year 2019-2020. The method of the present study was qualitative and the phenomenological method was used to achieve understanding, description and explanation. The participants of the study were 10th grade female students in Arak who were trained in biology by augmented reality method and the interview continued until the theoretical saturation was reached. The data collection tool in this study was interview. Dickelman method was used to analyze the analysis of phenomenological data. After thematic extraction and their classification, the findings included 4 main themes and 14 sub-themes. MAXQDA 10 software was used for data analysis. Findings showed that students' cognitive dimension in augmented reality teaching method is able to visualize and imagine the relationships of organs after learning, increase perception in learning and increase memory, in the dimension of interaction and interpersonal relationships, have an active role in learning and Participation and cooperation with classmates and the facilitator role of the teacher, in terms of the characteristics of the teaching method of saving time, the possibility of manipulating the subject of education and in the emotional dimension of interest in the lesson and high satisfaction and motivation and positive attitude to the lesson. Therefore, it can be said that considering the positive role of virtual reality in four areas of cognition, interaction and interpersonal relationships, teaching methods and most importantly the emotional area, we should try to remove barriers to the use of technology and train teachers to use it. Be given from such technologies.

New teaching methods based on new technologies such as Augmented Reality seek to provide opportunities for transferring information, improving learning and reducing learning problems. The purpose of the present study was to determine the effect of augmented reality training on learning, retention and cognitive load in biology lessons. The research method was semi experimental with pretest-posttest design with control group. The statistical population consisted of all 10th grade female students in Arak city Based on the conditions and facilities, two schools were randomly selected Arak City One and Two Education District , and the method of replacement of classes in experimental and control group was random. Academic achievement test was used to measure learning and retention and Pass and Van Merinbauer rating scales were used to measure cognitive load. Data were analyzed using analysis of covariance and repeated measures. Findings showed that learning and retention of augmented reality group were significantly more than those trained in traditional way. Other findings showed a significant decrease in external cognitive load in the augmented reality group compared to the control group. Based on the findings, it can be concluded that the correct use of augmented reality in the learning environment allows users to have Effective learning and less forgetting. Therefore, it is recommended to use the potentials of this technology in teaching different courses.

By evolution of science and technology and appearance of new learning theories, there are new approaches in science and learning, equally active and new ways of learning. The application of active and new ways of learning make learners learn self-learning, meaningful learning, and self-controlled learning.  The purpose of this study is investigating the effect of mobile learning based on Gagnie's instructional design on students' self-regulation skills and learning.

A quasi-experimental study with pretest- posttest and control group was applied. The statistical population in this study includes all the students who were majoring in educational technology in Arak University. The sample consists of students taking the course of "Introduction to Computer Skills". Convenience sampling was used in this study. The sample size was 34 students. After checking their experiences and familiarity with computer-based technology, they were taught the initial baseline skills. Then they were randomly divided into two groups with 17 participants. The content was designed and developed based Gagne's instructional design model and was administrated by the SHAREit and Telegram application for twelve sessions to the mobile group students. Pintrich and DeGroot's self-regulation questionnaire was utilized that contains two subscales of cognitive strategies (rehearsal, elaboration, organization and critical thinking) and metacognitive strategies (planning, monitoring and regulation) and teacher made test was used for assessing learning. Covariance analysis was used for inferential analysis of data.

The results showed that mobile learning based on Gagnie's instructional design increase students' self-regulation skills and learning.