فهرست مطالب طهمورث آقاجانی هشجین

One of the important issues in the field of educational psychology is the relationship between parents' marital compatibility and students' academic performance. To explain the relationship between marital adjustment and academic performance, it is necessary to identify mediating factors between them. A possible factor is student happiness. However, no study has investigated the structural relationship between marital adjustment and academic performance of students with the role of happiness mediator.

The aim of the present study was to investigate the structural relationship between parents' marital compatibility and children's happiness with their academic performance.

The current research was descriptive, of correlation and structural equations type. The statistical population includes high school students of Farhang, Imam Hossein (AS), and Shahid Esfahani high schools in Babol city in the academic year 2021-2022, among which 300 students were selected by multi-stage cluster random sampling. To gather data, we utilized two questionnaires: the Oxford Happiness Questionnaire (Argyle Valley, 1990) and Graham Biaspanier's Marital Compatibility Questionnaire (1976). For evaluating academic progress, we analyzed students' first-semester grade point average using descriptive statistics methods (frequency, mean, and standard deviation) and inference from structural regression equation modeling. The data was analyzed with the help of spss18 and amos23 software.

The research model has been approved, and it shows that the academic achievement variable can be explained by two predictability variables (R2=0.48), namely marital adjustment and happiness. These variables have both direct and indirect effects, and are statistically significant at a level of 0.05.

Considering the significance of the relationships between the investigated variables, the results of the present research emphasize the necessity of the role of marital adjustment and the behavior of learners with regard to happiness with the educational system, which can be used as a framework for designing educational programs in order to strengthen marital adjustment and academic performance of students.

Anxiety disorders among students are among the issues that can significantly impact their quality of life and academic performance. Various methods have been examined to reduce anxiety in students aiming to improve this situation. The objective of the present study was to compare the effectiveness of relaxation therapy and neurofeedback on student anxiety.

The research design was quasi-experimental, with pretest-posttest design. The statistical population included students attending healthcare centers in Tehran in the second half of 2019. Thirty participants were selected through multi-stage cluster sampling method and randomly assigned to experimental and control groups. They responded to the Beck Anxiety Questionnaire. Relaxation therapy sessions were conducted for the first experimental group in eight 45-minute sessions, while neurofeedback training for the second experimental group was conducted in fifteen 30-minute sessions. At the end of therapeutic interventions, participants in both experimental and control groups were re-evaluated using the Beck Anxiety Questionnaire. Research data were analyzed using descriptive statistics and covariance analysis.

The results indicated that both relaxation therapy and neurofeedback led to a reduction in anxiety among students. Comparison of the effectiveness of the two therapeutic methods showed no significant difference in reducing anxiety between them.

Therefore, based on the results of this study, it can be concluded that both relaxation therapy and neurofeedback can be considered as suitable options for intervention and reducing anxiety in students, without one being definitively better than the other.

The aim of this study was to determine the effect of mindfulness training on increasing attention and controlling aggression in music students aged 7 to 12 years in music schools. The method of the present study was a quasi-experimental design with pretest-posttest design and control group. The statistical population of the study included children of music students in the music school of Tehran Art House in the winter of 2020 and the spring of 2021. From this community, 30 children were selected by available sampling method and randomly assigned to two experimental and control groups (15 people in each group). The research instruments included the aggression questionnaire of Vahedi et al. (2008) and Manley et al. (1999) attention test. The experimental group received eight sessions of mindfulness intervention according to the protocol provided by Bayer (2006) but the control group did not receive any psychological intervention. In addition to descriptive indicators, multivariate analysis of covariance was used to analyze the data. The results showed that mindfulness training has a significant effect on improving attention (sustained attention, selective attention and attention control) and reducing aggression (verbal-aggressive, physical-aggressive, relational and impulsive anger) in children of music students (P<0/05). The results showed that the use of mindfulness as a psychological treatment to improve attention and reduce aggression in children of music students should be considered and used.

The purpose of the current research was to explain the structural model of academic procrastination based on the attitude towards the field of study and academic immaturity with the mediating role of academic anxiety. The research method was applied in terms of purpose and in the form of structural equations. 350 people were selected by random cluster sampling method among all the students of the Noshirvani University of Technology, Babol in 2020-2021. All of them completed the Procrastination Assessment Scale for Students (PASS) by Solomon and Rothblum (1984), the academic anxiety Test (AAT) by Alpert and Haber (1960), the attitude towards the field of study questionnaire (ATFSQ) by Sufo et al. (2012) and the academic immaturity scale (AMS) by Wallerand et al. (1992). Structural equations were used to analyze the data. The results showed that the variables of attitude towards the field of study and academic immaturity had direct and significant effects on academic procrastination and academic anxiety, respectively (p<0.01). Also, academic anxiety had a direct and significant effect on academic procrastination (p<0.01). In addition, academic anxiety had a mediating role for the two variables of attitude towards the field of study and academic immaturity which had an indirect and significant effect on academic procrastination. Finally, it can be said that the research model had a good fit and all three variables of academic anxiety, attitude toward the field of study, and academic immaturity had significant direct and indirect effects on academic procrastination.

Due to the fact that the rate of death and incidence of cardiovascular diseases in Asian and developing countries has considerably increased, this study attempts to investigate the relationship between spiritual well-being and mental health, resilience and life expectancy in cardiovascular patients of Jam Hospital in Tehran.

The research was descriptive correlational. The population of the study included all men with cardiovascular diseases who referred to Jam hospital in Tehran out of whom 100 were selected using the available sampling method. Self-report questionnaires including Resiliency Questionnaire, Mental Health Questionnaire, Life Expectancy Questionnaire and Spiritual Well-being Questionnaire were used for data collection. Data were analyzed using descriptive statistics, Pearson correlation coefficient and concurrent multivariate regression. In this study, all the ethical considerations were observed and the authors reported no conflict of interests.

The results showed that the relationship of mental health and its dimensions including physical health and social functioning with positive spiritual wellbeing and the relationship of depression and anxiety symptoms with spiritual wellbeing was negative and significant (P<0.05). The relationship of resilience and its dimensions with spiritual wellbeing was also positive and significant in cardiovascular patients (P<0.05). Also, the results of the study using Pearson correlation coefficient showed that there is a positive and significant relationship between life expectancy and each of its dimensions with spiritual well-being in cardiovascular patients (P<0.05), and the results of multivariate regression showed that predictor variables together accounted for 33% of the changes in spiritual wellbeing.

According to the obtained findings, it can be stated that paying attention to the mentioned variables in prevention and designing more appropriate therapies will help researchers and therapists.

The aim of study was to explain studentschr('39') hope based on coping styles and meaning of life. The research method was descriptive-correlational and the statistical population of the study included all undergraduate students of  Tehran University of Medical Sciences (TUMS) who were studying in the academic year 2009-2010. To determine the sample size, similar research studies was used. 200 students were collected for sample size. In order to collect research data from Snyder Hope Scale (SHS), Meaning of Life Questionnaire and Coping Strategies Questionnaire (Lazarus and Folkman, 1980) and to analyze the data from correlation coefficient and regression analysis using SPSS20 software was performed. In the first hypothesis, the results showed that there is a positive and significant relationship between the variable of hope and problem-oriented coping style (Sig <0.05) and there is a negative and significant relationship between the variable of hope and emotion-oriented strategies (Sig <0.05). In the second hypothesis, the results showed that there is a positive and significant relationship between hope and the presence of meaning in life and between hope and the search for meaning in life (Sig <0.05). In the third hypothesis, the results related to the beta of coping styles show that the problem-oriented strategy at 13% is able to predict meaningful changes in life in a positive and significant way (Sig <0.05). But the emotion-oriented strategy variable could not significantly explain the hope variable (Sig> 0.05) and the components of meaning in life also showed that the variables of meaning in life and meaning search can account for 24% and 13% of the changes in the hope variable, respectively. Predict a positive and significant face (Sig <0.05).