علی محمد رضایی

One of the most important models for examining family functioning is the McMaster Family Functioning Model. The present study aimed to perform structural equation modeling (SEM) to predict marital conflicts based on family functioning derived from the McMaster model, while considering sexual awareness as a mediating variable among couples in Shiraz city.

This correlational study employed a structural equation modeling design. A total of 300 couples experiencing marital conflict in Shiraz were selected through random sampling. Participants completed the Marital Conflicts Questionnaire (MCQ), the Family Assessment Device (FAD), and the Sexual Awareness Scale. Data were analyzed using structural equation modeling (SEM), Pearson correlation coefficient, and regression analysis.

The findings revealed a significant relationship between the subscales of family functioning, marital conflicts, and sexual awareness (P < 0.05).

Based on the results of this study, it can be concluded that, beyond the influential factors of family functioning, marital conflicts and sexual awareness act as intermediate variables essential to the improvement and stability of the family system, and should be taken into consideration in family-centered interventions.

Obsessive–compulsive disorder (OCD) is one of the most common psychological disorders, often accompanied by rumination and low distress tolerance. Mindfulness and cognitive emotion regulation may play an important role in explaining these variables. The aim of the present study was to investigate the relationship between mindfulness, rumination, and distress tolerance, considering the mediating role of cognitive emotion regulation in patients with OCD.

The present research was fundamental in terms of purpose and descriptive–correlational in terms of method. The study population consisted of patients with obsessive–compulsive disorder (OCD) in Shiraz in 2024, from whom 200 individuals (72 men and 128 women) aged 18 to 60 years were selected using purposive sampling. Data were collected using the Mindful Attention Awareness Scale (Brown & Ryan, 2003), Rumination Scale (Morrison & O’Connor, 2008), Distress Tolerance Scale (Simons & Gaher, 2005), and the Cognitive Emotion Regulation Questionnaire (Garnefski, Kraaij, & Spinhoven, 2001). The data were analyzed using Pearson’s correlation coefficient and multiple linear regression with the enter method in SPSS-22, as well as structural equation modeling (SEM) with path analysis in AMOS-20.

Findings indicated that a linear combination of mindfulness, adaptive, and maladaptive cognitive emotion regulation strategies could predict rumination and distress tolerance. Mindfulness had both a direct positive effect (β=0.201) and an indirect positive effect (β=0.104) on distress tolerance through adaptive and maladaptive cognitive emotion regulation strategies. Moreover, mindfulness had only an indirect negative effect (β=-0.120) on rumination through cognitive emotion regulation strategies.

The results suggest that mindfulness, by enhancing adaptive and reducing maladaptive cognitive emotion regulation strategies, can play a significant role in decreasing rumination and increasing distress tolerance among patients with OCD. Therefore, training and strengthening mindfulness and cognitive emotion regulation skills may be effective components in therapeutic interventions for these patients.

The aim of this study was to present a structural model of academic persistence based on academic lifestyle and self-control with the mediating role of school satisfaction among high school students in Shiraz City.

The research method was descriptive-correlational based on structural equation modeling. The statistical population included all students in the second grade of high school in Shiraz during the 2024–2025 academic year, of whom 337 were selected using Staged cluster sampling. The participants completed the Academic Persistence Questionnaire (Martin & Marsh, 2008), the Academic Lifestyle Questionnaire (Salehzadeh et al., 2017), the Self-Control Scale (Tangney et al., 2004), and the School Satisfaction Scale (Huebner, 2001). Data analysis was conducted using structural equation modeling via SPSS version 26 and Amos version 24.

The results showed that the path coefficients for academic lifestyle (β = 0.87, p = 0.01), academic lifestyle to academic persistence (β = 0.73, p = 0.01), self-control (β = 0.81, p < 0.01), and school satisfaction (β = 0.72, p < 0.01) were significant. The indirect effects analysis also indicated that school satisfaction plays a mediating role in this model (p < 0.005).

The findings revealed that academic lifestyle and self-control affect academic persistence through the mediation of school satisfaction. 

This article provides an in-depth analysis of the social, cultural, and political challenges in “contemporary Mesopotamia” and examines the important role of “love” and “resistance” in confronting the destructive phenomena of “war” and “terrorism” in the novel “Units Do Not Die” by Saad Gergis Said. The main purpose of this research is to analyze the author’s creative methods in representing these key concepts. The focus is on how symbolism is used, especially the placement of the Tigris River as a multifaceted symbol of collective memory, history, and identity, as well as the use of poetic and lyrical language to depict the lived experiences of individuals in a context of social and historical turmoil. This research, adopting a descriptive-analytical approach, analyzes the content of the novel and carefully examines the symbols, characterizations, and main themes. The research data were extracted from the original text of the novel and analyzed using theoretical frameworks related to sustainability literature and cultural studies. The results show that love, embodied in the relationship between Maryam and Kamel, is the main driving force of individual and collective resistance against discrimination, stereotypes, and social pressures. The Tigris River, as a lasting symbol of collective memory, is a faithful witness to this love and resistance, reflecting people’s anger at injustices and their hope for the future. The author skillfully uses symbols such as water (memory and identity), soil (roots and belonging), and the return of refugees (resistance to exile) to present a vivid and multi-layered picture of society. The novel’s ultimate message highlights the ability of love, resilience, and hope to overcome difficulties and achieve a better future, and emphasizes the importance of maintaining human values in the midst of unrest.

Internet gaming addiction is defined as the excessive use of Internet games that culminates in social and emotional problems, and the user is unable to control this use despite these problems.

The present study aimed to develop a structural model of Internet gaming addiction based on psychological characteristics and parenting styles, mediated by academic attitudes.

This research employed a descriptive-correlational method based on structural equation modeling. The statistical population consisted of all high school students in Shiraz during the academic year 2024-2025, from which 250 individuals were selected using a purposive sampling method. Participants completed the Internet Gaming Addiction Questionnaire, the Anhedonia Scale, the Distress Tolerance Scale, the Parenting Styles Questionnaire, and the Academic Attitude Questionnaire. Data were analyzed using structural equation modeling using SPSS version 26 and Amos version 24 software.

The results revealed that the coefficients of direct paths from psychological traits (β = 0.55, P = 0.004) and parenting styles to academic attitudes (β = 0.43, P = 0.008), psychological traits (β = 0.31, P < 0.001), parenting styles (β = 0.46, P < 0.001), and academic attitudes to Internet gaming addiction (β = 0.27, P < 0.001) were significant. Furthermore, the results of the indirect effects suggested that academic attitudes played a mediating role in this model (P < 0.005).

The results demonstrated that psychological traits and parenting styles influence Internet gaming addiction through the mediation of academic attitudes. Therefore, it is recommended to hold workshops aimed at reducing and preventing Internet gaming addiction.

Although the hormone estradiol clearly affects the process of carcinogenesis through binding to its receptors (alpha and beta), it is possible that part of its effects may be mediated through the induction of oxidative stress. In the present study, the effect of 17-beta estradiol on oxidative stress markers in rats (as an animal model) was investigated. For this purpose, sixteen rats were randomly divided into four equal groups. After acclimatization to the environment, in the pre-treatment phase, the rats in groups 1 and 2 received tamoxifen at a dose of 5 mg/kg daily for one week, while the rats in groups 3 and 4 received the same volume of distilled water. Subsequently, during the treatment phase, the rats in groups 2 and 3 received a single dose of estradiol at 0.2 mg/kg. Three days after the treatment phase, serum and mammary tissue samples were collected from all rats, and the levels of total antioxidant capacity (TAC) and serum malondialdehyde (MDA) were measured. The tissue samples were also subjected to histopathological evaluation. The results showed that neither estradiol nor tamoxifen induced pathological changes in the mammary tissue. Moreover, estradiol did not cause significant changes in the serum levels of malondialdehyde and total antioxidant capacity. However, tamoxifen caused a noticeable increase in both parameters, although the changes were not statistically significant. On the other hand, a significant correlation was observed between the levels of malondialdehyde and total antioxidant capacity (p<0.023). The findings of the present study do not support a short-term effect of estradiol in inducing oxidative stress, but at the same time, they do not rule out the potential role of tamoxifen in inducing oxidative stress.

 The difficulties of raising a child with attention deficit hyperactivity disorder (ADHD) cause parental stress. Parental stress and the child's poor communication skills can lead to the destruction of parent-child interaction and reduce the mother's sensitivity to the child's needs. The present study aimed to determine the effectiveness of an attachment-based program on maternal sensitivity and reflective capacity of mothers with children with ADHD.

 This study was conducted with a quasi-experimental design of pre-test-post-test and follow-up with a control group with the participation of 40 mothers (20 in the experimental group and 20 in the control group) with children with ADHD who referred to counseling and psychological service centers affiliated with the Tehran Welfare Organization using a convenience sampling method. Data were collected using the Parental Reflective Capacity and Maternal Sensitivity scales. The experimental group received 8 two-hour sessions of the attachment-based program, while the control group did not receive any intervention. Data were analyzed using variance with repeated measures analysis test and SPSS Statistics for Windows, version 25.0 (SPSS Inc., Chicago, Ill., USA).

 In the experimental group, the scores of the maternal sensitivity variable in the sensitivity subscale increased from 24.2 (4.3) to 35 (7.4) in the post-test (P<0.001). The accessibility score increased from 21.6 (6) to 28.7 (7.6) in the post-test (P<0.001). However, in the conflict and confusion subscale, scores increased from 25.4 (6.2) in the pre-test phase to 28.1 (2.5) in the post-test phase, which was not significant. In reflective functioning subscales, pre-mentalization score decreased from 34.3 (4.3) in the pre-test to 21.8 (3.8) in the post-test (P<0.001). Confidence in psychological status increased from 12.5 (4.8) to 22.8 (3.2) in the post-test (P<0.001). Also, interest in psychological status increased from 15.5 (3.3) to 22.3 (2.7) in the post-test (P<0.001). There was no difference between the pre-test and post-test scores of the control group in any of the two variables.

 The study showed that attachment-based intervention improves maternal sensitivity and reflective capacity in mothers of children with attention deficit hyperactivity disorder.

Pain is a necessary factor for survival and motivates us to run away from danger and seek care. The present study aimed to explain the fit of the structural equation model of chronic pain based on mindfulness and adherence to treatment with the mediating role of pain catastrophizing in women.

This descriptive-correlational study employed structural equation modeling. The statistical population included all women referred to the pain clinics of Shiraz, Iran, in 2024 with complaints of musculoskeletal pain. In total, 384 cases were selected using a convenience sampling method. The data were collected using the McGill Pain Questionnaire, Five-Facet Mindfulness Questionnaire (Baer et al.), Treatment Adherence Questionnaire (Madanlu), and Pain Catastrophizing Scale (Sullivan et al.). The obtained data were then analyzed using structural equation modeling through SPSS software (version 26) and AMOS software (version 24).

The results of structural equation modeling indicated a good fit of the model with experimental data. Moreover, it indicated the significant effect of the coefficient of the standard direct path of mindfulness on the experience of chronic pain. The indirect path of mindfulness on the experience of chronic pain with the mediating role of pain catastrophizing was also significant (P<0.05) in this study. Additionally, the results showed the significant effect of direct and indirect standard path coefficient of treatment adherence with the mediating role of pain catastrophizing on chronic pain experience (P<0.05).

According to the obtained results, mindfulness and treatment adherence with the mediating role of pain catastrophizing play an important role in explaining chronic pain. It is worth mentioning that these variables have a significant contribution in predicting pain in patients with chronic pain.

The purpose of this research was to investigate the predictors (self-control, self-efficacy and self-esteem) and psychological consequences of Internet addiction (sleep quality, psychological distress and psychological well-being). For this purpose, a descriptive-correlational research method was employed. All student users of social networks at Damghan University in year 2023 constituted the statistical population of the current study.Using available sampling, 298 people were selected and answered research tools including Young Internet Addiction Test, Pittsburgh Sleep Quality Index, Rosenberg Self-Esteem Scale, Sheerer General Self-efficacy Scale, Tangy Brief self-control scale, Ryff Psychological Well-being Scales and Kessler Psychological Distress Scale. After data collection, partial least squares test was run in PLS to analyze the data. The results represented a negative relationship between self-control and internet addiction. Internet addiction directly affected sleep quality and self-esteem. Furthermore, internet addiction indirectly affected psychological well-being through the mediation of sleep quality and psychological distress. Accordingly, it can be claimed that weakness in self-control may lead to internet addiction, which brings about decreased sleep quality, increased psychological distress, and reduced psychological well-being. Based on the findings, one can help with the better preparation and presentation of prevention and treatment programs by strengthening self-control for the ones exposed to internet addiction. In this way, internet addiction, sleep quality, and mental distress can be mitigated and, thereby, cognitive and psychological well-being may be improved.

The aim of the present study was the effectiveness of the assertiveness training program on the health-promoting behaviors of bullied adolescents.

The research method was semi-experimental with a pre-test-post-test design and a one-month follow-up with experimental and control groups. The statistical population included adolescents aged 14 to 17 years old in district 17 of public schools in Tehran. A number of 40 teenagers who met the criteria for entering the research and obtained a high score in Harter's victim questionnaire were randomly selected and assigned to two experimental and control groups. The research tools included Walker et al.'s (1987) health-promoting behaviors questionnaire, which was completed by both groups in three phases: pre-test-post-test and one-month follow-up. The assertiveness training program for victimized teenagers was implemented in 8 sessions of 90 minutes for the experimental group. Data were analyzed using repeated measures multivariate analysis of variance.

The results showed that the assertiveness training program to victimized teenagers in the variables of happiness and spiritual growth (F=6.44 and P=0.003), responsibility for health (F=327 and P=0.002), interpersonal relationships (4.47=4) F and P=0.019), stress management (F=5.10 and P=0.009) and nutrition (F=4.52 and P=0.022) have an effect. While this amount was not effective for the variable of physical activity (F=0.01 and P=0.988).

Finally, based on the results of this research, it can be said that the assertiveness training program is effective on the health-promoting behaviors of 14-17-year-old teenagers, and this training can be used to improve their health, and the awareness of parents, teachers, managers, and other professionals about these trainings can be helpful.

Assessing and understanding the educational status of students in the context of virtual education in the field of educational psychology is important. Students may show different approaches to learning in different educational settings (virtual, face-to-face). The present study was conducted in this direction with the aim of modeling superficial and in-depth approaches to medical students' learning in virtual education based on academic emotions.

In this study, students' learning approaches (deep and superficial) in virtual education based on academic emotions were examined. For this purpose, the questionnaire of progress emotions (Pekron et al., 2002), perception of learning environment (Ruff et al., 2001) and the questionnaire of revised two-factor learning approaches (Mokhtar et al., 2010) were distributed among 223 students of Lorestan University of Medical Sciences.

The results showed that superficial and in-depth approaches to medical students' learning in virtual education can be predicted based on academic excitement. Findings also showed that the dimensions of learning have a significant effect on deep and superficial approaches due to positive and negative emotions (p <0.01).

In general, it can be concluded that students' learning approaches in cyberspace along with accurate and specialized planning can have the desired result.

Post-traumatic stress disorder (PTSD) resulting from direct experience of a severe injury, such as the sudden death of a family member, can significantly impact a person's health by altering cognition, exacerbate grief symptoms and impaired autobiographical memory. Several studies have investigated the effects of cognitive processing therapy (CPT) on reducing PTSD symptoms caused by bereavement and cognitive programming, but none have specifically examined the impact of this therapeutic approach on grief symptoms and autobiographical memory.

The aim of this study was to evaluation of the effectiveness of CPT on the autobiographical memory and grief experience in Covid-19 survivors with PTSD which have suffering from breavement.

The method of the current research was a quasi-experimental pre-test-post-test control group design and the study population included Covid-19 survivors with symptoms of PTSD in Shiraz in 1400, who lost a family member and were diagnosed with PTSD, based on The Mississippi PTSD Scale (Kean, Caddelle, & Taylor, 1988). Thirty people were selected by purposeful sampling and divided into two experimental and control groups. The experimental group underwent cognitive processing therapy in 12 sessions of 90 minutes, and the control group did not receive any intervention. The data collection tools were The Mississippi PTSD Scale (Kean, Caddelle, & Taylor, 1988), Grief Experience Questionnaire (GEQ) (Barrett & Scott, 1989) and Autobiographical Memory Test (AMT) (Williams & Broadbent, 1986). Data analysis was done by one-way analysis of covariance in SPSS-27 software.

The results showed that the experimental group demonstrated significant decreases in GEQ scores and significant improvements in AMT scores for positive, negative, and neutral word classes (P< 0.05).

The findings suggest that CPT, by developing a deep understanding of the traumatic experience, is an effective intervention for reducing grief symptoms and improving autobiographical memory performance in bereaved individuals with PTSD symptoms. Therapists should consider CPT as a viable treatment option for this population.

One of the important goals of education is to create an environment for the holistic development of an individual. Therefore, the current research was conducted to predict students' academic performance based on academic motivation, academic emotions, and moral intelligence.

The present research was a descriptive-correlational study. The statistical population included all high school students in Tehran in the second semester of the academic year 2022-2023, and 2065 participants were selected as the sample group by multi-stage random sampling method, and finally data analysis was conducted on 1010 participants. Students responded to the Questionnaires on Moral Intelligence (Lennick and Kiel, 2005), Academic Motivation (Vallerand, 1992), Academic Emotions (Pekrun et al., 2005), and Academic Performance (Pham and Taylor, 1999). To analyze the research data, Pearson's correlation test and stepwise regression were used.

The results showed that the variables of academic motivation, academic emotions, and moral intelligence have a significant correlation with academic performance in students (p<0.01). The results of regression analysis also showed that moral intelligence, academic emotions, and academic motivation explained 18%, 33%, and 39% of the variance of students' academic performance, respectively. These variables were able to simultaneously explain 39% of the variance of students' academic performance.

Therefore, to improve the academic performance of students, it is possible to develop programs to improve moral intelligence and, accordingly, academic motivation and academic emotions. The implications of the obtained results were discussed in the article.

The purpose of the current research was to examine the fit of the systemic classroom flourishing model (FCSM) of Allison et al. (2020) and determine its academic consequences. The current research was descriptive and of the type of correlation studies and specifically structural equation modeling based on the partial least squares (PLS) approach. Using the multi-stage cluster sampling method, 1000 students of the second year of high school in Arak city were selected from 20 schools and 100 classrooms (10 students in each class) and used research tools including the classroom flourishing scale (Bayat and Rezaei , 1401), Martin and Marsh's academic vitality questionnaire (2006), Harter's academic motivation questionnaire (1981), academic satisfaction subscale, derived from Heubner's multidimensional life satisfaction scale (MSLSS), and Rio's academic engagement questionnaire (2013). In order to analyze the data, partial least squares (PLS) method was used. The results showed that the classroom flourishing model and its academic consequences have an acceptable and satisfactory fit. According to the mentioned model, classroom flourishing consists of 4 factors of cohesion, flexibility, communication and well-being, with factor loadings of 0.885, 0.902, 0.854 and 0.965, respectively. Also, the factors of cohesion, flexibility and communication each consisted of three subscales and the well-being factor consisted of six subscales, all of which had satisfactory factor loadings. In addition, according to the mentioned model, the most important academic consequences of classroom flourishing are academic involvement, academic motivation, academic vitality, academic satisfaction and academic progress. The divergent validity of the classroom flourishing model and its academic outcomes were investigated and confirmed using the heterotrit-monotrit (HTMT) criterion and its convergent validity using the average explained variance (AVE) and the Rau reliability index (rho). The reliability of the model tools was calculated using Cronbach's alpha coefficient and composite reliability (Dillon-Goldstein coefficient). The results showed that all the obtained coefficients for the main variables of the model are favorable and satisfactory (between 0.837 and 0.973). The overall fit of the model was also obtained using the GOF goodness of fit index (Tennhaus et al., 2004) equal to 0.64, which indicates a strong fit of the model. In general, based on the results, it can be said that the classroom flourishing model has a good fit, and the developed model and tools can be used to monitor the classroom flourishing and improve it.

One of the most effective factors in developing the educational system development which has a significantly direct relationship with academic performance is student flourishing. Present study aimed to develop a model for explaining academic flourishing of students based on moral intelligence, with the mediating role of academic motivation, academic emotions, academic procrastination, and academic burnout.

The present study used descriptive-correlational design with structural equation model. The population included all the students of secondary school in Tehran in the second semester of academic year 2021-2022. Through multistage random sampling method, a sample of 2010 students was selected. The students completed Moral Intelligence Questionnaire (Link& Keil, 2005), Researcher-made Academic Flourishing Questionnaire, Academic Motivation Scale (Vallerand, 1992), Achievement Emotions Questionnaire (Pekran et al. 2005), Academic Procrastination Scale (Solomon& Rothblum, 1984), and Academic Burnout Questionnaire (Schaufeli et al. 2002). Data were analyzed by using Structural Equation Model by PLS 3.

Results indicate the significantly positive effect of moral intelligence on academic flourishing and academic motivation as well as its significantly negative effect on academic emotions, academic procrastination, and academic burnout. Academic procrastination, academic emotions and academic burnout have a significantly negative effect on academic flourishing while academic motivation has a significant positive effect on it. Moral intelligence affects academic flourishing through the mediating role of academic motivation, academic emotions, academic procrastination, and academic burnout. 78 % of the academic flourishing variance is explained through the direct and indirect effect of moral intelligence.    

Accordingly, to increase the academic flourishing of students, programs can be developed for enhancing moral intelligence, which in turn results in the enhancement of academic motivation, academic emotions, academic procrastination, and academic burnout. Implications of the results are discussed in the article.

The aim of this study was to use logistic regression in predicting bullying based on the components of emotional intelligence and spiritual intelligence. The statistical population of the present study included all high school students in Najafabad. A total of 447 students (225 girls and 222 boys) were selected by multi-stage cluster sampling. In order to analyze the data and predict group membership (bullying or not) based on predictor variables of E.I (perception of emotions, etc.) and components of S.I (field of thinking, etc.) logistic regression was used. For the fit index of the regression model, R2 Cox and Snell and R2 Nagel crack and in order to check the consistency of the predicted probabilities with the observed probabilities, Hausmer and Lemshu tests were used. The results show that 87.5% of all cases are correctly classified (87.5%). Also, with the entry of predictor variables into the equation, out of 233 non-bullies, 207 (88.8%), 204 bullies, 184 (86%) have been correctly predicted. Parent statistics show the significance of B coefficients. Predictor variables including understanding the emotions and feelings of oneself and others (E.I component), thinking context and critical dimension (S.I component) and moral values (spiritual intelligence component) play a significant role in predicting group membership (bullying or not). Other variables in the presence of these three variables did not play a significant role in predicting group membership (bullying or not). Awareness of teachers, counselors, educational psychologists, parents and other education professionals about research variables can help to improve students' academic performance.

Adult participation in the learning and have motivation to learn are among the main elements of andragogy theory in adult education. Therefore, the current research was conducted with the aim of investigating the necessity and how to employees’ participation in the pre-training processes in the andragogy model.

This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the employees of Petrochemical Company of Asaluyeh Pardis of Bushehr province, which number of 15 people of its middle managers and experts were selected as a sample according to the principle of theoretical saturation with the purposive sampling method. The data were collected by semi-structured interview and analyzed by the method of coding based on grounded theory in MAXQDA version 18 software.

The findings showed that the employees’ participation in the pre-training processes in the andragogy model has 556 open codes in 8 categories including the current and continuousness of the needs assessment process, creativity of educational planning processes, attractiveness of pre-training activities, involvement and participation of learners in planning and compiling content, regular and continuous informing of training process, aligning the needs of learners with the needs of organization, educational planning based on the career development and collaborative organizational culture. Also, based on the grounded theory, the motivation to participate in learning were identified as a central category, the current and continuousness of the needs assessment process, educational planning based on the career development and involvement and participation of learners in planning and compiling content were identified as a causal category, the collaborative organizational culture, attractiveness of pre-training activities and creativity of educational planning processes were identified as a background category, the regular and continuous informing of training process were identified as a mediating category, the aligning the needs of learners with the needs of organization were identified as a strategy category and participation in training were identified as a consequence category.

According to the identified categories for employees’ participation in the pre-training processes in the andragogy model it is possible to provide the basis for improving employee.

The present study was conducted with the effectiveness of reality therapy on rumination and emotional expression in patients with multiple sclerosis in Shiraz.

The statistical population of this research includes all patients with M. S. In the city of Shiraz in 1401, their diagnosis was confirmed by a neurologist based on McDonald's 2017 criteria. After identifying patients with MS. 30 people who met the criteria for entering the research were selected purposefully and randomly and in equal numbers were placed in an experimental group and a control group. The experimental group underwent reality therapy sessions during 8 sessions of 90 minutes. During this period, the control group remained waiting without receiving any intervention. The main data of this research was obtained using Nolenhoeksma and Maro (1991) rumination questionnaires and King and Emmons (1962) emotional expressiveness questionnaires. Descriptive statistics and inferential statistics (variance analysis with repeated measurements) were used in data analysis.

The results of the research indicated that reality therapy was effective on emotional expression and rumination in patients with multiple sclerosis in Shiraz. According to the obtained results, it can be said that group reality therapy is significantly effective in emotional expression and rumination of MS patients.

Therefore, it is suggested that this method of treatment be implemented in MS associations across the country as a non-pharmacological complementary treatment to improve emotional expression and rumination and, as a result, cope with the disease more.

The present study was conducted to investigate the fit of the Classroom flourishing, System (FCSM) model among high school students. The present study was descriptive and correlational studies and in particular factor analysis and structural equation modeling method based on the partial least squares (PLS) approach. Using multi-stage cluster sampling method, 600 high school students in Arak were selected and used for research tools including the Systematic Observation Scale of Fish and Religion Classroom (2000) and a researcher-made questionnaire based on model welfare Welfare Allison et al. (2020) responded. In order to analyze the data, confirmatory factor analysis with partial least squares PLS method was used. Model validity was assessed using content validity, construct validity, divergent validity and convergent validity and its reliability was assessed using Cronbach's alpha and combined reliability. The results showed that the model has good structural validity so that the factor loads of all indicators on their respective factor was greater than 0.4. Divergent validity was checked using HTMT ratio and all HTMT ratios were less than 0.90. Convergent validity was also confirmed using mean variance (≤AVE 0.498) and reliability (RAO index greater than 0.60). Took. Cronbach's alpha reliability and combined reliability for all four second-order components were greater than 0.87, indicating satisfactory reliability. Based on the results, this model and related tools can be used to study the flourishing, of the classroom as well as the growth and development of flourishing.

The aim of this study was the effectiveness of bullying control training program on interpersonal problems of bullying adolescents. The present study was performed by quasi-experimental method with pre-test-post-test design and one-month follow-up with experimental and control groups. The statistical population included adolescents aged 14 to 17 years in district 17 of public schools in Tehran. Forty adolescents who met the inclusion criteria and scored high on the Harter Bullying Questionnaire were randomly selected and assigned to the experimental and control groups. The research instruments included Barkham et al.'s (1996) Interpersonal Problems Questionnaire, which was completed by both groups in three stages: pretest-posttest and one-month follow-up. The bullying control training program was performed in 8 sessions of 90 minutes for the experimental group. Data were analyzed using repeated measures multivariate analysis of variance using SPSSV22 software. The results showed that bullying control training to bullying adolescents in explicit and demographic variables (F=7.98 and P=0.001), openness to experience (F=10.95 and P=0.0005), consideration of others (F=22.86 and P=0.0005), aggression (F=10.59 and P=0.0005) and supportiveness and participation (F=19.77 and P=0.0005) are effective. However, this rate was not effective for the dependency variable (F=0.07 and P=0.930). Finally, based on the results of this study, it can be said that bullying control training is effective on interpersonal problems of bullying adolescents aged 14 to 17 years and this training can be used to solve their interpersonal problems and therefore parents, teachers, administrators and other professionals are aware of this. Trainings can be helpful.

Hospital staff faces higher levels of stress, especially during the COVID-19 pandemic. In addition, those with an anxious attachment style, low empathy, and poor cognitive flexibility and emotional self-disclosure experience more difficulty during this period. It is hence necessary to focus on these factors among personnel of hospitals.

This study aimed to investigate an attention bias modification (ABM) intervention and its effects on anxious attachment style, empathy, cognitive flexibility, and emotional self-disclosure among personnel of army 505 Hospital.

This was a quasi-experimental study with a pretest-posttest/follow-up design with test and control groups. The study population consisted of all nurses working in 505 Hospital from September2021 to June2021. 36 of whom were selected as participants through convenience sampling. The participants were asked to complete the Experience in Close Relationship Scale (ECR-S) (Bernnan et al., 1998), the Interpersonal Reactivity Index (IRI) (Davis, 1983), the Cognitive Flexibility Inventory (CFI) (Dennis and Vanderwall, 2010), and the Emotional Self-Disclosure Scale (ESDS) (Snell, 2001). Then the participants were randomly assigned to test and control groups (18 in each group). Participants in the test group attended five sessions of the ABM intervention (2 sessions per week) using the dot-probe task. The participants in both groups were asked to fill out the research questionnaires once again immediately after the end of the intervention and two months later. Data analyzed by mixed analysis of variance.

The results demonstrated that the ABM intervention significantly increased empathy, cognitive flexibility, and positive emotional self-disclosure (p<0.01) and significantly reduced anxious attachment style and negative emotional self-disclosure (p<0.01) in the test group. The same effects were observed in the follow-up stage.

ABM intervention has positive effects on hospital staff. Using this intervention is effective in controlling the style of anxious attachment and emotional self-disclosure, creating empathy and cognitive flexibility.

Considering the importance of the ability to solve interpersonal problems in the formation of children's social skills, the purpose of this research is to investigate the effect of emotional regulation training based on the integrated human development model (DIR) on the social creativity of children with behavioral problems. And the boy was in preschool.

In order to achieve the goals of the research, a semi-experimental method and a pre-test, post-test and follow-up plan with a control group were used. The statistical population included 200 preschool children in Meybod city, among them 20 girls and 20 boys who had the lowest scores in Matson's social skills measurement scale; They were selected and randomly divided into two experimental and control groups. The experimental group underwent training based on developmental, individual differences, relationship- based model (DIR) in 10 two-hour sessions (two training sessions per week) and the control group did not receive any treatment during this period. The social creativity scale of Machirad and Lobart was used to collect data, which was completed before the intervention, after the end and 1 month later in the follow-up phase. The data were analyzed by multivariate and univariate covariance tests.

The results of the multivariate and univariate covariance test showed that emotional regulation training based on the integrated human development model (DIR) increased the social creativity of children with behavioral problems in both dimensions of originality and originality         (p < 0.05). ). Also, gender has not played a moderating role in this regard.

Emotional regulation training improved preschool children's social creativity and gender had no effect on this experimental relationship. Therefore, according to this finding, this educational method can be used to promote creativity in solving social problems for preschool children with behavioral problems.

Academic self-disability is one of the less known strategies used to explain failure. The aim of the present study was to investigate the role of attachment to parents, peers and teachers in predicting academic self-handicapping of first secondary students.

This research was descriptive and correlational. The statistical population of the present study included all students (girls) of the first secondary level in Tehran in the academic year 2019-2020, which number was approximately 1840000, and 384 people were selected to determine the sample size using available sampling. The research tools included the academic self-handicapping scale, the revised list of attachment to parents and peers, and the scale of attachment to the teacher. In order to analyze the data, Pearson's correlation test and multiple linear regression were used.

The results have shown that there is a negative and significant relationship between attachment to parents, peers and teachers (acceptance and non-rejection) and self-disability (P<0.01). Also, the results of the regression analysis showed that attachment to parents and peers explain 0.56 percent of academic self-handicapping. attachment to teachers has no role in this prediction.

It can be concluded that attachment to parents and peers played a role in predicting students' academic self-handicapping, but attachment to teachers has no effect on it

Lupus is a disease that causes tension in a person in response to threatening conditions. This research aims to compare the effectiveness of three different psychological treatments on depression and dysfunctional beliefs of patients with systemic lupus.

The research method was semi-experimental with a pre-test-post-test design with a three-month follow-up phase. The statistical population of this research included all lupus patients undergoing treatment in Shiraz hospitals in 2017; 80 people were selected from the population of 750 people using the purposive sampling method and assigned to 4 groups (a control group, including 20 people, and three experimental groups, each one including 20 people). The experimental groups received the educational intervention (treatment) of acceptance and commitment therapy during three months in 12 90-minute sessions, of compassion-focused therapy during three months in 8 90-minute sessions, and, of combined therapy during three months in 6 90-minute sessions. The questionnaires used in this research included Beck's depression questionnaire (1972) and Weisman's (1987) dysfunctional attitudes questionnaire. The data obtained from the research were analyzed by analyzing variance with repeated measurements using SPSS-24 statistical software.

The results showed that the third-wave treatments' educational protocols significantly reduced depression and dysfunctional beliefs of women with lupus (p≤/0001).

According to the present study's findings, it is possible to use the educational packages of acceptance and commitment, compassion, and combined therapy to improve depression and dysfunctional beliefs of women with lupus.

The aim of the current research was to investigate the status of values and attitudes of Faraja employees (SAAS employees, prevention police and traffic police) in terms of religious-ethical, social, economic welfare, organizational dimension and cultural values.

The method of this research was a quantitative survey and a questionnaire tool was used to collect data. Also, the questionnaire was distributed among 3400 Faraja employees (preventive, corridor, and hourly) using proportional stratified sampling method, and after completing 3102 questionnaires, it became the basis of statistical analysis.

The findings showed that the status of the religious-ethical, social, organizational and cultural dimensions of Faraja employees is in a good state. In these dimensions, the sense of vitality and vitality, the sense of organizational justice, organizational commitment, hope for the future of the organization, predicting the path to improve the interaction of superiors. And below, the quality of acceptance of the organization's goals, the quality of interaction and information exchange, the necessity of increasing skills and strengthening expertise in work, the attitude towards the performance status of the organization's systems and areas, the attitude towards the ideological and political performance of Faraja, the attitude towards the necessity and importance of the hour etc. from the perspective of Faraja employees, it shows a good situation. Satisfaction with economic-social well-being is more among the employees of HR than other categories, which shows the effect of deep religious beliefs on the life satisfaction of employees.

Results: 

Adopting justice-oriented measures such as strengthening the sense of organizational justice, strengthening the sweet and fair treatment of superiors with subordinates (i.e. friendship and intimacy between them), seeking the opinions of subordinates and using them, is effective in improving organizational performance. Also, taking measures to inform about organizational issues and problems, empathy and understanding of managers and commanders with subordinate employees, can facilitate and strengthen the desired organizational culture. These solutions should be put on the agenda in provinces and specialized categories where the attitude of employees is lower than the average.