فاطمه عطایی

Marital satisfaction is one of the most important factors in the development and achievement of life goals and is influenced by various factors. The aim of the present study was to determine the relationship of religious beliefs and communication skills with marital satisfaction among married school teachers in Tabriz.

This study was descriptive-correlational. The statistical population of this study included married teachers of schools in District 1 of Tabriz, out of whom a total of 336 teachers (192 females, 144 males) were selected as the sample by stratified random sampling. Glock and Stark’s questionnaire, and Barton’s Communication Skills, and Enrich’s Marital Satisfaction questionnaires were used to collect data. Data analysis was performed using Pearson correlation test and multiple regression analysis. In the present study, all ethical considerations were observed and the authors reported no conflict of interests.

The results of analysis showed a significant positive relationship between religious beliefs and communication skills with marital satisfaction; religious beliefs (0.399) and communication skills (0.207) were good predictors of marital satisfaction.

Considering the important role of religious beliefs and communication skills in predicting marital satisfaction, the rate of marital satisfaction of couples can be increased by promoting them.

This study examined the mediating effect of cognitive coping strategies and achievement emotions on the relationship between mental toughness and academic lifestyle behaviors among male and female gifted students. In this correlational study, 288 gifted students (141 male and 147 female) responded to the Cognitive Emotion Regulation Questionnaire-Revised (Garenofski & Kraaij, 2006), the Health-oriented Academic life-style Questionnaire (Salehzadeh, Shokri & Fathabadi, 2017a), the Achievement Emotions Questionnaire-Revised (Abdollahpour, 2015) and Mental Toughness Questionnaire-Revised (Wagnall, Donovan, Papa Georgiou, Clough, Parker & Drinkwater, 2019). Structural equation modeling was used to assess the proposed gifted students. Results indicated that for gifted students, the partially mediated model of adaptive and nonadaptive cognitive coping strategies and positive and negative achievement emotions on the relationship between mental toughness academic lifestyle behaviors had good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 66% and 61% of the variance in inhibitory and facilitator behaviors, respectively. Therefore, the most important idea derived from the findings of the present study is how educational professionals interested in the field of gifted psychology studies can pursue concerns related to the motivational profile analysis of gifted learners by emphasizing the information power of the emerging positive psychology movement.

This study set out to examine the impact of assertiveness training on the level of academic motivation and Internet addiction of high school students in Tehran. This quasi-experimental research had a pretest-posttest control group design. The statistical population of the study was comprised of all Tehrani 11th graders in school year 2017-18.  The drawn sample (N=80) was selected by multi-stage cluster sampling method and was assigned to two experimental (N=40) and two control groups (N=40). The instruments included the Academic Motivation Questionnaire (Abdekhoda’ee et al., 2008) and the Internet Addiction Test (Young, 1998). The experimental groups were given eight two-hour sessions of assertiveness training, while the control group received no intervention. At the end of the training, academic motivation and Internet addiction were measured during posttest phase and the data were analyzed via ANCOVA. The results indicated that the assertiveness training significantly reduced Internet addiction in students and it improved their academic motivation. Consequently, assertiveness training could be utilized as an effective method at schools.