فریبرز درتاج

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

Attention Deficit Hyperactivity Disorder is one of the childhood disorders with a fixed pattern of attention deficit and hyperactivity that about 3 to 7 percent of primary school children suffer from in the pre-puberty stage. One of the therapeutic interventions that can be performed in a group is the sensory integration therapy model, so the purpose of this study was to investigate the effectiveness of play therapy based on sensory integration on the executive function and social adjustment of children with attention deficit hyperactivity disorder, which was used as a semi-experimental research method with a pre-test-post-test design. The statistical population consisted of 8-10-year-old children with attention deficit hyperactivity disorder in 2018, who had referred to medical centers in Tehran. 30 people were divided into two groups of 15 people using the targeted sampling method. In this research, from two questionnaires for the behavioral rating of executive functions (Parent Form) (Guy& et al, 2000) and children's social adjustment questionnaire (Dokhanchi, 1998) and the play therapy course based on the plan (Horwitz & Roset, 2007; Tabrizi & Esteki, 2012; Babaei, 2014) has been used. Data analysis was done using analysis of covariance test. The findings showed that the effect of play therapy based on sensory integration on the executive function and social adaptation of children with attention deficit hyperactivity disorder was significant. Therefore, play therapy based on sensory integration can be used to improve the executive function and social adaptation of children with attention deficit hyperactivity disorder.

This study aimed to compile and validate the life skills training package based on wisdom components in Ferdowsi's Shahnameh and its effectiveness on the meaning of life, interpersonal intelligence and emotion regulation in adolescents. In terms of objectives, this mixed-methods study was basic research in the first phase and applied in the second. A combination of grounded theory and quasi-experimental methods was used for this purpose. The statistical population in the first phase includes the complete text of Ferdowsi's Shahnameh, Jalal Khaleghi Motlaq, while high schools' students in Tehran were the target population of the second phase. Statistical sample was selected by census for the first phase. For the second phase, 40 students were randomly placed into an experimental and a control group. The experimental group received 13 wisdom-based life skills training sessions. The research tools included the interpersonal subscale of Multiple Intelligence Survey developed by Chislett and Chapman (2006), Steger’s (2010) Meaning of Life Questionnaire and Garnefski and Kraaij (2001) Cognitive Emotion Regulation Questionnaire. Findings confirmed the validity of and reliability of wisdom-based life skills training package. Also, MANCOVA showed that the experimental group scored higher in terms of meaning of life, interpersonal intelligence and emotion regulation than the control group. As a result, wisdom-based life skills training package can be a practical tool for psychologists and counselors to train adolescents to have a better life.

The present study investigated the mediating role of cognitive control and goal orientation relationship between spiritual intelligence and conscientiousness with flow experience. The research method was descriptive-correlation based on structural equation modeling. The statistical population included Farhangian University of Guilan students in 2022-2023. Some 450 students were selected using the convenience sampling method. The research tools include goal orientation (AGQ) (1999), conscientiousness subscale from Neo's five-factor (PI-R) (1992), flow experience (1996), spiritual intelligence (2017) cognitive control (CCFQ) (2018). Structural equation analysis was used to analyze the data. The results showed the optimal fit of the research model. The result showed that spiritual intelligence and conscientiousness have a significant direct effect on flow (P<0/01), Spiritual intelligence and conscientiousness do not have an indirect impact on the flow through goal orientation (P> 0.05). These results show that cognitive control can explain the flow due to the role of spiritual intelligence and conscientiousness.

Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent disorders in childhood. Effective treatment typically necessitates consistent adherence to the prescribed regimen. This study investigates the impact of serious games (FB) on attention, planning/organization, and social interactions in children with ADHD.

Utilizing a quasi-experimental design, 30 children with ADHD (18 boys and 12 girls, aged 9-11) were selected from educational counseling centers in Shiraz during the 2021-2022 academic year. Following matching, they were randomly assigned to either the experimental or control group. Both groups received medication, but only the experimental group underwent training for 12 sessions over six weeks. Data were collected using three questionnaires: Connors, Brief Children's Symptoms, and Matson's Social Skills, which evaluated attention, planning/organization, and social interactions, respectively. Data analysis was performed using descriptive and inferential statistics (ANCOVA) in SPSS-22. Group comparisons were conducted using Levene and Bonferroni post-hoc tests.

The results indicated that the serious FB game had a significant effect on planning/organization and social interactions. However, there was no significant difference in attention scores between the experimental and control groups.

The application of new technologies, such as serious gaming, offers a promising approach for rehabilitating individuals with ADHD. E-health interventions could potentially provide a cost-effective and accessible treatment option for children with this disorder

This study aimed to determine the effectiveness of schema-based training in the area of autonomy and impaired performance on academic self-efficacy and achievement motivation among female middle school students. The statistical population included female students of the first period of middle school in Tehran province for the academic year 1400-1401. The research method was applied in terms of purpose and semi-experimental in terms of general design, with pre-test, post-test, and control group. Using a multi-stage cluster random sampling method, two schools were selected. From each grade in each school, 10 students were randomly chosen, totaling 60 students, who were then placed in experimental and control groups. Both groups responded to the academic self-efficacy questionnaires by Jerry Jing and Morgan (1999) and achievement motivation by Hermans (1977). The experimental group underwent 9 training sessions. The training package, based on schema, was developed by the researcher and had content and face validity, qualitatively and quantitatively determined by a panel of 10 experts with two validity coefficients: Content Validity Ratio (CVR) and Content Validity Index (CVI). Data analysis was performed using the multivariate analysis of covariance (MANCOVA) test. Results showed that schema-based training significantly and positively affects academic self-efficacy and achievement motivation (p<0.01).

The aim of this study was to investigate the effectiveness of mindfulness-based parenting education program on quality of parent-child relationships and parenting stress of children (under preschool age) in Tehran city.

This study is an applied one, and quasi-experimental study was conducted with a pretest-posttest design with control group and two month’s follow-up was used to collect the data. The statistical population was all parents of children in Tehran city in year 1399. In first, 30 people were selected by available sampling method and then randomly divided into experimental and control groups (15 experimental and 15 control). For the parents of children in the experimental group, the mindfulness-based parenting education program was implemented in 8 sessions, each session lasting two hour. The instruments used in this study include the parent child relationship scale of Pianta (1992) and parenting stress index–short form of Abidin (1995). Data analysis was performed using SPSS software in two sections: descriptive and inferential (analysis of variance with repeated measures and post-hoc Bonferroni).

Results indicated that mindfulness-based parenting education program, significantly improvement quality of parent-child relationships and parenting stress of children (under preschool age) in Tehran city and the results have had enough consistency in the follow-up period, as well (P<0.05).

The study findings proposed that mindfulness-based parenting education program can be used as an effective intervention in order to improvement the quality of parent-child relationships and parenting stress.

Research evidence indicates that several factors play a role in the academic adjustment of students, which due to the importance of parenting styles, psychological capital, quality of life and academic emotions, as well as the research gap in the field of providing a coherent model in this field, conducting more studies is necessary to It seems.

The purpose of the present study was to formulate and test the model of academic adjustment based on perceived parenting styles with the mediation of psychological capital, quality of life and academic emotions.

The present study was a description of the type of correlation studies using structural equations. The statistical population of this research included all the students of the third grade of the second high school for girls and boys of Fardis city (2537 people) in the academic year 2018-2019, of which 570 people were selected as a statistical sample based on the cluster sampling method. The data collection tools include 5 questionnaires of perceived parenting methods of McLone and Merrell (1998), quality of life questionnaire (Muntzari et al., 2014), Lutans et al. psychological capital questionnaire (2007), Pakran academic emotions questionnaire (2002) and the academic adjustment questionnaire of Sinha and Singh (1993). The data were analyzed by Pearson's correlation test and structural equations.

The results showed that perceived parenting styles, psychological capital, quality of life and academic emotions have a direct and significant effect on academic adjustment (P< 0.05). Also, parenting styles perceived through mediating variables had an indirect and significant effect on academic adjustment (P< 0.001).

Based on the results of this study, it can be said that the structural model of the research has a good fit, and therefore, the use and application of this model in the problems of academic adjustment of students can be helpful to educational psychologists, teachers, managers, parents and education specialists

The purpose of this study was to compare the effectiveness of social-emotional cooperative learning and mindfulness training on improving social problem solving skills of students in Zanjan who were studying in the 96-95. The research method was a quasi-experimental design with a pre-test and post-test with an experimental group and control group and a one-month follow-up. The statistical population included all female students in the first grade of high school in the academic year 1395-96. 339 students were selected by multi-stage cluster sampling and completed a short form of social problem solving questionnaire and among them 45 subjects were selected and randomly assigned to the two experimental groups and one control group. The first experimental group received 12 sessions of social-emotional cooperative learning and Group II received 8 sessions of mindfulness training. The statistical method of Two-way Mixed Design (ANOVA) was used in order to analyze the data. The results indicate that implementation of social-emotional cooperative learning and mindfulness training increased the positive problem attitude scores and reduced the negative problem attitude, the avoidance style, and impulsivity-carelessness style scores but they did not significantly change in rational problem solving style. However, there was no significant difference between the two independent variables. The social-emotional cooperative learning compared with the control group, resulted in a significant decrease in mean, but mindfulness training did not affect it. The follow-up results indicate that their effect had remained over time.

The ability to solve social problems is one of the skills and capabilities related to culture in today's world, where group cooperation and presence in a collective context are highly emphasized. The aim of this study was designing and validating a tool tomeasure social problem solving based on the stories of Kalileh and Demeneh.

The research method was a mixed exploratory type based on the integration of the Thematic analysismethod in the first stage (qualitative) and the tool development model in the second stage. In the qualitative section the Kalileh and Demaneh book were evalited. The quantitative part was conducted with the participation of 336 teenage students in the agerange of 12 to 20 years and targeted sampling. The data was collected using a researcher-made questionnaire consisting of 43 questions. Data was analyzed using MAXQUDA software, LISREL-8.8, exploratory and confirmatory factor analysis method and SPSS Statistics for Windows, version 19.0 (SPSS Inc., Chicago, Ill. Coding reliability was calculated using Kappa method equal to 0.95. The content validity of the scale was confirmed using experts' opinions.

The questionnaire for measuring social problemsolving skills based on the stories of Kalila and Demeneh included the components of emotions and their management, thinking and decision-making, interpersonal communication, consultation, the way of dealing with problems and the attitude towards problem solving. Criterion validity of this questionnaire was confirmed based on Pearson's correlation coefficient equal to 0.63, for solving the social problem of D’Zurilla at the level of 0.001. The reliability of the tool was obtained using Cronbach's alpha coefficient for the overall scale and the six dimensions identified as 0.92, 0.75, 0.72, 0.87, 0.72, 0.90 and 0.83 respectively.

The study showed that the social problem solving skill measurement scale based on the stories of Kalila and Demenehhas acceptable reliability and validity.

Today, self-efficacy beliefs and vitality are extensively foregrounded. Studies show that to change behavior and cognition, it is imperative to strengthen individuals’ psychological relationships with their thoughts and feelings by enabling them to select appropriate alternatives from various choices and not perform actions to avoid bothersome thoughts, feelings, memories, or desires. Thus, can Acceptance and Commitment Therapy (ACT), with its six principles of diffusion, acceptance, contact with the present moment, the observing self, values, and committed action lead to self-efficient beliefs and academic vitality?

The present study aimed to investigate the effectiveness of ACT on students’ self-efficacy beliefs and academic vitality.

This research was a quasi-experimental study with a pretest-posttest control group design. The statistical population included all grade 2 high school students in district 3 of Tehran during the 2020-2021 academic year. Thirty students were selected by mixed (simple and convenience) sampling and assigned into experimental and control groups. Sherer’s (1980) self-efficacy scale and Martin and March’s (2006) academic vitality questionnaire were used for data collection, and Multivariate Analysis of Covariance (MANCOVA) was employed for data analysis.

The results showed that ACT improved students’ self-efficacy beliefs and academic vitality in the posttest (p<0.01).

According to the findings of this research, we can assert that ACT improves self-efficacy beliefs and academic vitality by enhancing psychological flexibility. Hence, awareness of these interventions can positively impact students.

It is very important to pay attention to the development of children in different social dimensions and to take preventive measures against the occurrence of behavioral problems at an early age. Therefore, it will be helpful to identify targeted and effective intervention programs in this field. So far, various methods have been used to reduce children's behavioral problems, However, there is a research gap regarding the comparison of the effectiveness of the social skills training package based on puppet show and Walker's social skills training program on children's behavioral problems.

The present study was conducted with the aim of comparing the effectiveness of social skills training based on puppet shows and Walker's social skills training program on preschool children's behavioral problems.

The current research design was a semi-experimental type of pre-test, post-test with control group. The statistical population of the research included all preschool children in Kerman city, from among them a sample of 60 people was selected as available and they were placed in two experimental groups and one control group. One of the experimental groups of training through the social skills training package based on puppet shows (10 sessions) and the other experimental group underwent 11 sessions of training through Walker's training program (1983). The data collection tool was Gresham & Elliot (1990) Social Skills Rating System. The research data was analyzed by univariate and multivariate covariance analysis using SPSS-24 software.

The results of covariance analysis in the present study showed that both intervention methods were effective in reducing behavioral problems. However, the effectiveness of social skills training based on puppet shows in internalizing and hyperactivity problems was higher than Walker's method (P< 0.05).

According to the obtained results, it seems that the use of intervention methods based on puppet shows are more effective in improving the behavioral problems of preschool children than purely mental methods, Therefore, preschool teachers and child psychologists can use the mentioned method to reduce children's behavioral problems.

Teaching students' positive thinking competences is very useful to strengthen and improve positive communication with themselves, positive communication with others and their life, as well as increasing their self-esteem and academic success. Considering the importance of positive thinking and its broad aspects, including its role in adolescent adaptation, the present study investigated the effectiveness of teaching positive thinking and emotional self-regulation competences on creativity, reducing anxiety and academic achievement in senior high school students in Tehran.                                  The scores of experimental variables were evaluated in pre-test and post-test stages. The statistical population was high school students in Tehran. The statistical sample of this study includes 45 students (15 people in the first group) positive thinking competence, (15 people in the second group) emotional self-regulation competence and 15 people in the control group. For sampling, first, two high schools were selected by convenience sampling method and 45 high school students were randomly selected from the senior high school students and placed in experimental and control groups. The research instruments were Beck Anxiety Inventory (BAI) and Abedi Creativity Questionnaire that were administered to both control and experimental groups before and after providing positive thinking competences training to experimental group.    Descriptive and inferential statistics including mean and standard deviation and analysis of covariance and multivariate repeated measures analysis test were used to analyze the data. The results showed that teaching positive thinking and emotional self-regulation competences has a significant effect on creativity, reducing exam anxiety and academic achievement in students.

The aim of this study was to evaluate the effectiveness of behavioral self-regulation on working memory, attention deficit and hyperactivity in children.

This research was performed experimentally with a pretest-posttest design with an experimental group and a control group. The statistical population included all children aged 7 to 12 years with attention deficit hyperactivity disorder who referred to counseling and psychology centers in Tehran's District 5 in the academic year 2019-2020, and were treated with Ritalin. Sampling was done by simple random method. Then, among the 40 people who received the most symptoms of attention deficit hyperactivity disorder and the lowest score in working memory, they were randomly divided into experimental and control groups. The experimental group separately participated in 8 weekly sessions of 60 minutes of research intervention and the control group remained on the waiting list. The research instruments included the Pediatric Symptoms Questionnaire (CSI-4) and the Work Memory Scale of Aloy et al. (2008). Statistical data were analyzed using multivariate analysis of covariance.

The findings indicate that self-regulatory behavioral interventions are effective on working memory and reducing the symptoms of attention deficit hyperactivity disorder in children.

Behavioral self-regulation skills training had a significant effect on working memory of ADHD children.

This research was conducted with the aim of investigating multiple sensory methods and cognitive behavioral intervention on self-discipline and self-assessment of 9-10-year-old dyslexic female students. The research method is practical in terms of purpose, and it was a semi-experimental design of pre-test-post-test type with a control group. For this purpose, 9 and 10-year-old dyslexic students of Razan city in the academic year of 2022-2023 were selected as a statistical population, which was selected through screening with a dyslexia checklist and intelligence test, 45 people were selected in a purposeful way and randomly in three The experimental group of 15 people and the control group of 15 were replaced. The experimental group was trained for 10 sessions of one and a half hours, and during this time, the control group did not receive any training. The tools used in this research were Selimi Timuri's reading disorder test (2006), Raven's IQ test (2010), Zandkarimi's self-discipline questionnaire (2010) and Zandkarimi's self-assessment questionnaire (2010). Analysis of covariance test was used to analyze the data. The results of the research in data analysis showed that multiple sensory methods had a significant effect on self-discipline and self-assessment. Also, cognitive-behavioral intervention has had a significant effect on discipline and self-assessment. In this regard, it seems that educators and parents should pay attention to dyslexic children in their regular classes and use multiple sensory methods and cognitive behavioral interventions in their education for better effectiveness.

The aim of this study was to Compilation and Validation of Dynamic Mindset instrucational Package based on Inteligence Believes theory of Dweck and determining of its Effectiveness on Academic Motivation of Female Students.

The research method was quasi-experimental with pretest-posttest and follow-up with the control group. The statistical population of the present study consisted of all female high school students in the 18th district of Tehran in the academic year of 2020- 21. From this statistical population, 36 students were selected by simple random sampling and were randomly replaced in tow experimental and control groups (N= 18). Data were collected using the inteligence Beliefs Questionnaire (Dupira & Marineh, 2005) and academic motivation (Vallerand et al., 1992).The experimental group received a dynamic mindset training package in 8 sessions of 90 minutes and the control group did not receive any training.

The content validity index for all objectives in the training package was between 0/9 to1, and the content validity ratio for all objectives in the educational protocol was 0/8 to 1/1. Also, the results of analysis of variance showed that there was a significant difference between the mean scores of academic motivation of the subjects in the pre-test, post-test and follow-up stages (P <0.05).

The results of this study showed that the dynamic mindest training package has acceptable content validity and has the ability to promote academic motivation. Therefore, therapists and educators can use the current package to enhance students' progress in addition to the previous methods

Happiness is one of the most important variables in the field of positive psychology, and a precise understanding of its definition and components requires careful examination in the cultural context of each society. Therefore, this research was aimed at redefining the concept of happiness under the title of happy-living or wise happiness based on Ferdowsi's Shahnameh. This research was basic in terms of purpose, and qualitative research based on the grounded theory method. Verse was considered as the unit of analysis. The ground of data was taken from text of Ferdowsi's Shahnameh, revision of Jalal Khaleghi Motlagh. Statistical analysis based on the process of open coding, axial and selective coding was performed in MAXQUDA2018. In order to validate the designed model, the point of view of experts and researchers was used with the purposeful sampling method. The reliability of the coding of the components was found to be 0.89 based on the Kappa index. The findings showed that the happy-living or wise happiness in Ferdowsi's Shahnameh consists of 12 sub-components of happy-living based on moral principles, unchangeable difficulties acceptance ability, purposeful learning in the direction of living life, having rational thoughts and freedom from disturbing thoughts, focus on the present time, positive relationship, emotion regulation and impulsive self-control, spiritual relation with god, courageous and resilient confrontation with life's difficulties and sufferings, hope for the future and optimism in difficult conditions, physical activity and avoiding laziness and meeting the basic material needs of life had the most extracted free codes, respectively.

Parental self-efficacy as an important factor in reducing children's educational and personality disorders is influenced by various factors, among them are parenting styles. So far, no study has been conducted on the effect of parenting training based on self-determination theory on the self-efficacy of parents.

The purpose of this study is to investigate the effectiveness of the parenting training package based on the self-determination theory on parenting self-efficacy.

The present research is based on quantitative and qualitative data type, prospective in terms of time and an exploratory mixed research regarding the aim. First, a parenting training package based on the theory of self-determination was compiled and after confirming validity and reliability by experts, in order to investigate its impact on parenting self-efficacy, 40 parents with a children aged 7 to 11 years in Damavand city were selected by purposive sampling, divided into two groups, experimental and control, and completed the parenting self-efficacy scale (Domka, 1996) in the pre-test and post-test stages.

The results of the analysis of covariance (ANCOVA) showed that the F value (P< 0.01,
F= 14.21) for the effect of the independent variable (group) on the parenting self-efficacy score was statistically significant and the parenting self-efficacy of mothers who underwent the intervention was more than the parents of the control group and the effect size is 33%.

In line with past research, it was found that the use of self-determination in parenting improves the self-efficacy of parents in regard to raising children properly, and Domka self-efficacy questionnaire can be used in family studies.

Dyslexia is an unpredictable neurological problem. One of the language components for dyslexics is the use of compensatory strategies. Although the use of phonological methods to improve reading is very common among Persian language researchers, compensatory strategies in the Persian language have not received much attention. Therefore, examining and applying these language strategies in the Persian language is one of the necessities of designing improvement methods for dyslexics, which few studies have addressed.

The aim of the present study was to investigate the effect of using cognitive compensatory strategies based on special processing of dyslexia on text comprehension, reading accuracy, and speed in Persian-speaking children.

The method of the present research is a pre-test-post-test type experiment. The statistical population was all the second-grade students of the dyslexic primary school in Semnan, from which a sample was selected using a random cluster method. A total of 31 people were selected for the sample. The research tools were the Frostig Visual Perception Test (Frostig, 1996), Shirazi and Nilipour's reading test (2010), and the researcher's test. The provided training protocol was (Clark Wellion, 2011). For data analysis, a covariance analysis test was used in spss software.

Examining the covariance of visual perception levels (high-medium) on the post-test scores of the group trained in the compensatory method shows that the effect of visual perception is effective in reducing reading errors and also the length of reading time according to a significance level lower than 0.05.

According to the findings of this research, it can be concluded that the use of compensatory and phonological methods together can help to improve the accuracy, speed, and comprehension of dyslexic texts; Therefore, to improve reading components in dyslexics, different cognitive abilities and compensatory strategies used in them should be known and used.

 The psychological health of people with cardiovascular disorders is profoundly impacted, frequently resulting in elevated stress levels and unpleasant emotional experiences (15). Promoting improved outcomes and overall coping patterns in cardiac patients requires improving coping mechanisms and reducing negative feelings (6,8). Applying Recovery-oriented cognitive therapy(CT-R) in this situation has been identified as a promising strategy to deal with these difficulties. CT-R is a therapeutic approach that places an emphasis on the patient's capacity for recovery and places a strong emphasis on improving cognitive and emotional capabilities (24, 25, 26). Patients can develop a more robust and adaptable thinking by learning to challenge and reframe unhelpful beliefs using various strategies, such as cognitive restructuring. The therapy seeks to provide patients with useful coping mechanisms that might be helpful in managing the difficulties related to their life by helping them to adopt a more optimistic and constructive viewpoint. Additionally, in order for patients to properly detect and control their emotions, the therapeutic process also entails encouraging self-awareness and emotional regulation (24, 25) . This factor is especially important when it comes to cardiac patients because elevated negative emotions, such worry and despair, can increase the physical symptoms and perhaps impede the healing process. CT-R helps patients to build emotional resilience through individualized interventions and support, encouraging a sense of control and well-being even in the face of health-related problems (27, 26).

 The goal of this semi-experimental study is to evaluate the efficacy of CT-R in treating cardiac patients. The study used a repeated control and measurement group, as well as a pre-test-post-test strategy. Quantitative data was acquired for the information. Cardiovascular patients who sought cardiac rehabilitation at the Tehran Heart Center hospital in 2022–2023 were included in this study. A convenience selection of 54 patients from the Cardiac Rehabilitation Unit who were qualified to take part in the study was selected, and a straightforward random sampling approach was employed to divide them into experimental (24 participants) and control (30 participants) groups. The sample size was between 15 and 30 in accordance with the standards of experimental research (28). The hospital gave a list of the neighborhood that was the focus of the study after discussing the start time and how cardiovascular patients participated in the treatment sessions with the staff. The next stage began with obtaining consent to participate in therapy, pre-planned interventions, and therapeutic procedures. Prior to the start of the therapy session, patients in both groups were given the questionnaires to complete. Two weekly sessions of intervention lasting an hour and a half each were provided to the experimental group. Following the implementation of the intervention, patients underwent a second evaluation utilizing the questionnaires. Following the intervention, patients were reassessed using questionnaires as part of the assessment procedure during follow-up examinations held at three and six months. 1. The Andler and Parker Coping Style Questionnaire is a psychometric tool created by psychologists Andler and Parker to evaluate how individuals cope with stress, challenges, and adverse life events. It aims to provide understanding of individuals' typical responses to various stressors and difficulties they face. This questionnaire comprehensively assesses coping strategies, including problem-solving coping, emotion-focused coping, and avoidant coping. This revised questionnaire includes 48 items that are scored based on the Likert scoring system. Each item is scored from 1 (never) to 5 (very much) (endler, parker, 1990). 2. The DASS-21 is a well-known self-report questionnaire that evaluates the severity of common emotional symptoms like depression, anxiety, and stress. It provides valuable insights into an individual's emotional state in the previous week. The DASS-21 is a shorter version of the original DASS, designed by researchers to efficiently and accurately assess these psychological constructs. The questionnaire consists of 21 items, with each subscale containing seven items that specifically measure symptoms of depression, anxiety, and stress. Participants are required to rate the extent to which they have experienced each symptom over the past week using a four-point Likert scale, ranging from "Did not apply to me at all" to "Applied to me very much, or most of the time"(loviband, loviband, 1996).

 To check the normality of the distribution of research variables, we used the Kalmogorov Smirnov test that was greater than 0.05 for variables. Therefore, we used parametric testing to assess the study hypotheses. Box test was used to test the hypothesis of homogeneity of variance-covariance matrices that the results showed that the significance level of the box test is not significant at the 0.05 level. Levine's test was used to check the equality of variance of the groups. Mochli's sphericity test was used to check the equality of covariance assumption. The chi-square value obtained in this test was not significant and therefore the assumption of equality of covariance was confirmed. the results showed that the time variable significantly affects the coping styles and negative emotions at all four levels (pre-test, post-test, follow-up test 1, and follow-up test 2). This shows that there are substantial differences between the scores of cardiac patients at each of these four time points. The findings also demonstrate a significant interaction between time and group in coping styles, and negative emotions that demonstrating the importance of the link between time and group. In conclusion, CT-R significantly increased the coping styles and life expectancy in cardiac patients. Additionally, coping styles and life expectancy the impact of the group (experimental and control) is also significant that demonstrating a significant gap in two groups.

 In summary, the introduction of CT-R is a major step forward in enhancing the coping mechanisms and emotional state of cardiac patients. This therapeutic approach helps individuals with cardiovascular conditions by promoting adaptive cognitive and emotional reactions, ultimately leading to a holistic recovery and better quality of life. CT-R can included in the treatment plan for cardiac patients in order to supplement traditional medical therapies and address the psychological effects of the disease. This therapy contributes to a comprehensive care strategy that recognizes the interdependence of physical and mental health by encouraging a proactive approach to emotional well-being.

Spatial ability and response inhibition skills are essential for cognition, learning, and success in both school and life.

The aim of this research was to examine the effectiveness of a cognitive-emotional empowerment educational package on the spatial ability and response inhibition of female students.

A semi-experimental design with pre-test, post-test, and follow-up was employed, including a control group. The population consisted of all sixth-grade female students in Tehran during the academic year 1400-1401. A sample of 30 individuals was selected, and they were assigned to control and experimental groups. The experimental group received a cognitive-emotional empowerment educational package for 12 sessions of 45 minutes each week, while the control group did not receive any intervention. Research tools included forward matrices (Raven, 1956) and go/no-go test (Gordon and Karamaza, 1982). The research data were analyzed using SPSS version 24 and repeated measures analysis of variance.

Data analysis revealed a significant difference in the mean scores of spatial ability and response inhibition between the experimental and control groups in pre-test and post- test stages (p < 0.05). The effect size of cognitive-emotional empowerment on spatial ability and response inhibition was estimated at 0.133 and 0.139, respectively.

Based on the results, the cognitive-emotional empowerment educational package led to an improvement in the spatial ability and response inhibition of students. Therefore, it is recommended to use this intervention as an educational method to enhance the spatial ability and response inhibition of children.

The present study was conducted to investigate the effectiveness of self-compassion training on personal attribution and emotional well-being of mothers with exceptional children. The present study was quasi-experimental with pretest, posttest, control group design. The statistical population of the research included mothers with exceptional children whose children were studying in one of the exceptional schools of Rafsanjan city in the academic year of 2019-2019, and their number was 320 in total. 37 mothers with exceptional children were selected through voluntary sampling method and were randomly accommodated into experimental and control groups. The experimental group received self-compassion training during twelve sessions. The applied questionnaires included Personal attribution Questionnaire (Rotter, 1992) and Mental Well-Being Questionnaire (Keyes, Magyar-Moe, 2003). The data from the study were analyzed through Covariance. The results showed that self-compassion training has significant effect on the Personal attribution (F=42.02; Eta=0.54; P<0001) and emotional well-being (F=42.32; Eta=0.56; P<0001) in mothers with exceptional children. According to the findings of the present study, self-compassion training can be used as an efficient method to improve Personal attribution and emotional well-being of mothers with exceptional children through focusing on the method of Visualizing compassion for self and others, using creative helplessness, articulating worthwhile goals, fostering compassionate behaviors, and developing intelligent behaviors.

The purpose of this research was to develop and validate the educational package of cognitive-emotional empowerment and its effectiveness on working memory and emotional recognition of sixth grade female students. The research method is considered to be fundamental and applied in terms of its purpose, and the research is considered to be hybrid-exploratory. The statistical population of the research in the qualitative part included Persian and English specialized books and articles in the field of cognitive-emotional empowerment in the last 20 years, which were selected by the purposeful sampling method of the sample group. Then the components of cognitive-emotional empowerment were extracted and coded with the qualitative method of thematic analysis. Finally, the package of cognitive-emotional empowerment was compiled during twelve sessions and its formal and content validity was confirmed by experts. The research method in the quantitative part was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of this research includes all the female students of the sixth grade of elementary school in 1400-1401 who were studying in schools in Tehran. The sample size includes 30 people from the statistical population selected by available sampling method and they were placed in two control and experimental groups. For the experimental group, the developed program of cognitive-emotional empowerment was implemented, while the control group did not receive training. The research tools included numerical span test (Wechsler, 2003) and facial emotion recognition test (Ekman and Friesen, 2003). The results showed that the cognitive-emotional empowerment intervention had a significant effect on improving working memory and emotional recognition in the post-test and follow-up stages.

The current research aims to develop and validate an educational package based on positive emotional stimuli for dyslexic students. For the validation of the package, 38 relevant experts were selected from university professors, child psychologists, learning disorders experts, and teachers, of whom 8 were In the field of educational psychology, 5 people in the field of psychology of exceptional children, 14 experts in other fields of psychology and children, and 11 people from teachers of educational and rehabilitation centers for unique learning problems were selected as samples, and members of the accreditation group, whose sampling method was available in the academic year 2022 –2023 were selected in the cities of Mashhad and Tehran. They were present in the evaluation process without a drop of subjects. 20 images and 24 words were selected from the appropriate sources and contents by a qualitative method and by reviewing related articles and contents. After removing inappropriate items in terms of ratio and validity index, the package of emotional stimuli was reduced to 11 images and 20 words. Finally, the ratio of CVR content validity and CVI content validity index, which were 0.29 and 0.7, respectively, indicated the acceptable validity of this package. As a result, according to the validity of the current educational package, its implications and practical capabilities can be well used to prepare content, educational tools, and media.