فریبرز درتاج

Type 2 diabetes can undermine motivation and negatively affect the mental health of university students. The aim of this study was to develop and validate a self-determination skills training package and to evaluate its effectiveness on the psychological capital of students with type 2 diabetes.

The present study was mixed (qualitative-quantitative) exploratory-explanatory research in terms of approach. In the qualitative phase, a self-determination skills training package tailored for students with type 2 diabetes was developed, and after establishing content validity, the final version consisting of 12 ninety-minute sessions was prepared. In the quantitative phase, the effectiveness of the package on psychological capital was assessed using a quasi-experimental pretest-posttest design with a two-month follow-up and a control group. A total of 40 students meeting the inclusion criteria were selected through purposive sampling and assigned to experimental and control groups. Data were collected using the Luthans Psychological Capital Questionnaire (2007) and analyzed through repeated-measures ANOVA in SPSS-26.

The mean psychological capital in the experimental group increased significantly from pre-test to post-test and this increase was maintained in the follow-up period. The main effect of time was significant (F(2.96)=14.82, P<0.001, η²=0.27) and the interaction effect of time × group was also significant (F(2.96)=17.45, P<0.001, η²=0.27); while no significant change was observed in the control group. Also, the content validity of the educational package was desirable; so that the CVR values of the sessions were between 0.81 and 0.90 and the average CVI was 0.90, which indicated the appropriate face and content validity of the educational package.

Self-determination theory-based training led to a significant improvement in the psychological capital of students with type 2 diabetes, and the positive effects remained relatively stable at follow-up. This approach can be used to enhance psychological resources and academic adjustment in students with chronic illnesses.

Efforts to improve the psychological characteristics of elementary school students are of great importance, and it seems that reality therapy is effective in this regard. Therefore, the aim of the present research was determine the effectiveness of reality therapy on spiritual intelligence, wisdom, and creativity of elementary school female students of Tehran city.

This research was a quasi-experimental study with a pre-test and post-test design with a control group. The population of the present research was all elementary school female students in the sixth district of Tehran City’s Education in the 2024-5 academic years. The sample size was considered 30people, which were selected using the available sampling method and randomly assigned to two equal groups, including the experimental and control groups. The experimental group underwent 10 sessions of 60 minute by reality therapy, and the control group during this period did not receive any intervention. The instruments of the present researchincluded the Spiritual Intelligence Questionnaire (Abdollahzadeh et al., 2009), Wisdom Assessment Scale(SalmaniArdaniet al., 2021), and Creativity Questionnaire (Torrance, 1974). The data of this study were analyzed using the univariate analysis of covariancemethod in SPSS version 25 software at a significance level of 0.05.

The results of the present researchindicated that reality therapy increased spiritual intelligence (F=8.83, P<0.006), wisdom (F=25.07, P<0.001), and creativity (F=22.78, P<0.001) in elementary school female students.

According to the above findings, it is suggested that counselors and therapists use the reality therapy method to increase the spiritual intelligence, wisdom, and creativity of elementary school female students.

Situational motivation is one of the key factors in effective student learning, and therefore, efforts to develop new methods to improve this trait are noteworthy. In this regard, this study aimed to examine the effect of an integrated story-based homework package on the situational motivation of fourth-grade elementary students. The research method was applied in terms of purpose and quasi-experimental based on a pre-test and post-test design with experimental and control group in nature. The statistical population included fourth-grade elementary school students in the city of Quds in the academic 2024-2025, which was about 2000 people. A sample of 50 cases was selected using the convenient method and randomly assigned to two experimental and control groups (25 cases each group). The experimental group used the integrated story-based homework package for 10 weeks, while the control group was not exposed to this intervention. The research tools included the standard situational motivation questionnaire of Guy et al (2000). Statistical analysis was performed using multivariate analysis of covariance in SPSS27 software. The findings showed that, based on multivariate analysis of covariance, the effectiveness of using story-based assignments on the intrinsic motivation dimension (sig = 0.001, f = 20.859, df = 50 and 1), the identified regulation dimension (sig = 0.001, f = 9.010, df = 50 and 1), the external regulation dimension (sig = 0.001, f = 16.788, df = 50) and the Amotivation dimension in situational motivation (sig = 0.001, f = 34.712, df = 50 and 1) was significant. As a result, using integrated assignments by adapting appropriate stories is a fundamental way to increase intrinsic motivation and avoid a tendency towards extrinsic motivation in the teaching and learning environment. Therefore, it is suggested that teachers use the assignments in this package and also learn the principles of designing integrated story-based assignments as a new educational method to increase student motivation.

Academic boredom, a complex and pervasive emotional phenomenon, is increasingly recognized as a key inhibitory factor in learning processes and academic achievement, particularly in cognitively challenging domains such as Mathematics. The present study aimed to investigate the causal model of Mathematics academic boredom based on cognitive strategies and academic goal orientations, mediated by academic hope, among second-grade high school students.

The present study was descriptive and conducted using a path analysis approach. The statistical population comprised all female students in the second period of public high schools in Tehran during the 2024-2025 academic year. A sample of 400 students was selected using multi-stage cluster sampling. Data were collected using the Academic Boredom Questionnaire (Pekrun et al., 2002), the Self-Regulated Learning Questionnaire (Bouffard et al., 1995), the Academic Goal Orientation Questionnaire (Bouffard et al., 1998), and the Academic Hope Questionnaire (Pekrun et al., 2002). The data were analyzed using path analysis in SPSS-24 and AMOS-2024 software.

The results indicated that the proposed research model demonstrated a good fit with the data. Furthermore, the findings revealed that cognitive strategies (β=-0/13) and mastery goal orientation (β=0/39), performance goal orientation (β=-0/15), and avoidance goal orientation (β=-0/15) had direct effects on Mathematics academic boredom. Moreover, academic hope played a mediating role in the relationship between mastery goal orientation and cognitive strategies with Mathematics academic boredom.

Based on these findings, focusing on the strengthening of academic hope and the instruction of effective learning strategies can be utilized as an efficient .....

Moral education lays the foundation for the complete education of people from childhood to adulthood. Experts believe that ethics education should start in the educational environment and continue in the family.

The purpose of this study was to investigate the effect of training moral behavior based on Kohlberg’s theory on high school students’ sense of responsibility and self-efficacy. This research was an experimental research in terms of applied purpose and methodology. The statistical population of this study included all female high school students in District 6 of Tehran. Among them, 40 students (20 in the experimental group and 20 in the control group) were selected using purposive sampling method and were randomly assigned to two groups. Gaff (1968) and Scherer et al.'s (1982) self-efficacy questionnaires were used to collect data. Eight sessions of moral behavior training based on Kohlberg’s theory were performed on the experimental group and the data were collected in two stages of pre-test and post-test.

Data were analyzed using SPSS-23 statistical software and analysis of covariance (ANCOVA). The results showed that teaching moral behavior based on Kohlberg’s theory is responsible for self-efficacy and sense of responsibility after adjusting the effect of pretest with F = 45.304 (1.37) and self-efficacy with F = 1.977 (1.37).

As a result, this training package can be used to improve students' sense of responsibility and self-efficacy

The aim of the present research is to investigate the psychometric properties of the brain-compatible learning perception questionnaire. The statistical population included all female students of second secondary schools in Tehran in 1400-1401. The data collection tool included the perception of brain-compatible learning questionnaire of Golten (2018). Pearson's correlation, Bartlett's sphericity, exploratory and confirmatory factor analysis and analysis of variance (ANOVA) were used for data analysis. In the findings section, the reliability of the questionnaire was calculated as 0.92 based on Cronbach's alpha. Criterion validity of this questionnaire based on its relationship with self-regulation questionnaire was obtained using Pearson's correlation coefficient equal to 0.52. Exploratory factor analysis showed the five-factor structure of perception of brain-compatible learning. In the confirmatory factor analysis, five factors were discovered in the brain-compatible learning perception questionnaire, respectively, the right to choose and self-control over learning, active and interactive learning in a group format, the use of the five senses in learning, a sense of security in meeting emotional needs and feelings, and The value of interests, emotions and feelings were named. The results showed that the brain-adaptive learning perception scale is a suitable tool to determine the level of people's enjoyment of this variable and the educational approach is based on neuroscience research.

The purpose of this research is to develop a self-directed learning educational package and determine its effectiveness on the academic motivation of learners in the form of a semi-experimental design (pre-test and post-test and a one-month follow-up with the experimental group and the control group) and the application of a qualitative method in an exploratory manner. done. The statistical population of the quantitative section includes all female students of the first secondary school in Tehran in the academic year of 1400-01. Two schools from the 5th district of Tehran were purposefully selected from among the first secondary schools of the 19 districts of Tehran due to the researcher's better access. After selecting the schools and coordinating with the principals of these schools in the initial screening stage among the seventh, eighth and ninth grade students of these schools based on the formula provided by Tabanchik and Fidel (2014) as well as Pallant (2020) for pilot projects in A total of 30 students were selected and randomly divided into two experimental (N=15) and control (N=15) groups. In order to analyze the data, mixed analysis of variance and thematic analysis were used. The findings indicate that, regardless of the group, over time, the self-directed learning variable and its components, other than interpersonal communication, have improved in first-year female students. In addition, the average of the self-directed learning training group in the follow-up phase is significantly higher than the average of the control group.

The purpose of the present study was to compare the effectiveness of Theatre Art-based Therapy and Solution Oriented Therapy on behavioral problems among the students with low academic achievements. The method was semi-experimental with the design of pretest-posttest and non-equivalent control group. The statistical population consisted all low achieved students (under the average point 15 out of 20) of the junior-high girl students, grade 9th, in Tehran Public Schools, regions 5 and 7 in the 2022-2023 academic year. 45 students out of the above mentioned population were selected based on available sampling method and were put in three groups (two experimental and one control) randomly, fifteen in each based on some entering criteria. To collect the data, the Quay and Peterson’s (1987) behavioral problems questionnaire was used. The summary of Theatre Art-based therapy package taken from Jones (1997) in ten sessions, sixty minutes in each; and the summary of Solution Oriented therapy taken from Grant (2011) in eight sessions, again sixty minutes in each, were done on the two experimental groups respectively, but the control group received no treatment. The repeated measurement of ANOVA Analysis was used to analyze the data in SPSS 18 software. The results confirmed that both the Theatre Art-based Therapy and the Solution Oriented Therapy affect the behavioral problems, but the Theatre Art-based therapy was more effective than the Solution Oriented therapy (p ≤ 0. 001).

Considering the increase in the problematic use of the Internet and dependence on it, which has caused the formation of a kind of addiction, called Internet addiction, and considering its unfortunate consequences, especially for Adolescent and young people, it is necessary to have a program to reduce its negative effects, such as comparisons socialization and increasing emotional self-regulation, which can regulate a person's internal states and on the other hand, can reduce Internet addiction. mindfulness based cognitive therapy is an important and effective protocol that is likely to be important, helpful and effective in this matter. The present study aimed to investigate the effectiveness of mindfulness-based cognitive therapy training on social comparison and emotional self-regulation in internet-addicted adolescents in Garmeh City. The target population was internet-dependent adolescents who were studying in secondary high school in the academic year 2022-2023.

The research was conducted in a semi-experimental design with a pretest-posttest design and a control group. For sampling, first, a school was selected by convenience sampling, and then the Young Internet Addiction Test was administered to the students. The 30 students with the highest level of addiction were selected and randomly assigned to two experimental and control groups. In the pretest, the Gibbons and Buunk (1999) Social Comparison and Hoffman and Kashdan (2010) Emotional Regulation questionnaires were administered. After implementing the mindfulness protocol, social comparison and self-emotional regulation were assessed again.

Data analysis was performed using multivariate covariance analysis (MANCOVA) and SPSS software. The results showed a significant difference in social comparison and emotional self-regulation in the experimental group.

It can be concluded that mindfulness training leads to a reduction in social comparison and an improvement in emotional self-regulation in internet-addicted adolescents and is considered an effective method.

The aim of this study was to compare the effectiveness of positive psychology therapy and the family empowerment model based on self-compassion on self-care and glycated hemoglobin (HbA1c) in female patients with type 2 diabetes.

This quasi-experimental study employed a pre-test, post-test, and follow-up design with a control group. A total of 45 women with type 2 diabetes who visited the endocrinology department of Shahid Dr. Labbafinejad Hospital in Tehran between May and July 2024 were selected using random sampling. The participants were then randomly assigned via Microsoft Excel to two experimental groups—positive psychology therapy (n = 15) and the family empowerment model based on self-compassion (n = 15)—and one control group (n = 15), which received routine hospital treatment. Data collection tools included the Diabetes Self-Care Questionnaire and glycated hemoglobin measurements, assessed at baseline, post-intervention, and a three-month follow-up. Data were analyzed using multivariate repeated measures ANOVA in SPSS version 21.

Findings indicated no significant differences between the three groups at the pre-test stage, suggesting group homogeneity. However, the post-test results revealed significant differences among the three groups, indicating the effectiveness of both the positive psychology therapy and the family empowerment model based on self-compassion. Furthermore, follow-up comparisons also showed significant differences, suggesting the sustained effectiveness of both interventions. Multivariate repeated measures ANOVA revealed significant effects of positive psychology therapy on dimensions of self-care and HbA1c levels (P < .001). Additionally, a significant difference was found between the two experimental groups in both post-test and follow-up phases, with mean comparisons favoring the family empowerment model based on self-compassion over positive psychology therapy.

The results suggest that the family empowerment model based on self-compassion can be effective in improving self-care and reducing glycated hemoglobin levels in women with type 2 diabetes.

Participation has been proposed as an intrinsic part of learning. In addition, participation has a positive impact on learner satisfaction and retention. Online participation provides a platform for learners to interact with their peers and instructors. When used effectively, online participation can increase student engagement and motivation by creating opportunities for collaboration, access to resources, and a platform for sharing academic achievements. Therefore, student participation in online learning should be further studied to determine its effects on student learning. The value of the traditional classroom environment is to engage. As a result, examining instructional design patterns and models with a systems approach, after examining instructional design patterns and models with a systems approach, it was found that most instructional design patterns prescribe inflexible methods due to the assumption that learners have identical learning approaches. We need to design and validate flexible models that are specifically productive based on specific conditions in specific areas and focus on performance improvement. The gap that exists in the past research is that the design and validation of the online participation model has not been addressed. What are the components of this pattern? Therefore, the present study sought to design and validate the online participation model with a qualitative method. With this method, in this research, the researcher examined the design of the online participatory model; therefore, this research can provide both empirical and theoretical background in the field of online participation model. The purpose of this research was to design and validate the online participation model.

In this research, in order to identify the elements and components of the online participation model for students, a qualitative research method was used in two steps. which include: 1-research synthesis 2-interview with experts. Using the keywords "collaborative learning", "online participation", "online participation model" in the Scopus Science Direct, ProQuest, Eric, Springer and Google Scholar databases in the period from 2018 to 2024; then by applying the final criteria, 16 articles were selected as samples. In the qualitative interview section, in this section, the statistical population included professors and students in the field of educational technology in a state university. The inclusion criteria for the study included having a PhD in educational technology and having at least 5 years of teaching experience in an online learning environment. The sampling method was purposive and a semi-structured interview was conducted with 20 professors and students of the field of educational technology in the state university. Inductive qualitative content analysis method was used for data analysis.

The result of the research showed that by examining the past research and the experts' point of view, there were 13 components including goals, learning theories, teaching and learning strategies, exploratory community, neurocognitive aspects, types of presence, interaction, content sequence, content type, infrastructure, evaluation, challenges and opportunities. The results of the research also showed that experts assessed the validity of the online participation model appropriately and that the online participation model had internal validity for students.

In summary, this review of research synthesis on identifying the components of online engagement in higher education and providing a conceptual and operational model reveals a dual narrative in this regard. On the one hand, transformative capacities—from personalized learning to innovative teaching methods—offer considerable promise for improving engagement among faculty and students in online courses. As a result of this research, it can be concluded that the instructional model presented in this synthesis study can be used as an effective framework to increase the motivation and progress of students and professors in online instructional courses for greater participation and interaction. In addition, instructional programs should be provided to introduce technologies, tools, and strategies for increasing participation to professors and students, which would be useful in increasing their success in this field.

and methods of education and learning as a new educational technology. A segment of artificial intelligence includes natural language processors that can produce human-like texts, such as AI chatbots. Due to their abilities to understand human language and answer users' questions, AI chatbots are recognized as important tools for education and learning. However, because the use of AI chatbots in education is still a recent development, there are currently very few studies on the effectiveness of this technology in learning. Accordingly, this research aims to examine the effects of AI chatbot-based blended learning in psychology on self-directed learning, student engagement, and critical thinking disposition among 11th-grade female students majoring at humanities in Zanjan.

This research was applied in purpose and quantitative with regard to the nature of the collected data. It employed a quasi-experimental method with a pre-test and post-test design, involving a control group. The statistical population for this study comprised all 11th-grade female students majoring at humanities in Zanjan. A multi-stage cluster sampling technique was used, wherein one public girl’s high school in Zanjan, specifically Roghani Zanjani School, was selected for the study, and two classes of students were assigned to the experimental and control groups. The sample consisted of 45 participants, divided into 21 in the experimental group and 24 in the control group. Data collection tools included Self-Directed Learning Questionnaire developed by Fisher et al. (2001), Academic Engagement Questionnaire designed by Reeve and Tseng (2011), the Critical Thinking Disposition Questionnaire devised by Ricketts and Rudd (2005). The educational intervention spanned 8 sessions, each lasted 90 minutes, using the Sider software that offers and supports the ChatGPT AI chatbot. Given the multi-dimensional nature of all three dependent variables and the implementation of pre-tests, Multivariate Analysis of Covariance (MANCOVA) was utilized, and the pre-test and post-test data were analyzed via SPSS version 26.

The analysis of the data using statistical measures such as mean and standard deviation showed that the mean scores of the post-test for the experimental group increased in comparison to those of the control group across all three dependent variables when compared to the pre-test. Furthermore, the results from the multivariate analysis of covariance indicated a significant difference in self-directed learning, academic engagement, and critical thinking disposition between the experimental and control groups at the post-test (p < 0.01). Thus, given the higher mean scores of the experimental group in the post-test relative to those in the control group, it can be concluded that the AI chatbot-based blended learning approach in the psychology course proved effective in increasing self-directed learning, academic engagement, and critical thinking among 11th-grade female students majoring at humanities in Zanjan.

Drawing on the findings of this research, it can be concluded that the use of AI chatbots in conjunction with the formal psychology curriculum has great potential to enhance self-directed learning, academic engagement, and critical thinking disposition. However, there is a concern that dependence on the AI chatbot could result in diminished academic engagement, with learners potentially accepting the output data without critical evaluation. Therefore, it is recommended that educators and learners utilize AI chatbots as educational complements and learning aids while considering ethical educational implications, stressing the importance of teacher supervision and instructing adolescents in self-regulation. It should also be noted that this study had limitations, including a lack of resources and prior research, restrictions on access to AI chatbots for IPs within Iran, and various hardware and software challenges in installing the AI chatbot software.

The aim of this study was to compare the effectiveness of positive treatment and the model of family empowerment based on self-compassion on treatment adherence and quality of life in female patients with type 2 diabetes. In a semi-experimental study with a control group and pre-test and post-test, 45 women with type 2 diabetes who referred to the endocrinology department of Shahid Dr. Labafinejad Hospital in Tehran from June to July 2014 were selected by random sampling. Then the subjects were randomly divided into two experimental groups through Excel office software (the first experimental group was treated with positive treatment (n=15); the second experimental group was treated with the family empowerment model based on self-compassion (n=15) and a control group (n=15) was subjected to routine hospital treatments. The data collection tool was the questionnaire of compliance with treatment and quality of life in three stages of the baseline, after the intervention and three-month follow-up.

The present study aimed to determine the effectiveness of character strengths training with a positive approach on resilience and vitality of academic students. The research method employed a semi-experimental design, featuring a pre-test-post-test and control group, with a two-month follow-up. The statistical population included eleventh-grade female students in District 1 of Yazd city in the academic year 2023-2023. The sample size of the study included 40 female students who were selected using a multi-stage cluster random sampling method and randomly assigned to two groups (20 students in each group). The research instruments included the Resilience Scale (CD-RISC) by Connor and Davison (2003) and the Academic Vitality Questionnaire (AVQ) by Dehghani-Zadeh and Hossein-Chari (2012). The control group did not receive any intervention, but the experimental group received the positive attitude character strengths intervention (eight ninety-minute sessions, one session per week). Repeated measures analysis of variance was used to analyze the data. The findings showed that in the experimental group, the difference between the pre-test and post-test and follow-up stages was significant for all five components of academic resilience and vitality (P=0.001). Apart from personal competence and trust in instincts, there was no difference between the post-test and follow-up variables in the experimental groups (P<0.05). The results showed that positive attitude character empowerment training is probably an effective treatment for improving resilience and academic vitality in students.

 Existential vacuum is among the factors underlying various dysfunctions; hence, meaning-centered therapy assists individuals in discovering the meaning of life and escaping ontological emptiness (Braz, Saate & Falsafi, 2023, p. 39). Gan et al. (2018) demonstrated that self-awareness training grounded in meaning-centered therapy increased hope for life among women with breast cancer; similarly, Aguinaldo and Guzman (2014) found that meaning therapy enhanced the sense of purpose in patients’ lives. Meaning therapy employs such techniques as paradoxical intention, dereflection, attitude modification, sensitization, evocation, and Socratic dialogue. Western meaning therapists fall into two main groups: existentialist and positive-psychology-based, both of which have been criticized for utilitarian, unrealistic, and secular conceptions of meaning (Hosseini, 2023, p. … ). In Iran, two notable approaches—Tawhidi therapy and God-centered spiritual therapy—have been criticized for lack of structured frameworks (Sharifinia, 2013, p. 200) and excessive length (Ossia, 2020). Since meaning-centered therapy is rooted in anthropology, one’s view of the human being matters: if the human is a living, God-seeking creature (ḥayy-e-muta’allih), then life and God-consciousness are intertwined, and therapy must be based on the divine nature and servanthood of the human being (Soleimani-Amiri & Mohammadi-Ahmadabadi, 2020, 140). Conversely, if the human is seen as merely confined to the body and trapped in fate, life degenerates into feeding, sleeping, and repetitive recitation (Safaie Haeri, 2022, p. 264). Given prior research and criticisms of existing meaning-therapy approaches, it appeared necessary to identify therapeutic components based on the Islamic anthropology of Ayatollah Safaie Haeri, which is culturally close to Iranian society. Moreover, during his lifetime, Ayatollah Safaie Haeri guided many clients out of meaninglessness and revitalized their lives. Accordingly, the present study aimed to develop and validate a meaning-therapy model grounded in his viewpoint.

This study was fundamental in purpose and mixed-method in nature, relying on an integration of deductive-inductive content analysis. The writings of Ayatollah Safaie Haeri were examined from a meaning-therapy perspective, and relevant components were extracted through theme analysis and systematic coding. Because of the originality of his ideas, an inductive approach was also employed to identify new categories. The preliminary set of components was reviewed and refined with feedback from experts in psychology and Islamic studies, leading to the development of a structured meaning-therapy package. The population included all written works of Ayatollah Safaie Haeri. The sample—selected purposively—included seven of his major books (Growth, Responsibility and Construction; Man in Two Chapters; Movement; Path; Letters of Maturity; and Factors of Growth, Stagnation, and Decline) plus Hidden Thoughts, a book that offers a systemic overview of his writings. Validation of the package was carried out in two stages: In the first stage, Cohen’s kappa was 0.78, indicating good agreement. In the second stage, Content Validity Ratio (CVR) was calculated based on evaluations by eleven experts in psychology and Islamic sciences; all items achieved a CVR above 0.63, leading to the removal of 22 activities. The final meaning-therapy training package comprised nine 90-minute sessions, designed creatively around established meaning-centered interventions.

Eight Main Meaning-Making Themes Identified by Ayatollah Safaie Haeri

Potential (Isti‘dād)
Movement
Understanding the Composition
Awareness of One’s Situation
Suffering
Loneliness
Death
Inner Peace 

 The study identified eight components of meaning-centered therapy based on Ayatollah Safaie Haeri’s thought and examined their connections to prior research. The concepts of potential and maturity highlight the human role in shaping destiny and thus resonate with the perspectives of Mulla Sadra (Hatami, 2005, p. 190), Janbozorgi (2019, p. 48), and Sharifinia (2013, p. 239). The concept of movement aligns with Sadrian philosophy (Hatami, 2005, p. 168; Akhavat, 2015, p. 226; Janbozorgi, 2019, p. 528). The theme of awareness of one’s situation relates to responsibility as discussed by Sharifinia (2013, p. 240) and Janbozorgi et al. (2023, pp. 547–557). The affirmation of purposive creation resonates with Sharifinia (2013, p. 239). However, Safaie Haeri’s understanding of human needs (within the theme of composition) and freedom (within potential) differs from Glasser’s notion of needs (2019, pp. 50–65) and Fromm’s concept of freedom (2006, p. 11), and his concept of growth is distinct from Rogers’ idea of growth and self-actualization (Zarshenas, 2008, p. 100). Since life does not end with death, it is rational to regulate all worldly affairs in light of the afterlife; such self-regulation orients life toward resurrection (ma‘ād). By contrast, in positive-psychology models such as Seligman’s (Abdolkarimi-Natanzai, Shahandeh & Tavakkolipour, 2021, p. 89), because death is seen as the end of life, people strive for maximum productivity and happiness. Therefore, the meaning-therapy package based on Ayatollah Safaie Haeri’s view, aside from its ideological aspect, offers a practical method for prevention, therapy, and personal growth.

This research was conducted with the aim of developing and validating the educational package of brain- compatible learning based on Cain's theory and its effectiveness on the academic engagement of elementary school girls. The statistical sample in order to validate the training package produced included 15 experts who have expertise in the subject of brain-compatible learning, who were selected in a purposeful way. The statistical sample in the quantitative section was 40 elementary school students in Tehran's 2nd district, who were selected by multi-stage sampling method. The research tool included the academic engagement questionnaire (Reeve, 2013). This questionnaire was taken from two experimental and control groups before and after the implementation of the educational package as a pre-test, post-test and follow-up after 3 months. Statistical analysis in the quantitative section was performed using covariance analysis in SPSS25 software. The results in the qualitative part showed that the brain-compatible learning package based on Caine's theory has a good validity. In quantitative part, the results of the multivariate covariance analysis test showed that the average academic engagement of the group receiving brain-compatible learning training based on Caine's theory was higher than the students in the control group (sig = 0.001). The effect of this educational intervention was stable after three months. Therefore, the educational package of brain -compatible learning based on Cain's theory was effective on the academic engagement's elementary girl students and can be an effective and practical tool in order to create meaningful learning and academic performance of female students.

The purpose of this research was to identify strategies to improve the security and protection of national exams and provide an optimal security model to protect these exams.

The study was conducted using a mixed approach (qualitative + quantitative). In the qualitative section, 34 articles were selected using content analysis. Also, the components were extracted from the analysis of   interviews with 25 experts using Collaizi's method. In the quantitative section, exploratory and confirmatory factor analysis was conducted on 492 participants based on questions derived from the proposed model

The results showed that the protection and security model of the national exams includes nine factors: 1. Use of advanced technology during the exam 2. Administrative and management factors during the exam 3. Protection of pre-exam questions 4. Post-exam protective factors 5. Administrative and management factors before the exam6. Physical supervision and control During the exam7. Human and physical factors before the exam8.  Use of advanced technology before the exam9.  And contextual factors. These factors were confirmed by exploratory and confirmatory factor analysis.

The results show that if attention is paid to the areas and functions of each stage according to the presented model, the security of national exams can be ensured and guaranteed with high accuracy and confidence.

Attention deficit hyperactivity disorder is a developmental behavioral disorder. Usually, the child does not have the ability to pay attention and concentrate on a subject, learning is slow in him and the child has unusual and very high physical activity. This disorder is associated with lack of attention, excessive activity, impulsive behaviors, or a combination of these cases (5). According to the above, choosing a preventive intervention program in order to achieve a specific goal with minimal risk is always considered by researchers and experts (6). Therefore, the decision-making core of the decision-making program includes a wide set of complex processes, such as inference, choosing an alternative with the highest level of benefit or making social and moral decisions (7).
Distraction theory is related to cognitive processes, such as decision making. According to research on distraction theory, pressure causes mental distraction, which reduces work (10). On the other hand, among different actions, executive actions are actions that have in common the voluntary control of behaviors, thoughts, and emotions. This mastery is aimed at the goal and requires effort and the use of mental forces. Executive functions are generally defined as neurological processes that mediate problem-solving skills as well as independent and goal-oriented behaviors and are the basis of many cognitive, emotional and social skills (11).
There are various programs to reduce symptoms of hyperactivity, and today green therapy is mentioned as one of the best treatments for hyperactivity. This treatment relies heavily on the parents' support and aims to reduce symptoms by referring to parenting and making changes in the child's lifestyle. In this regard, one of the appropriate and effective psychological interventions to reduce the symptoms of attention deficit/hyperactivity disorder in children suffering from this disorder is the treatment method based on the child-parent relationship. And they have provided recognition of attention deficit/hyperactivity for fathers and mothers and teach them what communication, behavioral and emotional skills to use for children (20).
According to the above, the lack of research on the topic on the one hand and the importance of discovering a method to improve the decision-making power and executive performance of hyperactive children, it seems necessary to conduct the present research. To answer this research question, can green therapy have an effect on decision-making power and executive performance in hyperactive children

This research was a quasi-experimental type with a pre-test, post-test design with a control group, to conduct this research among hyperactive students aged 7-9 in Tehran in the academic year 1400-1401, who were diagnosed with hyperactivity using Conner's test. were selected by the available method and randomly divided into two experimental groups (15) and control (16 people) and were evaluated by the Kentab cognitive test. The parents of the experimental group were also trained. In continuation and after the pre-test, children received the intervention for 9 sessions of 60 minutes (2 sessions per week) in virtual form and sometimes in person according to the conditions of Corona, and after the completion of the intervention, each dog was evaluated by the test again. They got a fever. To analyze the collected data, Mankova test was used using spss22 software.

The results of examining the effect of the Wilks lambda test (multivariate effect) showed that the Wilks lambda is equal to 0.158 and the F value is equal to 13.74, which is significant at the confidence level of at least 95% (p<0.05), which shows the effect of The intervention is significant on at least one dependent variable (component of the decision-making test). The results of the analysis of covariance with the aim of investigating the effect of the intervention on the 7 components of the decision-making test showed that the green treatment intervention was effective on 4 components of the total 7 components of the decision-making test (p<0.05). The effect size (eta coefficient) shows the impact of the intervention on the dependent variables. The comparison of the obtained effect sizes showed that the intervention of green therapy has the greatest effect on the IST-Errors component with a coefficient of 0.63. The results showed that the intervention of green therapy improved the scores of the subjects in four components out of seven components of the decision-making test (Table 3). The results of examining the effect of the Wilks's lambda test (multivariate effect) showed that the Wilks's lambda is equal to 0.108 and the F value is equal to 7.51, which is significant at the confidence level of at least 95% (p<0.05), which shows the effect of The intervention is significant on at least one dependent variable (executive performance test component). Also, the results of the analysis of covariance with the aim of investigating the effect of the intervention on the 11 components of the executive performance test showed that the green treatment intervention was effective on 5 components out of the total of 11 components of the executive performance test (p<0.05). The effect size (eta coefficient) shows the impact of the intervention on the dependent variables. The comparison of the obtained effect sizes showed that the green treatment intervention has the greatest effect on the IED-Total errors component with a coefficient of 0.681 (Table 4). The results showed that the intervention of green therapy improved the scores of the subjects in five of the eleven components of the executive performance test (Table 5).

The results of the present study indicated a significant improvement in executive function and decision-making power in children with attention deficit/hyperactivity disorder after practicing executive functions. Kim et al showed that training of executive functions based on daily life is effective on response inhibition, self-motivation, self-organization and time management of children with attention deficit/hyperactivity disorder. Captain Eleg's cognitive rehabilitation is effective in improving children's working memory (16) The development of motor control has long been considered as a treatment for poor communication skills such as perception and cognition. Response inhibition and sustained attention is one of the most important executive functions because response inhibition is the ability to think, evaluate the situation and conduct before action (22). Executive functions are necessary for compromise and goal-oriented behavior and are guided by the frontal lobes. In particular, the prefrontal cortex is related to working memory, the ability to inhibit inappropriate actions, and cognitive and emotional control. The ability to inhibit an irrelevant response is considered one of the most important executive functions and is directly related to the goal-oriented behavior of self-discipline (23).

This qualitative research examines the role of nature metaphors in the autobiographical writings of the author in the book A Lantern High to the Seventh Heaven. The aim of this study is to identify and analyze how nature metaphors are used as a means to facilitate emotional well-being. In the modern world, individuals face numerous emotional and psychological challenges arising from social, economic, and personal pressures that impact mental health and emotional welfare. Therefore, there is a need for innovative and effective methods to manage these challenges. Nature metaphors, as symbols of beauty, tranquility, and connection to the natural world, can serve as a bridge between individuals and their emotions. The primary objective of this research is to investigate and analyze the nature metaphors in the autobiographical writings in A Lantern High to the Seventh Heaven and their effects on emotional well-being. This research seeks to answer the question of how nature metaphors can help individuals better understand and articulate their experiences. The study employs qualitative content analysis methods, with the researcher examining texts to identify patterns, themes, and meanings embedded within nature metaphors, analyzing their impact on mental health and emotional well-being. Findings indicate that utilizing nature metaphors can serve as a therapeutic method, helping individuals easily express and manage complex thoughts and feelings. It is recommended that nature metaphors be used as effective tools for improving mental health and emotional well-being in therapeutic and counseling programs.

Flow experience, characterized by deep immersion and complete engagement in a task, is highly recognized for its positive psychological impacts. The present study investigated the relationship between the flow experience with spiritual intelligence and cognitive style with the mediating role of cognitive control and goal orientation.

This 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 Jackson and Marshall flow experience questionnaires (1996), Gebriz et al cognitive control questionnaire (2018), Elliott and McGregor's goal orientation (2001), Khodayari Fard et al spiritual intelligence questionnaire (2017), Kolb's cognitive style questionnaire(1985). Structural equation analysis was used to analyze the data.

The finding showed the optimal fit of the research model. Data analysis showed that spiritual intelligence, cognitive style have a direct effect on the flow experience (P<0.01). Spiritual intelligence and cognitive style have an indirect effect on the flow experience through cognitive control and goal orientation (P<0.01).

These results show that cognitive control and goal orientation can explain the flow experience due to the role of spiritual intelligence and cognitive style.

The aim of this research is to analyze and Normalize technical skills indicators of junior high school teachers. The present research is applicable in terms of purpose, and descriptive-contextualization in terms of method. The statistical population of the research includes all junior high school teachers in the four districts of Karaj in 2021, from which a sample of 329 teachers was selected. The sampling method is cluster random method. A researcher-made questionnaire was used to collect information. SPSS and AMOS software were used to analyze the data. The findings indicate that each component of the teachers' technical skills questionnaire, which includes: consulting skills, teaching and classroom management skills, evaluation skills, and information and communication technology skills, has a desirable internal consistency. Therefore, it was concluded that each of the items has the necessary power to measure the components of teachers' technical skills, and each of the components has an acceptable power to measure the more general factor, namely teachers' technical skills.

Aacademic burnout in students causes a decline in other academic performances. Therefore, the present study aimed to explaining the phenomenon of students’ academic burnout based on the role of academic procrastination and parents’ perfectionism.

This research was a descriptive from type of correlation. The research population was all male and female students in the first and second high school in Qom city in the academic years of 2021-2022, which based on the Krejcie and Morgan table 384 people of them were selected with using multi-stage cluster sampling method. The instruments of the present study were included questionnaires on academic burnout (Maslach & Jackson, 1981), academic procrastination (Solomon and Rothblum, 1984) and perfectionism (Frost et al., 1990), and the obtained data were analyzed with using Pearson correlation coefficients and multiple regression with a stepwise model in SPSS software.

The findings of the present study showed that students' academic procrastination and parents' perfectionism had a positive and significant correlation with high school students' academic burnout (P<0.001). Also, students' academic procrastination and parents' perfectionism were able to explain 12% of the changes in students' academic burnout, which the share of academic procrastination was higher than perfectionism (P<0.001).

Considering the effective role of students' academic procrastination and parents' perfectionism in explaining academic burnout in high school students, planning is essential to reduce their academic burnout by reducing students' academic procrastination and parents' perfectionism.

Academic buoyancy refers to a capacity which can cause students to overcome setbacks, challenges, and difficulties that are part of everyday academic life. One of the goals of researchers is to identifying the factors that have effects on academic buoyancy since this construct has several positive outcomes. The main goal of this research is developing a structural model for academic buoyancy base on motivational factors and mediator roles of grit, mental toughness, and control. We will examine the fitness of conceptual model through partial least squares approach (PLS). The statistical population consisted of all Shahed high school students in Tehran, Iran, and participants were 370 who were selected by multi-stage random sampling. Among the significant findings of this study, we can mention the mediator roles of mental toughness, grit, and academic control as well as the direct effects of motivational factors, grit, mental toughness and control on academic buoyancy. In sum, the revised model of the present study could explain 15% of the variance of academic buoyancy.

The aim of this study was to compare the effective of couple therapy based on acceptance and commitment with couple schema-based therapy on emotion regulation, self-compassion and marital burnout of conflicting couples in Tehran. The research method was quasi-experimental with pre-test, post-test and follow-up design with two experimental groups and one control group. The statistical population included all conflicting couples in Tehran and the sample size included 20 couples in the experimental group undergoing schema therapy training, 20 couples in the experimental group under acceptance and commitment therapy and 20 couples in the control group. Available sampling was selected in 2019-2020. Measurement tools included Difficulty in Emotion Regulation Questionnaire (Gratz & Roemer, 2004), a Questionnaire Self-compassion (Neff, 2007), and Questionnaire Marital Burnout (Pinez1996). Multivariate covariance was used to analyze the data. The results showed that both treatment approaches had a significant effect on all three variables (P<0.001). These changes remained stable in the follow-up phase. Also, there was a significant difference between the effectiveness of couple therapy based on acceptance and commitment with couple therapy based on burnout and self-compassion (P<0.001). However, there was no significant difference between the effectiveness of couple therapy based on acceptance and commitment and couple therapy based on emotion regulation.