مسعود شریفی

The Securities and Exchange Organization, as the supervisory body of Iran's capital market, regulates and supervises self-regulatory organizations, financial institutions and publishers. This organization operates through self-regulatory organizations including Tehran stock exchange, over-the-counter, commodity exchange, Energy exchange, central depository and settlement of funds and centers by providing a suitable and efficient trading system for the Exchange and settlement of trades. After the comparative study of the regulatory system in the capital market structure of the selected countries, this research intends to root out operational inefficiencies in the communication structure of the Iranian capital market supervisor and self-regulatory organizations through interviews with scientific and executive experts in this field. And while analyzing the existing situation in the current structure of the capital market, using the qualitative content analysis method to provide an operational framework to determine the boundaries of the decisions, powers and actions of the capital market elements in terms of policy, supervision and implementation, in order to detect and eliminate the gaps, Possible overlaps and clashes, especially in regulatory matters, have also been prevented, and while the communication between the elements, the independence of each is also maintained at an optimal level.

The present correlational study examined the mediating effect of mental toughness on the relationship between strength-based parenting and psychological resilience among male and female university students. The statistical population of this research included undergraduate students of Mazandaran University in the 2021 - 22 academic year. The statistical sample also included 313 students who were selected by available sampling method and responded to the Strength-based Parenting Scale (Jach, Sun, Loton, Chin & Waters, 2018), the Mental Toughness Questionnaire-Revised (McGeown, St Clair-Thompson & Clough, 2016). Structural equation modeling was used to assess the proposed model among male and female students. Results indicated that for students, the partially mediated model of mental toughness on the relationship between strength-based parenting and psychological resilience showed a good fit. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 21% of the variance for psychological resilience. In sum, consistent with the bio-ecological human development model, the explanative role and power of the strength-based parenting context in increasing adolescents’ psychological capital is reiterated in the present research.

Mortality caused by the epidemic of the Covid-19 virus disease and facing one of the certain facts of existence, i.e. death, increased the prevalence of existential depression. The aim of the present study was to determine the effectiveness of existential psychotherapy on existential loneliness and attitude towards death in clients with existential depression.

The current research was in the applied research group in terms of its purpose and in terms of methodology, it was a semi-experimental type of pre-test - post-test - 3-month follow-up with a control group. The statistical population included all women and men with existential depression who had referred to counseling centers and psychological services in Isfahan city in the first 6 months of 2022. 24 references (13 women and 11 men) were selected by purposeful sampling and randomly assigned to two experimental (12 people) and control (12 people) groups. May and Yalom's (1989) existential psychotherapy protocol was performed only for the experimental group during 10 weekly sessions of 120 minutes, and the control group was placed on the waiting list and received free psychological counseling sessions after the end of the research. Subjects were evaluated in 3 stages (pre-test, post-test and 3-month follow-up) with the existential loneliness questionnaire by Myers, Kho and Swatberg (2002) and the revised version of the death attitude profile questionnaire by Wong, Picker and Geisser (1994). Data analysis was done with repeated measures analysis of variance using SPSS-28 software.

Learning disorders are one of the considerable topics in educational psychology. Children with learning disabilities experience more emotional problems than their peers. Hence, there will be more challenges for the parents of these children, which can add to the complexity of the parenting experience. Therefore, this study aimed to identify the main elements in the lived experience of mothers of children with learning disabilities of the emotional and behavioral problems of their children.

In this research, the phenomenological research method was used to investigate the lived experience of mothers of children with learning disabilities to cope with their children's emotional-behavioral problems. Therefore, among the clients of learning disability treatment centers in Tehran, to the point of saturation, 14 mothers of children with learning disabilities participated in in-depth and semi-structured interviews; After recording and transcribing the interviews, the data was analyzed by the Colaizzi method.

In the analysis of descriptive codes of interviews, 137 primary concepts were extracted. Combining similar concepts created 31 sub-concepts and 7 main concepts. The 7 main concepts are; Social Communication Impairment, Marital Relationship Impairment, Challenging Parenting, Inefficient Education System, Decrease in psychologically rich life, Experience of Negative Emotions, and Physical-Psychological Problems.

The concepts found in the study showed that mothers of children with learning disabilities face many difficulties due to their children's academic and emotional-behavioral problems that lead to the experience of feelings of burnout in parenting and require social and clinical attention.

Learning disorders are the most important issues in educational psychology and require early intervention to prevent their destructive effects. Children with learning disorders are more likely to have emotional problems than their peers. The present study was conducted to provide a qualitative model of emotional problems in children with learning disorders. To achieve this goal, 18 parents of children with learning disorders and 10 specialists in the field of treatment of learning disabilities participated in semi-structured interviews and the interviews were analyzed by thematic analysis. Based on the concepts extracted from the text of the interviews, 71 centralized codes and 15 basic categories were placed under 2 underlying themes (internal and external sources of vulnerability). It seems that since the emotional problems of children with learning disabilities play a major role in their quality of life and education, interventions for these children require comprehensive attention to the context in which they are immediately involved.

The purpose of this study was to examine the effectiveness of the collaborative interpersonal conflicts resolution skills training program on social goal setting, conflict resolution style and adjustment among girls of middle school.

In this Quesi-experimental research with pretest-posttest nonequivalent-group design and follow up stage, 50 female students 17-year-old at Roudbar of Quilan governmental middle schools, in the experimental group and control group, before and after the training, responded to the Social Achievement Goals (Ryan and Shim, 2008), the Thomas-Kilmann Conflict Instrument (Thomas-Kilmann, 1974) and Adjustment inventory for School Students (Sinha & Singh, 1993). The experimental group received 7 collaborative interpersonal conflicts resolution skills training sessions (1 hour a session).

The results of multivariate covariance analysis, in the short term and long term, indicated that interpersonal skills training program was effective in increasing social development goal, adaptive conflict resolution styles and different dimentions of adjustment. The results also showed that it was effective in decreasing non-adaptive social goal settings (including social demonstration-approach goal and social demonstration-avoid goal) and non-adaptive conflict resolution styles (including forcing, avoiding and accommodation).

Generally, the results show that following steps are recommended for collaborative conflict management such as find appropriate time and place to discuss the conflict, understand the other’s views with a non-judgmental attitude and be sensitive to each other’s needs and perceptions, develop goals which are basically compatible and work towards a win-win outcome.

Curriculum counseling is a new concept that emphasizes the improvement of learners' learning process and the achievement of the goals of curriculum. The level of application and performance of this concept depends on the degree of its acceptance by the curriculum experts. The purpose of this study was to investigate the standpoints of experts regarding the concept of curriculum counseling. For this purpose, the qualitative research approach and interview method were used. The research participants were 15 people who were selected through snow-ball method. Semi-structured interviews and document study were employed to gather the data which were analyzed through content analysis of interview. According to the research findings, the positions of experts are divided into three groups of proponents, conditional proponents, and opponents. The curriculum counseling as one of the neglected areas, the improvement of the learners' learning, and the coordination of the activities of school principals were proponents' reasons. However, conditional proponents emphasized on the precise clarification of the problem, explaining the distinction between curriculum counseling and academic counseling, and curriculum counseling as an interdisciplinary field. The lack of practical necessity and ownership of curriculum counseling activities in the area of ​​academic counseling are the reasons for opponents.

This study aimed to investigate the mediating role of causal attributions on the relationship between perfectionism and academic well-being among male and female gifted adolescents. The research method was discriptive-correlational and the statistical population included 352 gifted students (152 male and 200 female) was selected by a convenience sampling method and responded to the Multidimensional Perfectionism Cognitions Inventory (Kabori, 2006), the Attributional Style Questionnaire (Peterson, Semel, von Beayer, Abramson, Metalsky & Seligman, 1982), the School Engagement Inventory (Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009). Multi-group structural equation modeling was used to assess causal attributions on the relationship between positive and negative perfectionism and academic well-being among male and female gifted student. Results indicated that for total sampel and for male and female gifted students, the partially mediated model of positive and negative causal attributions on the relationship between positive and negative perfectionism and academic well-being fitted well with the data. The results of the group specificity of structural relations showed that the relationship between perfectionism, causal attributins and academic well-being were equivalent for both groups. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model’ predictors accounted for 41% and 32% of the variance in academic engagement and academic burnout, respectively. According to the findings, the positive and negative perfectionism.

Utilizing scientometric techniques to acquire an in-depth understanding of research on knowledge workers is a novel approach that can provide a comprehensive understanding of a wide range of published articles and research for researchers. The aim of this study was to analyze and map international scientific outputs in the realm of knowledge workers.

This applied research was performed using scientometric method through co-authorship and co-word analysis. This study examined 1976 articles on knowledge workers, indexed in the Web of Science from 1929 to 2021. These articles were analyzed using descriptive statistics methods in VOSviewer, PreMap, and BibExcel software.

There has been an upward trend in publishing articles on knowledge workers in the last ten years. According to the maps derived from the analysis of the studied documents, business economics, occupational health of the public environment and computer science were the most commonly used subjects in researching knowledge workers internationally. This study showed that the scientific map of knowledge workers consisted of 7 thematic clusters. The clusters were occupational characteristics of knowledge workers, contextual factors of the work environment, occupational maintenance factors, characteristics of communication between employees, health, motivational factors, knowledge management and general aspects of knowledge work, respectively.

Drawing co-word mapping in different studied periods indicated changes and constants in concepts and terms related to the field of knowledge workers. The paradigm was examined to identify the evolution of keywords, changed from focusing on the main factors of the difference between knowledge workers and other workers to psychological factors related to workers and motivational factors for retaining these workers.

Individualized curriculum is an essential and important dimension in guiding learning experiences and achieving successful educational results. The aim of this research was to investigate the role of supportive actors in the individualized curriculum of those admitted to the fields of medicine, dentistry and pharmacy.

This research was performed with a qualitative method of phenomenological type. The participants of this research were those admitted to the daily courses of medicine, dentistry and pharmacy of Universities of Medical Sciences in Tehran and were selected by purposive sampling. Sampling continued until theoretical saturation was reached, eventually reaching 19 people. Data were collected using in-depth interviews and were analyzed  by MaxQDA qualitative through seven-step Colaizzi pattern.

In this research, the role of supportive actors in the individualized curriculum of those admitted to the fields of medicine, dentistry and pharmacy was investigated. The results of the research were classified into Three main concepts: family support (including sub-concepts of family scientific support, family psychological support), Support of school educational officials (including sub-concepts of scientific support of school educational officials, psychological support of school educational officials). And university professors' support (including sub-concepts of university professors' scientific support, university professors' psychological support).

The results of this research showed that supportive actors had an important role in the  individualized curriculum of the research participants and as a result, their academic success; Scientific and psychological support of family, school educational officials, and then university professors can influence the results of educational evaluations.

This study examined the mediating effect of interpersonal teacher behavior on the relationship between character strengths and teachers' self-efficacy beliefs for students' moral education. In a sample consisting of 200 teachers (100 male 100 female), the Short Measure of Character Strength, the Questionnaire on Teacher Interaction and Teacher Efficacy for Moral Education Scale were administered. Results showed that the partially mediated model of interpersonal teacher behavior on the relationship between character strengths and teachers' self-efficacy beliefs for students' moral education had acceptable fit to data. In these hypothesized model, character strengths and interpersonal teacher behavior accounted for 25% of the variance in self-efficacy beliefs for students' moral education. These finding show that the part of available variance in teachers’ self-efficacy beliefs for students’ moral education in the context of prediction the teachers' beliefs by character strengths, accounted for interpersonal teacher behavior.

the individualized curriculum is an important dimension in guiding learning experiences and achieving successful results in educational evaluations. The present study was conducted with the aim of identifying the principles of this program; for this purpose, the learning experiences of graduates who have experienced the university entrance examination (national entrance examination) were examined.            

in this study, qualitative method of phenomenological type was used.The participants in this study were high school graduates who participated in the 1397 university entrance exam; and were selected by purposive sampling. Sampling continued until the saturation stage reached, eventually reaching 18 individuals. Data were collected using in-depth interviews. Data analysis was performed using MaxQDA qualitative data analysis software and based on the 7-step Colaizzi method.

from the findings of this study, individualized curriculum principles were extracted. These principles were categorized into three main conceptual codes: cognitive resources, psychological resources, and supportive resources, and 16 sub-conceptual codes.

Based on the findings, what can be understood from the learning experience of students who have participated in the national entrance examination is that cognitive resources, psychological resources and support resources as the Individualized Curriculum Principles affect the results of the national entrance examination.

A sense of school belonging is an important psychological trait that affects on other components of schooling. The aim of this study was to investigate the effectiveness of group gestalt therapy on the sense of school belonging in tenth grade students in District 4 of Tehran. The present study was a quasi-experimental study with pre-test and post-test design with control group and follow-up test. The statistical population included 10th grade male students in Tehran's 4th district in 2018-19. The final subjects(n=17) were randomly assigned to experimental (n = 9) and control (n = 8) groups. The experimental group underwent 8 sessins of group gestalt therapy and the control group did not receive any intervention. Then, after the test and also after 3 months, follow-up test was received from both groups and the results were compared with each other. The results of analysis of covariance showed that in general, the sense of scjool belonging in the experimental group is more than the control group (P = 0.001 and F = 19.08). Also, the effectiveness of the intervention was stable after 3 months (P = 0.001 and F = 46.72). Based on the findings of the present study, it can be concluded that group gestalt therapy is effective in increasing the sense of school belonging of tenth grade male students and this effect has a significant stability; Therefore, this intervention method can be used to improve the sense of school belonging in tenth grade students.

The purpose of this study is to examine the role of mediators including rumination, empathy and forgiveness in the relationship between social goals and school adjustment. The research sample consisted of 404 first-year high school boys who were selected by multi-stage cluster sampling and answered to social achievement goals (Ryan & Shim, 2008), Rumination about an Interpersonal Offense (Wade, Vogel & Goldman,2008),Empathy(Bar-Ann,1997), Trait Forgivingness (Berry, Worthington, O'Connor, Parrott &Wade,2005) and Adjustment Inventory For High School (Sinha and Singh, 1993). In this study, descriptive method and correlational research design of path analysis type were used. The results showed that the assumed pattern of Intermediate rumination, empathy and forgiveness related to social achievement goals, including social development, social demonstration approach, and social demonstration avoid to emotional, social, educational adjustment has good fitness. In addition, all correlational pathways (except for Social development and emotional adjustment, social demonstration approach and academic adjustment, social demonstration avoid and socio-academic adjustment) were statistically significant. The results of the present study show that the goals of social progress through predicting the increase of empathy and forgiveness and reduction of rumination have an important role in the occurrence of emotional, social and educational adjustment of students.

SARS-COV 19 is a new coronavirus that was reported first time in 30 December 2019 in Wuhan, China. The first case of coronary heart disease in Iran was reported with a definitive test on February 18 in Qom province and the first case in Yazd province on 24 February. The World Health Organization (WHO) declared a Covid infection on March 11 a pandemic. The aim of this study was to investigate the seroepidemiology of COVID 19 in Yazd province.

The present study was a cross-sectional population-based study of seroepidemiological type that was conducted to investigate the serological prevalence of Covid-19 in the period of 3 to 20 May 2020 in Yazd Province. Sampling was clustered and it was without age and sex restrictions. Information was collected including demographic information, adherence to health protocols, and history of clinical symptoms of COVID 19. "Pishtaz ELISA Kit" was used to evaluate the IgG and IgM antibody titers against Covid 19. Chi-square, analysis of variance and T tests were used via SPSS.version.16 software

Mean age of the participants was 34.3± 17.5. Among the study participants, 507 (54.5%) were women. The serological prevalence of definite cases was 14.91% (95% CI: 12.91-16.91%) and suspicious cases were 2.85% (95% CI:1.85-3.85%). Ardakan City with 32% had the highest and Taft, Mehriz, Khatam with 7% had the lowest prevalence of COVID 19 (P <0.05).

By June 2020, nearly 18% of the population of the province was definitively or suspiciously infected with COVID 19. Unfortunately, up to 25% of the population does not follow the early prevention protocols of COVID 19.

The purpose of the present study was to determine the relationship between circadian cycles and working memory of students.

The research was done using the correlation method. The statistical population consisted of the female students of the 11th grade in the central part of the Khodabandeh county,  from whom, 40 students were selected from two classes by random cluster sampling . They were tested for two weeks in two turns in the morning (at 8, 9.30, 11) and in the afternoon (at 13, 14.30, 16.15). The Horn and Stoberg (1976) questionnaire was used to assess the chronotype, and tests of equivalent forms of verbal memory assessment was used to measure the working memory. The mixed analysis of variance was used to analyze the data.

there was a significant difference between the efficiency of students' working memory at different hours of the day (f =2/82, p = 0/017) as well as the different days of the week (f =16/8, p < 0/0005). Differences in the efficiency of working memory were not significant among the chronotypes of morning, afternoon, and evening (f =0/301, p = 0/742). The efficiency of students' working memory was different according to the cronotype in different hours of the day (f =3/06, p = 0/001).

It is essential to pay attention to the circadian and weekly cycles in student education.

the purpose of this study was to investigate the effect of emotional and social adjustment on students' high-risk online behaviors. The research method was descriptive-correlational. The statistical population was the first high school students of Isfahan city in the academic year of 1398-99. 222 students were selected randomly as the sample group using Cochran formula. They responded to the Student Adjustment Questionnaire (Sinha & Sing, 1993) and The Problematic and Risky Internet Use Screening Scale (PRIUSS) (Jelenchick et al, 2014). The collected data were analyzed using regression analysis. The results showed that adaptation dimensions had a positive and significant role on online high risk behaviors (r = 0.368), (p <0.01). The results of regression analysis showed that 13.6% of the changes in online high risk behaviors can be predicted by emotional adjustment. Therefore the emotional adjustment alone was able to predict online high risk behaviors (p <0.01) and (t= 5.83). The ability of adaptation to predict online high-risk behaviors suggests that it can be a prerequisite for students' vulnerability to online high-risk behaviors. In other words, by reinforcing it in schools, it can reduce the harm associated with students' online behaviors.

Social life is one of the most critical factors of the evolution of the behavior of non-human primates and humans. Several factors, such as an increase in brain size, adaptive modules, and grooming, are related to the complexities of social groups. Although some scientists have mentioned foraging as a rival hypothesis for the evolution of behavior, in this research, we tried to investigate the role of social life. Factors like an increase in brain size, cheat-detection module, the theory of mind, and group size in the evolution of human behavior and the end, the function of the group, and mechanisms of group integration are discussed.

Attention Deficit Hyperactivity Disorder (ADHD) is known to be the most common childhood disorder. On the other hand, neurofeedback has been well received as a non-invasive treatment. The aim of this study is meta-analysis of researches conducted to investigate the effect of neurofeedback in reducing attention deficiency disorder with a focus on Iranian researches. Research method was meta-analysis, so all research reports have been found and gathered using domestic databases. The sample consisted of ten studies done from 2016 to first half of 2019 all around the country (Iran) including 1118 subjects. Results of these 31 studies have been meta-analyzed for model of fixed effects using effect size of standardized mean difference or d Kuhn (1988; Hooman, 2008). All statistical operations were performed using 2nd edition of Comprehensive meta-analysis software (CMA). Results showed that mean of overall effect size of reviewed studies is 0.574 for fixed effects model and 1.214 for random effects that both are significant in p=0.0001 level. Non pharmacological treatments in sessions and lower ages can improve and reduce symptoms of attention deficiency and hyperactivity disorder.

 Attention deficiency and hyperactivity disorder is the most common disorder in childhood period. This study was carried out with the aim of comparing two types of treatment in different types of visual attention.

It was a quasi-experimental study with pre-test and post-test and control group. Fifty elementary school male students were selected as sample from students referred to psychiatric clinics in Karaj city. The sample that was selected using convenient sampling method was grouped randomly into three same groups including two experimental and one control group. Pre-test was done on all three groups using IVA test. One of the experimental groups was rehabilitated for 14 sessions using researcher-made tool. Another experimental group was treated for 18 sessions using neurofeedback method with Beta protocol. Control group did not receive any interventions. Afterwards, a post-test was done on all three groups using IVA test.

Results were analyzed using SPSS 19 software and MANCOVA analysis method. Results of multivariable co-variance analysis method showed cognitive rehabilitation method is more efficient than neurofeedback method in improving different types of visual attention in elementary school male students with ADHD.

Rehabilitation method used for improving different types of visual attention in elementary school male students with ADHD is more efficient compared with neurofeedback method.

Children live socially from birth to adulthood, and learning is an integral part of their living. They won’t achieve the knowledge and skills for life without learning. However, childhood period is not lasting enough for learning all of the massive amounts of information and skills required for living in this world as adults and children aren’t able to acquire the whole of knowledge and skills through their first-hand experience. So, children need to learn from other’s testimony, especially from adults. But the problem is that all people around the children don’t have enough knowledge and they may provide false information, or it is possible that they want to deceive children with intentionally wrong information. Therefore, children could not trust everybody impatiently and accept all of their information without analyzing. In this article, by reviewing the earlier studies, we explain that children in all of their interactions with others trust selectively. Then, fourteen effective factors on children’s selective trust have been explained. Finally, in General Discussion, it is explained that children’s trust is not fixed and it updates all the moments by getting new information about different informants.

Human cognitive activities are affected by the time of doing homework, biologic rhythms and interaction among them.

this research accomplished to specify the fluctuation patterns of daily and weekly cycles of the students attention. The research method was correlation. The statistical population of this study were 45 female students in 11th grade from a high school in humanities branch from khodabandeh city in 2017- 2018 academic year, that have been selected through randomized cluster sampling method at two works in a rotational shiftwork at two times on mornings (8, 9/30, and 11 a. m) and afternoons( 13, 14/30 and 16/15 p. m). Horn and Ostberg questionnaire was used for evaluation of the chronotype of students and for the attention assessment the parallel forms of the d2 test administered. The mixed analysis of variance was used to analyze data.

there was a significant difference between efficiency of students' attention at different times of day and also difference in efficiency of students' attention in the morning, midday and evening chronotypes. Efficiency of students' attention was different in chronotypes at different hours of the day.

regarding the differences of efficiency of students' attention in circadian and weekly rhythms and also individual differences, it is necessary to consider them in teaching and learning process in educational environments.