نادیه ارجمندی

The present study was conducted to determine the effectiveness of Cognitive Behavioral Therapy (CBT) with an Islamic approach on dysfunctional attitudes and coping styles of students. The research was quasi-experimental with pre-test and post-test design and included an experimental group and a control group with a follow-up period (4 months). The statistical population included all second-year male high school students (5936) in Khoy city in the academic year 1402-1403. The statistical sample included 40 students selected by multi-stage cluster random sampling and divided into two experimental and control groups (20 people in each group). The data collection instruments were Weissman and Beck’s Dysfunctional Attitudes Scale (1978) and the Coping Strategies Questionnaire of Lazarus and Folkman (1988). The intervention program of cognitive-behavioral therapy (CBT) with an Islamic approach was taught to the experimental group for 10 sessions of 90 minutes each. The data were analyzed using repeated measures analysis of variance. The results showed that cognitive-behavioral therapy (CBT) with an Islamic approach was effective on the components of dysfunctional attitudes and components of coping styles (P<0.01). The effectiveness was also maintained at the 4-month follow-up. The results of this study confirm the usefulness and impact of cognitive-behavioral therapy (CBT) with an Islamic approach on students' dysfunctional attitudes and coping styles.

The present study was conducted with the aim of investigating the effectiveness of problem solving skills training on cognitive emotion regulation strategies and Happiness students. The method of the present study was semi-experimental with pre-test, post-test, and control groups with 3-month follow-up periods. The statistical population consisted of all boys' secondary high school students in the academic year of 2022-2023 in the city of Khoy. The sample consisted of 40 students who were selected by multi-stage random sampling and randomly assigned to two experimental and control groups. The data collection tool was the quality of emotion regulation questionnaire (Gross and John, 2003) and Oxford happiness questionnaire (Argyle & Lu, 1989), which all subjects completed in the pre - test phase. Intervention problem solving skills training D'zurilla and coldfried (1971) was conducted for the experimental group during 10 sessions of 90 minutes, and finally, post-test and follow-up were taken from the two experimental and control groups. Data were analyzed using repeated measures variance. The results showed that problem solving skills training had a significant effect on cognitive emotion regulation strategies and Happiness students (P< 0.01). It is suggested that this program be used by custodians of education and educational institutions to design preventive educational programs and improve educational achievements.

This study aimed to investigate role of cognitive emotion regulation strategies with psychological hardiness and happiness of students.
 The method of the present study is one of the descriptivel and correlational studies. The statistical population consisted of all girs' secondary high school students of Esfahan city in the academic year of 2022-2023(38697 student). The sample included 381 students They were selected to participate in this research by multi-stage cluster sampling method using Cochran Formula. The data collection tool was the emotion regulation questionnaire (Gross, John, 2002), hardiness questionnaire (Kobasa, 1979) and Oxford happiness questionnaire (Argyle & Lu, 1989) were used. Data analysis was performed analysis of Pearson correlation coefficient and stepwise regression  in software SPSS-23.
The results showed that there is a positive and significant correlation between the cognitive regulation of emotion (reevaluation, suppression) with the components of psychological toughness and the components of happiness in students' life. In addition, the results of stepwise regression showed that the components of cognitive regulation of emotion, with (β = 0.614, p < 0.01) 39% of psychological toughness and (β = 0.424, p < 0.01) 30% positively predicts biological happiness.
In sum, the results of this study confirm it can be concluded that when the cognitive emotion regulation strategies can be suitable solutions to increase psychological hardiness and happiness in students.