مقالات رزومه دکتر سید موسی طباطبایی

Cannabis is the most widely used drug in the world. The present study aimed to analyze the discriminant of cannabis use intensity based on attachment style, anger rumination, perceived social support, and life satisfaction.
The present study was descriptive and causal-comparative. The statistical population of the research included all cannabis users in the city of Arak. 90 people were selected by snowball sampling method. The data were collected from the Alcohol, Smoking, and Substance Involvement Screening Test (Hominiuk et al., 2008), the Adult Attachment Inventory (Bashart, 2011), the Anger Rumination Scale (Sukhodolsky et al., 2001), the Multidimensional Scale of Perceived Social Support (Zimet et al., 1988) and Satisfaction With Life Scale (Diener et al., 1985). Data analysis was done using the discriminant analysis method and SPSS-26 software.
The results of the discriminant analysis showed that all three dimensions of the attachment style variable, the total score of anger rumination variable, family and friends components of the perceived social support variable, as well as the total score of this scale and the variable of life satisfaction, showed significant differences between the studied groups.
Considering the ability to differentiate research variables, they can be used to differentiate the intensity of cannabis use into three groups: lower risk, medium risk, and high risk.

The aim of the present study was to investigate the components of assertiveness in elementary school social studies textbooks. The statistical population comprised all the social studies textbooks of the elementary school, in which all the sentences, pictures and worksheets were analyzed. We used a researcher-made checklist based on content analysis to collect the data. The Shannon Entropy and TOPSIS methods were used to analyze the data.The results showed that the highest coefficient of importance was related to the sub-component of "ability to say no" and the lowest coefficient of importance was related to the sub-component of "criticism and evaluation". According to the score obtained through TOPSIS the 6th grade textbook ranked 1st and the 4th grade textbook ranked last. Therefore, there is no balance in the content of elementary social studies textbooks.

This research aimed to investigate the effectiveness of attribution retraining intervention on dysfunctional attitudes and coping skills in individuals undergoing methadone maintenance treatment.

The current research was semi-experimental with a pretest-posttest design with a control group. The statistical population included all substance-dependent patients undergoing methadone treatment referring to addiction treatment centers in the city of Semnan in 2018. Among them, 34 people were selected by the convenience sampling method and were randomly assigned to two experimental (n = 17) and control (n = 17) groups. Participants of both groups completed the dysfunctional attitude scale and the coping skills questionnaire in the pretest and posttest. Attribution retraining intervention was implemented in seven 120-minute sessions with the frequency of one session per week on the experimental group. Data were analyzed by multivariate analysis of covariance.

The findings revealed that there was a significant difference between the two groups, and attribution retraining intervention improved dysfunctional attitudes and emotion-oriented coping in the experimental group.

According to the obtained results, experts in the field of addiction can emphasize the improvement of dysfunctional attitudes and emotion-oriented coping using attribution retraining intervention.

The concept of empathy has a special place in social psychology, neuroscience, clinical psychology and health professions (1). Contemporary theorists consider empathy as a multidimensional concept that consists of emotional, cognitive and behavioral aspects (3). Having creativity and the ability to solve problems seems to be able to facilitate the process of empathy (9). The ability to solve problems in the real world is a vital part of people's lives. A problem is a situation that people intend to reach from the initial situation to the target situation without having a specific solution (12). It seems that understanding the situation of others and sharing feelings with them can also be a form of a problem, and problem solving capacity can be effective in the process of empathy (16). Studies have shown that problem-solving skills are related to cognitive empathy (17). On the other hand, research results show that people who have a higher working memory updating ability spend a much shorter time solving problems than people who have a weaker working memory updating ability. One way in which working memory aids problem solving is by helping the problem solver resist distraction and limit his search in the problem space (21). On the contrary, there is evidence that shows that excessive concentration and having a higher working memory capacity can harm problem-solving performance (22). The relationship between empathy and working memory is one of the discussed topics in cognitive and social sciences. Working memory is hypothesized to predict empathy (23-24). However, the number of studies that depict the relationship between working memory and empathy is small, and despite the fact that working memory seems to be an important function in information processing, it plays a major role in many other cognitive functions, including problem solving, so It is possible that it has a mediating role in the relationship between problem solving and empathy, so far no research has been done on this issue, and the various effects that working memory can have on problem solving also adds to the complexity of this issue. Therefore, in the present study, the aim was to investigate the mediating role of working memory in the relationship between problem solving and empathy.

In terms of the method of data collection, this research is considered a descriptive (non-experimental) research, and in terms of methodology, it is included in the category of correlational research, and it is of the structural equations type. The statistical population of the current study was all students studying in Zahedan city in the academic year of 1400-1401. Among all students, a sample of 500 people was selected by cluster sampling method. In order to collect data, problem solving questionnaire (PSI), empathy questionnaire and working memory questionnaire (WMQ) were used.

The results showed that there is a negative relationship between problem solving and empathy variable, but the direction of the relationship between problem solving and working memory variable is positive. Examining the correlation coefficients shows that the intensity of correlation between problem solving and empathy is equal to -0.143 and the intensity of correlation between problem solving and working memory is equal to 0.465 (p<0.01). The fit indices were in the desired range. The direct path of problem solving to working memory (0.411) is positive and significant. And the direct path of working memory to cognitive emotional empathy (0.011) is not significant. The direct path of problem solving to cognitive emotional empathy (-0.372) is negative and significant. Also, the mediating effect of problem solving on cognitive emotional empathy through working memory is not significant. In the mediation model, the squared multiple correlation for working memory variable is (0.169) and for cognitive emotional empathy (0.135).

The findings showed that problem solving is related to working memory. This finding is consistent with previous research (20-21). In connection with the explanation of this finding, it can be said that in solving the problem, expert solvers tend to use weak methods in combined forms (31). here it is necessary to use working memory. Working memory includes a central executive that controls and coordinates the performance of two subsystems (phonological cycle and visuospatial storage). The central executive drives the entire system and allocates resources to subsystems. It is also related to cognitive tasks such as mental calculation and problem solving. Visual spatial design or the inner eye stores and processes information in a visual or spatial form. Based on this, problem solving is related to working memory. However, this hypothesis that problem solving has an indirect relationship with empathy through working memory was not confirmed in the present study. In explaining this finding, it can be said that, as previous studies have shown, high working memory can have different effects on problem solving. Working memory does not always positively predict the adaptive dimensions of problem solving, and sometimes working memory can be considered an obstacle to achieve insight. Due to the complexity of cognitive processes, increasing the power of problem solving sometimes leads to ignoring emotions, and leads to a decrease Therefore, problem solving and empathy cannot be related through working memory.

irratability and inability to self-inhibit anger are among the diagnostic criteria of disruptive mood dysregulation disorder. The purpose of this study was to investigate the effectiveness of cognitive behavioral therapy based on mindfulness on irritability and self-inhibition of female students with disruptive mood dysregulation disorder. was semi-experimental, pretest-posttest with a control group. The statistical population of this study was all students with disruptive mood dysregulation disorders in the age range of 14-17 years in schools of Baharestan city. Among them, 35 people were selected by available sampling method based on the inclusion criteria and randomly assigned to the experimental and control groups. The research instruments for measuring irritability included the Striggerzo et al(2012). Emotional Reactivity Scale Weinberger-Schwartz Questionnaire(1990) for measuring self-restraint. The subjects in the experimental group underwent 10 sessions of 60 minutes under the intervention of mindfulness integrated cognitive behaviore Therapy whit Kelly protocol (2007), and the control group did not receive any intervention. Multivariate analysis of covariance was used to analyze the data. The results of data analysis showed that the experimental group in comparison with the control group in the rate of irritability, decreased and in self-inhibition and their components had a significant increase (P <0.05). According to the findings of the study, mindfulness-based cognitive-behavioral therapy was effective in students with disruptive mood dysregulation disorder by reducing irritability and increasing self-restraint.

Depression has always been one of the most common psychological disorders. The aim of this study was to investigate the effect of working memory training on improving depression symptoms and triple-attentional networks.

The current study includes 34 Semnan University students selected by the convenience sampling method and randomly placed in two groups. The pre-test consisting of BDI-II and computerized triple attention network test was performed on all subjects. Then, the experimental group underwent working memory training with N-Back for 5 sessions. The mentioned tests were performed as a post-test in similar conditions to the pre-test.

The analysis of covariance showed that visual working memory training with N-Back significantly diminishes depressive symptoms and the function of the triple attention network in students. The effect sizes for the variables of depressive symptoms and attention were 0.382 and 0.704, respectively.

Due to the importance of optimal processing of beliefs in improving depressive symptoms according to cognitive theory and the decisive role of cognitive function of attention in this field, visual working memory training can be said to improve the noted symptoms through changes in the triple attention network. The practical implication of the present study is the usefulness of computer cognitive interventions to improve mental disorders. Thus, it is suggested to use visual working memory in computer tasks along with other interventions to improve depression.

Current study was conducted with the aim of investigating the relationship between attentional bias and cognitive inhibition among smoker and non-smoker male teenage students.

The research design was causal-comparative and the Statistical population of this study was 62 teenage students that randomly selected from 10 high schools of Gorgan and Kordkoy. Attentional bias has been measured by spatial cueing software and cognitive inhibition through Complex Stroop software. Also, short form of Wechsler Adult Intelligence Scale test has been executed and used as a control variable.

Data analysis using ANCOVA and MANCOVA showed that smokers’ group performance in stroop and behavioral tests were weaker the non-smokers group (p<0.01), smokers achieved higher scores in spatial cueing task (p<0.01).

The results showed cognitive inhibition ability was lower in smokers group. The findings of the present study can have implications for prevention and treatment of adolescent smoking.

Empathy is an inseparable part of social-emotional people. It plays a positive role in society, throughout people's lives, and recognizing that it forms the basis of empathy is essential. This research was conducted in order to investigate the mediating role of attention control in the relationship between problem solving and empathy. The research method of this study was descriptive-correlation. The participants of this research included 500 students of Zahedan city who were selected by cluster sampling method. In order to collect data, Hepner and Petersen's problem solving questionnaire, attention control scale, Jolliffe and Farrington's empathy questionnaire were used. Descriptive and inferential statistical methods such as Pearson correlation and structural equation modeling were used to analyzethe data using spss and Amos software. The findings showed that the direct path of problem solving to attention control (-0.458) is negative and significant. The direct path of controlling attention to cognitive emotional empathy (-0.141) is negative and significant. The direct path of problem solving to cognitive emotional empathy (-0.440) is negative and significant. Also, the mediating effect of problem solving on cognitive emotional empathy through attention control is equal to 0.072, which is positive and significant. Therefore, the research results show that it is important to pay attention to the mediating role of attention control in the relationship between problem solving and empathy, and it is necessary to pay attention to the limitations that may be caused by increasing attention control for problem solving and empathy. Theoretically, investigating the effects of increasing thesecognitive functions on empathy requires more investigation and research.

The presence of mental disorders among teenagers has always affected the mental health of society..The purpose of this research is to compare the effectiveness of cognitive behavioral therapy based on mindfulness and forgiveness therapy on increasing anger self-inhibition in teenage girls with destructive mood dysregulation disorder. Semi-experimental research method was pre-test-post-test type with control group. The statistical population of this research was all students with symptoms of mood disorder in the first and second year of high school, aged 14-17 years in Baharestan city in 2021. Among these, 54 people were randomly selected based on the available sampling method, 17 people were in the remission therapy group, 19 people were in the cognitive-behavioral group based on mindfulness, and 18 people were in the control group. The research tool included Strigerzo et al.'s emotional reactivity scale, Quinn, Dozes and Eugene Wayne's cognitive errors questionnaire and Abedi's state metacognition questionnaire. Subjects in two experimental groups were subjected to cognitive behavioral therapy intervention based on mindfulness, and the control group did not receive any intervention. Multivariate analysis of covariance and Benferoni test were used for data analysis. The results of the data analysis showed that both test groups had a significant role (P<0.05) in increasing the variable of self-inhibition and its components. And the effect of both groups was reported almost equally. According to the findings of the research, cognitive behavioral therapy based on mindfulness and forgiveness therapy can be used to increase the self-control of anger in adolescents with destructive mood dysregulation.

The current research was conducted with the aim of investigating the relationship between the objective structure of the classroom with creativity and the mediating role of basic needs. For this purpose, a descriptive-correlational research design was used. The statistical population of this research is all the male and female students of the second year of Semnan secondary school in the academic year 1401-1400, of which 220 were randomly selected. The research data were collected by Abedi's creativity questionnaires, the perceived structure of the classroom (Mighli et al.) and the basic psychological needs of LaGuardia et al. And then statistical analysis was done using structural equation modeling with SPSS and AMOS software. The results showed that the effect of mastery and functional goal orientation on basic needs is positive and significant. Also, there is a significant relationship between basic needs and creativity; But the effect of avoidance goal orientation on basic needs is not significant. Another finding of the present research indicates that the effect of three exogenous variables of mastery, performance and avoidance goal orientation on creativity is not significant. In this way, no meaningful relationship has been directly seen between goal orientation and creativity; But when the fulfillment of basic needs in the individual is strengthened by increasing the level of independence, competence and communication, creativity can be promoted in the objective structure of the classroom.

The aim of this study was to examine the Effect of Acceptance and Commitment Intervention on Perceived Social Support, Cognitive Flexibility, and Emotional exchange in mothers of children with Autism Spectrum Disorder (ASD). This study was semi-experimental with pretest-posttest design and a control group. The statistical population includes 70 mothers and a random sample of 34 mothers with autistic children aged 5 to 8 years in the Autism Rehabilitation Center of Ayat city of Shahriar selected from the total population, randomly assigned in the control group (n=17) and the experiment group (n=17). Data were collected using Multidimensional Scale of Perceived Social Support (MSPSS), Denis Cognitive Flexibility Questionnaire (CFQ), and McMaster family assessment device  (Affective exchange) (CFI). The experiment group received acceptance and aommitment therapy for 9 sessions of 90 minutes twice a week. Data were analyzed by Multivariable Analysis of Covariance (MANCOVA) using SPSS23 software. The results showed significant differences between the components of affective exchange, perception of behavior justification, perception of control-ability, perception of substitutes for human behaviors, total cognitive flexibility, family support, friends’ support, other’s support, and total perceived social support  in the experimental group were higher (P≤0.05). The findings of the current research showed that acceptance and commitment therapy can be used to boost mental health level and cognitive/social components of mothers with autism spectrum disorder.

The purpose of this study was to examine the efficacy of mindfulness practice along with music on working memory and cognitive flexibility of children with learning disorders. This applied research was an experimental study that was done in the form of pre-test and post-test with a control group. In this study, 30 primary school students with learning disorders in the Khorshid psychological center of Shahrood in the academic year of 1399-1400 were selected by simple random sampling and were randomly assigned to two experimental groups (15 subjects) and control group (15subjects). The subjects in the experimental group involved in mindfulness intervention sessions along with quiet music in 8 sessions for 2 hours and the control group did not receive any interventions. The study instruments consisted of the Working Memory Questionnaire of Hafbak and the Cognitive Flexibility Questionnaire. To analyze the obtained data, multivariate and univariate covariance analysis was used. The results demonstrated that mindfulness practice along with music have an effect on working memory and cognitive flexibility of children with learning disorders (P <0.001). Based on the findings, it can be concluded that one of the effective practices on working memory and cognitive flexibility of children with learning disorders is the use of mindfulness along with music.

The aim of this study was to evaluate the effectiveness of forgiveness therapy on Irritability and Cognitive errors of female students' with disruptive mood dysregulation disorder (DMDD).

The research method was semi-experimental with pre-test post-test and a control group. The statistical population of this study was all students with symptoms of disruptive mood dysregulation disorder in the age range of 14-17 years in schools of Baharestan city in year of 1400. 35 subjects were selected by available sampling method based on the inclusion criteria and randomly assigned to the experimental and control groups. The research instruments included Strringars Emotional Response Scale. Quinn, Dozis, Eugenwick Cognitive errors Questionnaire. The subjects of the experimental group received 15 sessions 60 minutes of forgiveness therapy while the control group did not receive any intervention. Data were analyzed by(MANCOVA) multivariate covariance analysis.

The results of data analysis showed that the experimental group compared with the control group in adolescent irritability and their irritability in terms of parents and cognitive errors and its components including mind reading, all or nothing thinking, emotional conclusion, labeling. , Mental purification, over-generalization, personalization and expressions should have a significant decrease (P <0.05).

According to the findings of the study, forgiveness therapy was effective in reducing students with disruptive mood dysregulation disorder by reducing irritability and cognitive errors.

The aim of this study was to present a structural model of perfectionism and sleep quality with a mediating role of anxiety.

Due to its nature, the method of the present study is descriptive-correlation and structural equation modeling. A total of 318 students were selected from the statistical population of students of Mashhad University of Medical Sciences in the academic year 2016-2017. The Pittsburgh (1989) Sleep Quality Scale, the Gospel Perfectionism (2007) and the Beck, Epstein, Brown and Austin (1988) Anxiety Scales were used to collect data. Amos software version 24 and Pearson correlation method and structural equation model (SEM) were used to analyze the data.

The results showed that the direct path of perfectionism to sleep quality (0.15) is positive and significant. The direct path of perfectionism to anxiety (0.27) is positive and significant. And according to Figure 1, also, the path of anxiety to sleep quality (0.540) is positive and significant.

Therefore, it seems that perfectionism can affect the quality of sleep of perfectionists by increasing their anxiety.

The aim of this study was to investigate the effectiveness of computer cognitive rehabilitation on working memory and problem solving of high school students.

For this purpose, 30 high school students in Tehran were selected. These people were randomly assigned to two experimental and control groups of 15 people in each group. The number and duration of each session of computer cognitive rehabilitation intervention in the experimental group was 16 sessions and each session was 45 minutes, respectively. The control group did not receive any intervention. Research tools included the N-Back working memory test and the Wisconsin card classification test. The data were analyzed by multivariate analysis of variance (MANOVA) and SPSS 26 software.

The results showed that there was a significant difference between the experimental and control groups in some components of working memory and problem solving.

According to the findings of this study, it can be concluded that computer cognitive rehabilitation intervention is effective on working memory and problem solving of high school students.

The main goal of this study is to evaluate the effectiveness of computer-based cognitive rehabilitation in order to improve executive functions and reduce severity of clinical symptoms in individuals suffering from major depression.

The present study is one of the semi-experimental designs in which pre-test and post-test designs along with control group is used. The statistical population includes individuals with major depressive disorder who are from both genders and are 19 to 40 years old. Participants suffering from major depressive disorder who were selected by purposeful and convenience sampling method and randomly assigned to one of two groups of experiment (n=15) and control (n=15). In order to diagnose depressive disorder, a structured clinical interview according to the criteria of the text of the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and the Beck Depression Inventory (BDI-II) were used. Cognitive interventions, attention and memory exercises, were performed in 12 sessions of 45 minutes three times a week on participants with major depressive disorder.

The results of analysis of covariance showed that the computer-based rehabilitation program has improved executive functions and reduced the severity of depressive symptoms (P<0.05).

Our findings indicate that computer cognitive rehabilitation can be used as a suitable method to improve executive functions and reduce the severity of depressive symptoms in people suffering from major depressive disorder.

 Given the importance of upbringing faithful youths in our religious teachings, some institutions organized various activities to encourage them to develop positive attitudes to religious beliefs and practices. One of the most important activities in this regard is I'tikaaf, which has wide social and personal effects. This study attempted to compare the perspective of time, spiritual well-being and psychological well-being in the youth participating and not participating in the I’tikaf rite in Tabriz, Iran.

 The method used in the present study causal-comparative. The statistical population of this study included all participants aged 35-38 years in the I'tikaf ceremony in 2018 in Tabriz, out of whom 250 people were selected and 220 people filled in the questionnaires. 220 people were matched with the study group Data were analyzed using descriptive statistics and MANOVA. In this study, all ethical considerations were observed and no conflict of interest was reported by the authors.

 The results showed that there was a significant difference in the components of purposeful life, self-acceptance and the total score of psychological well-being between the two groups (P<0.01). The mean related to religious wellbeing was significantly higher in the non-participating group (P<0.01). Finally, the mean related to the components of negative past, future and destiny in the participating group and the mean of the hedonistic component in the non-participating group was significantly higher (P<0.01).

 Based on the findings, participating in religious activities such as I'tikaaf is probably an opportunity for participants to improve, purify their souls and promote human virtues. By participating in this spiritual ceremony, people try to confront their negative past, rebuild their life goals, and achieve perfection. These results can help to present valuable strategies for promoting mental health of the society.

The aim of this study was to evaluate the effectiveness of positive cognitive therapy in reducing mood swings in women with Covid-19 experience.

The present study is a quasi-experimental study (experimental group and control group with pre-test and post-test). The statistical population of this study is all women aged 25-45 years who were infected with Covid virus between October and January 2020. Patients were referred to the 5th of Azar clinic in Semnan. Among them, 30 people were selected by voluntary sampling and randomly assign into two groups of experimental and control. The two groups answered the  Demoralization scale  (DS) in two stages of pre-test and post-test, and the experimental group received positive cognitive therapy training between the two stages.

Multivariate Analysis of Covariance (MANCOVA) and Analysis of Covariance (ANCOVA) were used for statistical analysis. Statistical analysis showed that the positive cognitive therapy intervention significantly reduced the components of meaninglessness, despair, boredom, helplessness and failure and the total score of low mood in the experimental group compared to the control group.

Positive cognitive therapy reduced the symptoms of depression in women with Covid-19 virus, so the use of this method can be effective in reducing some of the psychological problems of these patients.

 This study aimed to assess and compare the Facial Emotion Recognition Ability of deaf, semi-deaf and normal hearing students (aged 14–20 years) in Mashhad. 

 This research is an applied research and of comparative causal type. In order to conduct the research, 105 students were selected by stratified random sampling (By gender and disability) and assigned to normal, semi-deaf, and deaf groups. In this explanatory study, an alternative version of Benton facial recognition test was used; assesing four subscales anger, sadness, happiness and fear. 

 One-way and multivariate analysis of variance showed that there is a significant difference in the components of happiness emotion recognition only between the deaf and normal group. There is a significant difference between the normal, deaf and semi-deaf group in the component of anger, fear and sad emotion recognition and total emotion recognition score. There was no significant difference between the deaf and semi-deaf group in any of the four components. 

 Deaf and semideaf students are less likely to understand and process emotional states of sadness, anger, and fear because recognizing such emotions requires the use of more mental representations.

Emotional divorce is one of the most important traumas and causes of family breakdown in most families. The recognition of the variables affecting emotional divorce is considered as important. Knowing how the variables operate and relate in the field of preventing emotional divorce can improve the emotional relationships between couples and prevent legal divorce. The present study aimed to examine the mediating role of sexual assertiveness in the relationship between sexual self-efficacy and emotional divorce. The participants included 295 married women from Gonabad, Sabzevar and Neyshabur, all of whom completed the Hulbert index of sexual assertiveness (HISA), as well as sexual self-efficacy questionnaire (SSQ), and emotional divorce scale (EDS). The results indicated the direct and indirect effectiveness of sexual self-efficacy. In addition, a negative path was obtained between sexual self-efficacy and emotional divorce, while there was a positive path between sexual self-efficacy and sexual assertiveness. Further, the results of path analysis demonstrated the mediating role of sexual assertiveness in the relationship between sexual self-efficacy and emotional divorce. In general, the results confirmed the role of sexual assertiveness and self-efficacy in the occurrence and continuation of emotional divorce. Finally, emotional divorce can partly decrease by providing the necessary training to families for enhancing sexual behaviors among the couples with emotional divorce.

The purpose of the research is to design and validate a good educational governance model in the educational system. To achieve the research goal, a sequential mix has been used that includes two qualitative and quantitative parts. The information and data were collected from the experts and managers of the education staff of Iran and then analyzed using the data method of the Foundation. Based on the results of the findings, the "Good Educational Governance" Foundation methodology has been identified as a pivotal category based on the context of "collaborative management and decentralized planning" and through the strategies of "macroeconomic policy and justice in education and resources", taking into account "strengthening the infrastructure Cultural and social and educational investment ", and will lead to the" consequences of the educational system's effectiveness, the growth and development of education, and the promotion of the rank in international assemblies. " Also, the results of model validation showed that the direct effect of participatory management and decentralized planning on the explicit response at the level was positive and significant. The direct effect of direct responses, social trust and conscience, rule-based rule, cultural and social infrastructure Educational investment, lack of belief in voluntary delegation and political factors are significant at macro level. The direct effect of direct response, social trust and conscientiousness, rule-based rule, social and cultural infrastructures Educational investment, lack of belief in empowerment and political factors on education justice and resources at the level Is meaningful.

The aim of this study was to investigate the effectiveness of a attribution retraining programm on the test anxiety level and obsessional perfectionism of the high -school girl students with test anxiety.

In a randomized controled trial design among statistical population consisting all female high-school students of the Semnan high-schools,during 2018 academic year, a total sample of 50 subjects selected  by a cluster-sampling method, and divided randomly to  experimental and control groups. Two standard questionnaires of the research included:1- Friedman Test Anxiety and 2- Hill's Perfectionism Scale.

Our findings revealed significantly reduced mean scores of the obsessional perfectionism and test anxiety of the high-school girls in the experimental group than control. Six subcomponents of perfectionism including: organizing, striving for excelence, need for approval, concern over mistakes,      parental pressure and rumination, as well as, cognitive error  from test xiety were significant. No other  significant component was evident.

It could be mention that the  the attribution retraining intervention  could reduce the test anxiety level, as well as, obsessional perfectionism in the female high-school students and  can help to student's mental health promotion.