دکتر طیبه شریفی

The present study was conducted to compare the effectiveness of mindfulness therapy based on compassion and mentalization on the shame of mothers of children with trainable intellectual disability in Farsan city. The research method was semi-experimental with a pre-test, post-test, and control group design with a 3-month follow-up period. The statistical population included the mothers of children with educational intellectual disabilities in Farsan city in the second half of 2023. 45 of them were selected by purposive sampling and randomly assigned to 3 groups (15 people in each group). The measurement tools were the Internalized Shame Questionnaire (ISS; Cook, 1987) and Clinical Interview (CI; American Psychiatric Association, 2022). The first experimental group received 8 90-minute sessions of mindfulness therapy based on compassion, and the second experimental group received 8 90-minute sessions of mentalization therapy. Research data were analyzed using analysis of variance with repeated measures. The results showed that the pre-test shame scores were significantly different from the post-test and follow-up scores (P<0.01). The results also indicated that both treatments produced significant changes in shame compared to the control group (P<0.01); while it was found that mentalization therapy produced a more significant difference than compassion-based mindfulness therapy over time (P<0.05). Overall, it can be concluded that both treatments, and especially mentalization therapy, are effective in improving shame.

The aim of this study was a compare the effectiveness of group training based on emotional regulation and adolescent-centered mindfulness group training on academic procrastination and academic buoyancy of adolescent girls. The research method was a quasi-experimental pre-test-post-test design with a control group and a follow-up period. The research population was adolescent girls with high procrastination in Isfahan in 2024. According to convenience Sampling, 60 people were selected and randomly assigned to two experimental groups and one control group. The research tools were the academic persistence scale of Martin and Marsh (2008, ABS) and the academic procrastination questionnaire of Solomon and Rothblum (1984, APQ). The first experimental group underwent emotion regulation training and the second experimental group underwent adolescent-oriented mindfulness training in 8 90-minute sessions. Statistical data analysis was done using the method of analysis of variance with repeated measurements. The findings showed that the difference in academic procrastination and academic persistence between the pre-test and post-test (P<0.001) and the follow-up pre-test was significant (P<0.001). which indicates the effectiveness of research interventions in these variables; Therefore, group training based on emotional regulation and adolescent-centered mindfulness group training can be used to reduce academic procrastination and increase academic persistence.

Emotional divorce has been demonstrated to be associated with diminished satisfaction among women and an increased vulnerability to physical and mental illnesses. Women are more likely to be suffering from these conditions due to their role in upbringing children and protecting the home environment. Emotional divorce can be conceptualized as a precursor to legal divorce, representing a form of silent divorce. In this state, couples continue to cohabitate while observing significant marital restrictions, resulting in a state of emotional separation despite the physical presence in the same dwelling (Rasheed et al., 2021). The phenomenon of emotional divorce has been particularly observed in families where spouses are compelled to reside together due to traditional norms or negative attitudes towards divorced women. This study examines the interpersonal motivations of women involved in emotional divorce, focusing on two variables: revenge and avoidance. The present study posits that forgiveness can serve as a mechanism to confront emotional divorce and mitigate adverse emotional responses. Interpersonal motivations related to wrongdoing include how people deal with the moral, physical, and psychological harm caused by the wrongdoer (Baumeister et al., 1994). Revenge, the desire to double-repay for harm without a clear understanding of the situation, and the avoidance of emotional conflict to protect oneself, are among these motivations. The desire to compensate functions as a strategy to mask personal vulnerabilities and shortcomings by achieving success in other domains (Worthington et al., 2017). Forgiveness, in this sense, is a multifaceted process involving a reduction in negative sentiments towards the offending individual, a diminution in the inclination towards revenge, and an augmentation in positive emotions (Fatehi et al., 2021). Notably, forgiveness can paradoxically enhance the desire to compensate, as evidenced by studies such as that of Woodyatt and Wenzel (2013). Given the gravity of the issue of emotional divorce in women and its repercussions on society, this study investigates the effectiveness of forgiveness intervention on the desire to compensate and the interpersonal motivations related to the wrongdoing of women involved in emotional divorce.

The research method employed was a quasi-experimental design, incorporating a pre-test, post-test, and follow-up with a control group. The statistical population comprised women experiencing emotional divorce who sought treatment at family counseling clinics in Isfahan during 2020-2021. Forty subjects were identified as having emotional divorce, as determined by the Gottman Divorce Test (1997). These subjects were then randomly assigned to either an experimental group or a control group. The experimental group received eight sessions of forgiveness intervention based on the protocol developed by Enright et al. (2001). The control group received no intervention. Data were collected using the Gottman Emotional Divorce Questionnaire (1997) and McCullough et al. (1998) Interpersonal Motivations Questionnaires, and were analyzed using repeated measures analysis of variance.

The efficacy of the forgiveness intervention was demonstrated by its significant impact on the desire to compensate (P<0.001, F=58.947, F=15.288) and its subsequent reduction of revenge (P<0.001) and avoidance (P<0.001) behaviors among women experiencing emotional divorce. The intervention's impact on reducing revenge behaviors demonstrated stability at the post-test and follow-up stages (P<0.001). The impact of the intervention on the avoidance was found to be consistent at the pre-test to post-test and pre-test to follow-up stages (P<0.001). However, its stability was not consistent between the post-test and follow-up stages (P<0.560). The percentage of effectiveness of forgiveness intervention on the desire to compensate, revenge and avoidance were 55.1%, 56.3%, and 0.69%, respectively.

Conclusion & Suggestions:

The findings of this study demonstrated that training in forgiveness and relationship enrichment skills exerted a substantial influence on the mitigation of revenge and the enhancement of empathy in women experiencing emotional divorce. The provision of a secure and nurturing environment through these educational interventions enabled the participants to address their negative emotions, particularly anger and the desire to compensate, in a constructive manner. The training in forgiveness skills fostered a more profound comprehension of both the participants' own and their spouses' emotional and psychological needs. This enhanced understanding subsequently facilitated more open, honest, and respectful behaviors within the context of their relationships. Furthermore, training in negotiation and emotion management skills has been shown to help participants prevent the emergence and escalation of their anger. The implementation of choice-based strategies in these educational interventions resulted in the modification and enhancement of interactions between couples. These dynamic and purposeful interactions have been shown to reduce negative energy in relationships and increase the tendency toward sincere and understanding interactions. Consequently, couples demonstrated an increased capacity to cultivate harmonious relationships characterized by mutual acceptance. The study identified a correlation between a lack of forgiveness and empathy and the propensity to engage in revenge behaviors among women experiencing emotional divorce. The present study examined the impact of forgiveness training interventions on emotional divorcees, with a focus on feelings of revenge, empathy, and self-confidence. The intervention, as implemented, appeared to be effective in helping participants overcome their anger and revenge by fostering feelings of empathy and compassionate understanding towards the offender. The findings of this study are consistent with those of other studies, including those by Ebrahimi (2018); Isanejad(2010); Vallejo (2020); Bell (2017); Hay et al. (2018); Torkizadeh et al. (2018); Kianipour (2019); and Kahl Joyce (2010). Given these materials, it is posited that forgiveness training can function as an efficacious program for enhancing marital satisfaction and the propensity for reconciliation among couples experiencing emotional divorce.

The present study was conducted with the aim of comparing the effectiveness of cognitive play therapy and computer-based working memory training on the impulsivity of children with Attention Deficit Hyperactivity Disorder (ADHD).

This research was applied in terms of purpose and was conducted using a quasi-experimental method with a pretest-posttest design with follow-up and a control group. The research community consisted of all children aged 7 to 12 years with ADHD in Farsan City in 2023, among whom 30 people were selected as samples. The tools of this research included the Child Symptom Inventory-4 and the Continuous Performance Test. The analysis method of this research was an analysis of variance with a mixed design and Bonferroni post hoc test, which was used to examine the relationships of research variables.

The findings showed that cognitive play therapy and computer-based training of working memory had an effect on the impulsivity of children with ADHD (F=1263, Eta=0.493, P<0.01). However, there was no difference between the effectiveness of cognitive play therapy and computer-based working memory training, and the effect of the course of play therapy and computer-based working memory training is permanent.

Therefore, both interventions can be used to reduce the impulsivity of children with ADHD.

Academic enthusiasm is one of the factors affecting the academic success of students, which can be influenced by various factors. The present study was conducted with the aim of determining the mediating role of academic motivation between self-efficacy and academic enthusiasm in high school students.

The present study was descriptive-correlational. The statistical population of the research included all students of the second year of high school in Kohrang city in 2022. In this study, 384 male and female students participated by multi-stage cluster random sampling method. Data collection instruments include demographic questionnaire, "Academic Motivation Scale", "Morgan-Jinks Student Efficacy Scale" and "Academic Enthusiasm Scale". The validity of the instruments was calculated by qualitative method and reliability by internal consistency method by calculating Cronbach's alpha coefficient. Data analysis was done in SPSS .24 and Amos. 24..

The proposed model had good fit (CMIN/DF=2.63, CFI=0.96, RMSEA=0.06).In addition, academic self-efficacy has a direct and significant positive correlation with academic enthusiasm (β=0.29), intrinsic motivation (β=0.48) and extrinsic motivation (β=0.37) and with demotivation (β=0.32) has a direct and significant negative correlation. The results showed that academic motivation (β=0.19) has a direct and significant negative correlation with academic enthusiasm and a positive and direct and significant (P<0.05) correlation with intrinsic motivation (β=0.17) and extrinsic motivation (β=0.17).The results of the bootstrap test showed that all 3 subscales of intrinsic motivation (β=0.17), extrinsic motivation (β=0.11) and academic demotivation (β=0.09) play a mediating role between self-efficacy and academic enthusiasm.

Self-efficacy has a positive and direct correlation with students' academic enthusiasm through the mediation of academic motivation. It is suggested that in order to increase students' academic enthusiasm, attention should be paid to educational and therapeutic programs with the aim of improving students' self-efficacy and academic motivation.

This research aimed to investigate the validity and reliability of the moral intelligence scale of adolescents. The research was a descriptive survey. The statistical population was the first and second high school students of Isfahan province in 2024-2023. Based on the multi-stage cluster sampling method, 400 students were selected in the first stage and 900 students were selected in the second stage of the research. The data were analyzed using exploratory and confirmatory factor analysis, the reliability of the scale using Cronbach's alpha coefficient and its halving coefficient, and its validity using the convergence method and dependent on the criterion with the moral intelligence questionnaire of Abadian and Rabat Milli) MIQAR  ((2020). Each of the confirmatory factor analysis indices of the mentioned scale, including RMSEAI, PCFI, TLI, and CFI, had a suitable value. The alpha coefficient and the halving coefficient of the whole scale were also 0.96 and 0.93. The results of exploratory factor analysis led to the extraction of 7 factors (respect, responsibility, conscience, kindness, self-control, honesty, and forgiveness). Factor loadings of all components were higher than 0.4 and statistically significant (P<0.001). Criterion-dependent validity with the ethical H. scale was reported as 0.52 and significant (P<0.001). Due to the favorable state of validity and reliability, the scale of the moral intelligence of adolescents can be used as a valid and useful tool to check and measure the moral intelligence of adolescents.

The present study was conducted with the aim of comparing the effectiveness of cognitive play therapy and computer-based working memory training on the attention of children with attention deficit-hyperactivity disorder (ADHD) in Farsan City in 2021.

The research method was quasi-experimental with a pretest-posttest and follow-up design and a control group. The statistical population consisted of all students aged 7 to 12 years with ADHD (n=180) in the city of Farsan. Thirty children diagnosed with mixed ADHD were selected using purposive sampling from clients of the Sobhe Omid Counseling Center in Farsan, following diagnosis by a psychiatrist and the completion of a children's symptoms questionnaire. These children were assessed using a Continuous Performance Test for sustained attention and impulsivity. A working memory training software and a structured short-term play therapy protocol specifically designed for children with ADHD were utilized. For data analysis, mixed-design ANOVA and Bonferroni post-hoc tests were applied.

The results showed that cognitive play therapy and computer-based working memory training affected the attention of children with ADHD in Farsan City (P<0.01, F=6.132, Eta=0.321). However, there was no difference in the effectiveness of cognitive play therapy and computer-based working memory training, and the effects of these interventions remained lasting.

Therefore, both interventions can be utilized to reduce impulsivity in children with Attention Deficit Hyperactivity Disorder (ADHD).

Persistence is one of the capabilities that weakens under the influence of anxiety; But by modifying the parenting style, this ability can be strengthened; Therefore, the aim of present study was to compare the effectiveness of parent management training and positive psychology parenting on the persistence of adolescent girls with anxiety disorders.

Methods and Materials: 

The research method was semi-experimental. The research community was formed by adolescent girls aged 13 to 15 years with anxiety symptoms who referred to the psychological centers of Isfahan in 2024 with their mothers. From this society, 60 people were selected purposive sampling and randomly divided into two experimental and one control group and pre-test were conducted. The research tools were Duckworth and Quinn (2009) persistence questionnaire and Spielberger (1970) anxiety questionnaire. Mothers in the first experimental group received parenting management training and second experimental group received positive psychology parenting training in the form of 12 weekly 90-minute sessions. The results analyzed by analysis of variance with repeated measurements and SPSS 26.

In persistence variable, time factor (p>0.001, F=27.675), group factor (p>0.001, F=10.324) and time and group interaction (p>0.001, F=8.861) F) are significant. Also, in the post-test and follow-up stage, there is no significant difference between the two training groups in the average of the persistence variable (p≤0.05) but there is a significant difference between the experimental groups with the control group

Parental management training and positive psychology parenting are effective interventions to increase the persistence of adolescents with anxiety.

The purpose of the present study was to determine the effectiveness of thinking cycle training on the adaptability and processing speed of sixth-grade male students in Shahrekord City. The research was conducted using a semi-experimental method with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of this research included all 2439 male students of the sixth grade in Shahrekord city in the academic year of 2001-2012, 40 of them were selected by purposive sampling and randomly assigned to an experimental group and a control group. The measurement tools included the adaptability questionnaire (AISS, Sinha, and Sink, 1993) and the computerized Stroop test (SCWT, Ridley Stroop, 1935). The research data were analyzed using variance analysis with repeated measurements (mixed design). The findings of the research showed that there was a significant difference between the mean of the pre-test and post-test of adaptability and processing speed in the two experimental and control groups (P>0.05); In addition, the results showed that this intervention was able to significantly maintain its effect over time (P>0.05). The effect size also showed a 41.7% effect of thinking cycle training on compromise, as well as an effect of 20.5%, 13.5%, and 23% respectively in reaction time, information processing error, and information processing accuracy indicators. From the above findings, it can be concluded that the use of thinking cycle training seems to be useful for improving adaptability and processing speed.

The present study was conducted with the aim of determining the effectiveness of group training of self-regulation learning strategies and critical thinking on school well-being of second-grade (fourth, fifth, and sixth) female students in Bagh Bahadran.

The method of conducting this research was semi-experimental with a pre-test and post-test design with a control group and a two-month follow-up period, and 60 students 4th, 5th and 6th grades in Bagh Bahadran city was selected based on the available sampling method and according to the entry criteria, randomly selected in Three groups (20 people in each group) were assigned. Kaplan and Mahler's school well-being scale (1999) was used to measure the dependent variable. Khanjani et al.'s self-regulation learning strategies training (2005) and Fisher's critical thinking training (2005) were used for 8 sessions of 90 minutes. Data were analyzed through repeated analysis of variance with mixed design and Ben Feroni's post hoc test.

The results showed that the scores of the components of school well-being (interest in school and perceived academic self-efficacy) in the post-test and follow-up stage in the critical thinking training group and the self-regulated learning strategies training group increased and destructive behavior decreased.

training self-regulation learning strategies and critical thinking in schools by teachers and counselors can be used to improve or increase student's school well-being

Depression is one of the most common psychiatric disorders that leads to considerable disability in various areas of personal, professional, and social life. The purpose of this study was to compare the effectiveness of transdiagnostic treatment and cognitive-behavioral therapy on anxiety and depression in depressed women in Isfahan.

Methods and Materials: 

The present study was a semi-experimental design of the pre-test-post-test type with a control group and follow-up period. The research community in this study consisted of all depressed women in Isfahan city. In this study, 45 women referred to specialized clinics in Isfahan city in 1400 were purposefully selected and examined in three groups (2 experimental groups and one control group). Patient information was collected through three demographic information tools: Beck's Anxiety Questionnaire and Beck's Depression Questionnaire. Treatment protocols included cognitive behavioral therapy (Hazelt-Stevens) and transdiagnostic treatment.

The present study explained that the average scores of depression and anxiety in the transdiagnostic treatment and cognitive-behavioral therapy groups had a significant decrease compared to the control group (P = 0.001). On the other hand, there were significant differences in the scores of depression and anxiety in the two treatment groups and control group in the pre-test, post-test and follow-up stages (P>0.05). In addition, there was no significant difference between the transdiagnostic treatment group and the cognitive-behavioral treatment group in reducing the average scores of depression and anxiety.

According to the findings, transdiagnostic and cognitive-behavioral treatments can be used as a complement to medication and interpersonal treatments for patients suffering from depression, reducing the symptoms of depression and anxiety. This process needs more research.

The current research aimed to determine the effectiveness of teaching strategies based on multiple intelligences on the executive functions of sixth-grade male students in Shahrekord City. The research was conducted using a semi-experimental method with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of this research included all 2439 male students of the sixth grade in Shahrekord city in the academic year of 2001-2012, 40 of them were selected by purposive sampling and randomly assigned to an experimental group and a control group. The measurement tool included the BRIEF executive functions questionnaire (Gerard et al., 2000). The research data were analyzed using variance analysis with repeated measurements (mixed design). The findings showed that in the two stages of the post-test and the follow-up training, strategies based on multiple intelligences had a significant effect on executive functions compared to the control group (P>0.05); Also, the effect size showed the effect of 51.6 percent of teaching strategies based on multiple intelligences on executive functions. It is concluded that using teaching strategies based on multiple intelligences seems useful for improving executive functions.

This research was carried out with the aim of analyzing the purity of prosocial behaviors and social adaptation of female students of the second year of high school with teachers who have formal authority teaching style and facilitator in Borujen city. The statistical population of the research included all secondary school girls of Borujen city in the academic year of 1402-1401, from which 227 students and 227 teachers were selected as available. Then the teachers completed the questionnaire of the components of the formal and facilitating authority teaching style (Grasha and Richman, 1996) and the students completed the questionnaires of prosocial behaviors (Penner, 2002) and social adjustment (Sinha and Sig, 1993). Data were analyzed by using discriminant analysis. the results showed that the average scores of components of pro-social behaviors can be distinguished based on formal authority teaching style and facilitator teaching style (P/>001). It was concluded that teacher's teaching styles can differentiate some psychological characteristics of students such as pro-social behaviors.

Cardiovascular diseases are among the most lethal physical diseases of the 21st century, posing a greater threat to human life than any other disease and problem. This research compared the effectiveness of mindfulness-based stress reduction and emotion-focused therapy on the cognitive flexibility of cardiovascular patients in Isfahan City. The research was conducted using a quasi-experimental design with a pre-test-post-test and a three-month follow-up with a control group. The statistical population included 380 male cardiovascular patients admitted to Shahid Chamran Cardiovascular Hospital in Isfahan in the winter of 2023. Forty-five patients were selected by purposive sampling and randomly assigned to two experimental groups and one control group. Patients in the first experimental group received eight 90-minute sessions of mindfulness-based stress reduction, while those in the second experimental group received eight 90-minute sessions of emotion-focused therapy. The measurement tools were the Cognitive Flexibility Questionnaire (Dennis & Vanderwaal, 2010) and a short clinical interview. Research data were analyzed through mixed variance analysis using SPSS version 24 software. The results showed that both intervention methods increased the average cognitive flexibility and its components, including alternatives, control, and alternatives for human behaviors of patients (P≥0.01). No significant difference was observed between the effectiveness of the two methods (P≤0.01). According to the research results, it is possible to use the intervention method of mindfulness-based stress reduction program and emotion-focused therapy to improve the cognitive flexibility of cardiovascular patients.

The present study aimed to determine the mediating role of academic motivation in the relationship between optimism and academic enthusiasm in students. The research utilized a descriptive-correlational research method employing structural equation modeling. The statistical population for the research comprised all second-year high school students in Kuhrang city in 1402. A sample of 400 male and female students was selected using a multi-stage cluster random sampling method. Data were collected using the Academic Motivation Scale (AMS; Vallerland et al., 1992), Academic Optimism Scale (AOS; Tschannen‐Moran et al., 2013), and Academic Enthusiasm Scale (AES; Fredricks et al., 2005). The results indicated that the proposed model was a good fit. Specifically, the direct effect of academic optimism on academic enthusiasm, demotivation, intrinsic motivation, and extrinsic motivation was found to be significant. Additionally, academic demotivation, intrinsic motivation, and extrinsic motivation exhibited a significant direct effect on academic enthusiasm (P<0.05). Further analysis revealed that intrinsic motivation, extrinsic motivation, and lack of motivation mediated the relationship between optimism and academic enthusiasm (P<0.05). In conclusion, it can be inferred that academic optimism directly influences students' academic enthusiasm through the mediation of academic motivation.

The institution of education as the most effective institution in the socialization of the people of the society plays an important role and the wrong operation of this institution will have a direct impact on other institutions of society. The aim of this study was to investigate the effectiveness of Teaching Strategies based on Multiple Intelligences on Adaptation Elementaey School sixth Grade Boy students in Shahrekord.The study was a semi-experimental method with pretest, post-test and follow-up design with control group. The statistical population of this study consisted of 2439 male students of sixth grade in Shahrekord city in the academic year of 1401-1401 that 40 of them were selected by purposive sampling method and randomly assigned to an experimental group and a control group. Then, the experimental group received 10 sessions of 90 minutes of multi-intelligence-based strategies. The instruments for measuring the adaptation of Sinha and Singh questionnaire (1993) and The training package was Armstrong's (2001) multiple intelligence based strategies training. Data were analyzed using repeated measures analysis of variance (mixed design). The results showed that in two stages of post-test and follow-up of multi-intelligence-based strategies training had a significant effect on adjustment variable compared to the control group. According to the obtained results, the use of multi-intelligence-based strategies training seems to be useful for improving adaptability.

For years, psychological treatments for acute biological patients, along with other drug treatments, have been the answer to patients' psychological problems. The present study aimed to compare the effectiveness of group training of psychological capitals with cognitive therapy based on mindfulness on the psychosomatic symptoms of migraine patients in Isfahan city.

The design of this research was a semi-experimental type of pre-test, post-test and follow-up with a control group. The statistical population of the study was made up of all migraine patients in Isfahan city in 1400. The research sample consisted of 54 patients with migraine and were selected by purposeful sampling and randomly assigned to two experimental groups and one control group. The experimental groups underwent 14 sessions of psychological capital training, and the second experimental group underwent 8 sessions of cognitive therapy based on mindfulness, and the control group did not receive any intervention. The research tool included the Beck Depression Questionnaire and the data were analyzed using two-way analysis of variance with repeated measurements.

The difference in the psychosomatic symptoms scores in the pre-test and follow-up test in the three groups is significant (p<0.001) and the difference between the groups in the research stages (interaction of time in the group) is equal to 72.9%.

Considering the effect of mindfulness based cognitive therapy and psychological capital training on the psychosomatic symptoms of migraine patients, these treatments become an effective factor in improving the symptoms of these patients.

In the last year, the world has been faced with a big viral shock (coronavirus) which changed all the elements of life in such a way that the lifestyle and work of people in every field underwent huge changes and under these conditions, most remote work services and It has been predicted and estimated based on electronic portals in this era. In this regard, even educational and learning institutions were not excluded and turned to online learning, and along with the rapid global changes, it made a quick move towards applying and benefiting from innovative approaches in the field of education and learning. The use of innovative online approaches and strategies in the field of education and learning is one of the most important factors that have changed the education system all over the world in terms of form and content. The tendency to use online educational strategies has increased and this has caused many changes in both students' and teachers' teaching strategies. The differences in the educational environment related to the quarantine period and the traditional one affect the progress of the learners by affecting multiple teaching-learning structures. Learning styles are acquired skills that increase a person's ability to achieve academic success and better learning; Learning styles are individual characteristics and a fixed approach to organizing and processing information in learning, in such a way that researchers and experts in this field have linked the learning and motivational styles of students and have conducted many studies on the relationship between learning styles and other educational variables, why that learning styles express the individual differences of learners in facing learning tasks. The concept of self-efficacy from the social-cognitive theory refers to a person's beliefs or judgments about his abilities in performing duties and responsibilities. The cognitive-social theory is based on the three-way causal model of behavior, environment, and individual. This model refers to the mutual relationship between behavior, environmental effects, and personal factors (cognitive, emotional, and biological factors) which emphasizes the perception of the individual to describe psychological functions. According to this theory, people influence their motivation and behavior in a tripartite causal system. One of the important areas of self-efficacy is academic self-efficacy. With the clarification of the role of cognitive learning styles and academic self-efficacy and the importance of the role of each of them in the learning process, today most societies are implementing educational reforms so that they can manage policy strategies and micro and macro planning and take responsibility for their learning and effort. accept, because the need for self-study and self-motivation of learners is necessary in the current changing world that has become a knowledge-based world, therefore, it is time for the educational system to be strongly reviewed, revised, and redesigned. Therefore, similar to the traditional education system, it is necessary to examine the educational variables in special and special global conditions. In this regard, the current research aims to answer the question of whether the model of cognitive learning styles (novice or accepting novice or researcher) is suitable based on the academic self-efficacy of adolescents during quarantine.

The current research method is quantitative. In terms of strategy, the current research is descriptive-analytical, in terms of implementation, survey, in terms of time, cross-sectional, in terms of data collection, and field, and in terms of purpose, practicality, and terms of results, it is prospective. The statistical population of the research includes all teenagers (girls) in the second half of secondary school, ninth grade in Tehran in the academic year of 2019-2021. In the current research, the statistical sample was considered using the random cluster sampling method, and several 300 teenagers (girls) in the second half of secondary school, ninth grade in Tehran were selected, and from this number of people, 284 questionnaires were analyzed and Analysis and free of any disturbances have reached the stage of statistical analysis. Academic self-efficacy questionnaires by McIlroy and Bunting (2001) and cognitive styles questionnaire by Creton (1999) were used to collect data. To analyze the data, Pearson's correlation coefficient test and structural equations were used using SPSS and AMOS software.

The results showed that academic self-efficacy on the innovative cognitive learning style of adolescents during quarantine with the value (Sig=0.0001, t=11.155) and the coefficient of influence (β=0.872), academic self-efficacy on learning style The cognitive novelty of adolescents during quarantine has a significant positive relationship with the value (Sig=0.0001, t=10.672) and the coefficient of influence (β=0.837). Also, the communication model of the research has a necessary fit.

According to the results of this study, it is suggested that according to the characteristics of innovative students (they think in diversity and variety in doing things or try to find a new problem, rather than just solving the problem itself, etc.) and innovative students (to do any What is better, they have a lot of worries or try to solve the problem instead of raising the problem, etc.), suitable measures should be considered for the education and training of their talents, also considering that the educational system has a significant effect on the self-efficacy perception of the students, the educational system It should be planned in such a way that based on it; Learning at the level of people's mastery, equal opportunity to learn and less to compare with each other. The educational system should be planned in such a way that students attribute their failures to lack of effort instead of attributing them to lack of ability and to strengthen their self-efficacy with the help of training created by the educational system, according to what he said The educational system has a significant effect on people's self-efficacy perception if the educational system is planned in such a way that it is based on learning at the level of mastery and all learners have the opportunity to reach the level of mastery and be less compared with others, and as a result, witness the absence of negative effects on Students' self-efficacy.

In recent years, various complementary approaches of the emotion regulation model have been presented. One of these approaches is the psycho-social empowerment program. The empowerment program was introduced by Anderson and his colleagues around 1990 and was considered as a suitable training method for different groups. The main difference between this training program and traditional training programs is that instead of being considered a method, technique or strategy, this method plays the role of a guide for people with disabilities and their families. The psycho-social empowerment program, which is recently used in psychology for prevention in various fields, emphasizes the training of general personal and social skills and is considered the most effective by many scientific and research institutions, including the American Psychological Association. Appropriate prevention approach is recognized and praised. There are various empirical evidences for the effectiveness of the psycho-social empowerment program. For example, in a study, Kawada and Nojima found that the empowerment program has a significant effect on well-being and mental health. Karmusi et al. also found that the psycho-social empowerment program can improve communication and social skills in the school environment. Also, Ozar-Uztin and Hikdormaz in a study concluded that the use of psychological empowerment program improves resilience and adaptability and also reduces post-traumatic stress symptoms in cancer patients. A review of research literature confirms that emotion regulation training and psycho-social empowerment program are effective on various health indicators and skills. However, the review of the research literature shows that there is no study that shows the effectiveness of these approaches. As a result, the current research seeks to answer the question, is there a significant difference between the effectiveness of psycho-social empowerment and emotion regulation training on communication skills and social adaptation of adolescent girls in Gachsaran city?

The semi-experimental research method is pre-test-post-test-follow-up and control group, and the protocol of this study was approved by the ethics committee of Shahrekord Islamic Azad University with the code IR.IAU.SHK.REC.1400.025. Then, the members of the two experimental groups were exposed to the independent variable; But the control group did not receive any intervention. The statistical population of the present study was all the students of the second secondary level of Gachsaran city in the academic year 2020-2021, whose number was estimated to be about 2 thousand according to the report of the Department of Education. The sampling method in this study was purposeful. According to the research plan, a sample of 75 people was selected according to the inclusion criteria. The sample members were placed in two experimental and control groups by simple random replacement, and thus, there were 25 people in each group.Before and after the implementation of emotion regulation group training and also two months after the end of the intervention, research questionnaires were distributed to the experimental and control groups. Due to the extent of the spread of thecoronavirus disease and the limitation in the provision of psychological services, the interventions were carried out offline and through the Google Do web application. Google 2 application provides users with the possibility of making group video calls with the whole world with high resolution. It seems that among the video chat software based on mobile, this software has better usability. In addition, due to the health considerations related to the epidemic period of the corona disease, the questionnaires were uploaded to the Google Form web application and the link to the questionnaire was sent simultaneously to all the selected participants. It should be noted that due to the easy access to the WhatsApp social network and its generality, the questionnaire link was sent through this social network. Due to the time-sensitivity, the participants were requested to complete the questionnaire within 24 hours after sending the link. Manjemizadeh's Interpersonal Communication Skills Questionnaire and Bell's Social Adaptation Questionnaire were used to collect information.

The results showed that the significance level (P = 0.347) calculated for the value of X2 (4.462) is not significant and shows that the three groups are equal. In order to compare the group training of emotion regulation and psycho-social empowerment on the communication skills and social adaptation of adolescent girls in Gachsaran city, the multivariate covariance analysis test was used along with the minimum significant difference post hoc test. The results show that there is no difference between emotion regulation group training and psycho-social empowerment group training in the variable of communication skills (P<0.05); However, the difference between both groups with the control group is significant (P<0.05), which shows the effectiveness of the mentioned training on the communication skills of teenage girls. In the variable of social adaptation, no significant difference was observed between group training in emotion regulation and group training in psycho-social empowerment (P<0.05); But the difference between both groups with the control group was significant (P<0.05).According to the results, which shows that the significance level calculated for the F value in significance tests is lower than the determined alpha value (α = 0.05), it can be claimed that the interactive effect of time on the group It is meaningful. The results showed that there is no significant difference between the post-test and follow-up stages of both types of intervention regarding the variables of communication skills and social adaptation (P<0.05). As a result, it can be said that the results were stable. However, the difference between pre-test and post-test and pre-test and follow-up stages in the variables of communication skills and social adaptation is significant, which shows the effectiveness of this intervention on the aforementioned variables.

The results show that there is no difference between emotion regulation group training and psycho-social empowerment group training in the variable of communication skills and social adaptation; However, the difference of both groups with the control group is significant, which shows the effectiveness of the aforementioned trainings on the communication skills and social adaptation of adolescent girls. Based on the findings, psycho-social empowerment group training, like emotion regulation group training, improved communication skills and social adaptation, and there was no difference in terms of effectiveness.One of the limitations of the current research was the epidemic of the corona virus disease and the closure of schools, which caused the training to be held virtually. Due to the impossibility of face-to-face visits, the collection of information in the current research was done in a virtual way, which was associated with limitations for providing the necessary information regarding the importance of completing the information. The findings of the current research are limited to teenage girls, and caution should be observed in generalizing the results to other teenage boys or teenagers of other age groups. Considering that the results showed that psycho-social empowerment group training has a significant effect on communication skills and social adaptation, it is suggested to use this program in the form of extra-curricular meetings in schools in order to improve the mentioned skills. Since the result of the present research showed that group training of emotion regulation is a successful method in improving communication skills and social adaptation and it somehow makes structural and sustainable changes; Therefore, it is recommended to include the emotion regulation training program in school curricula from the very beginning.

Marital bond is considered the most complex human relationship and has a potential ability to release emotions. At the same time, this very special human relationship may suffer due to the reasons that marital infidelity seems to damage the marital relationship more than any other problem and factor and puts the couple in a very difficult situation (1). Betrayal is one of the main reasons for divorce and marriage breakdown (2). In the couple therapy literature, cheating is any type of sexual or emotional relationship that is secret and outside of marital rules (3). Also, Widerman and Allgir (2011) in their definition of marital infidelity pay attention to a wider scope and consider it as having a sexual or emotional relationship, online or a combination of them (4). Of course, according to this definition, it is not necessary to have sex in order to be able to put a relationship in this category, but any relationship with a person of the opposite sex that is hidden from the spouse is an extramarital relationship and is considered treason (5).One of the challenges that the betrayed person faces and in turn affects the quality of treatment is that marital betrayal causes the loss of trust in the relationship and the level of intimacy, as well as a sharp decrease in satisfaction with married life. . Therefore, until the betrayed person cannot forgive his wife and trust him, the recovery process will not be possible and there will be no overall satisfaction. Therefore, when working with such cases, therapists should not only focus on reducing symptoms and discomfort. Rather, they should pay attention to more important issues such as overall satisfaction with life, as well as quality of life and sexual satisfaction. It seems that overall satisfaction with life and sexual satisfaction have a two-way relationship with each other and the existence of each can help improve the other; Because the absence of one causes the decline of the other. On the other hand, the results of some studies show that sexual satisfaction increases mental health and improves the quality of life. Research findings about the quality and quantity of infidelity treatment show that regardless of the theoretical orientation of the treatment, a large percentage of couples can benefit from these interventions. Several theoretical and interventional models have been introduced for the treatment of infidelity, among which emotion-oriented therapy and cognitive-behavioral therapy can be introduced. In this way, the current research was put to the test with the aim of comparing the effectiveness of emotion-focused therapy and cognitive-behavioral therapy on the sexual satisfaction of women injured by marital infidelity.

The present study was applied in terms of purpose and semi-experimental in terms of execution method with a pre-test, post-test and follow-up plan with a control group. The statistical population of the research included all the women who referred to one of the counseling centers in Isfahan city due to their husband's infidelity in the first half of 2022. Thus, using the available sampling method, 54 people were selected from among them and randomly assigned to 2 experimental groups and 1 control group (18 people in each group). The research tool was the sexual satisfaction questionnaire (Larson et al., 1998), which was completed in three stages: pre-test, post-test and 3-month follow-up. Then, eight 90-minute sessions of emotion-focused therapy were given to the members of the experimental group (1) and eight 90-minute sessions of cognitive-behavioral therapy to the members of the experimental group (2). The obtained data were analyzed using variance analysis with repeated measurements and Bonferroni's post hoc test.

The results of the research showed that the average scores of sexual satisfaction in the pre-test, post-test and follow-up times were significantly different from each other (P<0.01); So that it was found that the average scores of sexual satisfaction in the post-test and follow-up stages increased significantly compared to the pre-test stage (P<0.01), but there was no significant difference between the average scores of the post-test and follow-up stages (0.01). <P). Therefore, it was concluded that the average scores of sexual satisfaction increased in the post-test and follow-up phase compared to the pre-test phase and this increase was stable. Also, the intergroup effects showed that there was a significant difference between the mean sexual satisfaction scores of the experimental and control groups and the impact factor was 0.501, which indicates that more than 50% of the changes in sexual satisfaction scores were due to the intervention. The pairwise comparison also indicated that the average sexual satisfaction scores of the test groups were significantly higher than the control group (P<0.01). In addition, the mean sexual satisfaction scores of the emotion-focused therapy group were significantly higher than the cognitive-behavioral therapy group (P<0.05).

It was concluded that although two intervention methods are effective in increasing the average scores of sexual satisfaction, the effectiveness of emotion-focused therapy was significantly higher. The results of the research showed that providing emotion-focused therapy had a lasting effect on improving women's sexual satisfaction. This finding is in line with the research results of Rostami et al (29), HasanneZhad et al (30), Halchuk et al (34).  In explaining these findings, it can be said that two methods of emotion-focused therapy and cognitive-behavioral therapy have the necessary capacity and ability and were able to improve the sexual satisfaction of women participating in the research. Emotion-focused therapy improved the problematic emotional state of women due to the use of identification mechanisms, emotional readjustment and emotional readjustment. Cognitive-behavioral therapy also uses techniques such as increasing sexual awareness, sexual skills, imagining, increasing understanding and recognition of the causes of sexual problems and dissatisfaction, the way of expressing positive and negative sexual and non-sexual feelings, the field of improving women's sexual satisfaction. provided It seems that the presentation of these two treatment methods caused a change in the secretion of hormones such as oxytocin, estrogen and progesterone, which in turn increased the sexual satisfaction of women in test groups (1) and (2). However, the effectiveness of emotional therapy was higher compared to cognitive-behavioral therapy on improving sexual satisfaction, which can be explained by the fact that people who face marital infidelity, emotions experience negativity, conflict and ambiguity, which causes avoidance and non-adaptive behaviors in them. Therefore, emotional therapy focuses directly on negative emotions because it uses the bottom-up method, and compared to cognitive-behavioral therapy that uses the top-down method, it can solve such emotional problems faster and more deeply. solve and provide the necessary conditions to increase sexual satisfaction among women.

Resilience is one of the main personality structures and one of the basic psychological resources in facing stress and problems (1). Resilience is a personal characteristic that helps people to cope with the hardships of life, to adapt and make good progress in difficult situations. This feature protects people from the consequences and effects of difficulties and traumatic events (2). The American Psychological Association defines resilience as being able to adapt well during hardships, trauma, threats, or even stressful situations (3). Resilience occurs when people engage in their inner strengths, such as using coping skills and attitudes, and are free from less helpful thoughts and behaviors (4). It is often observed that gender plays a role in resilience. Women are more vulnerable to shocks and stresses than men, and the strategies they use to manage and deal with risk are also different (5). Of course, this vulnerability also exists in female-headed households due to their living conditions;   these women are in a situation full of stress, and financial, economic, social and psychological pressure, which disrupts their performance in all aspects, including personal, family, social, and psychological aspects (6). According to research, among the effective interventions to improve resilience, we can mention mindfulness (10,11) and positive cognitive-behavioral therapy (12). Mindfulness is one of the tools to strengthen adaptive coping skills and resilience (4). Among the interventions emanating from the mindfulness approach is Mindfulness-Based Compassion Therapy. Kristin Neff introduces self-compassion as a kind of relationship with oneself, which consists of three components: self-kindness versus self-judgment, common humanity versus isolation, and mindfulness versus over-identification (14). These components interact with each other to create a compassionate frame of mind (15). Many studies have confirmed the relationship between self-compassion and well-being and state that self-compassion, on the one hand, is associated with higher levels of happiness, optimism, life satisfaction, gratitude, and psychological well-being, resilience and motivation (16,17) and on another hand, it is related to lower levels of depression, anxiety, stress, rumination, shame and fear of failure (18,19). In addition, one of the other interventions used to improve resilience is positive cognitive-behavioral therapy, which is based on the strengths of people and their resources, and is the main factor in helping to create change. One of the most important goals of this intervention is to improve self-efficacy, well-being, quality of life and resilience of people. Finally, this intervention helps therapists to increase and improve resilience by increasing the self-efficacy and self-respect of patients (21). Due to the importance of resilience in the ability to create immunity against problems and traumatic events and the lack of researches regarding the effectiveness of the above interventions in the community of female-headed households, the researcher was prompted to investigate and compare the effectiveness of Mindfulness-Based Compassion Therapy and positive cognitive-behavioral therapy on the resilience of female-headed households in Shahrekord.

The study was quasi-experimental with pre-test, post-test and follow-up design. The statistical population consisted of female-headed households in Shahrekord in 1401. 60 female-headed households were selected through purposive sampling and randomly assigned to two experimental groups and one control group (20 persons in each group). The informed consent to attend psychotherapy sessions and not participating in other therapeutic interventions at the same time were the criteria for entering the research, as well as having the absence of more than 2 sessions during the intervention and the occurrence of any disorder in the time of participation in the interventions were the criteria for leaving the research. Then experimental groups were treated with mindfulness-based compassion therapy and positive cognitive-behavioral therapy for 8 sessions of 120 minutes. Each group was assessed before, after, and 3 months later the interventions with the Connor-Davidson Resilience Scale. The data were analyzed using repeated measures Analysis of variance.

The results showed that at one time, at least one of the interventions had an effect on the resilience score and explained 40% of the variance of the resilience score. Also, the results showed that at least one of the interventions in one of the groups affected the resilience score in the post-test and 73.5% of the variance of the resilience score is explained by the interventions. Also, the difference between the mean of the pre-test and post-test and the difference between the mean of the pre-test and follow-up was significant, but the result of the post-test and follow-up was not significant, which indicates that positive cognitive-behavioral therapy and mindfulness-based compassion therapy had a significant effect on resilience in the post-test and their effect was continuous in the follow-up.

According to the findings, both mindfulness-based compassion therapy and positive cognitive-behavioral therapy are suitable options for increasing the resilience of female-headed households. Mindfulness makes a person understand that negative emotions may happen, but they are not a permanent element of personality. In this situation, instead of an involuntary response, a person responds to events with more thought and reflection. This increases the ability to observe states such as anxiety and, instead of automatic behavior patterns, enables a person to manage existing conditions and reduces stress and increases psychological well-being. The result of this process is increasing the ability to consciously face the problem and resilience and endurance in dealing with difficult situations, which leads to the relaxation of the person and finding a logical solution to the problem (10). Also, compassion helps female-headed households to experience less psychological distress and adapt to difficult conditions and show greater resilience (24). In explaining the effect of positive-cognitive therapy on resilience in female-headed households, it can be said that this intervention can overcome the lack of adaptive and problem-solving skills by using short-term solution-oriented approach techniques. In other words, because positive-cognitive therapy is a solution-oriented therapy, it can solve problems with its techniques. This intervention increases the person's adaptation to stressful situations so that he will be able to better adapt to adverse life events. Under this intervention, people do not lose their hope after experiencing failure and have better control over negative emotions such as sadness, fear, and anger, which strengthens the individual's resilience (21).

Cardiovascular diseases are the most common cause of death in most countries of the world. Statistics show that one-third of heart attacks lead to death, and in the other two-thirds, people do not recover completely. This statistic exists more or less in Iran as well, and imposes significant costs on individuals, families, health care system and society every year (1). Coronary artery diseases are the most important cardiovascular disorder and a major health problem in developing and industrialized countries. This disease is a type of insufficiency in the coronary arteries of the heart, which ultimately leads to a decrease and disturbance in the blood flow of the myocardium of the heart, and the stoppage of the blood flow of the myocardium causes a disturbance in the action of the heart muscle (2). In addition to the fact that cardiovascular diseases are considered as one of the most severe physical diseases, these patients also have special conditions in terms of psychological and personality. The results of various researches indicate that in addition to the presence of some personality traits that have an impact on the development of heart diseases, a number of cognitive characteristics can also act as the underlying, perpetuating or aggravating factors of these diseases. In this context, research findings show that heart patients are different from healthy people in terms of some cognitive variables such as hostility, cognitive flexibility, experiential avoidance, self-efficacy and self-control. In addition, these findings indicate that cardiovascular patients suffer from relatively high depression, anxiety and worry, which in turn causes mental rumination among them (4). Experimental evidence shows that engaging in mental rumination can lead to increased anxiety and irrational beliefs about oneself (8, 9). Since the cardiovascular patient during his physical illness, his activities are limited and he cannot show his usual abilities, therefore he becomes psychologically vulnerable and suffers from stress, anxiety, anger, depression and mental crisis. to be On the other hand, because medical treatments alone cannot lead to complete recovery of cardiovascular diseases, therefore, trainings and interventions based on psychosocial care, empowering patients in their efforts for self-care and revealing psychological obstacles to achieve Favorable medical and psychosocial outcomes seem essential. For this reason, during the last two decades, the need to perform psychological interventions to deal with psychological problems caused by cardiovascular diseases has been more and more noticed (17). Since research findings indicate that cardiovascular patients have a weaker state in terms of mindfulness and emotion regulation than healthy people, so if the interventions used for these patients can be focused on such characteristics, the results will be much stronger. it has. For this reason, the purpose of the present study was to compare the effectiveness of the mindfulness based  stress reduction and emotion- focused therapy on the mental rumination of cardiovascular patients in Isfahan city.

The research was conducted using a semi-experimental method with a pre-test, post-test and follow-up design along with a control group. The statistical population included 380 cardiovascular patients admitted to Shahid Chamran Cardiovascular Hospital in Isfahan in the winter of 2023, and 45 of them were selected by purposive sampling and randomly assigned to 2 experimental groups and one control group.. Then the patients of the experimental group (1) received 8 90-minute sessions of mindfulness-based stress reduction program and the experimental group (2) received 8 90-minute sessions of emotion-focused therapy. The measuring tool of the research was the mental rumination questionnaire (Nolen-Hoeksma and Davies-Morrow, 1991) and a short clinical interview which was completed in three stages. Research data were analyzed using variance analysis with repeated measures on one factor (mixed design).

The results of the research showed that the average scores of mental rumination in the pre-test, post-test and follow-up times were significantly different from each other. So that it was found that the average scores of mental rumination in the post-test and follow-up stages were significantly reduced compared to the pre-test stage (P<0.01), but no significant difference was observed between the average scores of the post-test and follow-up stages (P<0.01). . In this way, it was found that the mean scores of mental rumination in the post-test and follow-up phase decreased compared to the pre-test phase and this decrease is stable. Also, the intergroup effects showed that there was a significant difference between the mean mental rumination scores of the experimental and control groups with each other (P<0.01) and the effect coefficient was 0.256, which shows that about 26% reduction in mental rumination scores was caused by Interventions have been provided. The pairwise comparison also showed that the mean scores of mental rumination of the experimental groups were significantly lower than the control; In addition, the average mental rumination scores of the two intervention methods did not show any significant difference, and the effectiveness of both methods on reducing the average mental rumination scores of the patients was the same.

The results of the research showed that both methods of stress reduction based on mindfulness and emotion-focused therapy have the necessary capacity and ability and were able to affect the reduction of mental rumination in cardiovascular patients. Mindfulness was able to provide the conditions for change through the modification of cognition-emotion-behavior cycles. Since mental rumination is a cognitive variable and is directly related to the way a person perceives the condition of his illness and his life, therefore, mindfulness interventions provided the conditions to adjust and reduce it by creating positive marketization. On the other hand, because the main function of emotion-focused therapy is on the topic of emotion and it considers emotion as the basis of adaptation, therefore it helped patients to process complex situational information permanently and continuously and automatically in the direction of activities according to their needs. Take your own important steps. It seems that these two methods of intervention eventually led to improvement in emotional regulation and improvement in cognitive processes with two different effect mechanisms, which in turn resulted in a reduction in mental rumination in cardiovascular patients. In other words, because both methods of mindfulness based reduction stress and emotion-focused therapy are considered as bottom-up treatments, during which, by focusing directly on primary emotions, they make it possible to absorb negative thoughts and reduce the number of negative cycles, and therefore They cause a decrease in emotional and behavioral reactivity, therefore, the conditions for improving the patients' mental rumination were obtained. Finally, it was concluded that the stress reduction program based on mindfulness and emotion-oriented therapy can be used as a complementary treatment for cardiovascular patients.

Nowadays, improving the learning and success of students is one of the important indicators in the evaluation of education and one of the important factors in the progress of countries, and in order to achieve it, it is necessary to pay special attention to the effective factors. The present study was conducted with the aim of comparing the effectiveness of group training of self-regulation learning strategies and critical thinking on the intelligence beliefs of emale students of the first year of high school The present research method was semi- experimental with a two-month pre-test and post-test design with a control group. The statistical population included female students of the first secondary school in Bagh ahadran city in the fall of 1401, among them (350 people), 60 people were randomly selected in hree groups (each group of 20 people) were assigned. After the pre-test, Dupirot and Marian (2005) questionnaire was used to measure the dependent variable. Teaching strategies Self-regulation learning (Khanjani et al., 2013) and critical thinking training (Fisher, 2005) quoted by (Dosti, Yazdanbakhsh, and Momeni, 2013) were implemented in 8 sessions of 90 minutes each, and the control group did not receive any training program. The obtained data were analyzed using the method of analysis of variance with repeated measurements with a ixed design and Ben Feroni's post hoc test.

The research was semi-experimental with a pre-test-post-test design and a two-month follow-up period with a control group. The statistical population included 350 female students of the first secondary school in Bagh Bahadran in the academic year of 1402-1401. 60 students were selected from the mentioned statistical population through available sampling, and 20 people were in the first experimental group (the group affected by the teaching of self-regulation learning strategies), 20 people were in the second experimental group (the group affected by critical thinking) ) and 20 people were included in the control group. In the same and simultaneous conditions, the pre-test related to measuring the variable of Dupirot and Marian (2005) questionnaire was used to measure the dependent variable. . After that, the students of the first experimental group were trained in self-regulated learning strategies (using the instructions of Khanjani et al., 2013). The second experimental group was also trained in critical thinking (using the instructions of Fisher, 2005) Yazdanbakhsh and Momeni (2013) were placed. At this time, the students of the control group did not receive any training.

In general, based on the results and based on the combination of open text, it was found that the teaching of self-regulation learning strategies and critical thinking is effective on students' Intelligence beliefs.

The results showed that teaching self-regulation learning strategies and critical thinking is effective on students' Intelligence beliefs. Research results show that the implicit beliefs of intelligence (intrinsic and additive) have a positive relationship with self-regulated learning strategies such as cognitive and metacognitive strategies (Alipour and Moradi, 2016). Since self-regulated learning includes high-level abilities such as metacognition, motivation, and management of personal environment, as well as processes and strategies for initiating, directing, and monitoring learning, it requires a greater degree of belief in increased intelligence in students. . Research resultsTan et al. (2019) show that students with increased belief in intelligence give more value to motivation and learning. Implicit beliefs about intelligence are related to the influence on individual expectations, interpretations and interpretations related to new information and the direction of students' behavior, and can play an important causal role in goals, beliefs related to effort, internal motivation, self-regulation, and the performance of individuals in situations. difficult to play (Alipour and Moradi, 2016). Students who believe in the beliefs of increased intelligence consider intelligence as one They know that quality is flexible and controllable and can be increased and improved through effort and investment. They emphasize improving competencies and strive to overcome possible failures and failures. While normal scientists who have a higher level of belief in inherent intelligence expect to achieve success due to their intelligence level and spend minimal effort to overcome problems. On the other hand, the research results show that there is a significant relationship between the tendency to think critically and academic success, and students who have higher critical thinking have a higher success rate. have more Meanwhile, the theories and beliefs that students have about their intelligence are effective on their effort and perseverance and their success. With the increase of critical thinking, active learning also increases, and students have a greater desire for mutual discussions and deep evaluation of materials and a weaker desire for knowledge and one-sided, definite and separate thinking, all of which are created in students It happens that they believe that their intelligence can be increased. The results of the present study showed that by teaching self-regulation learning strategies and critical thinking, students' attitude towards their academic issues and the dimensions of students' intelligence beliefs can be changed.

Due to the lack of proper training, female-headed households are suddenly faced with a lot of responsibilities without prior training, as a result of which they suffer stressful conditions and psychological pressure, and finally, the self-efficacy of these females is affected. The purpose of this research was to investigate the effectiveness of mindfulness-based compassion therapy and positive cognitive-behavioral therapy on female-headed households' self-efficacy.

The design of this research was quasi-experimental with pre-test, post-test and three-month follow-up with a control group. The statistical population of research included female-headed households in Shahrekord in the year 2022. In this research, 60 women whose self-efficacy questionnaire score were between 17 and 34 were selected through purposive sampling and were randomly assigned to 2 experimental groups and one control group (20 persons in each group). Then, the experimental groups were treated with eight 120-minute mindfulness-based compassion therapy and positive cognitive-behavioral therapy. The data were collected from the GSE-17 self-efficacy questionnaire, and finally, were analyzed through repeated measure analysis of variance.

The findings showed that in the two stages of post-test and follow-up, the average score of self-efficacy in the two experimental groups was significantly different from the control group. Also, the results of the findings indicated the greater effectiveness of positive cognitive-behavioral therapy.

Based on the results of this research, it is suggested to use positive cognitive-behavioral therapy along with other treatment methods to increase the self-efficacy of female-headed households.