aboutaleb seadatee shamir

The research aimed to create a standardized version of the five-factor model of the Maher Multifaceted Fluid Test of Intelligence (MMFTI) for students in grades four to six, based on the theory of metacognition. 

Methods and Materials:

The study involved conducting the Maher Multifaceted Fluid Test of Children Intelligence (MMFTI) to standardize fluid intelligence in fourth to sixth-grade students (ages 10 to 12) in Tehran. The research used a descriptive and mixed exploratory method with a fundamental purpose. It is based on Cattle-Horn-Carroll (CHC) theories, successful intelligence theory, and superintelligence theory, or the intelligence of happiness, as a theoretical foundation. 800 students were selected from non-profit schools in 5educational districts of Tehran using the staged cluster sampling method. The results of the exploratory factor analysis of 90 questions in the framework of a 5-factor model including perception (shape from context, shape recognition, visual completion, and perceptual sequence), reasoning (visual, maze, matrix, and mental calculations), attention (one-dimensional, multi-dimensional and geometric), memory (visual, auditory and numerical) and processing speed (visual processing, symbols, letter sequence) confirmed.

The results of the structural equation modeling and confirmatory factor analysis, confirmed that the 5-factor measurement model fit well. The factor loadings of the sub-variables on the 5-factor indicated that the sub-variables are appropriate measures for capturing the main factors. The Cronbach's alpha coefficients also indicated that these factors and their sub-variables demonstrated acceptable reliability.

The research findings indicate that this test may potentially supplant older tests and can provide more precise cognitive, meta-cognitive, and perceptual markers evaluations. This is achieved by prioritizing objectivity and keeping in mind the ultimate aim of the test, which is to promote happiness and well-being.

This study aimed to design and evaluate the effectiveness of an educational intervention package to enhance students' artistic intelligence based on the lived experiences of top talents in the field of art. This qualitative study employed a qualitative content analysis method, collecting data through semi-structured interviews with 15 university professors and art experts. Participants were selected through purposive sampling based on theoretical saturation. The interviews were analyzed and coded based on Gardner’s multiple intelligences theory and artistic creativity assessment tools, including the Torrance Test of Creative Thinking (TTCT) and Clark’s Drawing Abilities Test (CDAT). The designed intervention package consisted of 12 educational sessions focusing on imagination, critical thinking, visual creativity, and artistic interactions. Content validity was confirmed using CVR and CVI indices. Data analysis indicated that the intervention package significantly improved students' creative skills, visual perception, ability to analyze artworks, and social interactions. Moreover, the findings showed that incorporating the lived experiences of experts had a substantial impact on enhancing artistic intelligence. The Content Validity Ratio (CVR) was 0.73, and the Content Validity Index (CVI) was 0.79, indicating satisfactory content validity for the package. The findings suggest that art education can significantly contribute to the development of students' artistic intelligence and cognitive abilities. The designed intervention package can serve as an effective educational tool, enhancing creative thinking, visual analysis, and emotional regulation in students.

Improving and promoting socio-cultural intelligence in elementary students can improve their academic and non-academic status. As a result, the present research was conducted with the aimed of determine the effectiveness of the psycho-educational intervention of Maher crystallized intelligence on increasing socio-cultural intelligence in elementary second period students.

This research was a quasi-experimental with a pre-test, post-test, and two-month follow-up design with a control group. The research population was all elementary second period students of Tehran city in the 2023-2024 academic years, which number of 40 students, were selected as samples with using a staged cluster sampling method and were replaced in two equal groups. The experimental group received 14 sessions of 90 minute the psycho-educational intervention of Maher crystallized intelligence and during this period the control group did not receive any intervention. Data were collected with using the socio-cultural intelligence subscale in the Maher Multifunctional Fluid Intelligence Test (Saadatee Shamir & Zahatkesh, 2022) and analyzed with using by methods of chi-square, mixed variance analysis and Bonferroni post hoc test in SPSS version 27 software.

The findings of this research showed that the psycho-educational intervention of Maher crystallized intelligence significantly increased all six components of socio-cultural intelligence, including the intelligences of cultural, economic, social, spiritual, managerial and philosophical in elementary second period students and the results were maintained at the two-month follow-up stage (P<0.05).

According to the aforementioned results, can be used the psycho-educational intervention of Maher crystallized intelligence to increase socio-cultural intelligence in elementary second period students.

Organizations require a variety of resources to achieve a competitive edge and long-term survival. Among these resources, intangible assets such as intellectual capital, social capital, and psychological capital play a crucial role in enhancing organizational performance. Despite numerous studies examining the impact of intangible assets on organizational citizenship behaviors (OCBs), there are still ambiguities and gaps in this area.

This study aimed to investigate the influence of intellectual capital, social capital, and psychological capital on OCBs with perception management as a mediator.

This descriptive study employed a correlational and structural equation modeling approach. The statistical population comprised all employees of a company (n = 400) in fiscal year 1399 (2020-2021). The sample size was determined using G*Power's formula (n = 376), and 385 participants were selected. After accounting for attrition, 378 questionnaires were analyzed. The research instruments included questionnaires on intellectual capital (Bontis, 1998), social capital (Nahapiet & Ghoshal, 1998), psychological capital (Luthans et al., 2007), perception management (Bolino & Turnley, 1999), and OCBs (Organ & Konovsky, 1996). Data analysis was conducted using structural equation modeling (SEM) and descriptive statistics in SPSS version 26 and Amos version 24.

The results indicated that perception management partially mediates the impact of intellectual capital and psychological capital on OCBs (p > 0.05). Intellectual capital, social capital, and psychological capital all exert a significant influence on OCBs. Additionally, perception management significantly impacts OCBs. However, social capital did not influence perception management, and mediation by perception management in the relationship between intellectual capital and OCBs was not supported (p < 0.05).

Given the mediating role of perception management in the relationship between intellectual, social, and psychological capital and OCBs, it is recommended to enhance OCBs by developing positive perception management skills and fostering intellectual, social, and psychological capital within the organization.

Metacognition refers to the awareness and control of learners on their intellectual and learning activities, and based on this, the present research was conducted with the aim of the effectiveness of metacognitive empowerment on visual-spatial memory, attention control and planning in students. The present research method was semi-experimental with a pre-test, post-test and follow-up design. The statistical population of the current study was all students of the first level of middle school in Tehran in the academic year of 2022-2023. The selection of samples was available in the form of sampling method and the sample size in this section was also based on the type of research in two groups of 17 people. The research tools included Enbeck visual memory tasks (Franzen, 2002) and Stroop tasks (Franzen, 2002). The results showed that the metacognitive empowerment method has an effect on the scores of visual-spatial memory, attention control and planning (p<0.05) and this effect was significant in the follow-up phase compared to the pre-test (p<0.05). Based on the findings of the research, the compiled metacognitive empowerment package has the ability to improve visual-spatial memory, attention control and planning and can be used in educational centers.

Due to the high importance of mental health in different sections of society and the pivotal role of psychology, promoting students' mental health can help uphold mental health in society. Mindfulness is one of the factors affecting self–acceptance and positive interaction with others. They are necessary elements to develop mental health. Mindfulness means moment–by–moment awareness of thoughts, feelings, behaviors, and the environment. Mindfulness–based interventions, considered one of the third–wave cognitive–behavioral therapies, emphasize flexible attention, openness, and curiosity. As an ability to confront difficult situations and a flexible response to the pressures of daily life, resilience is among the examples of mental health. Emotional intelligence, on the other hand, is one of the psychological characteristics of an individual that includes a set of emotions and abilities that increase a person's ability to cope, control, and create proper functioning in self–awareness, social awareness, relationship management, and self–management. This study investigated mindfulness's effectiveness on resiliency with emotional intelligence as the moderator.

The research method was quasi–experimental with a pretest–posttest and a 3–month follow–up design with a control group. The study's target population consisted of psychology students who were studying at Islamic Azad University, Tehran Science Research Branch, in the academic year 2019–2020. Data were collected using the Bar–On Emotional Quotient Inventory (cited in 26). A total of 60 students with an emotional quotient less than 3 standard deviations below the mean and 60 students with an emotional quotient more than 3 standard deviations above the mean were purposively selected (a total number of 120 subjects). They were randomly assigned to the experimental (30 subjects) and control groups (30 subjects). Before the intervention, the experimental group completed the Conner–Davidson Resilience Scale (CD–RIS) (Conner & Davidson, (2003). Then, the experimental group received 8 sessions of mindfulness, whereas the control group did not receive any intervention. After the mindfulness treatment, the resiliency of the control and experimental group students was measured again (immediately and 3 months later). Central and dispersion indices such as mean and standard deviation were used to describe the variables. It is worth mentioning that variance analysis with repeated measurements, the Tukey post hoc test, and the Chi–square test were used for data analysis. Statistical analysis was done using SPSS version 22 software. The significance level of the tests was considered 0.05.

The findings showed that analysis of variance was significant for the intragroup factor of time (p<0.001), the intergroup factor of emotional intelligence (p<0.001), and the intergroup factor of mindfulness intervention (p<0.001). In the experimental group, the average scores of the resilience variable in the posttest and follow–up phases were significantly higher than in the pretest (p<0.001). Also, no significant difference was observed between the follow–up and post–test stages in the average scores of the resilience variable (p=0.775), which indicated the persistence of mindfulness therapy in improving resilience in the follow–up phase.

According to the findings, mindfulness training can play a significant role in improving the resilience of students by moderating the role of emotional intelligence.

This study aimed to determine the effectiveness of Lumosity-based cognitive empowerment in enhancing fluid intelligence among first-grade elementary school boys. The focus was on assessing improvements in various cognitive functions, including perception, reasoning, attention, memory, and processing speed, through a structured cognitive training program.  The research employed a semi-experimental design with pre-test and post-test control groups. The sample comprised 40 first-grade boys from non-profit schools in District 2 of Tehran, selected through multi-stage cluster sampling and randomly assigned to experimental and control groups. The experimental group participated in ten 60-minute sessions of Lumosity-based cognitive training. Data were collected using the Maher Multidimensional Fluid Intelligence Test (MMfTI), which measures five main components of fluid intelligence. The study also included follow-up assessments to evaluate the sustainability of cognitive gains.  The results indicated significant improvements in the experimental group's fluid intelligence, particularly in attention, reasoning, and processing speed, compared to the control group. These enhancements align with the theoretical foundations of cognitive training, suggesting that the structured and adaptive nature of Lumosity games effectively stimulates cognitive processes. The findings support the hypothesis that Lumosity-based cognitive training can significantly enhance core cognitive functions in young children.  Lumosity-based cognitive empowerment proves to be an effective tool for enhancing fluid intelligence in first-grade elementary school boys. The significant improvements in key cognitive functions highlight the potential of integrating cognitive training programs into educational curricula to boost cognitive development and academic performance. However, further research with larger samples and longer follow-up periods is necessary to validate these findings and explore the long-term effects of cognitive training.

This study aimed to determine the effectiveness of Lumosity-based cognitive empowerment in enhancing fluid intelligence among first-grade elementary school boys. The focus was on assessing improvements in various cognitive functions, including perception, reasoning, attention, memory, and processing speed, through a structured cognitive training program.  The research employed a semi-experimental design with pre-test and post-test control groups. The sample comprised 40 first-grade boys from non-profit schools in District 2 of Tehran, selected through multi-stage cluster sampling and randomly assigned to experimental and control groups. The experimental group participated in ten 60-minute sessions of Lumosity-based cognitive training. Data were collected using the Maher Multidimensional Fluid Intelligence Test (MMfTI), which measures five main components of fluid intelligence. The study also included follow-up assessments to evaluate the sustainability of cognitive gains.  The results indicated significant improvements in the experimental group's fluid intelligence, particularly in attention, reasoning, and processing speed, compared to the control group. These enhancements align with the theoretical foundations of cognitive training, suggesting that the structured and adaptive nature of Lumosity games effectively stimulates cognitive processes. The findings support the hypothesis that Lumosity-based cognitive training can significantly enhance core cognitive functions in young children.  Lumosity-based cognitive empowerment proves to be an effective tool for enhancing fluid intelligence in first-grade elementary school boys. The significant improvements in key cognitive functions highlight the potential of integrating cognitive training programs into educational curricula to boost cognitive development and academic performance. However, further research with larger samples and longer follow-up periods is necessary to validate these findings and explore the long-term effects of cognitive training.

This research aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on psychological flexibility, emotional self-regulation, and stress coping styles in mothers of children with specific learning disorders.

This quasi-experimental study employed a pre-test, post-test, and a three-month follow-up design. The study population included all mothers of children with specific learning disorders enrolled in the fifth grade of primary schools in District 17 of Tehran during the 2021-2022 academic year, from whom 40 participants meeting the inclusion criteria were selected through purposive sampling and randomly assigned into two groups of 20. Data collection was conducted using the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010), the Emotional Self-Regulation Questionnaire (Larsen & Prizmic-Larsen, 2004), and the Coping with Stressful Situations Questionnaire (Parker & Endler, 1994). Data analysis was performed using mixed ANOVA with SPSS version 25.

Results indicated that Acceptance and Commitment Therapy is effective in improving scores of psychological flexibility, emotional self-regulation, and stress coping styles (P<0.001).

Given the effectiveness of Acceptance and Commitment Therapy in mothers of children with specific learning disorders, psychologists and counselors working in this field are advised to utilize these educational and therapeutic methods to enhance psychological flexibility, emotional self-regulation, and stress coping styles in this population.

Considering the complexity and importance of borderline personality disorder as well as the relatively high prevalence rate of this disorder in the society, this research was conducted with the aim of investigating the effectiveness of emotion-oriented therapy on the treatment of patients with borderline personality disorder.

The method of this quasi-experimental research and the design used to examine the hypotheses in this research was a pre-test-post-test design with an experimental group and a control group. The statistical population of this research was made up of all people with borderline personality disorder who visited two counseling centers in one area of Tehran in 2020. 30 people with borderline personality disorder were selected by purposive sampling method and then these people were placed in two groups of 15 people (emotional treatment experimental group and control group) by matching method. The experimental group received 12 sessions of 120 minutes on a weekly basis and the control group did not receive the treatment. The tool for collecting information in this research was the borderline personality questionnaire (Leichsenring, 1999). Due to the quantitative nature of the research, data analysis was done using descriptive and inferential statistics methods (analysis of covariance test).

The findings showed that the observed F value for the borderline personality and its dimensions in the adjusted model (by adjusting the pre-test effect) for the whole scale, identity confusion, primary defense mechanism, reality testing, fear of intimacy and borderline personality respectively, is equal to: 33.275, 8.123, 7.902, 10.025 and 72.865. Moreover, its significance level (sig) is equal to 0.000, which indicates the existence of a significant difference between the post-test score in the experimental group and the control group, so the main effect of the group variable is significant, which means that emotion-oriented treatment is effective in the treatment of patients with borderline personality.

Therefore, it can be concluded that emotion-oriented therapy can be a useful method for treating patients with borderline personality disorders, so it is suggested that specialists benefit from it in their work

Abstract

This study has been designed and implemented with the aim of developing and validating educator and child interaction process quality measurement in Tehran’s kindergartens.research

The present research was a sequential exploratory mixed method that carried out in two parts, qualitative and quantitative. In the qualitative part, three phases of the hybrid model were used. In the theoretical phase, the subject was searched in main databases. . In the fieldwork phase, the research method was descriptive phenomenology. Therefore, 10 educators and 8 faculty members were selected by purposive sampling method. Data were collected by semi-structured interview and then analyzed by Colaizzi’s method. Final analysis was done in the last phase. The validity of qualitative data has been confirmed using four judgment criteria of Lincoln and Guba, the reliability of qualitative data has also been confirmed through intra-subject agreement and test-retest. In the quantitative part, After formulating the questionnaire and investigating the face and content validity of the items, the data were collected from a sample of 220 educators who were selected through sampling of stage cluster.

After analyzing the qualitative data, 6 main themes consisted of individual characteristics, positive emotional climate, supportiveness, educational support, participation and cooperation and behavior management were extracted. In the quantitative part, the confirmatory factor analysis and Cronbach's Alpha coefficient were used to determine the construct validity and the reliability. The results of confirmatory factor analysis showed that the six-factor hierarchical model has a good fit. Also, Cronbach's Alpha coefficient, was calculated to be 0.94 for the total questionnaire, which indicates the acceptable internal consistency.

The findings of this study showed that based on the obtained factors, the interaction process quality questionnaire is a reliable and valid tool for assessing the quality of child-educator interaction in Iran.

The aim of the current study is to compare short term memory, reading performance and academic achievement of early bilingual and monolingual student and also presenting a well fitted model for interpretation of these interrelationship based on the theoretically recommended model. Rey–Osterrieth Complex Figure Test, a battery of reading measures and three elementary courses (Farsi, science, and Math) were used to assess short term memory, reading performance and academic achievement in turn. These tests were administered to 380 (188 ML and 192 BL) male primary student at grade five (12-13 years of age) in Persian. SEM and Analyses of variance (ANOVA) were then performed to determine which construct served as the best predictor of academic achievement in both groups. Based on the results, there is a significant relationship among short term memory, reading performance and academic achievement in both groups. But short term memory was the best predictor for academic achievement. Moreover, the highest significant relationship exists between short term memory and reading comprehension, while direct path coefficient between reading performance and academic achievement was the lowest. Indirect path coefficient between short term memory and academic achievement was not significant in both groups. Furthermore, ANOVA demonstrate that BL yielded significantly higher scores than did ML group in all variables except phoneme deletion and pseudo word reading.The aim of the current study is to compare short term memory, reading performance and academic achievement of early bilingual and monolingual student and also presenting a well fitted model for interpretation of these interrelationship based on the theoretically recommended model. Rey–Osterrieth Complex Figure Test, a battery of reading measures and three elementary courses (Farsi, science, and Math) were used to assess short term memory, reading performance and academic achievement in turn. These tests were administered to 380 (188 ML and 192 BL) male primary student at grade five (12-13 years of age) in Persian. SEM and Analyses of variance (ANOVA) were then performed to determine which construct served as the best predictor of academic achievement in both groups. Based on the results, there is a significant relationship among short term memory, reading performance and academic achievement in both groups. But short term memory was the best predictor for academic achievement. Moreover, the highest significant relationship exists between short term memory and reading comprehension, while direct path coefficient between reading performance and academic achievement was the lowest. Indirect path coefficient between short term memory and academic achievement was not significant in both groups. Furthermore, ANOVA demonstrate that BL yielded significantly higher scores than did ML group in all variables except phoneme deletion and pseudo word reading.

Numerous studies have examined the effectiveness of mindfulness training on positive psychological capacities but research that examines the effectiveness of mindfulness training on the psychological well-being and components of psychological capital in mothers of children with educatable intellectual disability has been overlooked. To determine the effectiveness of mindfulness training on the psychological well-being and components of psychological capital in mothers of children with educatable intellectual disability.                                   The research was semi-experimental with pre-test, post-test and control group design with trimester follow-up. The statistical population in this study consisted of all mothers of children with educatable intellectual disability aged between 5 and 10 in the city of Tehran who had referred to Zehn Ara Counseling Center in 2020. The sample size of the present study included 40 mothers of children with educatable intellectual disability, 20 of whom were in the experimental group and 20 in the control group with the available sampling method. The tool used was Kabat-Zin's (1990) treatment plan, Ryff's well-being Scale (1989), and Lutanz's psychological capital Scale (2007). Data were analyzed by variance analysis with repeated measures approach and Bonferroni post hoc test. mindfulness training had a significant effect on the psychological well-being and components of psychological capital in mothers of children with educatable intellectual disability (p<0.05). Mothers of children with educatable intellectual disability who participated in mindfulness training sessions were more well-being, resilience, Self-efficacy, hopeful and optimism

The purpose of this work is to look into the impact of the need for closure and cognition on the degree of working memory in Tehran high school students, with the role of attitudes toward learning and ambiguity tolerance as mediating factors. To this end, 385 subjects consisting of 155 girls and 230 boys were selected using multi-stage cluster sampling to complete the questionnaires on working memory (Nejati, 2013), the need for cognition (Cachiupo, 1996), the need for closure (De Baker & Krausson, 2008), attitude toward learning (Eiken, 1979) and ambiguity tolerance (McLean, 1993). The study was descriptive, and a correlation design was given in light of investigating the relationships between the variables using a causal model of route analysis. The results revealed that the need for cognition has an indirect effect on working memory through the mediation of the attitude to learning and ambiguity tolerance. Furthermore, the need for closure has an indirect influence on working memory by the mediation of attitude toward learning and ambiguity tolerance. Similarly, the need for cognition has a significant effect on working memory, whereas the need for closure has no such impact. Additionally, the need for cognition has a significant effect on attitude toward learning and ambiguity tolerance, whereas the need for closure has no significant effect on attitude toward learning and ambiguity tolerance. The findings were explored in depth in the conclusion section.

Considering the complexity and importance of borderline personality disorder as well as the relatively high prevalence rate of this disorder in the society, this research was conducted as a comparison of the effectiveness of emotion- focused therapy with mentalization-based therapy on the treatment of people with borderline personality disorder.

The method of this semi-experimental research and the design used to examine the hypotheses in this research was a pre-test-posttest design with an experimental group and a control group. The statistical population of this research consisted of all people with borderline personality disorder who visited two counseling centers in Tehran district 1 in 2019. Therefore 45 people with borderline personality disorder were selected by purposive sampling method and then these people were placed in three groups of 15 (emotion-oriented treatment experimental group, mentalization-based treatment experimental group and control group) by matching method. The experimental groups received 12 weekly 120-minute sessions of emotion-focused therapy and mentalization-based therapy, and the control group did not receive therapy. The data collection instrument in this research was the borderline personality questionnaire by Leishnering (1999). Due to the quantitative nature of the research, data analysis was done using descriptive and inferential statistical methods (covariance analysis test).

The findings showed that emotion- focused therapy and mentalization-based therapy are effective on the treatment of people with borderline personality disorder. Also, the results showed that there is a significant difference between the effectiveness of emotion-focused therapy and mentalization-based therapy on the treatment of borderline personality disorder, and the effectiveness of mentalization-based therapy is greater than emotion-focused therapy on the treatment of borderline personality disorder.

Both intervention methods were effective in improving the symptoms of people with borderline personality disorder. However, the effect of mentalization-based therapy is more effective than emotionfocused therapy the treatment of people with borderline personality disorder.

The present study was conducted with the aim of measuring the Islamic management intelligence and the successful intelligence of principals of exceptional secondary schools in the nineteen government districts of Tehran in the academic year of 2018-2019. In terms of method, the current research was among quantitative researches. The statistical population of the research included all principals of the second year of secondary school in Tehran. The sample obtained from this population using the multi-stage cluster sampling method based on the Karjesi and Morgan table was 384 people, and 100 people were considered in this research. A 23-question questionnaire was used to collect information. The results showed that among the components of successful intelligence, the first priority belongs to creative intelligence, followed by analytical intelligence and practical intelligence. Among the components of management mouse, the first priority belongs to spiritual intelligence, and then the second to fifth priority belongs to emotional intelligence, political intelligence, physical intelligence and logical intelligence.

There are several predictor variables for speech anxiety (SA) among students. Affective balance (AB) and social intelligence (SI) are two main factors in this field. In this study, we assess the mediating role of consequence expectation (CE) among these variables. Accordingly, this study aims to explore a model of the relationships between AB, SI, and SA mediated by CE among teacher-training students of Farhangian University.

This was a descriptive-correlational study and the population included students of teacher-education courses at the Farhangian University in Kerman Province, Iran, in the 2020-2021 academic year. The sample included 740 participants who were selected via the cluster sampling method. They completed the speech anxiety thoughts inventory, the Bradburn scale of psychological well-being (1969), the social intelligence questionnaire, and the personal outcome expectancy scale.

The results showed that the model of explaining AB, SI, and SA through the mediating role of CE in teacher-training students of Farhangian University has an acceptable fit. Hence, AB has a direct effect on SA. SI has a direct effect on SA and AB has a direct effect on the expectation of CE. Meanwhile, SI has a direct effect on the CE and AB has an indirect effect on SA through the mediating role of the CE. And, SI has an indirect effect on SA by the mediating role of the CE.

We can conclude the proposed model of the relationship between AB, SI, and SA with the mediating CE among teacher-training students of Farhangian University is fit and has proper values.

A suitable educational system, especially higher education, will be the main prerequisite for the development of any country and the country's movement in the direction of the first world countries. The purpose of this research is to investigate the role and position of higher education in economic growth and development. The theoretical basis of this research is based on the theories of human capital, human development and approaches related to the return on investment in education. Thus, this article explores and describes the process of achieving economic development through higher education. The research method of this research is library type and by reviewing domestic and foreign books and articles. The obtained results indicate that, firstly, increasing the productivity of higher education has a positive and significant effect on economic growth. Second, investment in university education will have a positive effect on economic growth. It is clear that in addition to the quantitative and qualitative expansion of the university system, in order to achieve a balanced, comprehensive and fair development, other factors such as infrastructure, the state of the macroeconomic environment, the level of health and education of the country's population, the size of the market, the open market, political stability and democracy, the efficiency of goods production, labor and financial market, technological readiness, political conditions, economic and social stability, absence of corruption, efficient bureaucracy, etc. must be present.

The purpose of this research was to investigate the structural model of health anxiety based on uncertainty intolerance and anxiety sensitivity with the mediation of rumination in students. Research

This descriptive research project was conducted with structural equation modeling and with the presence of 454 people with the online sampling method among the students of Azad University, Science and Research Unit in the academic year of 1401-1400. To measure the research variables, Salkoskis et al.'s Short List of Health Anxiety (2002), Friston et al.'s Intolerance Scale (1994), Reiss et al.'s Anxiety Sensitivity Questionnaire (1986) and Nolen-Hoeksma and Maro's (1991) rumination response scale were used. Became. Data were analyzed with Pearson correlation coefficient and structural equations using SPSS and AMOS software version 24.

The results showed that there is a significant relationship between uncertainty intolerance, anxiety sensitivity and rumination with health anxiety (P<0.01); Also, the results showed that the direct paths of this research were significant and the indirect paths of uncertainty intolerance and anxiety sensitivity through the mediating role of rumination on health anxiety were significant.

Based on the findings of this research, the modified model had a good fit (RMSEA=0.051 and P-value <0.05) and the final evaluated model has a good fit and is an important step towards understanding It is considered to be an effective factor on students' health anxiety.

Economic intelligence, is an attitude about the ability to learn and use money that is essential to survival and success in 21st-century life. Economic intelligence leads to increased problem-solving and critique, adaptability, information analysis and entrepreneurship, while a vacuum lead to financial problems and economic pressures, confusion, frustration and depression, and socio-economic problems. Although the phenomenological discovery and understanding and the lived experience of experts lead to the identification of potential factors, but there is a research gap in the field of application of this method in the target society.

The present study was conducted with the aim of the living experience of experts in economic intelligence in the form of a phenomenological study. The study population of the present study included all professors of industrial psychology, financial management, economics and educational psychology and psychometrics in free and public universities with more than 5 years of teaching experience as well as some of the top entrepreneurs. 17 people (10 professors and 7 top entrepreneurs) were selected based on the principle of saturation and using purposive sampling method (theoretical sampling) and according to the inclusion criteria And Colouzi method was used to analyze the interview data.

The method of the present study is descriptive phenomenological in terms of the basic purpose and the nature of the qualitative data. The study population of the present study included all professors of industrial psychology, financial management, economics and educational psychology and psychometrics in free and public universities with more than 5 years of teaching experience as well as some of the top entrepreneurs. 17 people (10 professors and 7 top entrepreneurs) were selected based on the principle of saturation and using purposive sampling method (theoretical sampling) and according to the inclusion criteria. The participants were interviewed through a semi-structured interview. In order to analyze the interview data, thematic analysis method was used.

After thematic extraction and classification, the findings included 5 main themes (entrepreneurial spirit, positive attitude, appropriate financial behavior, empiricism, role modeling) and 21 sub-themes. The relationship between these main and secondary topics is given in the main article.

Based on the research results, it can be said that items such as self-confidence, knowledge acquisition, positive thinking, entrepreneurial thinking, punctuality, prudent investment, creativity, time management, strategic planning, gaining experience and paying attention to opportunities for progress and interaction with entrepreneurs are components. These are important aspects of economic intelligence, and people's awareness of these components can contribute to their economic success and progress.

The aim of this study was to determine the effectiveness of emotion-oriented couple therapy training on emotional self-disclosure and marital commitment of couples referring to counseling centers. The method of the present study was other than basic research in terms of purpose, quantitative research in terms of method and experimental research in terms of data collection. In this study, the study population consisted of all counseling clinics of the Psychological System Organization of Region 5 of Tehran in the period of May and June 2018, the number of which was about 180 people. Sampling method the present study was a stepwise cluster sampling method. The instruments of the present study were emotion-focused couple therapy training package and two questionnaires of emotional self-disclosure Waring, et al (1998) and Marital Commitment Adams, Joens (1997). To analyze the hypotheses, multivariate analysis of covariance and univariate analysis of covariance were used to determine the differences between the groups. The findings showed that the post-test scores of marital commitment in the experimental and control groups were significantly different by eliminating the effect of pre-test scores and the effect of emotion-oriented couple therapy training on increasing marital commitment was very high. The results also showed that the difference between the adjusted means of emotional self-disclosure between the experimental and control groups in the post-test was statistically significant. The difference between the scores of the experimental and control groups or the effect of the educational method was also high and significant

The first version of the multifaceted fluid intelligence test for children (MMFIT) was conducted with the aim of building and standardizing different dimensions of fluid intelligence in 7–9-year-old students. The theoretical basis of this test is Kattle-Horn-Carroll (CHC) theory and Sternberg's theory of successful intelligence (2021).

The current research method was descriptive and exploratory in terms of mixed method and fundamental in terms of purpose. For this purpose, 621 students from non-profit schools of 5 educational districts of Tehran, 5 districts of Tehran (1, 3, 6, 5, 18) including northern, central, southern, eastern and western regions using cluster random sampling method. They were selected step by step.

Structural equation modeling, exploratory and confirmatory factor analysis were used to analyze the data. The results of exploratory factor analysis using spss 23 and lisrel software on 130 final questions, a 6-factor model including knowledge (general, personality, emotional, social, cultural, managerial, economic, spiritual, sports and technical), perception (form of context, shape recognition, visual completion and perceptual sequence), reasoning (visual, maze, matrix and mental calculations), attention (one-dimensional, multi-dimensional and geometric), memory (visual, auditory and numerical) and processing speed (visual processing, It showed the symbols, letter sequence. Structural equation modeling and confirmatory factor analysis using lisrel software also confirmed the fit of the 6-factor measurement model. Cronbach's alpha coefficients showed that these factors had good reliability.

By using this test, students' different abilities can be identified, with appropriate training to the identified abilities, they provide the necessary ground for the flourishing of students' talents and academic progress, and provide the path to a happy life.

Mathematical learning disability is one of the most common neurodevelopmental disorders which causes math education in elementary school to be one of the most highlighted problems that teachers face; a problem that turned into a serious challenge in the COVID-19 pandemic virtual education. The current research was implemented with the aim of investigating the effectiveness of virtual teaching based on manipulative mathematical learning of 5th grade male students with learning disabilities during the pandemic period.

The current research was a semi-experimental study with a pretest-posttest control group design. The statistical population includes all elementary school boys in the 5th grade of Karaj city in the academic year of 2021-22 with a math learning disability. The statistical sample includes 20 5th-graders from “Bistom-e-Farvardin” primary school in Karaj city, randomly selected and placed in two experimental and control groups (10 in each). The tools for collecting research data included the Wechsler IQ test for children (1949), Keymath test (1988), and researcher-made math learning test. The data was examined using univariate covariance analysis, and analyzed by SPSS26.

The results showed that virtual teaching based on manipulative mathematical learning method significantly affects the mathematical learning of students with this specific disability who participated in this program as when compared to students who had not received it, resulting in an 81% increase in the math scores of the experimental group compared to the control group (P>0.0001, F=8.946)..

Applying manipulative mathematical learning method is effective on math learning of students with this disability in the 5th grade of elementary school in virtual education period.

The purpose of this study is to present a model of psychological well-being based on the components of psychological capital and psychological flexibility by mediating role of mindfulness. This study is a descriptive research and subjects are composed of 350 masters' students of psychology from Islamic Azad University in Tehran that are selected using ‘stratified random sampling proportional to size’ method. In this method, from each unit of the university, a sample was selected independently and proportional to size of that unit. The participants responded to psychological well-being questionnaire (Ryff, 1989), psychological capital questionnaire (Luthans et al, 2007), Acceptance and action Inventory (Bond et al, 2011) and Mindfulness Questionnaire (Buchheld et al, 2006). Data are analyzed using path analysis through LISERL 8.8. The results show that cognitive flexibility, hope, optimism, self-efficacy, resiliency and mindfulness directly predict psychological well-being (P<0.01), and on the other hand, cognitive flexibility, hope, optimism, self-efficacy and resiliency indirectly predict psychological well-being by mediating role of mindfulness (P<0.01). So a program can be developed to enhance cognitive flexibility and components of psychological capital and mindfulness, through which students’ level of psychological well-being would be improved.This study was applied in terms of objective and combined.

Divorce is considered one of the most stressful events in people's lives, and along with many pleasant and unpleasant factors in women's lives, divorce is considered an important and terrible event in their lives, which has many personal and social consequences in their lives. Based on this, the aim of the present study was to investigate the effectiveness of the strength-based approach on psychological hardiness and feelings of loneliness among divorced women. In terms of purpose, the current research was of an applied type, and in terms of method, based on the research design and method, it was semi-experimental with a pre-test and post-test design (with an experimental group and a control group and a three-month follow-up period). In the present study, the statistical population studied included all divorced women who referred to counseling centers in the 10th district of Tehran in the first half of 2011; Among these people, 40 people were selected and randomly assigned to an experimental group (20 people) and a control group (20 people). Then, the strength-based approach based on the protocol prepared by Darbani & Parsakia (2022) was implemented on the test group. In order to collect data, research tools included Russel et al (1998) loneliness questionnaire and Lang et al (2003) psychological hardiness questionnaire. In the descriptive part, frequency distribution tables were used, and in the inferential part of data analysis, mixed variance analysis with repeated measurements and LSD post hoc test and SPSS software version 26 were used. The F value and the significance level of the obtained value were calculated in the variable of psychological hardiness (F = 8.22 and P = 0.001) and loneliness (F = 6.40 and P = 0.002). Therefore, the independent variable i.e. the strength-based approach has significantly changed the dependent variables i.e. the feeling of loneliness and psychological hardiness. Therefore, it can be concluded that the changes made in the dependent variables were caused by the implementation of the strength-based approach on the experimental group. The results of the LSD post hoc test showed that the effects of the strength-based approach on the research variables were stable. Based on the available findings, it can be concluded that the strength-based approach is effective on the feeling of loneliness and psychological hardiness of divorced women, so it is suggested that experts use the techniques of this approach in their work.