alimohammad rezaei

The purpose of this research was to investigate the predictors (self-control, self-efficacy and self-esteem) and psychological consequences of Internet addiction (sleep quality, psychological distress and psychological well-being). For this purpose, a descriptive-correlational research method was employed. All student users of social networks at Damghan University in year 2023 constituted the statistical population of the current study.Using available sampling, 298 people were selected and answered research tools including Young Internet Addiction Test, Pittsburgh Sleep Quality Index, Rosenberg Self-Esteem Scale, Sheerer General Self-efficacy Scale, Tangy Brief self-control scale, Ryff Psychological Well-being Scales and Kessler Psychological Distress Scale. After data collection, partial least squares test was run in PLS to analyze the data. The results represented a negative relationship between self-control and internet addiction. Internet addiction directly affected sleep quality and self-esteem. Furthermore, internet addiction indirectly affected psychological well-being through the mediation of sleep quality and psychological distress. Accordingly, it can be claimed that weakness in self-control may lead to internet addiction, which brings about decreased sleep quality, increased psychological distress, and reduced psychological well-being. Based on the findings, one can help with the better preparation and presentation of prevention and treatment programs by strengthening self-control for the ones exposed to internet addiction. In this way, internet addiction, sleep quality, and mental distress can be mitigated and, thereby, cognitive and psychological well-being may be improved.

Lack of self-acceptance is one of the most pervasive factors threatening people’s psychological well-being.

This study aims to explore the roots and underlying causes of a lack of self-acceptance through the lived experiences of psychologists specializing in the field of self-acceptance.

A reflexive thematic analysis, based on the approach by Braun and Clarke, was conducted using 30 in-depth interviews. Participants were recruited through purposive and snowball sampling methods. To enhance the trustworthiness of the research, Lincoln and Guba's criteria were applied.

The overarching theme identified was “Tripartite adversities involved in the formation of a lack of self-acceptance.” This theme comprised intrapersonal factors (“Existential Insecurity”), interpersonal factors (“Deficits in Nurturance,” “Restricted Autonomy,” “Disrupted Trust,” and “Exposure to Strict Standards”), and socio-cultural factors (“Minority Group Status”).

The findings demonstrate that the roots of a lack of self-acceptance are complex and multifaceted. Addressing this issue has significant implications for improving self-acceptance, which is an integral component of many contemporary therapeutic modalities targeting trans-diagnostic factors such as perfectionism, self-criticism, and shame.

The aim of the present study was the effectiveness of the assertiveness training program on the health-promoting behaviors of bullied adolescents.

The research method was semi-experimental with a pre-test-post-test design and a one-month follow-up with experimental and control groups. The statistical population included adolescents aged 14 to 17 years old in district 17 of public schools in Tehran. A number of 40 teenagers who met the criteria for entering the research and obtained a high score in Harter's victim questionnaire were randomly selected and assigned to two experimental and control groups. The research tools included Walker et al.'s (1987) health-promoting behaviors questionnaire, which was completed by both groups in three phases: pre-test-post-test and one-month follow-up. The assertiveness training program for victimized teenagers was implemented in 8 sessions of 90 minutes for the experimental group. Data were analyzed using repeated measures multivariate analysis of variance.

The results showed that the assertiveness training program to victimized teenagers in the variables of happiness and spiritual growth (F=6.44 and P=0.003), responsibility for health (F=327 and P=0.002), interpersonal relationships (4.47=4) F and P=0.019), stress management (F=5.10 and P=0.009) and nutrition (F=4.52 and P=0.022) have an effect. While this amount was not effective for the variable of physical activity (F=0.01 and P=0.988).

Finally, based on the results of this research, it can be said that the assertiveness training program is effective on the health-promoting behaviors of 14-17-year-old teenagers, and this training can be used to improve their health, and the awareness of parents, teachers, managers, and other professionals about these trainings can be helpful.

Assessing and understanding the educational status of students in the context of virtual education in the field of educational psychology is important. Students may show different approaches to learning in different educational settings (virtual, face-to-face). The present study was conducted in this direction with the aim of modeling superficial and in-depth approaches to medical students' learning in virtual education based on academic emotions.

In this study, students' learning approaches (deep and superficial) in virtual education based on academic emotions were examined. For this purpose, the questionnaire of progress emotions (Pekron et al., 2002), perception of learning environment (Ruff et al., 2001) and the questionnaire of revised two-factor learning approaches (Mokhtar et al., 2010) were distributed among 223 students of Lorestan University of Medical Sciences.

The results showed that superficial and in-depth approaches to medical students' learning in virtual education can be predicted based on academic excitement. Findings also showed that the dimensions of learning have a significant effect on deep and superficial approaches due to positive and negative emotions (p <0.01).

In general, it can be concluded that students' learning approaches in cyberspace along with accurate and specialized planning can have the desired result.

Post-traumatic stress disorder (PTSD) resulting from direct experience of a severe injury, such as the sudden death of a family member, can significantly impact a person's health by altering cognition, exacerbate grief symptoms and impaired autobiographical memory. Several studies have investigated the effects of cognitive processing therapy (CPT) on reducing PTSD symptoms caused by bereavement and cognitive programming, but none have specifically examined the impact of this therapeutic approach on grief symptoms and autobiographical memory.

The aim of this study was to evaluation of the effectiveness of CPT on the autobiographical memory and grief experience in Covid-19 survivors with PTSD which have suffering from breavement.

The method of the current research was a quasi-experimental pre-test-post-test control group design and the study population included Covid-19 survivors with symptoms of PTSD in Shiraz in 1400, who lost a family member and were diagnosed with PTSD, based on The Mississippi PTSD Scale (Kean, Caddelle, & Taylor, 1988). Thirty people were selected by purposeful sampling and divided into two experimental and control groups. The experimental group underwent cognitive processing therapy in 12 sessions of 90 minutes, and the control group did not receive any intervention. The data collection tools were The Mississippi PTSD Scale (Kean, Caddelle, & Taylor, 1988), Grief Experience Questionnaire (GEQ) (Barrett & Scott, 1989) and Autobiographical Memory Test (AMT) (Williams & Broadbent, 1986). Data analysis was done by one-way analysis of covariance in SPSS-27 software.

The results showed that the experimental group demonstrated significant decreases in GEQ scores and significant improvements in AMT scores for positive, negative, and neutral word classes (P< 0.05).

The findings suggest that CPT, by developing a deep understanding of the traumatic experience, is an effective intervention for reducing grief symptoms and improving autobiographical memory performance in bereaved individuals with PTSD symptoms. Therapists should consider CPT as a viable treatment option for this population.

The aim of the present study was to determine the mediating role of self-regulation in predicting academic self-handicapping among lower secondary school students based on their attachment to parents, peers, and teachers.

Methods and Materials:

 This research falls under the category of descriptive-correlational studies, utilizing structural equation modeling. The statistical population consisted of all female lower secondary school students in Tehran. The sample included 384 participants selected through convenience sampling. Data were collected using the Inventory of Parent and Peer Attachment (Armsden & Greenberg, 1987), Teacher Attachment Scale (Eliot & Mikulincer, 2006), Self-Handicapping Scale (Jones & Rhodewalt, 1982), and the Academic Self-Regulation Questionnaire (Bouffard et al., 1995). Descriptive statistical indices such as mean and standard deviation were used. In the inferential statistics section, structural equation modeling and Pearson correlation methods were employed using SPSS.22 and AMOS.22 software for data analysis.

The findings indicated a significant negative relationship between attachment to parents (β = -0.668, p < 0.01), attachment to peers (β = -0.256, p < 0.01), attachment to teachers (β = -0.051, p < 0.05), and students' academic self-handicapping. Additionally, there was a significant positive relationship between attachment to parents (β = 0.318, p < 0.01), attachment to peers (β = 0.340, p < 0.01), attachment to teachers (β = 0.242, p < 0.01), and students' academic self-regulation. A significant negative relationship was also found between academic self-regulation and students' academic self-handicapping (β = -0.233, p < 0.01). Furthermore, significant negative relationships were observed between attachment to parents (β = -0.074, p < 0.01), attachment to peers (β = -0.079, p < 0.01), attachment to teachers (β = -0.057, p < 0.01), and students' academic self-handicapping.

Therefore, it was concluded that academic self-regulation significantly and negatively mediates the relationship between attachment to parents, peers, and teachers, and academic self-handicapping.

One of the important goals of education is to create an environment for the holistic development of an individual. Therefore, the current research was conducted to predict students' academic performance based on academic motivation, academic emotions, and moral intelligence.

The present research was a descriptive-correlational study. The statistical population included all high school students in Tehran in the second semester of the academic year 2022-2023, and 2065 participants were selected as the sample group by multi-stage random sampling method, and finally data analysis was conducted on 1010 participants. Students responded to the Questionnaires on Moral Intelligence (Lennick and Kiel, 2005), Academic Motivation (Vallerand, 1992), Academic Emotions (Pekrun et al., 2005), and Academic Performance (Pham and Taylor, 1999). To analyze the research data, Pearson's correlation test and stepwise regression were used.

The results showed that the variables of academic motivation, academic emotions, and moral intelligence have a significant correlation with academic performance in students (p<0.01). The results of regression analysis also showed that moral intelligence, academic emotions, and academic motivation explained 18%, 33%, and 39% of the variance of students' academic performance, respectively. These variables were able to simultaneously explain 39% of the variance of students' academic performance.

Therefore, to improve the academic performance of students, it is possible to develop programs to improve moral intelligence and, accordingly, academic motivation and academic emotions. The implications of the obtained results were discussed in the article.

Multiple sclerosis is a progressive neurological disease. It has both negative and positive impacts on the physical and mental health of patients. The aim of this study was to investigate the effectiveness of emotion-focused group therapy on emotional expressivity and rumination in patients with multiple sclerosis in Shiraz.

Methods and Materials:

The population of this study consisted of all patients with MS in Shiraz in 2021, diagnosed according to the 2017 McDonald criteria by a neurologist. After identifying MS patients, thirtywho met the research entry criteria were purposively selected and randomly assigned to an experimental group and a control group in equal numbers. The experimental group underwent emotion-focused therapy sessions for eight 90-minute sessionswhilethe control group remained on a waiting list. The data were obtained using the Nolen-Hoeksema and Morrow (1991) rumination scale and the King and Emmons (1962) emotional expressivity questionnaire. Descriptive and inferential statistics (repeated measures analysis of variance) were used in data analysis.

Data analysis showed that after the intervention, there was a significant difference between the control and experimental groups in both variables of emotional expressivity and rumination (P<0.05). Significant differences in components of emotional expressivity (expression of positive emotion, expression of intimacy, and expression of negative emotion) and components of rumination (rumination responses and distraction responses) were observed between patients with multiple sclerosis in the experimental and control groups (P<0.05).

The use of emotion-focused therapy is an appropriate intervention for improving emotional expressivity and rumination in patients with multiple sclerosis and can be used to improve psychological status and better cope with the disease.

The purpose of the current research was to examine the fit of the systemic classroom flourishing model (FCSM) of Allison et al. (2020) and determine its academic consequences. The current research was descriptive and of the type of correlation studies and specifically structural equation modeling based on the partial least squares (PLS) approach. Using the multi-stage cluster sampling method, 1000 students of the second year of high school in Arak city were selected from 20 schools and 100 classrooms (10 students in each class) and used research tools including the classroom flourishing scale (Bayat and Rezaei , 1401), Martin and Marsh's academic vitality questionnaire (2006), Harter's academic motivation questionnaire (1981), academic satisfaction subscale, derived from Heubner's multidimensional life satisfaction scale (MSLSS), and Rio's academic engagement questionnaire (2013). In order to analyze the data, partial least squares (PLS) method was used. The results showed that the classroom flourishing model and its academic consequences have an acceptable and satisfactory fit. According to the mentioned model, classroom flourishing consists of 4 factors of cohesion, flexibility, communication and well-being, with factor loadings of 0.885, 0.902, 0.854 and 0.965, respectively. Also, the factors of cohesion, flexibility and communication each consisted of three subscales and the well-being factor consisted of six subscales, all of which had satisfactory factor loadings. In addition, according to the mentioned model, the most important academic consequences of classroom flourishing are academic involvement, academic motivation, academic vitality, academic satisfaction and academic progress. The divergent validity of the classroom flourishing model and its academic outcomes were investigated and confirmed using the heterotrit-monotrit (HTMT) criterion and its convergent validity using the average explained variance (AVE) and the Rau reliability index (rho). The reliability of the model tools was calculated using Cronbach's alpha coefficient and composite reliability (Dillon-Goldstein coefficient). The results showed that all the obtained coefficients for the main variables of the model are favorable and satisfactory (between 0.837 and 0.973). The overall fit of the model was also obtained using the GOF goodness of fit index (Tennhaus et al., 2004) equal to 0.64, which indicates a strong fit of the model. In general, based on the results, it can be said that the classroom flourishing model has a good fit, and the developed model and tools can be used to monitor the classroom flourishing and improve it.

The aim of this study was to use logistic regression in predicting bullying based on the components of emotional intelligence and spiritual intelligence. The statistical population of the present study included all high school students in Najafabad. A total of 447 students (225 girls and 222 boys) were selected by multi-stage cluster sampling. In order to analyze the data and predict group membership (bullying or not) based on predictor variables of E.I (perception of emotions, etc.) and components of S.I (field of thinking, etc.) logistic regression was used. For the fit index of the regression model, R2 Cox and Snell and R2 Nagel crack and in order to check the consistency of the predicted probabilities with the observed probabilities, Hausmer and Lemshu tests were used. The results show that 87.5% of all cases are correctly classified (87.5%). Also, with the entry of predictor variables into the equation, out of 233 non-bullies, 207 (88.8%), 204 bullies, 184 (86%) have been correctly predicted. Parent statistics show the significance of B coefficients. Predictor variables including understanding the emotions and feelings of oneself and others (E.I component), thinking context and critical dimension (S.I component) and moral values (spiritual intelligence component) play a significant role in predicting group membership (bullying or not). Other variables in the presence of these three variables did not play a significant role in predicting group membership (bullying or not). Awareness of teachers, counselors, educational psychologists, parents and other education professionals about research variables can help to improve students' academic performance.

Adult participation in the learning and have motivation to learn are among the main elements of andragogy theory in adult education. Therefore, the current research was conducted with the aim of investigating the necessity and how to employees’ participation in the pre-training processes in the andragogy model.

This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the employees of Petrochemical Company of Asaluyeh Pardis of Bushehr province, which number of 15 people of its middle managers and experts were selected as a sample according to the principle of theoretical saturation with the purposive sampling method. The data were collected by semi-structured interview and analyzed by the method of coding based on grounded theory in MAXQDA version 18 software.

The findings showed that the employees’ participation in the pre-training processes in the andragogy model has 556 open codes in 8 categories including the current and continuousness of the needs assessment process, creativity of educational planning processes, attractiveness of pre-training activities, involvement and participation of learners in planning and compiling content, regular and continuous informing of training process, aligning the needs of learners with the needs of organization, educational planning based on the career development and collaborative organizational culture. Also, based on the grounded theory, the motivation to participate in learning were identified as a central category, the current and continuousness of the needs assessment process, educational planning based on the career development and involvement and participation of learners in planning and compiling content were identified as a causal category, the collaborative organizational culture, attractiveness of pre-training activities and creativity of educational planning processes were identified as a background category, the regular and continuous informing of training process were identified as a mediating category, the aligning the needs of learners with the needs of organization were identified as a strategy category and participation in training were identified as a consequence category.

According to the identified categories for employees’ participation in the pre-training processes in the andragogy model it is possible to provide the basis for improving employee.

The present study was conducted with the effectiveness of reality therapy on rumination and emotional expression in patients with multiple sclerosis in Shiraz.

The statistical population of this research includes all patients with M. S. In the city of Shiraz in 1401, their diagnosis was confirmed by a neurologist based on McDonald's 2017 criteria. After identifying patients with MS. 30 people who met the criteria for entering the research were selected purposefully and randomly and in equal numbers were placed in an experimental group and a control group. The experimental group underwent reality therapy sessions during 8 sessions of 90 minutes. During this period, the control group remained waiting without receiving any intervention. The main data of this research was obtained using Nolenhoeksma and Maro (1991) rumination questionnaires and King and Emmons (1962) emotional expressiveness questionnaires. Descriptive statistics and inferential statistics (variance analysis with repeated measurements) were used in data analysis.

The results of the research indicated that reality therapy was effective on emotional expression and rumination in patients with multiple sclerosis in Shiraz. According to the obtained results, it can be said that group reality therapy is significantly effective in emotional expression and rumination of MS patients.

Therefore, it is suggested that this method of treatment be implemented in MS associations across the country as a non-pharmacological complementary treatment to improve emotional expression and rumination and, as a result, cope with the disease more.

The present study was conducted to investigate the fit of the Classroom flourishing, System (FCSM) model among high school students. The present study was descriptive and correlational studies and in particular factor analysis and structural equation modeling method based on the partial least squares (PLS) approach. Using multi-stage cluster sampling method, 600 high school students in Arak were selected and used for research tools including the Systematic Observation Scale of Fish and Religion Classroom (2000) and a researcher-made questionnaire based on model welfare Welfare Allison et al. (2020) responded. In order to analyze the data, confirmatory factor analysis with partial least squares PLS method was used. Model validity was assessed using content validity, construct validity, divergent validity and convergent validity and its reliability was assessed using Cronbach's alpha and combined reliability. The results showed that the model has good structural validity so that the factor loads of all indicators on their respective factor was greater than 0.4. Divergent validity was checked using HTMT ratio and all HTMT ratios were less than 0.90. Convergent validity was also confirmed using mean variance (≤AVE 0.498) and reliability (RAO index greater than 0.60). Took. Cronbach's alpha reliability and combined reliability for all four second-order components were greater than 0.87, indicating satisfactory reliability. Based on the results, this model and related tools can be used to study the flourishing, of the classroom as well as the growth and development of flourishing.

The aim of this study was the effectiveness of bullying control training program on interpersonal problems of bullying adolescents. The present study was performed by quasi-experimental method with pre-test-post-test design and one-month follow-up with experimental and control groups. The statistical population included adolescents aged 14 to 17 years in district 17 of public schools in Tehran. Forty adolescents who met the inclusion criteria and scored high on the Harter Bullying Questionnaire were randomly selected and assigned to the experimental and control groups. The research instruments included Barkham et al.'s (1996) Interpersonal Problems Questionnaire, which was completed by both groups in three stages: pretest-posttest and one-month follow-up. The bullying control training program was performed in 8 sessions of 90 minutes for the experimental group. Data were analyzed using repeated measures multivariate analysis of variance using SPSSV22 software. The results showed that bullying control training to bullying adolescents in explicit and demographic variables (F=7.98 and P=0.001), openness to experience (F=10.95 and P=0.0005), consideration of others (F=22.86 and P=0.0005), aggression (F=10.59 and P=0.0005) and supportiveness and participation (F=19.77 and P=0.0005) are effective. However, this rate was not effective for the dependency variable (F=0.07 and P=0.930). Finally, based on the results of this study, it can be said that bullying control training is effective on interpersonal problems of bullying adolescents aged 14 to 17 years and this training can be used to solve their interpersonal problems and therefore parents, teachers, administrators and other professionals are aware of this. Trainings can be helpful.

Hospital staff faces higher levels of stress, especially during the COVID-19 pandemic. In addition, those with an anxious attachment style, low empathy, and poor cognitive flexibility and emotional self-disclosure experience more difficulty during this period. It is hence necessary to focus on these factors among personnel of hospitals.

This study aimed to investigate an attention bias modification (ABM) intervention and its effects on anxious attachment style, empathy, cognitive flexibility, and emotional self-disclosure among personnel of army 505 Hospital.

This was a quasi-experimental study with a pretest-posttest/follow-up design with test and control groups. The study population consisted of all nurses working in 505 Hospital from September2021 to June2021. 36 of whom were selected as participants through convenience sampling. The participants were asked to complete the Experience in Close Relationship Scale (ECR-S) (Bernnan et al., 1998), the Interpersonal Reactivity Index (IRI) (Davis, 1983), the Cognitive Flexibility Inventory (CFI) (Dennis and Vanderwall, 2010), and the Emotional Self-Disclosure Scale (ESDS) (Snell, 2001). Then the participants were randomly assigned to test and control groups (18 in each group). Participants in the test group attended five sessions of the ABM intervention (2 sessions per week) using the dot-probe task. The participants in both groups were asked to fill out the research questionnaires once again immediately after the end of the intervention and two months later. Data analyzed by mixed analysis of variance.

The results demonstrated that the ABM intervention significantly increased empathy, cognitive flexibility, and positive emotional self-disclosure (p<0.01) and significantly reduced anxious attachment style and negative emotional self-disclosure (p<0.01) in the test group. The same effects were observed in the follow-up stage.

ABM intervention has positive effects on hospital staff. Using this intervention is effective in controlling the style of anxious attachment and emotional self-disclosure, creating empathy and cognitive flexibility.

Considering the importance of the ability to solve interpersonal problems in the formation of children's social skills, the purpose of this research is to investigate the effect of emotional regulation training based on the integrated human development model (DIR) on the social creativity of children with behavioral problems. And the boy was in preschool.

In order to achieve the goals of the research, a semi-experimental method and a pre-test, post-test and follow-up plan with a control group were used. The statistical population included 200 preschool children in Meybod city, among them 20 girls and 20 boys who had the lowest scores in Matson's social skills measurement scale; They were selected and randomly divided into two experimental and control groups. The experimental group underwent training based on developmental, individual differences, relationship- based model (DIR) in 10 two-hour sessions (two training sessions per week) and the control group did not receive any treatment during this period. The social creativity scale of Machirad and Lobart was used to collect data, which was completed before the intervention, after the end and 1 month later in the follow-up phase. The data were analyzed by multivariate and univariate covariance tests.

The results of the multivariate and univariate covariance test showed that emotional regulation training based on the integrated human development model (DIR) increased the social creativity of children with behavioral problems in both dimensions of originality and originality         (p < 0.05). ). Also, gender has not played a moderating role in this regard.

Emotional regulation training improved preschool children's social creativity and gender had no effect on this experimental relationship. Therefore, according to this finding, this educational method can be used to promote creativity in solving social problems for preschool children with behavioral problems.

Academic self-disability is one of the less known strategies used to explain failure. The aim of the present study was to investigate the role of attachment to parents, peers and teachers in predicting academic self-handicapping of first secondary students.

This research was descriptive and correlational. The statistical population of the present study included all students (girls) of the first secondary level in Tehran in the academic year 2019-2020, which number was approximately 1840000, and 384 people were selected to determine the sample size using available sampling. The research tools included the academic self-handicapping scale, the revised list of attachment to parents and peers, and the scale of attachment to the teacher. In order to analyze the data, Pearson's correlation test and multiple linear regression were used.

The results have shown that there is a negative and significant relationship between attachment to parents, peers and teachers (acceptance and non-rejection) and self-disability (P<0.01). Also, the results of the regression analysis showed that attachment to parents and peers explain 0.56 percent of academic self-handicapping. attachment to teachers has no role in this prediction.

It can be concluded that attachment to parents and peers played a role in predicting students' academic self-handicapping, but attachment to teachers has no effect on it

Lupus is a disease that causes tension in a person in response to threatening conditions. This research aims to compare the effectiveness of three different psychological treatments on depression and dysfunctional beliefs of patients with systemic lupus.

The research method was semi-experimental with a pre-test-post-test design with a three-month follow-up phase. The statistical population of this research included all lupus patients undergoing treatment in Shiraz hospitals in 2017; 80 people were selected from the population of 750 people using the purposive sampling method and assigned to 4 groups (a control group, including 20 people, and three experimental groups, each one including 20 people). The experimental groups received the educational intervention (treatment) of acceptance and commitment therapy during three months in 12 90-minute sessions, of compassion-focused therapy during three months in 8 90-minute sessions, and, of combined therapy during three months in 6 90-minute sessions. The questionnaires used in this research included Beck's depression questionnaire (1972) and Weisman's (1987) dysfunctional attitudes questionnaire. The data obtained from the research were analyzed by analyzing variance with repeated measurements using SPSS-24 statistical software.

The results showed that the third-wave treatments' educational protocols significantly reduced depression and dysfunctional beliefs of women with lupus (p≤/0001).

According to the present study's findings, it is possible to use the educational packages of acceptance and commitment, compassion, and combined therapy to improve depression and dysfunctional beliefs of women with lupus.

The aim of the current research was to investigate the status of values and attitudes of Faraja employees (SAAS employees, prevention police and traffic police) in terms of religious-ethical, social, economic welfare, organizational dimension and cultural values.

The method of this research was a quantitative survey and a questionnaire tool was used to collect data. Also, the questionnaire was distributed among 3400 Faraja employees (preventive, corridor, and hourly) using proportional stratified sampling method, and after completing 3102 questionnaires, it became the basis of statistical analysis.

The findings showed that the status of the religious-ethical, social, organizational and cultural dimensions of Faraja employees is in a good state. In these dimensions, the sense of vitality and vitality, the sense of organizational justice, organizational commitment, hope for the future of the organization, predicting the path to improve the interaction of superiors. And below, the quality of acceptance of the organization's goals, the quality of interaction and information exchange, the necessity of increasing skills and strengthening expertise in work, the attitude towards the performance status of the organization's systems and areas, the attitude towards the ideological and political performance of Faraja, the attitude towards the necessity and importance of the hour etc. from the perspective of Faraja employees, it shows a good situation. Satisfaction with economic-social well-being is more among the employees of HR than other categories, which shows the effect of deep religious beliefs on the life satisfaction of employees.

Results: 

Adopting justice-oriented measures such as strengthening the sense of organizational justice, strengthening the sweet and fair treatment of superiors with subordinates (i.e. friendship and intimacy between them), seeking the opinions of subordinates and using them, is effective in improving organizational performance. Also, taking measures to inform about organizational issues and problems, empathy and understanding of managers and commanders with subordinate employees, can facilitate and strengthen the desired organizational culture. These solutions should be put on the agenda in provinces and specialized categories where the attitude of employees is lower than the average.

The aim of the current research was to predict academic satisfaction based on psychological needs with the mediating role of Class-Related Emotion and early maladaptive schemas. In this correlational description, with a random cluster method, 741 students aged 13 to 14 years old in 15th district of Tehran in 1400 were selected as a sample and were asked to answer the basic psychological needs questionnaire of Desi (2000), the Dusseldorf Child Schema Picture Questionnaire (DISC) Luez, Mayer and Petroski (2018), the Class-Related Emotion Scales, derived from the academic emotions questionnaire (AEQ) Pekrun et al (2005) and the academic satisfaction subscale, derived from the multi-dimensional life satisfaction (Höbner, 2001). The data were analyzed using partial least squares (PLS) software. The results showed that psychological needs variable with the mediation of positive and negative academic emotions and initial incompatible plans have a significant effect in explaining academic satisfaction and the overall effect of this change on academic satisfaction is also significant. Therefore, satisfying basic psychological needs can increase positive Class-Related Emotion, decrease negative Class-Related Emotion, and decrease initial incompatible schema and so it can increase academic satisfaction. Based on the results, educational psychologists can simultaneously play an important role in Class-Related Emotion and early maladaptive schemas and improve academic satisfaction by considering the basic psychological needs, and thus they can eliminate the factors that cause them to be discouraged with their lessons and education.

Academic procrastination is a behavior that can be created following cognitive beliefs and structures and also be influenced by cognitive processes. Various factors related to perception and abilities play an important role in the occurrence of procrastination. The present study aimed to investigate the mediating role of learning strategies in the relationship between metacognitive beliefs and academic procrastination.

To investigate the research model and hypotheses, the method of structural equations has been used. . Among the statistical population of undergraduate students of Kerman University of Medical Sciences, 412 students are on the scale of metacognitive beliefs about procrastination (Farini et al., 2009), learning strategies (Weinstein and Palmer, 2002) and procrastination Academic (McCloskey, 2012) responded by multi-stage random cluster sampling.

In the findings section of the present study, it was found that metacognitive beliefs were directly (β = 0.57 p = 0.0001) and indirectly (β = 0.17 p = 0.009) through procrastination learning strategies. Academic work has a positive and significant effect.

The findings of the present study showed that metacognitive beliefs have a positive and significant effect on academic procrastination both directly and indirectly through learning strategies. According to cognitive-behavioral theory, it can be argued that metacognitive beliefs affect information processing and lead to different behavioral consequences.

Evaluation of the academic performance of students helps to increase the quality of teaching and learning. The information collected through performance assessment helps teachers to identify the problems of the students as well as the weak points of the programs and measure the degree of adaptation of the curriculum and educational approaches to the needs of students. These assessments also help students to know what mistakes they have made and how they can correct those mistakes. Questionnaire is one of the tools to collect information about students' academic performance. Questionnaire is one of the most widely used data collection tools in social science research. The main purpose of the questionnaire is to obtain relevant information in the most reliable way. Therefore, the accuracy and consistency of the questionnaire is an important aspect of the research method, which is known as validity and reliability. Validity and reliability increase transparency and reduce opportunities to introduce researcher bias into research. Reliability refers to stability. That is, if we use the same tool or test several times, we should get the same results. If the instrument is unreliable in this sense, then the data are considered irrelevant to the phenomenon or concept being measured. Validity means that a test or instrument measures exactly what the researcher intended it to measure.

This research is a psychometric type. The statistical population of this study was made up of all the male and female students of the second secondary school in Semnan city, numbering 3952 people. The sample size was determined with the help of Cochran's formula of 400 people. Then, using cluster random sampling method, sample people were selected and completed Pham and Taylor's academic performance questionnaire (EPT). This tool contains 48 items with a five-point Likert scale and it measures five dimensions of self-efficacy, emotional effects, planning, lack of outcome control, and motivation. In this scale, a score less than 120 means poor academic performance, higher than 175 means strong academic performance, and between 121-174 average academic performance. In order to analyze the data, the statistical methods of exploratory factor analysis, confirmatory factor analysis and internal consistency (Cronbach's alpha) were used.

Using the Kaiser-Meier-Oklin and Bartlett's sphericity tests, the adequacy of the sample and the factorial ability of the data were checked and the value of KMO statistic was equal to 0.710 and the chi-square value in Bartlett's test was 593 and in this way, the possibility of doing factor analysis on the variables was confirmed. The amount of variance extracted for all subscales was more than 0.5. Two factors with an eigenvalue greater than one were found and the Pebble diagram also confirmed the existence of two factors. The first factor could explain 51.508% and the second factor could explain 24.210% of the variance of all research variables. Self-efficacy, motivation and planning were the subgroup of the first final factor, and lack of control over the outcome and emotional effects were the subgroup of the second final factor. In justifying the first factor, it can be stated that familiarity with study skills and the use of learning strategies such as planning lead to academic success of students, and this positive experience affects self-efficacy beliefs and motivation to progress and regarding the justification of the second factor, it can be said that the training of emotion regulation skills changes the level of self-control of people. All the factor loadings after rotation (Varimax) were more than 0.7 and showed the appropriateness of the factor analysis and the extracted factors. The highest value of the factor load was related to planning (0.861) and the lowest value was related to emotional impact with a value of (0.837). The reliability of Pham and Taylor's academic performance scale was obtained through internal consistency using Cronbach's alpha of 0.904, which indicates the good reliability of this scale. Also, this result was obtained if questions 5, 7, 8, 23, 26, 33, 37 are removed, the reliability of the scale increases. Finally, Lisrel software and confirmatory factor analysis were used to check the relationships and fit of the extracted factors. The results indicated a good model fit (AGFI: 0.95, CFI: 0.96, IFI: 0.96, NFI: 0.94, GFI: 0.99). The RMSEA index was in the desired range (0.069) and the chi-square value to degrees of freedom was obtained less than 3 and 2.91.

In general, and based on the results, it can be said that the Iranian academic performance questionnaire of Pham and Taylor (1999) has good validity and reliability and can be used to achieve various goals. It is suggested to check the validity and reliability of this questionnaire for different educational levels and age groups with a larger number of samples or with other statistical methods.

The aim of this study was to predict Academic procrastination based on psychological Distress and corona anxiety. The statistical population in this study was all first and second secondary school students in Bojnourd in the academic year 1399-1400, from which 400 people were selected by multistage cluster Sampling and Academic procrastination questionnaire (APS, savari ,2011), psychological Distress questionnaire (K-10, Kessler,2002) and Corona Anxiety Scale (CDAS, Alipour et al,2020) responded. Data were analyzed using Pearson correlation and multiple regression. The results of the Pearson correlation showed that the correlation between psychological distress and corona anxiety with academic procrastination is positive and significant (P≤0.01). The results of multiple regression analysis showed that 43% of the variance of academic procrastination is explained based on the psychological distress variable and the corona anxiety variable in the presence of psychological distress variable has no significant role in explaining academic procrastination. Finally, based on the results of the present study, it is suggested that necessary measures be taken to reduce students' psychological distress in order to reduce academic procrastination.

The purpose of the current study was to investigate the role of psychotherapist-patient gender on the transference patterns of cluster B personality disordered patients during their psychodynamic psychotherapy.

Using an expo-facto design, four groups of 20 patients and their psychotherapists were selected through purposive sampling method and Psychotherapy Relationship Questionnaire (PRQ) was completed by the therapists about their patients. The PRQ for the first time translated into Persian language in this research and Chronbach’s Alpha in Iranian patients was computed for its five dimensions. The transference patterns in five categories including: 1-Angry/entitled 2- Anxious/preoccupied 3- Secure/engaged 4- Avoidant/ counter dependent 5-Sexualized were estimated applying the questionnaire. Results were analyzed by a one-way analysis of variance (ANOVA).

Angry/entitled transference revealed as the most common transference among five dimensions, while the Sexualised transference appeared as minimum. The anxious/preoccupied, secure/engaged and avoidant/ counter dependent patterns revealed moderate as well. One-way analysis of variance showed a significant difference for sexualised transference pattern. No significant statistical effect observed on other transferential patterns. Tukey post-hoc test indicated significantly differences with more sexualized transference indices for “male therapist-female patient” and “female therapist - male patient” rather than “male therapist - male patient” and “female therapist - female patient” combination.

Heterogeneous combination such as “female therapist- male patient” and contrariwise conveyed higher sexualised transference extent in the dynamic psychotherapy of cluster B patients rather than homogeneous one. The sexualised transferences in “male therapist-female patient” state was higher than “female therapist- male patient” as well. A robust angry/entitled transferential pattern was evident in the dynamic psychotherapy of cluster B personality disordered patients, while others were uncommon.

Assessing and understanding the educational status of students in the context of online education is important in the educational psychology field. Students may show different approaches to learning in different educational settings (online, in person). In this study, students' learning approaches (deep and superficial) in online education were examined based on perceived learning environment and academic emotions.

The current research is a descriptive-correlational type of research using structural equations. For this purpose, the Perception of Learning Environment (Roff et al., 2001) and the Two-Factor Revised Learning Approaches Questionnaire (Mokhtar et al., 2010) were distributed among 223 students from the University of Science Lorestan medicine. Structural equivalence method with AMOS software was used to analyze the research data.

The results showed that the dimensions of the online learning environment predict the learning approaches, positive and negative academic emotions of students (P<0.001). Findings also showed that the dimensions of the learning environment have a significant effect on deep and superficial approaches due to positive and negative emotions (P<0.001).

It can be concluded that students' learning approaches in cyberspace along with accurate and specialized planning can have the desired result.