hadi samadieh

This study aimed to compare emotional schemas (adaptive-maladaptive) and emotion regulation strategies (positive-negative) between Iranian and Afghan students. The research method was a causal-comparative. The statistical population included all Iranian and Afghan students at the University of Birjand in the second semester of the academic year 2023-2024. Among them, 220 people (110 Iranian students and 110 Afghan students) were selected through the available sampling method. Research questionnaires included: The cognitive Emotion Regulation Questionnaire (CERQ; Garnefski et al., 2002) and the Leahy Emotional Schemas Scale (LESS; Leahy, 2002). Multivariate covariance analysis (MANCOVA) was also used to analyze the data. The findings showed that there is a significant difference between the two groups in maladaptive emotional schemas (uncontrollability, rationalism, and rumination) and negative emotion regulation strategies (blaming and catastrophizing) (p<0.001). These results show that emotional schemas and emotional regulation are socio-cultural and are formed in different ways as a result of complex social, historical, linguistic, and psychological interactions in different cultures.

Bullying during adolescence presents a significant social issue affecting all individuals involved, especially the victims. Insights into the behaviors of bystanders and upstanders and the factors influencing them can lead to more effective anti-bullying strategies. While previous research has primarily centered on perpetrators and victims, the role of witnesses—who can significantly influence the reduction of bullying in various environments, including schools—remains underexplored. This study aims to examine the lived experiences of adolescents who witness bullying. A qualitative, descriptive phenomenological method was employed to meet the research objective. The study involved 12 male and female students from first and second high schools in Birjand during the 2023-2024 academic year. Participants were selected through purposive sampling (maximum variation) and based on the principles of saturation and sampling adequacy. Data were collected via semi-structured interviews and analyzed using the Stevick-Colaizzi-Keen method. Interview data analysis revealed six main themes, 15 sub-themes, and 31 semantic units. The main themes included power dynamics and social hierarchy (arrogance and control), vulnerability and social challenges (personal traits and interpersonal skills), emotional turmoil (empathy and compassion, moral injustice, personal responsibility), ambivalent reactions (passive responses, active intervention), avoidance and self-protection (lack of assertiveness, caution, indifference, and self-interest), and positive social impact (emotional intelligence, social competence, peaceful conflict resolution). The findings underscore the complexity and multidimensionality of the positive and negative behaviors of bullying witnesses, highlighting various influencing factors. The study’s results can inform the development of intervention and educational programs aimed at promoting positive behaviors among bullying witnesses and supporting victims.

 The advent of the Internet and social media has increased online engagement, particularly among adolescents and young adults. This trend has brought cyberbullying to the forefront as a critical issue affecting mental and social well-being. This study aims to predict cyberbullying among university students by examining the roles of media literacy and online self-disclosure.

Methods and Materials:

 This descriptive correlational research involved students from the University of Birjand during the 1400-1401 academic year, totaling 12,000 individuals. A sample of 398 students was selected through convenience sampling. Data were gathered using the cyberbullying and victimization scales (Lam & Lee, 2011), the online self-disclosure scale (Valkenburg & Peter, 2007), and the media literacy questionnaire (Falsafi, 2015). Data analysis was conducted using SPSS-V26, employing Pearson correlation and regression analysis.

 The results indicated a significant inverse correlation between media message comprehension and intentional selection with cyberbullying. Conversely, a significant positive correlation was found between in-depth self-disclosure and cyber victimization. Regression analysis revealed that, except for media message analysis, the components of online self-disclosure and media literacy were significant predictors of cyberbullying (P<0.01).

 Therefore, training in media literacy skills and self-disclosure management by psychology and communication science specialists plays a crucial role in preventing cyberbullying.

 The current research aimed to explore the psychometric properties of the Treatment Self-Regulation Questionnaire (TSRQ) in patients with type II diabetes.

Methods and Materials:

 The research adopted a developmental approach and fell within the scope of descriptive and test validation studies. The participants were type 2 diabetes patients from Mashhad, collected during the autumn of 2012. Two separate groups, one with 201 and another with 283 subjects, were assembled through convenience sampling. They were asked to fill out several instruments, including the TSRQ, Perceived Competence Scale (PCS), Subjective Vitality Scale (SVS), Satisfaction With Life Scale (SWLS), and Kessler's Psychological Distress Scale (K6). Data analysis was performed using exploratory and confirmatory factor analyses, as well as multiple regression and multivariate analysis of variance, with the aid of SPSS 27 and Amos 24.

 Analysis revealed that the TSRQ is bifactorial, comprising autonomous and controlled regulation factors. The variance was 81.58% in medication adherence and glycemic control and 85.40% in dietary adherence and physical activity. Confirmatory factor analysis provided further validation of this structure. Reliability was confirmed through Cronbach's alpha and split-half reliability tests. Predictive validity was established for perceived competence, subjective vitality, life satisfaction, and psychological distress. No significant correlation was found between fasting blood sugar levels and the self-regulation dimensions of diabetes treatment (P<0.05). Additionally, significant variances in self-regulation were observed across variables such as duration of diabetes, gender, age, marital status, educational background, and employment status (P<0.01).

 The TSRQ appears to possess robust psychometric qualities for patients with type 2 diabetes, making it a valuable tool for assessing and enhancing their self-management and regulatory capabilities.

The link between individuals' perceptions of social class (PSC) and various forms of bullying, including cyberbullying, has not been extensively studied. Additionally, the mechanisms through which PSC impact aggressive behaviors like cyberbullying remain unclear. Therefore, this study aimed to explore the influence of perceived social class on cyberbullying, considering subjective vitality and psychological distress as serial mediators.

Utilizing a cross-sectional design, the research involved 584 Iranian students (Mage = 20.59, SD = 1.99) from several universities who completed questionnaires assessing Subjective Social Class (SSC), Subjective Vitality Scale (SVS), Psychological Distress Scale (K6), and Cyberbullying Involvement Scale (CIS). Hayes' PROCESS macro (Model 6) in SPSS was employed to analyze the chain mediation effects.

The Results demonstrated that the direct impact of PSC on cyberbullying was significant (Effect = -0.229, 95% CI: -0.294 to -0.164). Subjective vitality and psychological distress serially mediated the link between PSC and cyberbullying (Effect = -0.022, 95% CI: -0.035 to -0.012). In addition, both subjective vitality (Effect = -0.046, 95% CI: -0.080 to -0.017), and psychological distress (Effect = -0.09, 95% CI: -0.123 to -0.059), independently mediated the association between PSC and cyberbullying.

This research not only broadens the theoretical understanding of how individuals' perceptions of their social rank influence cyberbullying behaviors, but also provides actionable strategies for officials and experts to deploy effective interventions in higher education to mitigate cyberbullying.

This study aimed to investigate the relationship between identity styles and self-handicapping by canonical correlation analysis.

The design of the current research was descriptive-correlational and focal correlation analysis was used to investigate the relationships between two sets of predictor changes (identity styles) and criteria (dimensions of self-impairment). The statistical population of the study was high school students in Bojnourd. By multi-stage random sampling, 210 students were selected. Data collection was done with the identity styles questionnaire (Berzonsky, 1992) and the self-management scale (Jones, and Rhodewalt, 1982). Data analysis was done with Pearson correlation coefficient and focal correlation using SPSS.27 software.

Findings from the analyses indicated a significant relationship between identity styles and self-handicapping dimensions. The common variance of identity styles and self-handicapping was 28%. In the function of identity styles, informational identity was most important (0.81) and in the function of self-handicapping, it was assigned to claim self-handicapping (-0.99).

In general, the processing of identity information can impact the use of self-handicapping strategies, and teenagers with an informational and normative identity and a high identity commitment use less self-handicapping behaviors.

Bullying is a widespread and serious problem in the field of psycho-social health that affects people of different age groups in different cultures. So far, various interventions have been presented to deal with this social pathology.

The current study aimed to conduct a systematic review of interventions addressing both traditional and cyber forms of bullying and victimization within Iran's general populace.

Adhering to PRISMA, this systematic review canvassed clinical trials on bullying published in online databases (Magiran, Noormags, SID) from 2003 to 2024. Searches employed a combination of terms including "Bullying, "harassment, "cyberbullying, "traditional bullying, " and "cyber harassment". Out of 403 articles published, 90 met the inclusion criteria and were analyzed based on general characteristics, sample group, follow-up duration, research design, outcomes, and intervention types.

Analysis revealed a predominant concentration on traditional bullying, with comparatively less attention given to interventions for cyber bullying or victimization. The study identified that all interventions were cross-sectional, centering on data from self-assessment reports. A majority of these interventions targeted adolescents, particularly high school students. Furthermore, life skills training and emotion regulation-based interventions emerged as the most prevalent and widely implemented strategies for addressing bullying across various age groups.

Overall, the findings highlight the imperative for longitudinal research and the development of bullying prevention programs, with a particular focus on cyberbullying and victimization among university student and young child demographics, as well as in diverse settings such as the workplace. The study also advocates for the utilization of varied data collection methodologies to more precisely comprehend and effectively address the bullying phenomenon.

Dyslexia, a common learning disability, affects students' reading and language processing abilities. This study compared phonological awareness, visual memory, and word naming speed among students with perceptual and linguistic developmental dyslexia and their typically developing peers.

Methods and Materials:

 This descriptive, causal-comparative study included all first and second-grade male and female students in Ferdows during the 2023-2024 academic year. A total of 45 students were selected through purposive sampling, divided into three groups of 15. The research instruments included Raven's Progressive Matrices, the Farsi Reading Ability Assessment Test - Level 1 (Pouretemad et al., 2013), the Special Learning Disorder Screening Questionnaire (Alizadeh et al., 2014), the Phonological Awareness Assessment Test (Soleimani and Dastjerdi Kazemi, 2014), two literacy and numeracy subtests, the naming speed subtest from the 5th edition of Wechsler's Intelligence Scale for Children (Karmi & Karmi, 2014), and Andre Ray's scrambled pictures test (1942). Data were analyzed using multivariate analysis of variance with SPSS version 25.

The results indicated significant differences in cognitive variables (phonological awareness, visual memory, and word naming speed) between perceptual and linguistic dyslexic groups. Additionally, typically developing children differed from dyslexic students across all three variables.

The findings suggest that students with linguistic dyslexia exhibit poorer performance in phonological awareness and visual memory compared to both perceptual dyslexics and typically developing children. Furthermore, perceptual dyslexics demonstrated weaker word naming speed compared to linguistic dyslexics and typically developing peers.

Previous studies generally showed that achievement goals are linked with academic engagement. However, the association between the newly-developed model of achievement goals (i.e. the 3*2 model) and agentic engagement has received relatively little attention. Furthermore, the underlying mechanism of this relationship is unclear, more specifically, among university students. Guided by the assumptions of the control-value theory of emotions, epistemic curiosity could be a potential mediator. The current study aimed to explore the mediating role of epistemic curiosity in the relationship between achievement goals and agentic engagement among 350 university students from Ferdowsi University of Mashhad in the academic year of 2019-2020. Participants completed the measures of the Achievement Goals Questionnaire, Epistemic Curiosity Scale, and Agentic Engagement Scale. Data analysis was performed using SPSS version 24.0 and AMOS software. The findings showed that epistemic curiosity significantly mediated the association between approach goals and avoidance goals with agentic engagement (P<0.001). Overall, the findings offer new evidence on the association between variables of the present study and shed light on the underlying processes. Theoretical and practical implications are also discussed.

The sense of belonging to a university is intricately connected to various facets of their psycho-social well-being. Nonetheless, the conceptualization and measurement of this construct remain unclear. Existing instruments in higher education predominantly evaluate the general sense of belonging, while the assessment of specific components of belonging to a university has not been adequately addressed in prior research. This study was conducted to construct and validate the "Students' Sense of Belonging to University Scale (SSBUS)". Employing a correlational and instrument development framework, 345 students from Ferdowsi University of Mashhad were recruited for the initial phase, followed by 477 students from the University of Birjand in the subsequent phase, utilizing a convenient sampling technique. Exploratory factor analysis in the initial phase identified four factors accounting for 49.72% of the variance, encompassing interactions with faculty, peer relations, institutional atmosphere, and self-esteem. Confirmatory factor analysis affirmed the suitability of the four-factor model, with Cronbach's alpha coefficients for the sub-scales ranging between 0.75 and 0.90. Further analyses substantiated the internal consistency, as well as the convergent and divergent validity of the scale. Notably, each dimension of the scale demonstrated significant correlations with university commitment, social-emotional loneliness, life satisfaction, depressive symptoms, and agentic engagement. Moreover, the retest reliability coefficients for the sub-scales varied from 0.64 to 0.74. The findings suggest that the SSBUS possesses commendable psychometric properties, qualifying it as a reliable tool for academic use.

The current study aimed to explore the role of familial conflict, psychological distress, and problem-resolution techniques on the prevalence of Oppositional Defiant Disorder (ODD) in stuttering children.  This investigation employed a correlational research design. The sample comprised six-year-old children and their mothers from Mashhad. The study included 196 preschoolers (106 girls and 90 boys) selected through convenience sampling. The Oppositional Defiant Disorder Rating Scale (ODDRS), Family Environment Scale (FES), Family Distress Index (FDI), and Family Problem-Solving Communication (FPSC) were utilized for data collection. A linear regression analysis was performed with SPSS version 27 to assess the interrelations among the variables.  The analysis identified family conflict (β=0.35), distress (β=0.39), and problem-solving strategies (β=-0.40) as significant predictors of ODD symptomatology. Notably, family conflict and distress were positively correlated with ODD symptoms, whereas problem-solving strategies were inversely related. These factors collectively accounted for 49% of the variance in ODD symptomatology.  This research contributes to the existing literature by amalgamating various familial elements—conflict, distress, and problem-solving strategies—into an integrated framework to better comprehend the etiology of ODD in children.

Bullying is a serious and worrisome problem that has been on the rise all over the world in recent years. However, there are inconsistent results in the definition, measurement, and prevalence of bullying. The current study aimed to review traditional bullying and cyberbullying scales in educational contexts. Therefore, in a systematic review study based on the PRISMA, quantitative research on bullying published from 2003 to 2023 through online databases  (Magiran, Noormags, SID) using a combination of the keywords including "bullying" or "aggression" or "harassment" and "scale" or "questionnaire" or "instrument" were searched. Out of 300 published articles, 25 studies were extracted based on the inclusion criteria in the categories of general characteristics, conceptualization of bullying, study sample characteristics, sample size, time frame, subscales, reliability, and validity. The results indicated a great variety in the conceptualization of the bullying construct in the literature. In addition, only 11 studies followed the recommended guidelines on the development and validation of instruments. Although most bullying instruments reported moderate to high reliability, a significant number of validity indices were not measured. Overall, these findings underscore the importance of a precise and standardized definition of bullying, which can be the most important factor in measuring bullying behaviors.

The concept of belonging is a fundamental aspect of human relatedness theory, which posits that feeling connected to others is a core psychological need. The Sense of Belonging Instrument (SOBI) has been developed to measure this construct among college students, a population for whom belonging can significantly impact academic and social success. This study aims to validate the SOBI within the framework of human relatedness theory.
In a descriptive-correlational and validation study, 200 participants from higher education institutions in Mashhad were randomly selected through a multistage sampling method. They completed the Sense of Belonging Instrument (Hagerty & Patusky, 1995), Need to Belong Scale (Kelly, 1999), Social and Emotional Loneliness Scale for Adults (Ditommaso, Brannen, & Best, 2004), Young Schema Questionnaire - Short Form (Waller, Meyer, & Ohanian, 2001), Depression, Anxiety, Stress Scale (Lovibond, & Lovibond, 1995), the Psychological Distress Scale (Kessler et al., 2002), and the Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985). The data were analyzed using exploratory factor analysis, correlation coefficient, multiple regression, and multivariate analysis of variance.
Findings revealed that the sense of belonging instrument has a two-factor structure accounting for 71.72% of the variance. The negative and significant correlation of the sense of belonging instrument with the need to belong, the feeling of social loneliness, and the schema of social isolation, supported divergent validity (P<0.01). Furthermore, predictive validity analyses demonstrated that the SOBI's dimensions are inversely associated with depression and psychological distress, while positively associated with life satisfaction (P<0.01). No marked differences were noted concerning age and gender.
The SOBI demonstrated robust validity and reliability within this study, endorsing its utility as a productive instrument to measure the sense of belonging in students

A lack of sense of belonging to the university among students may contribute significantly to educational underachievement and adaptation challenges within higher education institutions. However, little is known about the antecedents of students' sense of belonging. This study aimed to determine the role of autonomy, competence, communication and individual interest in predicting students' sense of belonging to the university.

This study employed a descriptive-correlational design. The research sample comprised all undergraduate students at Ferdowsi University of Mashhad during the first semester of the 2008-2019 academic year. A total of 450 students were chosen through stratified random sampling. Data were gathered using questionnaires on The Basic Needs Satisfaction in General Scale, Individual Interest, and Belonging to the University Scale. Data analysis was conducted using SPSS 24, employing Pearson's correlation and multiple regression analysis.

The study uncovered significant reciprocal relationships between the fulfillment of needs for competence, autonomy, relatedness, individual interest, and the sense of university belonging. Furthermore, multiple regression analysis indicated that, except for individual interest, the factors of competence, autonomy, and communication significantly forecasted the students' sense of belonging to the university.

The findings underscore the critical importance of meeting fundamental psychological needs in shaping students' sense of belonging to their university. These insights could serve as a foundation for devising effective strategies in the realm of higher education.

The present study aimed to investigate the mediating role of social isolation and psychological distress in the relationship between belonging and life satisfaction among university students.

In a correlational design, 200 undergraduate students from Ferdowsi University of Mashhad were selected via multi-stage sampling method. Data collection was carried out by measurments, including sense of belonging instrument (Hagerty, & Patusky, 1995), need to belong scale (Kelly,1999), schema questionnaire (Young, 1998), depression, anxiety, stress scale (Lovibond, & Lovibond,1995), psychological distress scale (Kessler et al., 2002) and satisfaction with life scale (Diener,  et al., 1985). Data analysis was conducted using pearson correlation coefficient and path analysis.  

The results indicated that the sense of belonging and the need to belong were related to social isolation. Additionally, the mediating role of social isolation and psychological distress in the relationship between nelonging and life satisfaction was confirmed (P <0.01). The fit indices confirmed the goodness of fit of the stated model. Also, psychological distress was significantly related to life satifaction.

These results highlight the importance of laying the groundwork for students' life satisfaction, which requires the implentation of effective interventions and programs to strengthen sense of belonging and, followed by the reduction of social isolation and psychological distress. The limitations of this study and the future directions will be discussed.

The aim of this study was to investigate the mediating role of academic enjoyment in the relationship between satisfaction of psychological needs in relation to professors and students' agentic engagement. The present study is a basic research in terms of purpose with descriptive-correlational method. The study population included all students of Birjand University during the academic year 2021-2022. In total, 400 students were selected based on convenience sampling method to complete the Academic Emotions Questionnaire (AEQ) (Pekrun et al., 2005), the Basic Needs Satisfaction Scale in BNS-RS (LaGuardia et al., 2000) and the Agentic Engagement Scale (SAGE, Mameli and Passini, 2019). AMOS-22 and SPSS-24 softwares were used to analyze the data. The results showed significant positive relationships between the variables of academic enjoyment, satisfaction of psychological needs and agentic engagement (P<0.01). Satisfaction of psychological needs (Need for autonomy and Need for relatedness) has a direct and significant effect on student's academic enjoyment and agentic engagement (P<0.001) and academic enjoyment also has a positive and significant effect on students' agentic engagement (P<0.001). Satisfaction of psychological needs (relatedness) in relation to professors through academic enjoyment has an indirect and significant effect on agentic engagement (P<0.01). Therefore, the model has a good fit and it can be concluded that academic enjoyment has a mediating role in the relationship between the satisfaction of psychological needs in relation to professors and students' agentic engagement.

The studies show a positive and direct relationship between basic psychological needs satisfaction and academic engagement. However, there is a lack of studies that analyze the underlying mechanisms that affect these relationships, particularly during COVID-19. The present study aimed to investigate the mediating role of sense of belonging to university in the relationship between basic needs satisfaction in interpersonal relationships and academic engagement.

Methods and Materials: 

The research population included all undergraduate students of University of Birjand in the second semester of 2020-2021. By convenience sampling, 231 participants, were asked to complete basic need satisfaction in relationships scale, psychological sense of university membership, and academic engagement questionnaires. Data analysis was conducted using structural equation modeling.

The results indicated that basic needs satisfaction in relationships with friends had a positive and supportive role in experiencing sense of belonging to university. Moreover, the mediating role of sense of belonging in the relationship between basic needs satisfaction and academic engagement was confirmed. The fit indices confirmed the goodness of fit of the stated model. Also, sense of belonging was significantly related to academic engagement.

These results highlight the importance of laying the groundwork for students' academic engagement in university, which requires providing a space to strengthen friendships and, as a result, contribute to creating a sense of belonging to the university. The limitations of this study and the directions of future research will be discussed.

The current study aimed to investigate the lived experiences of students' sense of belonging to the university. To achieve this goal, qualitative and descriptive phenomenological methods were used. According to the principle of saturation, the research participants included 19 students from the Ferdowsi University of Mashhad and the University of Birjand in the academic year of 2018-2019, who were selected using the purposeful sampling method and were studied with semi-structured interviews. Data analysis was conducted using the Stevick-Colaizzi-Keen method. The research findings led to 5 main themes, 14 sub-themes, and 50 meaning units. The analysis of the interviews revealed five main themes including university climate (Autonomy-Supportive environment, attitude toward university, facilities) interaction with professors (emphasis on academic growth, respect, intimacy, empathy, and support), interaction with peers (relationship closeness, modeling), social participation (extracurricular activities and perceived membership) and interpersonal factors (self-efficacy beliefs and academic engagement). The results showed that the student's positive and negative experiences of belonging to the university are influenced by a combination of intra-personal, interpersonal, and contextual factors that play a major role in their university life.

This study aimed to investigate the mediating role of agentic engagement in the relationship between Academic Enthusiasm and commitment to the university. The present study was a descriptive correlational study. The population data contained all male and female students of 15 faculties of the University of Tehran in the academic year 1399-1400. Among them, 650 students were selected by the available sampling method. The research instruments were the Factor Involvement Questionnaire (AE) Rio (2013), Student Achievement Questionnaire (SES Gonius and Cozo (2015)) and Pascarla and Transzini (SAI) Questionnaire of Academic and Social Cohesion (1980).. SPSS-21 software was used for Descriptive statistics analysis and Amos-22 software was used for structural equation modeling. The results showed that there are significant positive relationships between the variables of cognitive enthusiasm, factor involvement, and commitment to the university (P <0.01). Cognitive enthusiasm has a direct and significant effect on students agentic engagement (β = 0.66, P <0.001), and agentic engagement has a positive and significant effect on student's commitment to the university (β = 0.22, P <0.001). Therefore, it is suggested that for increasing the academic engagement of students in the higher education system, the status of students' commitment and academic enthusiasm to universities should be considered.

The aim of this study was to investigate the mediating role of cognitive flexibility in the relationship between adjustment to university and parental perceptions. The research method was descriptive-correlational. The research population included all undergraduate students of the University of Birjand in the second semester of 2019-2020. For this purpose, 286 participants, selected available sampling method, completed the Perceptions of Parents Scale (Robbins, 1994), Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010), and Student Adaptation to College Questionnaire (Baker and Siryk, 1984). The results showed that parental perceptions have an indirect and significant effect on students' adjustment to university through the mediating role of cognitive flexibility (P<0/01). The fit indices confirmed the goodness of fit of the stated model. The results indicate that improving students' academic adjustment requires supportive parenting practices and strengthening cognitive flexibility.

The present study aimed to determine the psychometric properties of the belonging to the university scale and analyze its current status. The participants were 664 students at Ferdowsi University of Mashhad (232 students in the first study and 432 students in the second study), who were selected through the multi-stage random sampling method. They completed Karaman and Cirak's (2017) Belonging to the University Scale and Gagné’s (2003) Basic Needs Satisfaction in General Scale. The validity and reliability of the research scales were examined and confirmed through factor analysis and Cronbach's alpha coefficient methods. The descriptive data, on the other hand, was analyzed using correlation matrix and exploratory factor analysis in SPSS 23. In addition, confirmatory factor analysis was performed using LISREL 8.80, the results of which revealed a three-factor structural model whose fit indices suggested a desirable fit with the data, thus corroborating the three-factor structure of the belonging to the university scale. Cronbach's alpha coefficient was in an acceptable level in the two studies and the convergent validity demonstrated a positive and significant correlation between the belonging to the university scale and the scale of satisfaction of basic needs satisfaction in general scale. The results of the current status showed that the students' sense of belonging was in a moderate level. These findings emphasize the importance of planning and designing comprehensive interventions in order to measure and improve students' sense of belonging to the university.

The aim of the current study was to investigate the mediating role of epistemic curiosity in the relationship between university students’ epistemic beliefs and agentic engagement. The research population included all undergraduate students of Ferdowsi University of Mashhad in the first semester of 2019-2020. For this purpose, 231 participants, selected through random cluster sampling method, completed Oldenburg epistemic beliefs questionnaire, agentic engagement questionnaire, and epistemic curiosity scale. Structural equation modeling, using AMOS, was performed to analyze the data. The results of the model showed that all indices represented their respective latent variables. The structural model, on the other hand, suggested that epistemic beliefs, indirectly and through epistemic curiosity, affect agentic engagement positively and significantly. The fit indices confirmed the goodness of fit of the stated model. Overall, the results indicated that epistemic curiosity mediated the relationship between epistemic beliefs and agentic engagement. Therefore, based on the findings, it can be concluded that to promote the students' constructive participation and agentic engagement in academic environments, we need to consider both their epistemic beliefs and experience of epistemic emotions.

A fundamental dimension along which all social and personal relationships vary is closeness. The purpose of present study was to investigate the factor structure and Item-Response parameters of the Unidimensional Relationship Closeness Scale. In a descriptive-correlational design and test validation 180 Birjand University students in the first study and 250 students in the second study were selected through multi-stage random sampling and completed the Unidimensional Relationship Closeness Scale (Dibel, Levin & Park, 2012). The data were analyzed by internal consistency, exploratory and confirmatory factor analysis, discrimination and threshold parameters and Item and test information curves. Results showed that the Unidimensional Relationship Closeness scale had a one-factor structure with explained variance of 63.39. Confirmatory factor validity was also confirmed. Cronbach's alpha coefficients were 0.95 and 0.93 and split half coefficients were 0.89 and 0.88, respectively in two studies. The Item-Response parameters were also at the optimum level. It seems that the Unidimensional Relationship Closeness scale, and in particular the structure of its 12 item versions, has a good reliability and validity in students.

It is essential to development an accurate scale for the evaluation of emotion regulation strategies that not only integrates different important strategies into a unified multidimensional questionnaire but also complements the existing measures. The aim of this research was the evaluation of Psychometric properties Heidelberg form for emotion regulation strategies. The design of this study was testing,correlation. Statistical population of this research was all students in University of Birjand in the first year of undergraduate of 2017-2018 academic years. 301 students were selected by cluster sampling method among them. Data were collected by using Heidelberg form for Emotion Regulation Strategies (HFERST),Cognitive Emotion Regulation Questionnaire (CERQ). To determine the Inner consistency of HFERST,Cronbach's alpha,Split-halves coefficient,to determine its validity,Content validity,EFA,CFA,Convergent validity were used. The results of exploratory factor analysis showed that the scale had a good six-factor structure that explained 55.53% of the variance. Confirmatory factor analysis confirmed this structure. The internal consistency of sub-scales was obtained with the Cronbach's alpha in the desired range. The results of Convergent validity indicated that there was a positive,significant correlation between HFERST dimensions including reappraisal,acceptance,experience suppression with Positive refocusing,positive reappraisal,acceptance of CERQ. The results of statistical analysis showed that the Persian version of Heidelberg Form for Emotion Regulation Strategies has acceptable psychometric properties,can be used as a reliable tool in the Iranian population.

This study aimed to compare the lifestyle and mental health of male and female physical training and non-physical training teachers in Birjand city.
This is a causal-comparative study. The statistical population consisted of all physical training and the other teachers of Birjand city in the academic year of 2014-2015. So, 198 cases (99 physical training teachers and 99 non-physical training teachers) were selected by randomized cluster sampling. They responded to Goldberg (1972) General Health Questionnaire and Noorbakhsh et al. (2005) Lifestyle Scale. The data were analyzed using Pearson correlation coefficient statistical test and independent T-test.
There is a significant and inverse relationship between lifestyle and its dimensions (physical activity, beliefs and attitudes, health and family relationships) and the score of mental health (P According to the results of the research, the physical training teachers have higher mental health and better life style compared to the other teachers so it seems that exercise should be considered as part of the general education program.