javad mesrabadi

The object of the current research was to determine the effectiveness of educational neuroscience concepts instruction on the implicit theory of intelligence of pre-service teachers which was executed in a quasi-experimental manner, utilizing a pretest-posttest control group design. The statistical population of the investigation encompassed all students of Farhangian University Shahid Modarres Sanandaj Campus during the academic year 2023-2024 that Two class groups of student teachers (each group of 34 student) were selected via purposive sampling, and one of the groups was randomly designated as the experimental group, and the other as the control group. For the experimental group, an educational neuroscience program analogous to a two-unit theoretical course was conducted in 16 sessions of ninety minutes each, while the control group did not partake in these instructions and persisted with their daily program. The Abd-El-Fattah and Yates Implicit Theory of Intelligence Scale (2006) was employed to amass information in two stages of pre-test and post-test. The outcomes of the covariance analysis indicated that the instruction of the educational neuroscience program resulted in a decrement in the entity theory of intelligence (P<0.009) and an increment in the incremental theory of intelligence (P<0.031) in the experimental group compared to the control group. Therefore, it can be concluded that the training program of educational neuroscience increased the incremental theory of intelligence and decreased the entity theory of intelligence in student teachers, and it is suggested to be included in the pre-service training courses of teachers.

Behavioral problems can be investigated in different areas of communication, and each of the behavioral challenges in this field shows that it is necessary for psychological programs and interventions to pay attention to the optimal management of individual behavior in order to prevent and reduce existing harms. Meanwhile, choice theory is one of the practical theories for behavior management in various fields. In this theory that William Glasser based it on behavior, the general goal is to gain a correct and practical understanding of human behavior and improve the quality of life through teaching the concepts, structures and principles of this theory and its application. It introduces its various aspects in the field of individual health and well-being, family and administrative-organizational issues, as well as responsibility in performing behavior, improving interpersonal relationships and achieving a happy and satisfying life. In choice theory, behavior management means controlling, managing and issuing behavior from within the person and accepting the responsibility of doing it by the person. In general, this theory explains why and how people behave and believe that everything that comes out of us is a behavior, and all behaviors are motivated from within us and are aimed at a goal. Also, the purpose of every behavior is to satisfy one of our five basic needs: survival, love and belonging, power, freedom and fun. Glasser also believes that not only are we always behaving, but we are always trying to behave in ways that give us the greatest and most effective control over our lives. Therefore, the aim of this study was to identify the effective domains of educational-therapeutic interventions based on choice theory on the management of individual behavior in previous studies and based on a systematic review. 

Search for research records was done using numerous internal electronic databases, using the keywords: choice theory, William Glasser, reality therapy, group reality therapy, quality school or quality schools, glasser school or glasser schools, lead management, peaceful parenting, parenting based on choice theory, and psychology of internal control. After extraction, the content of the articles was qualitatively evaluated with the PRISMA checklist, and the content analysis method was used to review the data. After searching and evaluating the studies, the final analysis was performed on 53 studies with 62 variables. 

Results showed that effective domains of educational-therapeutic interventions based on choice theory fall into 5 categories: emotional-mood disorders, destructive behavioral disorders, procrastination, interpersonal relationships and individual and social skills. Most of the primary research conducted in this research in the field of behavior management from the perspective of selection theory, respectively, include the field of personal and social skills with 16 studies, the field of interpersonal relations with 15 studies, the field of emotional-mood disorders with 15 studies, and the field of destructive behavioral disorders. With 10 researches, and the field of meditation with 6 researches. 

In the general explanation of the findings, it can be said that the selection theory is regulated in such a way that it is useful and usable for therapists, counselors, teachers, trainers and other people involved in education and guidance of people. Based on the teachings of this theory, people realize that acting on new, effective and responsible choices enables them to discover and experience a life full of healthy and harmless creativity. Also, one of the basic hypotheses of the selection theory is that people always try to achieve what is called a successful identity by exerting better control over their lives; That is, they see themselves as those who have the ability to communicate love and affection, they feel that they are important to others, they experience a sense of value, they have a sense of responsibility, and they believe that satisfying their needs is their responsibility, not the duty of others. The results of this study can be used as a summary to clarify as much as possible the effective domains of choice theory on the management of individual behavior and a comprehensive map for conducting studies more coherently and with better quality for researchers to provide future research. In fact, the findings of the present study can be a summary of the studies done, and these classes were considered as the result of a re-analysis of the data with a different perspective. Therefore, the basics of choice theory can be used as educational and therapeutic interventions in the counseling centers of schools and universities, family and couple training workshops, organizational management and individual and clinical counseling in order to manage individual behavior and improve interpersonal relationships.

Investigating the cognitive and neurophysiological foundations of attachment requires assessing its automatic dimensions. This study aimed to develop and validate a visual search test to measure attentional bias toward attachment-related images.
 
This descriptive study included a sample of 258 students (153 women) with an average age of 21.3, selected through convenience sampling. Participants completed a computerized visual search test, the Revised Experiences in Close Relationships Scale (Fraley et al., 2000), the Adult Attachment Questionnaire (Hazan & Shaver, 1987), and the Depression, Anxiety, and Stress Scale (Lovibond & Lovibond, 2002). Data were analyzed using Pearson's correlation coefficient and mixed analysis of variance.
 
Regarding convergent validity, attentional bias showed a positive and significant relationship with anxiety (p < 0.05). Additionally, attachment dimensions (anxiety and avoidance) were negatively correlated with attentional bias (p < 0.05). In terms of discriminant validity, the test effectively distinguished securely attached individuals from insecure groups (p < 0.001), with insecure groups displaying greater avoidance of attachment-related images. Reliability analysis indicated that the visual search test had moderate test-retest reliability (0.46 to 0.57) and relatively high internal consistency (0.63 to 0.77).
 
The findings support the validity and reliability of the visual search test for measuring attachment-related attentional bias. These results encourage researchers to explore the automatic dimensions of attachment rather than relying solely on self-report measures.

The purpose of the current research is to investigate the phenomenon of knowledge misstructure. Malstructuring of knowledge is a phenomenon in which the structure of knowledge in the field of education is not formed in the learners for various reasons. In this research, using the cognitive-diagnostic approach, the phenomenon of malstructuring of knowledge among the fifth grade students in the experimental science course was investigated. 5 classrooms were selected using cluster sampling. In the current research, the knowledge malstructure test was prepared in the three subjects of physical change, chemical change and rainbow from the experimental science book of the fifth elementary school, based on the knowledge structure of the desired concepts. For data analysis, neural network analysis was using SPSS software. The Hierarchy Fit Index (HCI) for all three subjects was 0.71, 0.77 and 0.73, respectively, which showed that the cognitive model has a good fit. In order to check the accuracy of decision-making about the subject’s mastery levels in abilities, based on the diagnostic scores, index αAHM was calculated for the attributes in the knowledge structure, and its value was obtained above 0/6 for different abilities, which is at the optimal level and has the ability to support the final report. Besides students cognitive scores were evaluated based on their correct answers to a hierarchy to check the malstructure. the results of the analysis of the students' cognitive scores showed that some of the students have problems in various cognitive concepts, which indicates the malstructure of the students' knowledge in the subject.

Attention deficit disorder is a problem characterized by a number of symptoms, impulsive behavior and inability to concentrate. It is necessary to reduce the problems caused by using appropriate psychological treatments. The present study is aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on psychological capital and school engagement among adolescents with attention deficit disorder.

This semi-experimental study was conducted with a pretest-posttest design and a control group. From the population of secondary school girls in the 2nd education district of Tabriz city, 40 people were selected as a sample by purposive sampling method and replaced by random method in two groups of 20 people, experimental and control. The data collection was performed using Achenbach's youth self-report scale of behavioral problems (YSR), Luthans' psychological capital questionnaire (PCQ), and the student-school involvement scale (SES-4DS). In this work, the experimental group received the ACT treatment for 9 90-minute sessions while the control group was waitlisted. The collected data were analyzed using the multivariate ANCOVA.

As indicated by the findings of the present study, the ACT intervention led to a significant difference between the two groups, the value of which was equal to 60.8% and 58.8% for the psychological capital and school engagement variables, respectively (p<0.005).

it can be said that the ACT intervention is an effective and notable treatment for improving the psychological capitals and school engagement among students with attention deficit disorders.

The purpose of the current research was to represent the process of aptitude assessment in the academic guidance of students. It was a qualitative study with grounded theory design. For this purpose, 12 experts in the field of aptitude assessment and academic guidance with doctorate degrees in educational sciences and psychology were studied with the purposeful sampling method and using in-depth interview. After collecting, recording and coding, the data were categorized into main categories and they were analyzed using Corbin and Strauss coding techniques, open coding, axial coding and selective coding. Based on the obtained results, aptitude assessment was chosen as the core category. The causal conditions were: identification of assessment dimensions/factors (individual-social and psychological) and skills and experiences. The context and situation of assessment were chosen as the background conditions and the continuous assessment of aptitude was chosen as the mediating condition. The strategies used, were identification tools, including: observation, interview, experts' opinion, teachers' opinion, self-expression, parents' opinion, tests, physical measurements, situational assessment, peer assessment and individual work portfolios. Finally, successful performance and feeling of satisfaction were introduced as the result of this model. Due to the fact that aptitude assessment is one of the important and vital factors of academic guidance, and merely emphasizing the tests does not provide accurate knowledge of people, it is suggested that the policy makers of the educational system put the use of process assessment, situational assessment and various tools in their agenda in order to strengthen and improve the academic guidance process.

During the last three decades, many researchers have investigated gender differences in academic emotions, but many of their results have been contradictory; Therefore, it is necessary to conduct a meta-analysis to achieve a comprehensive result in this field. In this regard, the aim of the current research is to combine the results of existing researches in the field of gender differences in academic emotions. The method used in this research is meta-analysis. The statistical population was all the researches published in the country between 1370 and 1400. After reviewing the primary studies based on the inclusion and exclusion criteria, 146 effect sizes from 80 selected studies were included in the analysis process. In order to collect information from the Mesrabadi checklist (1395) and to analyze the data, combined effect size with two fixed and random models, funnel plot, and sensitivity analysis, were used. In this research, Hedges g index was used among the types of d indices. The results showed that the difference obtained in the index of total academic emotions and types of emotions, according to the interpretation of Cohen's d criterion, is lower than the small level. Considering the heterogeneity of the effect sizes, sub-components were analyzed. Based on the obtained effect sizes, there is no difference between girls and boys in all kinds of academic emotions.

Considering the alarming increase in the statistics of infidelity and divorce, this research was conducted with the aim of comparing the effectiveness of mindfulness-based cognitive therapy and acceptance and commitment therapy on depression and life expectancy of women affected by marital infidelity. This research was a semi-experimental with a pre-test-post-test design with a control group. The statistical population consisted of women affected by marital infidelity in Tabriz in 1401. 45 participants were selected by purposeful sampling method and placed in three groups (15/group). The experimental groups received the treatment specific to their group in 8 sessions. The measurement tools included Beck's depression and Schneider's life expectancy questionnaires. The data were analyzed by multivariate analysis of covariance and post-hoc Bonferroni test. The results showed that both treatments reduced depression and increased the life expectancy of women affected by marital infidelity in the post-test compared to the control group (P<0.001). Also, the effect of treatments on depression and life expectancy of women affected by marital infidelity in the post-test stage was not statistically different. The results proved that mindfulness-based cognitive therapy and acceptance and commitment therapy can reduce depression and increase the life expectancy of women affected by marital infidelity.

The present study aimed to determine the effectiveness of brain-based learning training on the academic competence and Repetitive Negative Thinking of female students in the second year of middle school in Tabriz city in 2021-2022. The research method was semi-experimental with a pre-test and post-test design and a control group. The statistical population was all female secondary school students of the second district of Tabriz city who were studying in the academic year of 2021-2022. The sample consisted of 40 students who were randomly selected in two experimental and control groups (20 people in each group). To collect information in the pre-test and post-test, all participants were evaluated through Diperna Valiot's Academic Competence Questionnaire(1999) and Ehring et al.'s Repetitive negative thinking Questionnaire (2010). The experimental group received the Cain, Cain, McClintic, and Klimek (2005) brain-compatible learning training program for eight 60-minute sessions. Data were analyzed using multivariate analysis of covariance test. The findings showed that there was a significant difference between the experimental group and the control group in terms of academic competence and repetitive negative thinking in favor of the experimental group (p<0.001). According to the results, it can be said that brain-based learning training can have useful practical implications in preventing problems of academic competence and repetitive negative thinking in students.

One of the main components of forming a marriage contract is trust, which has always been fragile and at risk due to problems such as betrayal. Due to the increasing rate of infidelity and divorce, this study aims to compare the efficacy of mindfulness-based cognitive therapy (MBCT) and acceptance and commitment-based therapy (ACT) on depression and anger in women affected by marital infidelity.

The method of this study was experimental with pre-test and post-test with the control group. The statistical population consisted of women affected by marital infidelity in Tabriz city in 2022. In total, 45 patients were selected by sequential non-probability sampling method, who were randomly divided into three groups (Each group 15 people). Members of both experimental groups received their treatment in 8 sessions of 1.5 hours; however, the control group did not receive any treatment until the end of the study. The measurement tools included Beck's depression and Novaco's anger questionnaires. Data were analyzed by multivariate analysis of covariance and Bonferroni's post hoc test.

The results showed that both treatments compared to the control group, reduced the depression and anger of women affected by marital infidelity in the post-test (p<0.001).

The results showed that the effect of treatments on depression and anger of women affected by marital infidelity in the post-test stage is not statistically different. It seems that MBCT and ACT can reduce the depression and anger of women affected by marital infidelity, so they can probably be a useful therapeutic strategy to improve the psychological state of women affected by marital infidelity.

The aim of the present study is to use the meta-analysis method to combine the quantitative results of various studies on the relationship between the five-factor model of personality and academic achievement. In order to achieve this goal, in the present study, the findings of 36 quantitative studies were used, from which 167 effect sizes were calculated. The statistical population of this research is all the articles available in SID database, Irandoc, Mogiran. After checking the entry and exit criteria, the selected statistical indicators were analyzed with CMA version 2 software. The analysis of the data from the researches showed that the average effect size of the studied researches is 0.11 for the fixed effects model and 0.12 for the random effects model. . Also, the existing relationships between the components of the five-factor model of personality (extroversion, neuroticism, openness to experience, adaptability, task orientation) with academic progress are 0.11, -0.13, 0.15, 0.18, and 27. 0 was obtained. Due to the heterogeneity of the effect sizes, gender and the type of sample used in the researches were examined as moderating variables. The results showed that the effect size of the relationship between the five-factor model of personality and academic performance in the researches where female subjects were used for the research. It is more than other researches. Also, the effect size of the relationship between these two variables was found to be the same in studies that used students as samples.

During the last two decades, many researchers have investigated the relationship between perfectionism and academic performance, and different results have been obtained. Therefore, it is felt necessary to use meta-analysis studies to provide general results. The method used in this research is meta-analysis. The statistical population of the research included available published studies. In order to collect information, a researcher-made checklist was used. After checking the inclusion and exclusion criteria, 40 effect sizes were found out of 24 studies. It was obtained with the conditions of meta-analysis. In order to analyze and analyze the data, sensitivity analysis, funnel plot, fixed and random models and heterogeneity analysis were used from CMA software. The fixed effects model is 0.067 and for the random effects model it is 0.083, which was evaluated as low according to Cohen's index. Also, the relationships between the components of perfectionism (adaptive, incompatible, self-oriented, socially oriented, perfectionism in general) and academic performance are also based on criteria. Cohen interpreted high, high, medium, low, and low values. Due to the heterogeneity of the effect sizes, the gender and type of sample used in the researches were examined as moderating variables. The results showed that the effect size of the relationship between perfectionism and academic performance in the researches where male subjects were used for the research, compared to Other researches are more. Also, the effect size of the relationship between these two variables in the researches that used students as samples is more than other researches.

Mental retardation in children is a source of stress for the family and caregivers, which can lead to significant impairment in social-occupational functioning and damage to the caregivers' quality of life. This study aimed to compare the effectiveness of positive resilience training and metalization-based training in improving emotional self-regulation and parent-child interactions in mothers of children with intellectual disabilities.

The study population included all mothers of children with intellectual disabilities in Tabriz in 2022. Out of the study population, 45 individuals were selected using purposive sampling method and randomly assigned to three groups (15 individuals per group). The data collection tools included the the Emotion Self-Regulation Questionnaire by Hofmann and Kashdan (2010), and the Parent-Child Interaction Questionnaire by Pianta (1994). Positive resilience training and metalization-based training were implemented in 8 sessions, each lasting 90 minutes. Data analysis was done using SPSS.v21 software and multivariate covariance analysis and post hoc test of least significant difference.

The results showed that positive resilience training has an effect on emotional self-regulation (MD=2.391; P=0.014) and parent-child interaction (MD=4.683; P=0.026). Also, metalization-based training was effective on emotional self-regulation (MD=4.257; P=0.001) and parent-child interaction (MD=9.955; P=0.001). The comparison of the effectiveness of the interventions also showed that, apart from emotional self-regulation (P<0.05), metalization-based training in the parent-child interaction was more effective compared to positive resilience training (P<0.05).

Based on the results of this study, it is recommended to prioritize metalization-based training in intervention programs aimed at improving the mental health of mothers of children with intellectual disabilities.

Academic performance includes the acquisition of a set of skills and abilities. Academic performance is a complex phenomenon influenced by the interaction of various factors. Cooperative learning is one of these factors. Cooperative learning is considered as some method related to the organization of classroom instruction to achieve common learning goals via cooperation. Over the few last decades, many researchers have examined the effect of cooperative learning on academic performance, which yielded different results. This study aimed to analyze and combine the results of the performed studies in this field in order to reach a general conclusion, resolve the existing contradictions, and discover possible moderators. 

The present study was conducted by meta-analysis method. The statistical population was all research published in a scientifically valid journal in the country that was available in computer databases (Irandoc, SID, Magiran, Noormags) and was available in related studies between 1997-2022. Using the purposive sampling method and extensive search based on the specified keywords (Teaching methods, Cooperative learning, Academic performance, Academic progress) and applying entry and exit criteria, 200 studies were selected as a sample and entered the meta-analysis process. The extracted data were analyzed with CMA software. 

From selected studies as a sample, in total, 258 effect sizes were extracted which 17 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 241 effect sizes. The value of the “fail-safe N” statistic was obtained at 12040, which indicated that after entering this number of non-significant studies, the combined effect size will be non-significant. The amount of combined effect size was calculated at 0.893 in the fixed model and 1.133 in the random model. Both models were statistically significant (p<0.001). As the effect sizes were heterogeneous, gender, type of sample, type of cooperative learning, type of course, and year of research were examined as the moderator variables. The results indicated that the effect size of cooperative learning on academic performance is in males more than females, in elementary students more than others, in student teams achievement division (STAD) instruction more than other types, and in social science courses more than other courses. The results of the research showed that the year of studies has a very small contribution to explaining the heterogeneity.

The results of the study showed that cooperative learning had a significant effect on academic performance. It has been assumed that cooperative learning is one of the most important factors or predictors for learners to achieve learning success.

This study aims to investigate the effect of positive resilience training on improving emotional self-regulation, psychological distress, and parent-child interactions in mothers of children with intellectual disabilities.

Data collection tools included Kessler Psychological Distress Scale (1992), Emotion Self-Regulation Questionnaire by Hofmann and Kashdan (2010), and Parent-Child Interaction Questionnaire by Pianta (1994). Positive resilience training was implemented in 8 sessions, each lasting 90 minutes. Data analysis was done using SPSS.v21 software and univariate and multivariate analysis of covariance tests. 30 individuals were selected using purposive sampling method who were randomly assigned to two groups (15 individuals per group).

The results showed that positive resilience training was effective on the overall score of emotional self-regulation and the components of concealment and compromise. In addition, the effectiveness of this intervention on psychological distress had also been significant. Also, the results showed that positive resilience training had a significant effect on general positive relationship and the components of closeness and dependence.

Based on the results of this study, it is recommended to prioritize positive resilience training in intervention programs aimed at improving mental health of the mothers of children with intellectual disabilities.

The objective of this meta-analysis was to compile the studies conducted on the efficacy of neuropsychological interventions with respect to executive functions. Full-text articles, dissertations, and research projects that were published in Iran between 2010 and 2020 in quarterly journals, scientific research journals, and scientific information databases affiliated with the University Jahad, the Computer Research Center for Islamic Sciences, and the Private site of Iran Magazines Bank constituted the study population. A total of 131 effect sizes were analyzed from the 126 derived studies after 71 were selected in accordance with the inclusion and exclusion criteria. Data were analyzed utilizing funnel plots, sensitivity analyses, fixed and random effects models, and heterogeneity analyses in conjunction with CMA2 software. The results indicated that neuropsychological interventions had a significant effect on executive functions, and according to Cohen’s criterion, the combined effect size for the random-effects model was substantial (ES = 1.22). The findings additionally indicated that, among the various classes examined, Attention Deficit Hyperactivity Disorder has the greatest effect size, and that, among executive functions, neuropsychological interventions exert the most significant influence on the working memory component. Consequently, it is recommended that clinicians and specialists employ neuropsychological interventions to enhance and improve the planning, attention, inhibition, and working memory capabilities of their clients.

Social support as a relevant and effective variable on academic performance has been investigated in many studies, and the different and sometimes contradictory results of these studies highlight the necessity of a meta-analytical study. This study aimed to combine the findings of 12 years of Iranian and international investigations which had studied the relationship between social support and academic performance. The statistical population included Iranian and internationally published and available studies related to the subject from 2009-2021. Based on the inclusion and exclusion criteria, 55 studies and 101 effect sizes were selected. Finally, after sensitivity analysis and removal of extreme effect sizes, 79 effect sizes were analyzed. The results showed that the combined effect size was 0.189 for the fixed model and 0.220 for the random model. In this study, gender and age were studied as qualitative and quantitative moderator variables, respectively. The results showed that there was no significant difference in the effect sizes of the relationship between social support and academic performance based on gender. The meta-regression results also showed that by increasing the age mean, the effect size decreases to a very small significant amount and a small part of the total heterogeneity is explained by the age mean of the initial studies. As a result, based on obtained effect size, social support is effective in increasing students' academic performance.

One of the most common learning disorders in students is dyslexia which has many negative consequences. The aim of this study was the effectiveness of teaching self-monitoring strategies on cognitive processing and reading functions in dyslexic students.

The research method is applied in terms of purpose and the research design is quasi-experimental and is a pre-test-post-test design with a control group. The statistical population of the present study included all male elementary school students in the city of Tabriz who were introduced to the Center for Learning Disorders in Tabriz in the academic year 2020-2021 as those with reading and dyslexia learning disabilities. The statistical sample of this study consisted of 30 students who referred to the Center for Learning Disabilities in Tabriz. Students were selected for this study by convenience sampling method and after obtaining parental consent, participated in this study and were randomly assigned to two experimental groups (n = 15) and control group (n = 15). To collect data, Soleimani and Dastjerdi phonological knowledge tests, Rosold attention functions and Wechsler intelligence test were used. Data were analyzed by multivariate analysis of covariance.

The results showed that self - monitoring strategies have an effect on students' cognitive processing and reading performance. In fact, teaching self-monitoring strategies increases students' cognitive processing and reading performance.

Attention to teaching self-monitoring strategies plays an important role in improving the reading aspects of dyslexic students.

The rapid progress and changes in technology, the increasing use of smart devices, multimedia and Internet, and on the other hand, the epidemic of Covid-19, have directed educational systems towards virtual education and hybrid models such as flipped learning. The current research was conducted with the aim of identifying and classifying the challenges of flipped learning implementation. This study is a qualitative research with inductive content analysis approach; and its statistical population includes two groups. The first group includes a collection of articles that were related to the purpose of the research. At this stage, articles were searched from scientific journals and reliable databases such as: Noormags, Magiran and SID in Persian language between 1393-1401; and search in foreign databases such as Scopus, ProQuest, Wiley, ERIC, and Google Scholar in English between 2013-2022. The keywords were: "flipped learning", "flipped instruction", "flipped classroom", "challenges", "barriers". After the initial search of the mentioned databases, a total of 1113 sources with the indicated keywords were obtained. After applying the inclusion and exclusion criteria, a total of 100 scientific research articles were purposefully selected for analysis. In addition to the systematic review of the articles, in order to identify more and more precisely the challenges and ensure the findings from the articles, the second group of the statistical community, that includes professors and educational experts, in the fields of educational technology , educational management, lesson planning, educational psychology and teachers who implemented the flipped learning model were referred; Among them, 15 people were selected purposefully; And they were interviewed online. The results show that the implementation challenges of flipped learning can be identified in 8 categories. Challenges related to: the learner, teacher and school, content, instruction, family, managerial and operational, ethical and security and technical and technological

The present study was conducted with the aim of determining the effectiveness of a Mindfulness-based Social-emotional Learning Program on emotional self-regulation and symptoms of attention-deficit/hyperactivity disorder in children. The current research was semi-experimental with a pretest-posttest design and a control group. The statistical population of the research included all students aged 11 to 14 who were referred to the child counseling centers of Khoy City in 2021-2022. The statistical sample consisted of 30 children who were selected by purposive sampling and were replaced in two experimental and control groups. The data collection tools included Children's Illness Symptoms Questionnaire (CSI-4) Sprafkin et al. (1984) and Emotional Regulation Checklist (ERC) Shields & Cicchetti (1997). In this study, the participants of the experimental group received the mindfulness-based social-emotional learning program During 15 sessions of 60 minutes. Data analysis was done using multivariate covariance analysis. Data analysis showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.01 between the post-test mean of emotional self-regulation and symptoms of attention-deficit/hyperactivity disorder in the two experimental and control groups. According to the findings, it can be suggested that the Mindfulness-based Social-emotional Learning Program is an effective treatment for improving emotional functions and symptoms of attention-deficit/hyperactivity disorder in children.

During the last three decades, researchers have investigated gender differences in metacognition, and many of their results have been contradictory; Therefore, it is necessary to conduct a meta-analysis in order to achieve a comprehensive result in this field. In this regard, the aim of the current research is to combine the results obtained in this field. The method used in this research is meta-analysis. The statistical population was all the researches published in the country between 991-2021. After reviewing the primary studies, 350 effect sizes from 128 selected studies were included in the analysis process. In order to collect information, Mesrabadi checklist (2015), combined effect size with two fixed and random effects models, funnel plot, sensitivity analysis, regression and CMA2 and SPSS22 software were used. In this research, Hedges g index was used among the types of d indices. Data analysis showed that the overall effect size is -0.018 in the fixed model and -0.022 in the random model. Considering the heterogeneity of the effect sizes, sub-components and moderating variable (age) were analyzed. The results showed that the difference obtained in the total metacognition index and its various components, according to the interpretation of Cohen's d criterion, is lower than the small level. As a result, there was no difference between girls and boys in the overall metacognition index and its components. Also, the age of the subjects did not play the role of a moderating variable on the relationship between metacognition and gender.

Children with attention-deficit/hyperactivity disorder often show major problems in emotional and cognitive abilities, which have serious consequences on their academic and social performance. Therefore, growing efforts are being made to improve these abilities through neuro-psychological interventions to prepare these children for future challenges. This research aimed to compare the effectiveness of mindfulness-based social-emotional learning program with/and without transcranial brain stimulation on emotional self-regulation and problem-solving performance in children with attention-deficit/hyperactivity disorder.

The current research was a semi-experimental study with a pre-test-posttest design with a control group. The statistical population of the research included all students aged 11 to 14 who were referred to the counseling centers in Khoy, Iran between 2021 and 2022. Forty-five children with attention-deficit/hyperactivity disorder of the mixed type were selected among the individuals who enter the treatment in these centers by the purposeful sampling method and randomly replaced into one control and two experimental groups. Subjects in the first experimental groups received a mindfulness-based social-emotional learning program combined with transcranial direct current stimulation while the second group received a mindfulness-based social-emotional learning for 8 weeks. In addition the subjects in the control group did not receive any intervention. All subjects were evaluated before and after the training using the emotional regulation checklist and the Tower of London test.

The mindfulness-based social-emotional learning program combined with transcranial stimulation exerted greater effectiveness on emotional self-regulation and problem-solving performance compared to the other groups. Moreover, the mindfulness-based social-emotional learning program had more effect on emotional self-regulation and problem-solving performance compared to the control group.

The mindfulness-based social-emotional learning program combined with transcranial stimulation is an effective intervention to improve the emotional and cognitive functions in children with attention-deficit/hyperactivity disorder. In clinical settings, the combination of these two interventions can be used to achieve promising results.

This research aimed to compare the effectiveness of mindfulness-based socio-emotional learning program with/and without Transcranial Direct Current Stimulation on sustained attention and response inhibition in children with attention deficit/hyperactivity disorder. This research was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population included all students aged 11 to 14 who referred to child and adolescent counseling centers in Khoy city in 2021-2022 year. 45 people with attention-deficit/hyperactivity disorder of the mixed type were selected from among those who refer to the treatment centers by the purposeful sampling method and randomly replaced in two experimental groups and one control group. The first experimental group received the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation and the second experimental group received the mindfulness-based socio-emotional learning program for 8 weeks, but the control group did not receive any intervention. All participants were measured before and after the training using continuous performance test and GO/NO-GO test. For data analysis, multivariate covariance analysis was used in SPSS program. Data analysis showed that mindfulness-based socio-emotional learning combined with Transcranial Direct Current Stimulation compared to the other two groups and mindfulness-based socio-emotional learning compared to the control group were more effective on sustained attention and response inhibition. According to the findings, it can be suggested that the mindfulness-based socio-emotional learning program combined with Transcranial Direct Current Stimulation is an effective intervention to improve the cognitive functions of children with attention deficit/hyperactivity disorder.

Teaching reading learning skills is one of the important and prominent curriculum in schools, especially in elementary school. The goals of reading education include fluency, reading comprehension and word learning. Fluency is the ability to read text according to its content, read prose and poetry with appropriate tone and music. Reading comprehension is the ability to understand the explicit and implicit information of the text, to integrate and interpret the information of the text. Also, the purpose of vocabulary learning is to regularize students' basic words and expand children's vocabulary. Expanding students' vocabulary helps in reading and listening comprehension as well as speaking and writing (Sheldareh et al., 2017).The epidemic of the corona virus and the closure of schools forced the educational system, teachers and families into new conditions of education, i.e. virtual education. Mandatory virtual education and changing the location of education from school to home forced administrators and teachers to design and predict educational programs, teaching methods, and the activities and interactions of administrators, teachers, students, and parents virtually. The process of teaching and learning in the classroom is accompanied by human interactions. Teacher-student relationships are the main part of teaching and learning. It is obvious that students need their teachers in many learning environments (Reilly, 2009). Parental involvement is any interaction between a child and a parent that may contribute to the child's development with the parent's direct participation in the child's school affairs and make him/her interested in school (Dumont et al., 2014). In this research, parent-child interactions in academic matters, especially reading education, have been investigated in researches related to the role of parents regarding educational goals, monitoring learning and doing homework.The main goal of the current research is to design and validate a suitable model of teaching reading in virtual space based on parent-child and teacher-student interaction in the elementary school. To design and validate the proposed reading teaching model, two questions are answered. First question, what elements is the proposed model of reading education based on parent-child and teacher-student interaction in the virtual space designed? And the second question, is this proposed model of reading education valid from the point of view of experts and teachers?To design the model, a qualitative method was used with a systematic review of the research literature, and a survey method was used for validation. The statistical population of this research for the design of the educational model includes all books, research articles, dissertations and internet information sources in the field of reading education with regard to the virtual space and teacher-student and parent-child interactions, and the statistical population for the validation of the model is educational psychology specialists, Curriculum planning, educational technology and teachers of reading education were selected as a sample of 15 people. The data collection tool was a questionnaire and an 8-question questionnaire made by the researcher on a Likert scale.The findings of the research question about the main elements of the reading teaching model led to the formulation of a conceptual model of the main elements of the research model. Based on the findings of this study, a conceptual model with four main elements including reading curriculum, educational strategies, technology and human interactions was determined. Reading curriculum elements include objectives, content, assignments, and assessment. The main goals of the primary school Persian book in Farsi reading include vocabulary learning, fluent reading and comprehension. To increase reading skills, teachers use classroom and home assignments such as reading practice and vocabulary learning. Assessment is also an inseparable part of education that teachers use from the beginning to the end of education to measure the progress of reading learning. The element of human interactions, the teaching and learning process in the classroom and online classroom is associated with human interactions. These interactions include teacher-student and student-student. Teacher-student interactions include activities and strategies that teachers provide online and simultaneously to students in the classroom in the form of audio, video, and homework. Parent-child interaction includes activities that are done between parents and children to improve reading skills at home. In this model, parents use appropriate strategies to help their children complete reading assignments at home. In parent-child interaction, parents facilitate reading assignments by using the strategy of paired reading and providing feedback. Another important element of the proposed reading teaching model is technology. To implement the proposed model of reading education in virtual space, communication technologies including the Internet, smartphone or tablet, and applications are needed. Teachers, parents and students participate in the virtual teaching and learning process using the student education network (SHAD). According to the conceptual model of elements of reading education in virtual space, the proposed model of reading education is designed in 8 steps. These steps include 1. Pre-reading 2. Paired reading 3. Teaching strategies 4. Practicing strategies 5. Re-reading 6. Reviewing strategies 7. Reading fluency and 8. Evaluation. This model is based on teacher-student and parent-child interactions. In the design and implementation of this model, methods and activities have been used to increase the amount of online interactions between teachers and students while teaching and learning reading skills. Also, appropriate methods and activities have been selected for parent-child interactions so that parents participate in their children's learning to read and help their children's reading skills improve.This model is based on teacher-student and parent-child interactions. In the design of this model, methods and activities have been used to increase the amount of online interactions between teachers and students while teaching and learning reading skills. Also, appropriate methods and activities have been selected for parent-child interactions so that parents participate in their children's learning to read and help their children's reading skills improve.The findings of the second question showed that according to experts and teachers, the proposed model of reading education is valid. They evaluated the proposed research model as valid in terms of comprehensiveness, coherence, validity, applicability, acceptability and coordination with reading goals. In this template, the number of sessions for each lesson is 8 sessions of 45 minutes, and the role of the teacher, students and parents, educational activities, editing methods, activity presentation formats (video, audio, photo, written) and the type of virtual learning (simultaneous and asynchronous) are specified. Also, according to the goals of primary school reading education, word learning, fluency reading and reading comprehension have been discussed in this model.It is suggested that this model be used in the third and higher grades. Likewise, this model should be taught to teachers and educational designers and educational leaders to systematically design and implement the reading education program in virtual space. Research for the application of this model in various virtual applications and with semi-experimental methods should be done. As a result, according to the opinion of experts, this eight-step model of reading education can be used to design and teach reading in virtual space based on teacher-student and parent-child interaction in the elementary school.

Managing behavior in order to gain personal peace and maintain social stability is among the necessities of every society. So the purpose of this study is to design and validate a behavior management training package based on choice theory for parents and students.

The research method is qualitative and performed by Delphi technique, that In order to design the training package, the theoretical foundations of choice theory (Glasser, 2013) were used, and in order to ensure the optimal validity of the training package, the content validity method using Lawshe model (1975) was used, with a panel of 8 experts and two quantitative coefficients of content validity ratio (CVR) and content validity index (CVI).

The results showed that all designed closed sessions are necessary and the content of all the sessions was completely related to the designed goals or related but needed to be partial revisioned. Subsequently, the revisions requested by the experts, which included 6% of all responses, were applied and the final package was compiled in twelve sessions.

finding has practical implications for educational interventions. Therefore, this training package can be helpful as a comprehensive and approved program to manage the behavior of parents and students in different environments, especially in family and school, and in order to improve the quality of the parent-child relationship as well as reduce students’ indiscipline and misbehavior, the use of this package in family and school counseling sessions and workshops in the form of group training programs is strongly recommended.