kazem barzegar bafrooei

The purpose of the present study was to investigate the perceptions of Yazd University of Medical Sciences students about the positive aspects of electronic teaching on face-to-face teaching in the post-COVID-19 pandemic.

This was a qualitative research with a phenomenological approach. Participants in the research included 10 students of Shahid Sadoughi University of Medical Sciences, Yazd,  in the academic year 2022-2023 who were selected through purposive sampling. The research data collection tool included a semi-structured interview. Method of data analysis adapted from Smith  was used, and the criteria of rigor and trustworthiness were considered.

Eexperienced perceptions of medical students regarding the positive effects of electronic teaching were investigated and four main themes, including improving the hardware and software of virtual education, understanding the value of medical staff and health laws, increasing knowledge sharing and the role of virtual education, facilitating access to national and international education, and 12 sub-themes were achieved.

Based on the results of the current research, the positive experiences gained from e-learning during the COVID-19 pandemic can be used when distance learning is necessary, such as air pollution or unexpected events. Therefore, policy makers and planners of medical education can improve the quality of education by taking advantage of these experiences.

Intervention programs focused on character empowerment provide teachers with the tools to achieve personal well-being and develop resilience in challenging situations.

This study aimed to investigate the effectiveness of character empowerment training on the emotional responses of primary school teachers in Yazd city during the 2021 - 2022 academic year.

The research employed a semi-experimental design with a pretest-posttest approach and a control group. The statistical population consisted of primary school teachers in Yazd, from which 30 individuals were selected using convenience sampling. These individuals were randomly assigned to either the experimental group (15 teachers) or the control group (15 teachers). Teachers were first paired based on their teaching experience, prior participation in similar courses, and educational level. One individual from each pair was then randomly allocated to the experimental group, and the other to the control group. The research instrument used was the Teachers' Emotions Questionnaire. The experimental group underwent character empowerment training over two months, comprising 12 sessions of 50 minutes each. Data were analyzed using SPSS software version 26, employing an ANCOVA model and MANCOVA test.

The findings revealed a significant difference between the two groups in terms of the emotions of pride (32%), anxiety (18%), and anger (47%). Specifically, character empowerment training increased the emotion of pride (P < 0.01) while reducing anger and anxiety (P < 0.05). However, there was no significant difference between the experimental and control groups regarding the emotion of enjoyment (P < 0.01).

Enhancing awareness of character empowerment and integrating it into daily practices can help teachers experience heightened pride, reduced anger, and lower anxiety levels, while also enabling them to recognize and appreciate their positive attributes.

Dealing with aggression in adults and adolescents is essential for creating a better society, and one of the most important steps in this regard is understanding the variables and factors that influence aggression.Therefore, the present study aimed to investigate the role of childhood emotional maltreatment in adolescent aggression with the mediating role of emotion regulation in university students in Yazd.

The research method was quantitative in terms of approach, applied in terms of purpose, and non-experimental in nature (descriptive-correlational). The statistical population consisted of humanities students at Yazd University in the academic year 2022-2023, of which 200 were selected as the sample. Non-random sampling method was used. The research tools included the Buss and Perry Aggression Questionnaire (1992), the Life Experiences Questionnaire by Gibb et al. (2001), and the Emotion Regulation Difficulties Questionnaire by Gratz and Roemer (2004), with reliability coefficients obtained through cronbach's alpha of 0/88, 0/92, and 0/90, respectively. For data analysis, structural equation modeling was employed using SPSS25 and AMOS24 software. 

The results showed that childhood emotional maltreatment significantly and directly predicts adolescent aggression (β=0/28, p<0/01), as well as emotion regulation difficulties (β=0/48, p<0/01), and that emotion regulation difficulties positively and significantly affect student aggression as a mediating variable (β=0/54, p< 0/01).

F The type of parental behavior towards the child, especially emotional maltreatment during childhood, can have a significant impact on adult life, as well as the tendency towards aggression and the level of individual emotion regulation.

The purpose of this study was to investigate the perceptions of male medical sciences students at Yazd University regarding the positive aspects of dormitory life and its impact on academic quality during the 2022-2023 academic year.

Using a qualitative and phenomenological method, 11 Yazd University dormitory students were chosen for the study using a criterion-based purposive sample technique. Semi-structured in-depth interviews were used to gather data, and they were conducted until data saturation was achieved. The Smith method was used for data analysis, and triangulation was used to ensure the accuracy of the results.

Three primary topics and seventeen supporting themes on students' experiences living in dorms and how it affected the quality of their education were found in the study. These themes, which were acknowledged as beneficial aspects of living in a dorm, included: Having a supportive atmosphere; Developing personal and professional capacities; and Ease of education and life.

Research indicates that policymakers and planners can improve the quality of education and create more capable graduates for society by capitalizing on the advantages of living in dorms for medical students.

The purpose of this research was to predict students' anxiety Students' Anxiety based on Marital Satisfaction and Parents' Early Maladaptive Schemes. The present research method is descriptive-correlation. The statistical population in this research included all students from the second to sixth grades of the 1st and 2nd districts of Yazd city in the academic year of 2022-2023 and their mothers, which, according to Morgan's table, numbered 384 by multi-stage cluster sampling method. They were chosen randomly. The students responded to the SPAS Primary School Children's Anxiety Questionnaire (SCAS, 2003) and their mothers answered Questionnaires the Enrich Marital Satisfaction  (ENRICH, 1989) and Young's Early Maladaptive Schemas  (YSQ-SF, 1988). The results of multiple regression showed that among the predictor variables, marital satisfaction was able to predict students' anxiety in a negative and significant way, and the schemas of emotional deprivation, abandonment, entitlement, obedience, and emotional inhibition were able to predict students' anxiety positively and importantly (p<0/05). In total, these variables explain 90/7 percent of students' anxiety. According to the obtained results, the lack of marital satisfaction and the presence of primary incompatible schemas (Emotional Deprivation, Abandonment, Entitlement, Obedience, and Emotional inhibition) in mothers lead to anxiety symptoms in their children.

The present study aimed to evaluate the role of enabling conditions for collective efficacy and character strengths and virtues of teachers in the effectiveness of elementary schools from the perspective of teachers in Marvdasht, Iran (Dorudzan District) in the academic year 2020-2021.

This was a descriptive-correlational study and an applied one in terms of objective. The statistical population included all elementary teachers of the mentioned district (n=420), 201 of whom (129 women and 72 men) were selected by random cluster sampling following determining the sample size by Krejcie and Morgan’s table. Data were collected using Jenni Donohoo’s enabling conditions for collective teacher efficacy questionnaire, character strengths and virtues questionnaire by Peterson and Seligman, and School effectiveness questionnaire by Sergiovanni et al. In addition, data analysis was carried out in AMOS version 24 using descriptive statistics and structural equation modeling.

According to the results, teachers’ character strengths and virtues (β=0/19) and enabling conditions for collective efficacy (β=0/71) positively and significantly predicted school effectiveness.

Ultimately, the study of the obtained indicators showed a good fit for the final model of the research.

The present study was conducted with the aim of analyzing the determinants of decisional procrastination among students and evaluating a structural equation model, in which self-regulation in concentration mediates the relationship between metacognitive beliefs about procrastination and decisional procrastination. Based on Cochran's formula, 391 students from three courses of undergraduate, master, and doctoral studies who were studying at Yazd University in the academic year of 2021-2022 were selected by cluster random method and completed the metacognitive beliefs about procrastination questionnaire (Fernie et al, 2009), the procrastination scale of the Melbourne decision-making questionnaire (Mann et al, 1997) and the self-regulation in concentration scale of the learning and study strategies questionnaire (Weinstein & Palmer, 2002). Data analysis was done using structural equation modeling and the hypothesized model was largely confirmed. The results of structural equation modeling showed that: positive and negative metacognitive beliefs about procrastination have a negative effect on self-regulation in concentration. Also, self-regulation in concentration plays a mediating role in the relationship between positive and negative metacognitive beliefs about procrastination and decisional procrastination. These findings provided a basis for examining decisional procrastination as an obstacle to academic success and emphasized the vital role of self-regulated learning strategies in predicting the tendency to delay in decision-making situations.

The present study was conducted with the aim of investigating the relationship between Employment hope and academic buoyancy with the mediation of academic engagement.

The descriptive research method was of the correlation type based on structural equation modeling. The statistical population of all students of Yazd University in the academic year 2021-2022 was equal to 14470 people, of which 216 people were considered as a statistical sample. The non-random sampling method was available. Research tools include: Qureshirad's Employment hope Questionnaire (2007); Fredricks, Blumenfeld, Paris Academic engagement questionnaire (2004); and Academic Buoyancy questionnaire of Dehghanizadeh and Hossein Chari (2012) were obtained, and the reliability of each of the questionnaires was obtained through Cronbach's alpha coefficient, 0.94, 0.87 and 0.89, respectively. Data were analyzed using SPSS23 and AMOS24 software.

The results showed that hope for employment has a direct and significant effect on academic engagement (β=0.42; P<0.01) and an indirect and significant effect on behavioral engagement (β=0.39; P<0.01), cognitive (β=0.35; P>0.01) and emotional (β=0.32; P>0.01). Employment hope has a direct and significant effect on academic vitality (β=0.29; P<0.01). However, there is no significant relationship between academic conflict and academic vitality, and academic conflict cannot mediate between hope for employment and academic vitality.

Therefore, the hope of getting a job related to the field of study and students' interest is important in their efforts to increase their engagement and academic Buoyancy. It is possible to provide consulting services, hold educational workshops related to the field of study, psychological capital training, introduce successful educated people who are prominent in the field of entrepreneurship and employment, create a safe environment, combined with a sense of hope, trust and confidence, the platforms for increasing engagement and buoyancy. provided students with education.

The purpose of this study was to investigate the role of time perspective and self-compassion in the happiness of exceptional teachers.

This research is a descriptive-correlation type. The statistical population of the research is made up of all the teachers of the exceptional schools of Mashhad in the academic year of 2020-2021, numbering 240 people. The statistical sample of this research included 240 exceptional teachers of Mashhad city using the full number sampling method. To collect information, the Oxford happiness questionnaires of Michael Argyle (1989), self-compassion - long form of Neff et al. (2003) and Zimbardo and Boyd's time perspective inventory (1999) were used. Research data were analyzed using Pearson correlation coefficient, regression, independent t-test and analysis of variance in SPSS 26 software.

The findings showed that there is a positive and significant relationship between all dimensions of self-compassion and happiness (r=0.47 and P<0.01). Also, between happiness and positive past time perspective (r=0.23 and P<0.01), hedonistic present (r=0.35 and P<0.01) and future (r=0.42 and P<0.01) There is a positive and significant relationship between happiness and negative past perspective (r=-0.16 and P<0.05) and the present destiny (r=-0.22 and P<0.01). And there is meaningful. The dimension of self-kindness against self-judgment (ꞵ=0.001, p≤3.65, t=0.28) and the dimension of compassion against extreme assimilation (p≤2.83, t=21/0.01) ꞵ=0) significantly predict happiness in exceptional school teachers.

The perspective of time and self-compassion is effective in the happiness of exceptional teachers, and the authorities of exceptional education can increase the happiness of teachers by holding self-compassion training courses.

Adolescence is the third developmental stage, beginning after the completion of childhood. This stage, influenced by developmental changes, exposes individuals to a higher risk of developmental dysfunctions and psychosocial harm compared to other life stages. The present study aimed to design and internally validate an educational-therapeutic model for addressing co-dependency based on the perceived lived experiences of co-dependent adolescents in the Khattam region.

Methods and Materials:

 A sequential exploratory mixed-methods approach was employed. The qualitative part utilized inductive content analysis, while the quantitative part gathered opinions from professors and experts through a survey. In the qualitative section, the statistical sample for semi-structured interviews included 15 co-dependent adolescents from the Khattam region. In the quantitative section, 12 professors and specialists were selected as the sample. Based on the content analysis, 5 main themes and 12 sub-themes were extracted.

The qualitative findings indicated that the themes and sub-themes were divided into two dimensions, individual and social. The individual dimension included reactivity with sub-components (denial, obsession, and anger), the need for control with sub-components (suppression of emotions and difficulty in establishing relationships), and alienation. The social dimension included interpersonal dependency with sub-components (controlling, distrust, abnormal relationships, weak boundaries), and external focus with sub-components (caring for others and being influenced by external factors).

It can be concluded that educational system stakeholders should consider the proposed model of this research for designing and implementing effective education aimed at enhancing the self-efficacy of adolescents.

Schemas arise due to the failure to fulfill the primary emotional needs of childhood. A person who has mental health can adaptively satisfy these basic emotional needs. The present study was conducted to test the modeling of primary maladaptive schemas in the positive thinking of Yazd nursing students with the mediation of cognitive emotion regulation.

This was a descriptive and correlational study. The statistical population included all Yazd Paramedical University nursing students in 2021-2022. Among the 800 students, 183 females and 77 males were selected using the Random sampling. The research tools included Garnevsky's Emotional Cognitive Questionnaire (2001), SF-SQ Early Inconsistent Schemas Questionnaire, Yang and Braun (2005), and Ingram and Wysinski's Positive Thinking Questionnaire (1998). Descriptive and inferential statistics methods (Pearson correlation, Path analysis, and Structural Equation Model) were used to analyze the data using SPSS ver. 25.0 and AMOS 24 software. P = 0.01 was considered significant.

The findings showed that cognitive emotion regulation can significantly mediate between the primary maladaptive schemas and students' positive thinking. The results of structural equation modeling showed that none of the primary maladaptive schemas could directly and significantly predict positive thinking. Positive cognitive discipline directly, positively, and significantly (0.69) predicts positive thinking in nursing students. Negative cognitive discipline directly, negatively, and significantly (-0.17) predicts positive thinking in nursing students.

The results showed that it is possible to increase positive thinking in nursing students by using schema therapy techniques and modifying maladaptive schemas. Considering the mediating role of cognitive emotions, it is suggested that universities of medical sciences help students increase their positive thinking by holding educational workshops on cognitive regulation of emotions.

The aim of this study was to explore the role of attributional style as a mediator in the relationship between a supportive self-environment and academic self-regulation among female students at Yasuj Farhangian University. This research is grounded in an applied approach, utilizing a descriptive-correlational methodology alongside path analysis. The study's target population encompassed all female students at Yasuj Farhangian University in 2021, with a sample of 300 individuals selected through convenient sampling method. Data collection involved the administration of the Attributional Styles Questionnaire (ASQ), the Self-supportive Environment Scale (Assor et al., 2002), and the Self-Regulation Learning Strategy Scale (Zimmerman and Martinez-Pons, 1988). To investigate the proposed model, multiple regression and path analysis techniques were employed. The study's findings revealed several noteworthy results. Firstly, it was observed that a self-supportive environment had both a direct and significant effect on fostering an optimistic attributional style and simultaneously had a direct and significant influence on reducing pessimistic attributional style (p<0.05). Furthermore, the study unveiled that the self-supportive environment wielded a significant direct and indirect effect on academic self-regulation (p<0.05). Additionally, the results indicated that an optimistic attributional style had a direct and significant effect on academic self-regulation, and similarly, a pessimistic attributional style exhibited a direct and significant effect on academic self-regulation (p<0.05). In sum, this research underscores the significance of perceiving a self-supportive environment in shaping students' attributional styles, ultimately contributing to the enhancement of academic self-regulation.

The present study was conducted with the aim of determining the effectiveness of self-compassion training on academic emotions in sixth grade male elementary school students of Zarch City.

The research method was quasi-experimental with a pre-test and post-test design and a control group. The study population consisted of all the male students of the sixth grade of elementary school in Zarch city during the academic year 2021-2022. The sample was 30 people according to the experimental research, who were selected randomly and 15 of them were randomly assigned to the experimental group and 15 of them to the control group. Pekrun et al.'s (2002) academic emotions questionnaire was used to measure the research variables. The experimental group received self-compassion training in eight 60-minute sessions, but the control group did not receive any intervention. The data were analyzed with SPSS 22.

The results of multivariate covariance analysis (MANCOVA) showed that there was a significant difference between the experimental and control groups in positive and negative academic emotions of post-test.

Self-compassion training is effective in improving academic emotions of elementary school students, and school counselors, psychologists, and other professionals in the field of working with students and education can use self-compassion training as a useful intervention to help students.

This research aimed to determine the effectiveness of mindfulness training on job stress and teaching emotions to primary school teachers. The current research was quasi-experimental research and a pre-test-post-test design with a control group. The statistical population of the research included all the primary school teachers in Yazd city in the academic year 2019-2020, of which 30 were selected by random sampling. Thirty of them were selected by random sampling. The research tools were the Teaching Emotion Questionnaire, known as the Teaching Emotion Inventory (TEI) (2016), and the ten-item job stress questionnaire by Kyriako (1978). Fifteen teachers intervened based on the MBCT training package, and the control group received no intervention. SPSS26 software and the Analysis of Covariance method were used to evaluate the data. The results showed that mindfulness training has reduced teachers' job stress. Also, mindfulness has not affected the positive emotions of teaching, including love and pleasure. Still, mindfulness has affected the negative emotions of teaching, including sadness, anger, and fear, and has reduced them. When the environment has emotional support, teachers achieve higher levels of positive emotions and eliminate negative emotions. As a result, despite mindfulness, teachers can reduce their stress and control the emotions of teaching about students and their work environment. Therefore, a mindfulness therapy strategy can be used to reduce stress and regulate teachers' emotions.

The aim of this study was to investigate the role of emotional intelligence and self-compassion on academic burnout mediated by academic help seeking. The present study was a descriptive and correlational study. The statistical population of this study was all undergraduate students studying in Yazd University in the academic year of 2018-2019, numbering 9022 people. Meanwhile, 368 students were selected to participate in this research by available sampling method, and in order to collect data, they used Berso's academic burnout scales (2007), self-compassion questionnaire-long form (2003), Ryan and Pintrich's help-seeking questionnaire (2012). Pearson's correlation coefficient and path analysis were also used to analyze the data. Findings showed that emotional intelligence, self-compassion and academic help-seeking have a negative and significant relationship with academic burnout at the 0.01 level. The results of path analysis also indicated that self-compassion and emotional intelligence are able to indirectly and negatively affect academic burnout through mediation of academic help-seeking. Academic help-seeking and self-compassion can also directly and negatively predict academic burnout. But emotional intelligence does not directly predict academic burnout. Overall, according to the obtained results, it can be concluded that by using self-compassion strategies, cooperative teaching methods to increase academic help-seeking capacities and self-regulation skills related to emotional intelligence, the adverse effects of academic burnout can be overcome at first, and then as Preventive strategies to prevent the occurrence of academic burnout.

This study aimed to analyze the textbooks of Heavenly Messages and Religion and Life in the secondary high school based on the components the Michel Burba’s theory of moral intelligence.

The study was descriptive and content analysis type using ‘Shannon’s entropy’ method. The statistical population included 9 textbooks of heavenly messages and religion and life of secondary high school, published in 2023, which were analyzed using the census sampling method. In addition, the text of the lessons, pictures, sentences, poems, stories and verses were analyzed. The unit of analysis of written texts was sentences, and thematic analysis was used to examine the images. The tool of study was the verification form of the seven components of Burba’s theory of moral intelligence. The validity of the study was obtained based on the university professors’ and experts’ views, and its reliability was obtained through the Scott’s reliability coefficient, pi, equaled with 0.73. Data analysis was carried out using Excel software, and frequency distribution table, percentage, and importance coefficient were utilized.

In the reviewed textbooks, the component of self-discipline (WJ=0.216) had the highest importance coefficient, and followed by the components: fairness (WJ=0.188), patience (WJ=0.176), and empathy (WJ=0.164), respect (WJ=0.122), conscience (WJ=0.106), and Kindness (WJ=025), respectively. The highest importance coefficient for the components was (WJ=0.170) in the textbooks the Heavenly Messages of grade 7 and Religion and Life in grade 10, and followed by, the Religion and Life in grade 12, (WJ=167), the Heavenly Messages in grade 9, (WJ=0.165), the Religion and Life in grade 11, (WJ=0.164), had importance coefficient, and the lowest importance coefficient, (WJ=0.162), was the in the textbook the Heavenly Messages in grade 8.

In general, the components of moral intelligence do not have a balanced distribution when they are compared to each other, and the textbooks reviewed in different grades in secondary high school have also addressed these components in an imbalanced way.

The present research investigates the role of negative perfectionism and experiential avoidance in academic stress with the mediating role of fear of negative evaluation in Yazd University students. The type of research is descriptive correlation. The statistical population of research are all 14470 students of Yazd University who were studying in the academic year 2021-2022, of which 384 were selected by the available method and using Morgan table. Theresearch instruments included the standard questionnaires of perfectionism of Hill (2004), the acceptance and practice questionnaire of Bond et al. (2011), Fear of Negative Assessment of Watson & Friend (1969), and Godzella SLSI Student Stress Scale (1991). The validity of the questionnaire is confirmed by using the divergent validity method with PLS software and the reliability of the questionnaire is confirmed by using Cronbach's alpha test. Data analysis is performed using SPSS26 and SmartPLS2 software’s. The results showed that the two variables of negative perfectionism and experiential avoidance have significant effect on predicting academic stress. The two variables of negative perfectionism and empirical avoidance have significant effect on predicting academic stress with the mediating role of fear of negative evaluation.

Today, academic engagement has attracted the increasing attention of researchers and educators due to its comprehensive description of motivation and learning. The present study aimed to investigate the role of time perspective in academic engagement with the mediation of students' self-efficacy.

The study population consisted of all undergraduate students of Yazd University (10436 students) in the academic year 2019-2020. Participants were 381 Undergraduate students (170 women and 211 men) selected based on random cluster sampling. This study used Time Perspective Inventory, General Self-Efficacy, and Academic Engagement scale. Data analysis was done using AMOS software and in the form of structural equation modeling.

The results revealed that future dimensions (β=0.15, P<0.05) and deterministic present (β=-0.27, P<0.01) indirectly and adversely affect academic engagement. In addition, the dimensions of the future (β=0.16, P<0.01) and the hedonistic present (β=0.09, P<0.05) positively and indirectly affect through the mediation of self-efficacy, and the deterministic present has an indirect and negative effect on academic engagement (β=-0.20, P<0.01). In other words, self-efficacy had a mediating role in the relationship between time perspective and academic engagement.

Therefore, it can be concluded that the hedonistic present perspective is harmful when associated with other variables, such as low self-efficacy. However, it is not harmful when accompanied by a high level of self-efficacy, and due to self-efficacy, it increases academic involvement. Furthermore, the results of this research can be used to increase students' academic engagement.

The aim of this study was to investigating the mediating role of character strengths and virtues in the relationship between gender and positive and negative excitements of elementary teachers in the classroom. The present study was a fundamental research that falls into the category of descriptive research and more precisely correlation of structural equations. The statistical population of this study included all primary school teachers in the academic year 2020-21 in Ashkzar city, numbering 207 people; all the people were selected using the total number method. The Peterson and Seligman (2004) Character Strengths and Virtues Questionnaire and the Villainscience (2010) Teaching Excitements Questionnaire were used to collect research data. Data were analyzed using SPSS and Amos software at both descriptive and inferential levels. The results of structural equation modeling showed that gender positively and significantly (β = 0.55) predicts character strengths and virtues. The findings also showed that character strengths and virtues positively and significantly (β = 0.31) predict positive teaching excitements and negatively and significantly predict negative teaching excitements (β = -0.43). Examination of model fit indices also showed that the final research model has a good fit. Therefore, it can be concluded that by strengthening the character strengths and virtues of elementary teachers, the experience of positive excitements in teaching can be increased to some extent and the experience of negative excitements can be reduced.

The aim of this study was to investigate the effectiveness of dialectical behavior therapy training package based on experience of perfectionist adolescents on adolescent self-efficacy in Falavarjan (Isfahan).

The research method was quasi-experimental with pre-test-post-test and a control group. The statistical population of the study included all adolescent boys in the first secondary school of Falavarjan (Isfahan) in 2020. Thus, 40 adolescent boys were selected using cluster sampling method according to the inclusion and exclusion criteria and were randomly assigned to the experimental and control groups (20 individuals in each group). Participants responded to research tools including a self-efficacy questionnaire (Morris, 2002) before and after the intervention. The participants in the experimental group underwent the dialectical behavior therapy training based on the experience of perfectionist adolescents for 90-minute 8 sessions, while the control group did not receive any intervention. Data were analyzed at two levels: descriptive (mean and standard deviation), and inferential (one-way analysis of covariance) using SPSS22 software.

The results of data analysis indicated that the experimental group had a significant increase in self-efficacy and academic, social and emotional components in the post-test stage compared to the control group (p<0.05).

According to the research findings, the dialectical behavior therapy training package based on the experience of perfectionist adolescents can be used in order to improve self-efficacy and its components in adolescent boys. The results of this research can be used by counselors and psychologists.

This research investigates the relationship between attribution styles and psychological capital through the flow with academic engagement. The type of research was descriptive and correlational. The statistical population of the research is male and female students of Yazd University in the academic year 1398-1399 (14470), in which 384 students were selected by convenience sampling. The research instruments included standard questionnaires of attributional styles by Patterson and Seligman (1984), flow by Jackson and Auckland (2002), psychological capital by Luthans, Avolio, Avey, & Norman (2007) academic engagement by Fredericks, Blumenfeld & Paris (2004). Data analysis was performed using SmartPLS2 and software. The results of structural equation modeling showed that psychological capital plays a role in predicting academic engagement. Positive attribution style plays a role in predicting academic engagement. Negative attribution style plays a role in predicting academic engagement. Psychological capital plays a role in predicting academic engagement by mediating the flow. Positive attribution style plays a role in predicting academic engagement by mediating the flow (p<0/05). Negative attritional style plays a role in predicting academic engagement through the mediating role of the flow (p<0/05).Finally, considering the role of document styles and psychological capital in predicting academic enthusiasm, it seems necessary to establish educational workshops to improve psychological capital and improve students' document styles.

The aim of this study was to investigate the role of attributional styles in attitudes toward online learning mediated by coronary anxiety in Yazd University students.

The present study was descriptive-correlational. The sample consisted of 280 people from all students of all academic years of the academic year 1399-1499 and the method of voluntary sampling. To collect data from the attributional style questionnaires of Seligman et al. 2017) and Corona Anxiety et al. (1398) were used. Data analysis was performed by correlation and structural equation modeling with 24 AMOS software..

Positive attribution directly, positively and significantly predict the attitude to online learning (β = 0.26). Negative attribution predict inverse, negative and significant attitudes toward online learning (β = -0.55) as well as directly and positively and significantly predict coronary anxiety (β = 0.79). Finally, the results showed that coronary anxiety could not be a mediator.

In general, the results showed that people with positive attribution style had a more positive attitude towards online learning and people with negative attribution style had a more negative attitude and also people with negative attribution style experienced more coronary anxiety.

The prevalence of coronavirus, the restrictions imposed, the closure of educational institutions, the unknown and cognitive ambiguities of this virus, and the resulting mortality rate caused high anxiety in individuals. This study aimed to provide a model for the relationship between mindfulness and corona anxiety mediated by self-compassion and to determine the model's fit based on experimental data. The method of the present study was descriptive-correlational. Three hundred and eighty undergraduate students of Yazd University (193 girls and 187 boys) were selected via available sampling method. The participants answered to the online questionnaires. They included Mindfulness, Self-Compassion, and Corona Anxiety. The data were analyzed using structural equation modeling. The results showed the hypothetical model fitted the experimental data. Mindfulness had a significant direct effect on corona anxiety. Also, the direct effect of self-compassion on corona anxiety was significant. In addition, mindfulness indirectly affected corona anxiety through the mediating variable of self-compassion

The purpose of this study was to investigate the relationship between socio-economic status and parents' religious attitudes toward child exposure to domestic violence in Kabul in the academic year 98-97.The statistical population of the study consisted of 275736 elementary school students in Kabul city. Based on Morgan-Krejcie table, 384 students and parents out of 13 schools were selected by cluster sampling method and Power Socioeconomic Status Scale, Khodayari Fard and Associates Religious Attitude Scale. And the child exposure scale to domestic violence were used by Adelson et al. Data were analyzed using descriptive statistics and Pearson correlation coefficient and multiple regression. These results indicated that there is a significant relationship between socioeconomic status and parents' religious attitudes with domestic violence and socioeconomic status variable has a positive role in predicting domestic violence against children. Also,parents' religious attitude variable has a negative role in predicting domestic violence against children. This means that by improving the socio-economic status of the family, violence against children increases and by increasing the religious attitude of parents, the rate of domestic violence against children decreases. Suggestions include identifying these children through education and the use of social workers, educating parents and teachers about the effects of violence on children, and teaching life skills and self-care to children at risk.

Work-life balance, as one of the stresses that most employees deal with in their daily life, can lead to job stress. In this regard, the overall aim of this study was to determine the effectiveness of training stress coping skills on work-life-balance of the staff of department of education in Yazd Province.

This experimental study was conducted by a pretest-posttest design with experimental and control groups. The statistical population of this research included all staff of Education Department in Yazd Province. Consequently, 40 staff (20 in the experimental group and 20 in the control group) were randomly selected and divided into the experimental and control groups. The instrument of this research was Wang & Cochr('39')s (2009) work-life balance questionnaire. Finally, the collected data were analyzed using covariance analysis.

Findings showed that stress coping skills training had a significant positive effect on work-life balance of employees (F=70/978, p<0/001) and according to the ETA squared coefficient, this training could explain 65.70% of the variance of work-life balance of employees.

Overall, training in stress coping skills could improve the work-life balance of the experimental group through identifying and controlling stressful situations, enjoying a balanced work-life stress-free experience, and identifying their physical and facial expressions and thoughts during stress.