mahshid tajrobehkar

Children with attention deficit/hyperactivity disorder (ADHD) experience psychological challenges that require collaborative interventions from schools and families, particularly mothers. This study aimed to evaluate the effectiveness of a multimodal (mother-child-teacher) intervention on time self-management and inhibition in children with ADHD.

This quasi-experimental study used a pretest-posttest control group design with follow-up. The statistical population included all elementary school children aged 9 to 11 years with ADHD in Kerman in 2023. Thirty participants were selected via convenience sampling and randomly assigned to experimental (n=15) or control (n=15) groups. Participants completed Swanson’s (2012) Child Behavior Rating Scale (Parent Form) and Barkley's (2012) Children and Adolescents Executive Actions Scale. The people in the experimental group received multimodal intervention (mother-child-teacher) during 10 sessions, two sessions per week, for 45 minutes. The research data were analyzed using repeated-measures ANOVA test in SPSS software version 27.

The results showed that before the intervention, there was no significant difference between the mean score of time self-management and inhibition of the intervention and control groups, but there was a statistically significant difference between the mean scores of these scores in the intervention and control groups after the intervention. The mean and standard deviation of self-management in the post-test were 2.85±35.86 and inhibition was 4.76±33.80 (P<0.001).

According to the results of this study, the multimodal intervention in order to time self-management and inhibition effectively enhanced; therefore, psychologists and therapists can use multimodal intervention (mother-child-teacher) along with other treatment methods to reduce the problems of children with attention deficit/hyperactivity disorder.

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders in children and adolescents, with widespread negative effects on the emotional, metacognitive, cognitive, and communication processes of individuals and their family members. This research aimed to determine the effectiveness of a multimodal intervention (motherchild-teacher) on the executive functions (self-motivation and emotion self-regulation) of children with ADHD.

This study employed a semi-experimental design with a pre-test-post-test approach, including a control group. The statistical population consisted of all elementary school children aged 9 to 11 with ADHD in Kerman city in 2023. Among them, 30 participants were selected using the available sampling method and randomly assigned to either the experimental or control group (15 participants each) through a lottery method. Participants completed the Children's Behavior Rating Scale (parent form) by Swanson et al. (2012) and the Executive Functions Scale for Children and Adolescents by Barkley (2012). The experimental group received the multimodal intervention (motherchild-teacher) over 10 sessions, with two sessions per week, each lasting 45 minutes. The research data were analyzed using repeated measures analysis of variance (ANOVA) in SPSS-27 software.

The results indicated that before the intervention, there was no significant difference between the mean scores of executive functions (self-motivation and emotion self-regulation) in the intervention and control groups. However, after the intervention, a statistically significant difference was observed between the mean scores of the two groups. The mean and standard deviation of self-motivation in the post-test were 29.30 ± 4.30, and for emotion self-regulation, they were 38.20 ± 2.70 (P < 0.001).

Based on the findings of this study, the use of multimodal intervention appears to be effective in improving executive functions (self-motivation and emotion self-regulation). Therefore, psychologists and therapists are encouraged to incorporate multimodal intervention (mother-childteacher) alongside other treatment methods to address the challenges faced by children with ADHD.

The present study aimed to design a scale for Modara based on Islamic teachings and investigate the factor structure, validity, and reliability of that. The research method was qualitative-quantitative (sequential exploratory). 320 subjects who were studying in Mashhad universities in the academic year 2020-2021 were selected by the Stratified random sampling method. Research instruments included the Modara scale, The Depression, Anxiety, and Stress Scale (DASS-21), and the Resilience Scale. The content validity ratio (CVR) and content validity index (CVI) were 0.84 and 0.82 respectively. Guttman's reliability coefficient of 0.84 also indicates good reliability for this scale and Cronbach's alpha for the Modara scale was 0.76. The results of exploratory factor analysis revealed three factors for the Modara scale: Tolerant behavior, Mild Forgiveness, and Wise guidance. Confirmatory factor analysis also confirmed the fit of the three-factor structure of the model. Furthermore, there was a significant and negative correlation between all subscales and the total score of the Modara scale with all subscales and the total score of the DASS and there was also a significant and positive correlation between the total score of the Modara scale with the score of the Resilience scale.Therefore, Modara as an interpersonal skill can be considered in life skills training programs and increase the level of social health in society.

Academic sustainability and well-being influence students’ academic success. This study examines the relationship between mental health, persistence, and academic well-being, considering the mediating role of transformational capital. This applied research adopts a descriptive-correlational approach. Information was collected through library and field methods. The statistical population included first-year male and female secondary school students in Kerman, with 300 students selected from six schools in a multi-stage cluster. The data collection tools included the Transformational Capital Questionnaire, the Academic Well-being Questionnaire by Tominen-Swini et al., and the Academic Sustainability Scale. Data analysis was performed using AMOS and SPSS version 23 software path analysis. The results indicated that transformational capital, as a mediating variable, affects the relationship between mental health, sustainability, and academic well-being. A relationship between academic sustainability and academic well-being is mediated by transformational capital. The model analysis showed that the indirect effect of academic sustainability on academic well-being through transformational capital was 0.35, indicating a relationship between academic sustainability and academic well-being mediated by students’ transformational capital. Students with higher developmental capital (social, cultural, and family) exhibit cohesion and integrity and experience academic satisfaction. The external-textual dimension of transformational capital, which is the positive experiences individuals receive daily from relationships with people and the social system, can influence their well-being and academic sustainability.

Chronic kidney diseases are one of the problems that threaten people's physical and psychological health.

The present study aims to compare the effectiveness of acceptance and commitment therapy and dialectical behavioral therapy on coherent self-knowledge, emotional regulation and life quality of hemodialysis patients.   

The present study is a semi-experimental one with a pre-test, post-test and a control group design. The statistical population of this research was hemodialysis patients of Shafa Hospital and Javad Al-Aima Clinic in Kerman in 2022. For this research 45 hemodialysis patients were selected using convenience sampling and randomly placed into two experimental groups of effectiveness of acceptance and commitment therapy and dialectical behavioral therapy and a control group. The research tools included Qorbani Coherent Self-knowledge (2008), Gross Emotional Regulation (2003) and World Health Organization Life Quality (1996) Questionnaire. The collected data were analyzed using covariance analysis or ANACOVA statistical exams, Tukey's b post Hoc exam using SPSS-24 statistical software.

The result of covariance analysis showed significance difference between the experimental and control groups as (P<0.001). Compare to the control group, improvements were observed in coherent self-knowledge, emotional regulation and life quality of hemodialysis patients participated in both experimental groups.

Acceptance and commitment therapy and dialectical behavioral therapy, are proper methods in increasing coherent self-knowledge, emotional regulation and life quality of hemodialysis patients. It is recommended that these approaches can be used alongside other medical treatments.

Increasing age and the onset of middle age are associated with inevitable changes in cognitive abilities. Therefore, the present study aimed to investigate the relationship between religious behavior and cognitive ability of middle-aged people with the mediation of Positive meta-emotions.

The design of the present research was a correlational description and the statistical pupulation included all the middle-aged people of Shiraz city in 1400, which 247 middle-aged people were selected by available sampling method. In order to collect information, religious behavior scale, cognitive ability questionnaire and positive meta-emotion scale were used, which were completed online and through virtual networks. Data were analyzed using correlation and path analysis in SPSS and AMOS software.

Religious behavior has a significant positive relationship with positive meta-emotion (p=0.001 and β=0.49). Also, positive meta-emotion has a positive and significant relationship with cognitive ability (p=0.001 and β=0.36). The path of direct relationship between religious behavior and cognitive ability was also significant (p=0.009 and β=0.26). Therefore, the results of the path analysis indicated that positive meta-emotion can play a mediating role in the relationship between religious behavior and cognitive ability.

Therefore, according to the results of the present study, by providing therapeutic interventions based on improving religious behavior and positive meta emotions, it is possible to increase the cognitive ability of middle-aged people and thus to prevent or control cognitive decline in middle life and elderly.

Diabetes is one of the chronic diseases that can negatively affect the physical and mental health of the patient. Thus, using appropriate coping styles to adapt to the disease and attachment to God can lead to self-control in patients with diabetes. This study was performed in a quasi-experimental, descriptive and correlational manner. The statistical population of the present study consists of 200 people with diabetes in Kerman in 1399. Questionnaires of Attachment to God, Tanji self-control and Lazarus coping styles were used to collect data and in order to analyze the data in the path analysis method was used AMOS software. The findings of this study indicate that there is a significant relationship between emotion-oriented coping styles with attachment to God, which leads to self-control in patients with diabetes, but unfortunately a relationship based on the use of problem-oriented coping styles Not present in patients with diabetes. The results of this study show that the use of emotion-oriented coping styles with the attachment to God in patients with Diabetes is a necessary condition for self-control but it is not enough. In order to achieve self-control to improve their physical and mental conditions in the face of the illness, the use of problem-oriented coping styles along with emotion-centered coping styles and attachment to God is important and It is essential.

The present study was carried out with the aim of a comparative study of cognitive bias adjustment training and mental imagery on the verbal and visual memory of female students of the first year of high school.

The present study was designed and implemented as an experimental study with a pre-test and post-test design and with a control group. Subjects were randomly replaced in two experimental groups and one control group. The data was obtained using the Wechsler memory test, which was performed individually. Then, the group of cognitive bias adjustment sessions and Simonton's guided mental imagery (Karami and Moradi, 2009) were exposed to different trainings during 8 90-minute sessions, while the control group remained without any intervention. After the training of the experimental groups, the Wechsler test was again performed on the 3 groups. The data were analyzed using repeated measure analysis of variance, Bonferroni post hoc test and SPSS23 software.

The results showed that the effect of cognitive bias adjustment training and mental imagery on verbal and visual memory is positive and significant, and according to the significance level of this test (p=0.699), it can be concluded that there is a difference between the effect of cognitive bias adjustment training and mental imagery on memory. There is no significant difference between students verbally and visually.

Teaching different ways of learning in students will have a significant contribution to their school progress due to the greater sensitivity to this segment of the society.

Hemodialysis patients are exposed to psychological risks related to health. Cognitive behavioral therapy can play an effective role in improving psychological characteristics related to health. Therefore, this research was conducted with the aim of determining the effect of cognitive behavioral therapy on self-awareness, emotional regulation, and quality of life of hemodialysis patients in Kerman.

The present study is a quasi-experimental one with a pre-test, post-test, and follow-up design and a control group. The statistical population of this research was the patients of Shafa Hospital and Javad Al-Aima Clinic in Kerman in 2022. For this research 30 hemodialysis patients were selected using convenience sampling based on inclusion criteria, and randomly assigned into experimental and control groups of 15 subjects. The experimental group went under 8 sessions of 75 minutes twice a week, while the control group was held back on training. The evaluations of the participants were conducted using questionnaires of self-awareness, emotion regulation, and quality of life. The collected data were analyzed using two-way repeated measures ANOVA.

The mean scores of coherent self-knowledge, emotion regulation, and quality of life before the intervention were 26.68, 37.93, 60.27 in the cognitive behavioral therapy group and 26.67, 37.95, 59.60 in the control group (p>0.05), respectively. After the intervention, a significant increase was observed in the mean score of the investigated psychological characteristics in the cognitive behavioral therapy group compared to the control group (p<0.001).

The results of the study showed the effect of cognitive behavioral therapy intervention in the improvement of psychological characteristics in the experimental group. Therefore, this intervention can be used as a complementary treatment in hemodialysis patients.

The purpose of this study was to identify teachers' organizational citizenship behavior and construction and validation of a questionnaire for teachers' organizational citizenship behavior to assess them. The research method is descriptive survey. The statistical population of this study includes all secondary education teachers (districts 1 and 2) during the 1399-1400 school year in Kerman city .Sampling method was available in this study that in the preliminary implementation of the sample size of 30 people and in the final implementation of 384 teachers were selected as the sample size.To collect the data, teachers' organizational citizenship behavior questionnaires developed by the researchers of the present study (including 35 questions and 5 dimensions), organizational bullying of Inerson et al. (2009) and organizational citizenship behavior of Padsakov et al. (1990) were used. Research data were used through descriptive statistics, exploratory factor analysis and confirmatory factor analysis. The overall reliability of the questionnaire was 0.95 using Cronbach's alpha method. . In the present study, content and structural validity were used to assess the validity of the questionnaire, and the results showed that all items of the questionnaire had high validity. As a result, all items of the questionnaire measure the teachers' organizational citizenship behavior, and the questionnaire has significant reliability and validity and can be used to measure the teachers' organizational citizenship behavior.

The present study aims to investigate the effectiveness of cognitive bias modification and mental imagery on visual and verbal memory of female high school students in Yazd city.

The present experimental study was conducted based on a pretest-posttest pre-posttest design along with a control group. Four high schools from district 2 education of Yazd were selected by cluster sampling method and 15 students from each high school were randomly selected and placed into three experimental and a control group. Initially, all subjects were tested by Wechsler memory scale. The subjects were exposed to eight different educational sessions. The experimental groups included (Experimental group 1: Cognitive bias modification training group), (Experimental group 2: Mental imagery training group), and (Experimental groups 3: Cognitive bias modification and Mental imaging training). The control group had no intervention. After completing the experimental group training, the 4 groups were tested by the Wechsler memory scale.

cognitive bias modification training and mental imagery training significantly affected visual memory (P = 0.001, F = 24.264) and this effect was 57%, while the effect of cognitive bias modification training and mental imagery had a significant effect on verbal memory (P = 0.053, F = 2.7226) and had an effect of 13%. It is therefore confirmed that cognitive bias modification training and mental imagery enhance learners' visual and verbal memory performance.

Such interventions can have a significant contribution in learning, school efficiency, and medical clinical treatments.

This study aimed to investigate the validity and reliability of the updating component tasks of executive functions in normal individuals and to compare their performance with patients with clinical disorders, including schizophrenia (SC), traumatic brain injury (TBI), Alzheimer’s disease (AD), and major depressive disorder (MDD). In this causal-comparative study, all normal individuals aged 16-70 years and patients with SC, TBI, AD, and MDD in Kerman city, were included. The study population included 406 normal individuals who were selected through convenience sampling and 74 patients (24 SC, 11 TBI, 15 AD, and 24 MDD) who were selected by purposive sampling. Participants completed updating tasks, including letter memory, keep track, spatial 2-back, and spatial 3-back. Data were analyzed using descriptive statistics, Cronbach’s alpha, test-retest reliability, and multivariate analysis of variance. The results showed that the validity and reliability of the updating tasks are acceptable, and there is a significant difference between the scores of normal individuals and those of patients with SC, TBI, AD, and MDD. According to the results, it can be concluded that this set of tasks can well assess the updating-specific ability and distinguish between the performance of normal individuals and patients with clinical disorders.

There are many positive and negative challenges for student during education, one of which is the negative challenge of school burnout. Various cognitive, emotional, behavioral and personality factors affect the emergence and intensity of this negative challenge. The aim of this study is the prediction of academic burnout based on anxiety sensitivity, loneliness and fear of intimacy.

The research method in this study is descriptive and correlational, and the statistical population of  this study included all students of Medical University of Kerman during the academic year of  2018-2019 which 335 subjects were studied using multistage cluster sampling. The research tools included academic burnout questionnaire, anxiety sensitivity questionnaire, the loneliness questionnaire and fear of intimacy questionnaire whichMultiple regression method was used to analyze the questionnaires

The results showed that anxiety sensitivity, loneliness and fear of intimacy can predict meaningfully school burnout (P<0/001).

as the most important institution in which the majority of young people are present, the university has a central importance in maintaining and improving the mental and social jealth of individuals. since the age of youth is tied to the process of socialization, targeted attention and planning to help this process in the educational and mental health of young people in the community, whome are the basis of future development, will prevent and reduce problems related to the education process including academic burnout.

The aim of this study was to compare the effectiveness of parent-child communication training and cognitive empowerment on improving the performance of children with Attention Deficit/Hyperactivity Disorder. The research method was experimental with pretest-posttest design and a control group. The statistical population included all patients referred to the Education Counseling Center of District 2 of Kerman with the age group of 7 to 11 years in 2020 who were diagnosed with attention deficit hyperactivity disorder. The number of these children was 275 students (101 girls and 174 boys). After completing the conners' parent rating scale (CPRS) by the parents of these children, 60 children were selected by random sampling method and randomly assigned to two experimental groups and one control group (20 people in each group). After reducing the subjects, the number of subjects in each group reached 15. The children in the cognitive empowerment group underwent 10 sessions of cognitive trainings and the parents in the parent-child communication group underwent 10 sessions of effective parent-child communication training, but the control group did not receive any intervention. The data were analyzed by analysis of covariance. The results showed that both methods have an effect on the performance of children with Attention Deficit Hyperactivity Disorder but the parent-child communication training method was more effective in improving the performance of these children than the cognitive empowerment method. Therefore, these educational methods can be used to improve the performance of children with Attention Deficit/Hyperactivity Disorder and it is suggested that both methods be used together.

The present study aimed to investigate the relationship between economic resilience and age and psychological well-being with the mediating role of optimism in COVID-19 epidemic in small and medium-sized businesses. The methodology was correlational using structural equations. To this end, 230 people with small businesses in Kerman were selected using purposeful non-random sampling method. They answered the questionnaires of economic resilience, optimism, and psychological well-being. The data were analyzed by path analysis using Amos and SPSS. The findings showed that economic resilience not only directly affected psychological well-being, but it also indirectly affects peoplechr('39')s psychological well-being in COVID-19 epidemic through influencing optimism. Moreover, it was found that age had an indirect effect on psychological well-being and the model had a good fit. According to the findings, it can be concluded that in the situation of COVID-19 epidemic, optimism plays a mediating role in the relationship between economic resilience, age, and psychological well-being.

Studies show that bilingualism affects cognitive processes. By studying Azeri Turkish- Persian bilinguals and Persian monolinguals, the present study aimed to examine the evidence of the advantages of bilingualism in spatial perspective-takingability and self-regulation. Azeri Turkish bilinguals and Persian monolinguals participated in this study.

The participants in this study included 39 monolingual and bilingual Persian and Turkish students with a mean age of 29 years. To assess the spatial perspective taking ability, the Hegarty Test was used, in which participants were asked to imagine themselves in multiple spatial positions and determine the angle of position of several objects relative to the imagined position. An unsolvable puzzle designed in Persian was used to measure the ability of self-regulation. This unsolvable puzzle was presented to both groups and the duration of their efforts it was considered as an indicator of self-regulation. A more extended time led to a higher score on the ability to self-regulation. Non-parametric Mann-Whitney and Kendall correlation tests were used to measure the relationships between the variables.

There was a significant difference between the self-regulation scores of individuals in both monolingual and bilingual groups; In other words, monolingual individuals had lower self-regulation scores. Also, the relationship between spatial perspective-taking ability and bilingualism was insignificant, although the observed differences in means and scatter between the two groups were significant. There was no significant difference between self-regulation and spatial perspective-taking ability in both monolingual and bilingual groups.

The results showed that there is a significant relationship between bilingualism and self-regulation. Although correlation tests were not statistically significant, bilinguals spent an average of less time on the spatial perspective-taking test, indicating a higher average of spatial perspective-taking ability. It is possible that with further investigation, more evidence can be found for the significance of the difference between the two groups.

This study aimed to examine the role of psychological capital on solving social problems through mediation role of intellectual preferences. The methodology was descriptive-correlational, and the sample size was based on Cochran's formula, 384 people according to the number of the population. The subjects were selected by multi-stage cluster sampling approach within each cluster by simple random sampling method. The social problem-solving inventory, psychological capital questionnaire, and intellectual preferences questionnaire were used in this study to collect data. According to the results, psychological capital can directly explains changes in social problem-solving. Also, psychological capital indirectly affects the variable of ability to solve social problems through the mediating variable of intellectual preferences which has the highest impact in this model. On the other hand, the results demonstrated that the selected model fits the data. Therefore, psychological capital as a desirable psychological capacity and using intellectual preferences, affect the ability to find solutions and facilitates it.

Working with collage is one of kind of art style that deals with pasting and putting objects besides each other. It is not only a therapy and preventive method in appearing any disorder, but also it is a way of reinforcing mind’s abilities including cognitive -visual function. Therefore, the purpose of the research is investigating the effectiveness of working with collage on children’s cognitive-visual function and its scales such as visual perception, visual memory, and fundamental visual ability.

The research method was experimental, of the pretest/post-test along with control group and follow-up. The statistical population was all boys and girls children in preschool in the city of Kerman that among them 40 children were recruited using multi-cluster sampling method and using simple random method within each cluster and the last cluster. Only the experimental group were instructed for eight sessions of working with collage. Both groups completed Benton’s visual retention test. Data were analyzed using multiple Covariance (MANCOVA). 

Results show that the effect of collage instruction was significant on visual perception (p = .0001), visual memory (p = .0001), and fundamental visual ability (p = .0001).

Regard to the follow-up phase, it is concluded that working with collage is a suitable method in improving children’s cognitive neuropsychological functions and collage can be used as a way in enhancing cognitive-visual function.

The present study aims to determine the effectiveness of Lego social training educational packages on moral judgment, social skills and creativity of the second-grade students of primary school in Yazd city. All of the second-grade students in primary schools of Yazd that were under education in 1397 – 1398 were included in the statistical population, which counted up to 1500 students. The research method was quasi-experimental with pre-test, post-test design with experimental and control groups. For this purpose, 30 female second grade primary school students in Yazd city were chosen, using multi-stage cluster sampling method, and in the last cluster, students were selected by simple random sampling method and were divided into two experimental (15 people) and control groups (15 people). Data collection tools were a questionnaire of moral judgment, social skills, and creativity. Lego training was conducted in twelve 60-minute sessions by the researcher in the experimental group. The results show that the Lego social training education is effective on moral judgment, social skills, and creativity of second grade students in Yazd primary schools, and has increased moral judgment, social skills and creativity and its dimensions (initiative, fluidity, expansion and flexibility). The results show that after Lego social training teachings in the experimental group, a significant increase in students' moral judgment and social skills compared to the control group was Considered. As a result, it can be said that social teachings by Lego, affect the moral judgment and social skills of students.

The purpose of this research was to investigate the effect of the virtual instruction using van Merriënboer’s four-components instructional design (4C/ID) in science using multimedia method on the cognitive load, learning, and academic motivation. The research method was experimental of the pre-test and post-test kind with a control group. The statistical population included all the sixth-grade girl students of primary schools in the city of Kerman in the academic year 1398-1399. Among them 64 students were recruited via multi-stage cluster sampling method and within the last cluster using simple random sampling method and then placed into two control and experimental groups. The experimental group was instructed by researcher’s prepared multimedia based on van Merriënboer’s four-Component Instructional design (4C/ID) and the control group was instructed in the traditional way by the teacher. Data gathering instruments were included Pass’ Cognitive Load Questionnaire, researcher-made Science Learning Test, and Harter’s Academic Motivation Questionnaire. The data were analyzed using frequent measurement method. Results show that students who were exposed to the virtual multimedia using van Merriënboer’s four-component instructional design (4C/ID) model of instruction show an increase in learning and academic motivation and a reduction in terms of cognitive load in comparison to those students who had the traditional method of teaching. It is concluded that multi-media instruction based on van Merriënboer’s four-component instructional design (4C/ID) could be used in order to increase students’ learning and academic motivation and it can also be used to enhance long distance education conditions. 

The aim of the research was to explore the effectiveness of mindfulness-based stress reduction (MBSR) training on high school girl students’ academic hope, academic hardiness, academic adjustment, and mindfulness. The research method was quasi-experimental of the pre-test, post-test, and follow up kind with experimental and control groups. Among all high school girl students in the city of Rabore in Kerman province, 40 of them were recruited using convenience sampling method, and then through a simple random sampling method, they were placed in two groups, experimental and control groups, each one twenty participants. The instruction was in eight two-hour sessions of Kabat-Zinn’s and Kabat-Zinn and Hanh’s Mindfulness-Based Stress Reduction. To collect the data, Khormaee and Kamari’s academic hope scale, Kubasa and colleagues’ academic hardiness scale, Baker and Siryk’s student adaptation to college questionnaire, and the Freiburg mindfulness inventory-short form were utilized. The analysis of results of the multivariate analysis of covariance reveal that mindfulness-based stress reduction training causes a significant change in high school girl’s academic hope, academic hardiness, academic adjustment, and mindfulness. It is concluded that having mindfulness in educational settings causes positive changes in education and educational environments at an optimum level.

The educational system is the basis of growth and development in all societies. Therefore, it is crucial to identify factors affecting academic achievement and performance. Academic stress is among these factors, i.e., defined as the growing academic demands which exceed the available resources. Academic burnout is another characteristic impacting students' performance. Burnout is a syndrome of emotional exhaustion, depersonalization, and decreased self–efficacy that results from chronic stress, overwork, pressure, time constraints, as well as the lack of resources and support in performing assignments. Academic burnout and stress are essential variables influencing students' learning and academic achievement; thus, educational methods, like optimism training through storytelling can affect them. This study aimed to investigate the effects of storytelling–based optimism education on burnout and academic stress in seventh–grade female students.

This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population consisted of all female students in Kerman City, Iran, in the academic year of 2019–2020. A total of 40 subjects were selected by random cluster sampling method and randomly assigned to the experimental and control groups. In experimental research, ≥15 individuals are required per group. Therefore, after initial screening and matching, 40 volunteer students were included in the study. Initially, two education districts of Kerman were randomly selected. Then, one school was considered among the junior high schools in that area; accordingly, 40 subjects were selected from the 4 classes of that school by multistage cluster random sampling approach. The inclusion criteria of the study included being seventh–grade female students, living in Kerman City, not receiving other interventions, and providing an informed consent form by the parents and students for participation in the research project. The exclusion criteria of the study were withdrawal, absence from more than one treatment session, and receiving other interventions. The measuring instruments used in the pretest and posttest phases were the Academic Burnout Questionnaire (Bresso et al., 2007) and the Academic Stress Inventory (Ang & Huan, 2006). Storytelling–Based optimism training was conducted by a psychologist who had completed story training courses at the Education Counseling Center in ten 90–minute sessions twice per week. For this purpose, the training package for optimism through storytelling (Alizadeh et al., 2014) was used. The control group received no intervention. The collected data were analyzed by descriptive statistics (mean & standard deviation) and inferential statistics, including Analysis of Covariance (ANCOVA) in SPSS. The significance level of the tests was set at 0.05.

The current study results suggested that after eliminating the pretest effects, there was a significant difference concerning academic burnout (p<0.001) and academic stress (p<0.001) between the control and experimental groups at posttest. The effect of teaching optimism using the storytelling method on academic burnout and academic stress was measured as 0.684 and 0.331, respectively.

Based on the present study data, storytelling–based optimism training impacted students' academic burnout and academic stress; therefore, paying attention to academic burnout and academic stress in students is essential to their academic success.

Positive and negative academic emotions are among the important psychological resources of in educational settings that affect individuals’ activities, such as attention, concentration, and the learning process. This way, this study was conducted to predict positive and negative academic emotions based on personality traits and academic procrastination.

The population of this correlational this study included all students of Kerman University of Medical Sciences during the academic years of 2019-2020 in which 150 were studied. The instruments included the Academic Emotion, Personality Characteristic, and Academic Procrastination Questionnaires. The analysis of data was done using Pearson correlation significance test and simultaneous regression coefficient.

The results showed that only components of extraversion (P=0/05) and academic procrastination (P=0/000) can significantly predict positive academic emotions (R=0/7). On the other hand, neuroticism and academic procrastination can significantly predict negative academic emotions (P=0/000, R=0/66).

Academic settings affect psychological resources, including academic emotions, and are one of the most important factors influencing psychological well-being. According to the results of the study, it is necessary to consider attention, planning and preventive, and therapeutic interventions under these circumstances.

Self-compassion, as one of the fundamental concepts of Buddha, is affected by psychological factors. Among the effective psychological factors of self-compassion, meaning of life and coping strategies have prominent status. This study endeavored to predict self-compassion based on the concept of life with the moderator role of coping strategies for stress.

In this study with a correlation regression analysis, 393 students (144 males and 249 females) of Kerman University of Medical Sciences were selected using random multi-stage cluster sampling and responded to the scales of concept of life, coping strategies for stress and self-compassion. Then, the data analysis was done by multiple regressions according to Baron and Kenny stages.

The result revealed that the concept of life is a positive and meaningful predictor of self- compassion. Likewise, it could predict problem-oriented strategy in a positive and meaningful way and emotion-oriented and avoidance-oriented strategies in a negative and meaningful manner. Among the coping strategies, only the problem-oriented strategy has positively predicted the self-compassion. Finally, the results revealed that problem-oriented coping strategy played a mediating role in the relationship between the meaning of life and self-compassion.

Meaning of life with increased problem-oriented strategy provides self-compassion for students and their exposure to academic stressors.

Executive functions and visual perception are variables that play important roles in learning and educational improvement. Therefore, the aim of this study was to investigate the effectiveness of attention rehabilitation on executive functions and visual perception of students with learning disorder and the study was of quasi - experimental type with pre-test, post-test and control group. The statistical population included all elementary school students in Rafsanjan in the second semester of 2018. The sampling method was multi-stage cluster method and the statistical sample of research involved 20 students with specific learning disorders, selected and replaced by a simple random method in two groups of experiment and control groups (2 groups of ten). The research tools were the visual perception test of Frostig and the Wisconsin cards. After performing pre-test on both control and experimental groups, the experimental group was trained using Captain Log software for 12 session, and at the end, the post-test was performed on both groups. The data were analyzed using SPSS v.24 software and statistical analysis of covariance (MANCOVA). The results of statistical analysis showed that attention facilitator rehabilitation is effective in improving students' ability in visual perception test. Also, the results revealed that rehabilitation of attention can significantly improve the performance of children with learning disorder in the executive functions.