mansour bayrami

 One of the most important psychological constructs for the success and persistence of students in the challenging period of the first year of university is adjustment. This research was done to investigate the effectiveness of the educational program based on the comprehensive model of the lived experience of adjustment (CMLEA)‎ on the dimensions of adjustment of maladjusted first-year university students.

 The present research method was semi-experimental with a Pretest–posttest control group design. The research community consisted of all maladjusted students of the first year of Bandar Abbas Azad University in the academic year 2020-2021. The sample consisted of 40 low-adjustment students selected via the convenience sampling method and randomly placed in two experimental and control groups. Data were collected using the Student Adaptation to College Questionnaire (SACQ). The experimental group was subjected to the intervention of the educational program developed by the researcher to adjust to the university for 18 60-minute sessions, and the control group did not receive any intervention.

The results of MANOVA analysis showed that there was a ‎‎significant difference between the experimental and control groups in the variables of academic, social, personal-emotional adjustment and ‎attachment to the university ‎‎(P<0.05). Likewise, the results of the univariate ANOVA indicated that all dimensions of students' adjustment were high in the experimental group compared to the control group and these differences were significant in the 2-month follow-up stage in favor of the experimental group ‎‎(P<0.05).

 Considering the positive effect of intervention based on the CMLEA‎ in improving the adjustment dimensions of maladjusted students, it is suggested that this intervention program be used to reduce the adaptation problems of first year students.

 Problematic internet use is one of the emerging issues in modern societies, and psychological factors play a prominent role in its etiology. Accordingly, this study aimed to investigate the relationship between attention deficit, impulsivity, and emotional regulation deficits with problematic internet use due to the feeling of loneliness.

 The multi-stage cluster method was adopted to select 450 students from the middle schools in Tabriz in the 2022-2023 academic year. Subjects were assessed by the questionnaires of Achenbach's behavioral signs, Barth's impulsivity, Gratz's and Roemer's emotion regulation deficits, Russell's feeling of loneliness and the problematic Internet use by Lopez-Fernandez et al.

 The data analysis using structural equation modeling showed that the effects of attention deficit, impulsivity, and emotional regulation deficits on the problematic internet use were mediated by the feeling of loneliness. In addition, the findings revealed that attention deficit, impulsivity, emotion regulation deficit, and loneliness had a positive significant relationship with problematic internet use (P<0.05). The effects of attention deficit, impulsivity, and emotion regulation deficit on loneliness were also significant (P<0.05).

 In sum, the attention deficit, impulsivity, and emotional regulation deficits may have predicted the problematic internet use caused by feeling of loneliness.

The present study evaluated the triple vulnerability model for depression, general anxiety, and social phobia. Depression and anxiety disorders have significant overlap with each other. Emotional disorders occur together because their underlying vulnerability is the same, but this common vulnerability appears heterogeneously as a result of exposure to various environmental influences, genetic-biological factors, etc. Each level of the triple vulnerability model for each disorder was examined with looming vulnerability style as a disorder-specific psychological vulnerability for GAD and social phobia. This model assumes that three components of vulnerability are involved in the etiology of emotional disorders; the first component is the general biological vulnerability, which refers to the genetic dimensions of temperament such as extroversion and introversion, which are related to high levels of anxiety and dependent negative emotions. The second component is general psychological vulnerability, which the triple model of vulnerability indicates that the feeling of unpredictability and uncontrollability of life events and emotional states is considered as psychological vulnerability to mood and anxiety disorders. The third component is disorder-specific vulnerability. The triple vulnerability model postulates that specific psychological vulnerability determines the origin and expression of mood and anxiety disorders through learning experiences that cause a specific focus of disturbance and distress. 

This research is a descriptive-correlational study. The statistical population consisted of undergraduate students from Urmia universities, including Government, Azad, Industrial, and Payam Noor universities. Based on the research methodology and data analysis requirements, and following Klain’s (2005) recommendation of a minimum of twenty participants per parameter to ensure robust results, 370 participants were initially selected from this population using a convenience sampling method. To account for potential attrition, only 340 completed questionnaires were analyzed after removing those with distorted responses or incomplete answers. These 340 students completed Neuroticism and Extraversion Subscales (Neo-FFI), Anxiety Control Questionnaire (ACQ-R), Looming Maladaptive Style Questionnaire (LMSQ-R), Depression Anxiety Stress Scales (DASS), Penn State Worry Questionnaire (PSWQ), and Albany Panic and Phobia Questionnaire (APPQ). The final sample included 177 male and 162 female participants, with a mean age of 20.5 years (SD = 2.56) and an age range of 18 to 27. 

The results of path analysis indicated that neuroticism had significant direct effects on all three disorders, and holding neuroticism constant, extraversion was inversely associated with depression and social phobia. Perceived control was significantly associated with GAD only, holding neuroticism and extraversion constant. Of the disorder-specific psychological vulnerability, holding general vulnerability dimensions constant, looming vulnerability style was not specific predictor of GAD and social phobia. Based on the results reported in the first model of the study (general bio-vulnerability), the effect coefficients of all variables are significant at the level (p <0.01). In the second model (general psychological vulnerability), the coefficients of the effect of neuroticism and extraversion on all three variables are significant; However, the perceived control pathway coefficient is significant only on pervasive anxiety (p <0.01). In the third model of the research (specific vulnerability with the addition of near-risk perception style), the coefficients of the effect of neuroticism, extraversion and perceived control on all three variables are significant; However, after maintaining the effect of the dimensions of general vulnerability, namely neuroticism, extraversion, and perceived control, the coefficient of the near-risk perception pathway on social anxiety and depression is significant. Perceived control path's coefficients on social anxiety, generalized anxiety disorder and depression were reported as -0.25, -0.30 and -0.28, respectively (p <0.01). The coefficient of near-risk perception style path's coefficient on social anxiety (0.26) is at the level of 0.01 and the pathway coefficient of near-risk perception style on depression (0.19) is at the level of 0.05; however, the coefficient of near-risk perception style on pervasive anxiety (0.11) is not significant. 

The looming vulnerability style is a broadly shared cognitive vulnerability hypothesized to interact with disorder-specific mechanisms across various anxiety disorders (e.g., fear of social rejection in social phobia, excessive worry and catastrophizing in generalized anxiety disorder). However, the present study’s findings, using Barlow's triple model, did not support this hypothesis. One potential explanation may be the limitations in the measurement tool for risk perception style, particularly its insufficient representation of generalized anxiety disorder-related factors. Further research is required to better understand this relationship and refine measurement approaches in this area.Existing conceptual models suggest that personality dimensions, such as neuroticism and extraversion, contribute to the severity, overlap, and persistence of both depression and anxiety. However, these personality dimensions alone do not fully explain the etiology, progression, and complexity of emotional disorders. Consequently, examining disorder-specific factors within a broader etiological model-one that integrates both shared characteristics and unique dimensions-could enhance our understanding of the causes and differentiation of these disorders.

The aim of the present study was to compare the executive functions of children with disruptive mood dysregulation disorder (DMDD) with an emphasis on response inhibition, organization, and decision-making/planning with healthy peers. The current study was a descriptive and causal-comparative study, and our statistical population included all children with DMDD and normal children in Tabriz between the ages of 8-12 years. With the cooperation of one of the psychological clinics, after screening by clinical diagnostic interview based on DSM-5, 30 children with disruptive mood dysregulation disorder were selected by available sampling. A number of 30 normal children were matched with the patient group by random sampling in terms of age and gender. The data was obtained with the Coolidge neuropsychological and personality scale, a parent-as-respondent assessment tool. Multivariate analysis of variance test was used to analyze the data and the results showed that the two groups differ significantly from each other in terms of all three components of executive function. In other words, compared to children with DMDD, normal children suffer less from problems related to executive functions in the areas of response inhibition, organization, and decision-making/planning. The findings of the present study have significant research and clinical implications regarding the role of DMDD in the destruction of executive function, as well as the need to formulate and apply therapeutic methods focused on executive function defects in this group.

The present study aimed to compare the effectiveness of eye movement desensitization and reprocessing and motivational interviewing on the attitude towards marriage of divorced women. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population of the research included divorced women in Khodabande city in 2022-2023. 39 divorced women were Convenience Sampling selected and randomly divided into three groups (13 people in each group). The research tool included the Marriage Attitude Scale (MAS) Brattin and Rosen's (1998). The control group did not receive any intervention. Still, one experimental group received eye movement desensitization and reprocessing in 8 sessions 2 hours, and the other experimental group received motivational interviewing intervention in the form of in 8 sessions 2 hours. Multivariate covariance analysis was used to analyze the data. The results showed that by controlling the pre-test effect, there was a significant difference between the post-test average of all four subscales of attitude towards marriage (pessimistic, optimistic, realistic, and idealistic) of the three experimental and control groups at the level of 0.01. Also, the results show no significant difference between the effectiveness of the two interventions (P<0.05). The results showed that eye movement desensitization reprocessing and motivational interviewing are effective interventions to be used by counselors and psychologists to improve the attitude towards marriage of divorced women.

The purpose of this study was to compare the effectiveness of sexual education and marital relationship education on marital commitment in immigrant married women. The research method was semi-experimental with a pre-test-post-test design The statistical population of the research included married Iranian women in 2022-2023 who had immigrated to the Emirate during the last 5 years. 45 people were convenience Sampling selected and randomly divided into three groups (each group of 15 people). The research tool included The Revised Marital Conflicts Questionnaire (MCQ-R) Thanai (2007) and the Dimensions of Commitment Inventory (DCI) Adams and Jones (1997). One of the experimental groups received sexual education in 10 sessions 2-hour and the other experimental group received marital relationship training in 10 sessions 2-hour once a week. A mixed variance analysis was used to analyze the data. The results showed that apart from the personal component (P<0.05), the sexual education group had no significant effect on the moral and structural components of marital commitment (P>0.05). The marital relationship training group had a significant and stable effect on all three components of marital commitment (P<0.01). Finally, the marital relationship education group had a significant and stable effect on all three components of marital commitment compared to sexual education (P<0.01). The results showed that marital relationship education was probably a more effective intervention compared to sexual education to improve the marital commitment of married immigrant women.

The purpose of the present study was to investigate the mediating role of shame in the relationship between parenting styles and narcissistic personality symptoms in Students at university. The method of this study was descriptive-correlational using the structural equation modeling method. The statistical population consisted of students of Tabriz University in the academic year 2022-2023. 300 people were selected as a sample using the cluster sampling method. The research tools included the Narcissistic Personality Questionnaire-16 (NPI-16) by Ames et al. (2006), the Parental Authority Questionnaire (PAQ) by Bury (1991), and the Internalized Shame Scale (ISS) by Cook (1993). Structural equation analysis was used to analyze the data. The results showed the optimal fit of the research model. The results showed that permissive parenting (P=0.01), autocratic parenting (P=0.004), and shame (P=0.004) have a significant direct effect on narcissistic personality and permissive (p=0.01) and authoritative (p=0.003) parenting also have a significant direct effect on shame and only the direct effect of authoritarian parenting on Shame was not significant (P<0.05). Permissive (P=0.005) and authoritative (P=0.002) parenting had a significant indirect effect on narcissistic personality, but authoritative parenting did not show a significant indirect effect (P>0.05). These results show that shame has a significant mediating role in the relationship between permissive and authoritative parenting with symptoms of narcissistic personality disorder in university students.

Tinnitus is a prevalent condition often leading to disruptions in attentional functions. The effect of transcranial direct current stimulation (tDCS) on cortical attention networks has yielded inconsistent findings.  This study aimed to examine the influence of tDCS on patients suffering from tinnitus on the efficacy of alerting, orienting, and conflict, as gauged by the Attention Network Test (ANT).  30 tinnitus patients with chronic bothersome tinnitus longer than 6 months with moderate and high severities were placed into two separate groups at random. The control group (n=15) underwent sham tDCS, while the treatment group (n=15) received active tDCS, with the anodal electrode placed over the left dorsolateral prefrontal cortex (DLPFC) and the cathodal electrode over the right DLPFC. The ANT and the Electroencephalography (EEG) recording were used before and after interventions. The differences were analyzed using the MANCOVA test.  There was a significant difference (P<0.01) between the control and tDCS groups only in terms of the mean post-test scores of conflict. However, no significant difference was observed in the means of alerting and orienting. This suggests that tDCS primarily influenced the conflict index, leading to its enhancement. EEG recording indicated a variety of significant changes in various frequency bands in different channel locations. Theta and high beta showed no significant difference in any channel, and most changes happened in the form of an increase in high alpha after tDCS. Absolute Power in theta and high beta frequency ranges showed no significant difference in any channel, and most changes in Absolute Power happened as an increase in high alpha frequency after tDCS.  tDCS potentially improves the attentional network in patients afflicted with tinnitus. More research is required to draw definitive conclusions, especially since only conflict demonstrated significance in the ANT test.

As the world constantly evolves, students encounter new situations and social differences that can affect various aspects of their lives. The present study aimed to investigate the potential mediating role of identity styles in the relationship between perceived parenting practices and gender stereotypes among graduate students.
The research method employed in this study was descriptive-correlational. The statistical population consisted of all graduate students enrolled at Tabriz University in 2022, from which 206 individuals were selected using an available sampling method with the sample size determined based on Klein's model. To collect data, the Parental Authority Questionnaire, Identity Styles Questionnaire, and Gender Stereotypes Questionnaire were administered and analyzed using path analysis.
The findings revealed a direct relationship between perceived parenting styles and gender stereotypes, with the mediating role of identity styles. The research model was found to have an acceptable fit. Perceived parenting styles were significantly associated with gender stereotypes, with informational identity style acting as a mediator (p < 0.01). Moreover, there was a significant indirect relationship between perceived parenting styles and gender stereotypes through the mediating effect of the confused-avoidant identity style (p < 0.05). However, the normative identity style did not significantly mediate this relationship (p > 0.05).
The findings of this study provide valuable insights into the phenomenon of gender stereotypes among students. It was found that parenting styles directly and indirectly through identity styles significantly influence students' use of gender stereotypes. The findings highlight the importance of considering both direct and indirect factors in understanding how gender stereotypes develop and are perpetuated.

The present study was conducted with the aim of evaluating the effectiveness of mindfulness-based training package on procrastination, self-efficacy and academic motivation of children with sluggish cognitive tempo. This study was implemented within the framework of a single -subject experimental design with multiple baselines. The sample consisted of 5 children aged 10 to 14 years with sluggish cognitive tempo symptoms, living in Tabriz City in the 2022-2023 academic year, who were selected by purposeful sampling method and using diagnostic tools (structured clinical interview and measure of sluggish cognitive tempo). The samples received mindfulness training for 12 sessions, and all of them were evaluated in three stages (baseline, treatment and follow-up) using the procrastination assessment scale-students (Solomon and Rothblum, 1986), student efficacy scale (Jinks and Morgan, 1999) and academic motivation scale (Vallerand et al., 1992). For data analysis, the indicators of trend change, slopeIn and review of charts were used; also to determine the clinical significance, recovery percentage and effect size were used. The results showed that mindfulness-based therapy reduced academic procrastination and increased self-efficacy and academic motivation of children with sluggish cognitive tempo with a large effect size. Also, the calculated average recovery percentage showed the clinical significance of changes in self-efficacy and academic motivation and the clinical non-significance changes in academic procrastination. According to the results of this study, it can be said that mindfulness training has practical implications in improving the academic performance of children with sluggish cognitive tempo and is recommended for clinicians.

The aim of this study was to determine the structural relationships between temperament dimensions of personality and psychological symptoms of somatic symptom disorder with the mediation of emotional dysregulation. 

Methods and Materials: 

For this purpose, 380 students from the University of Tabriz were selected using multi-stage cluster random sampling during the academic year 2021-2022. The variables were measured using the Difficulties in Emotion Regulation Scale, the Somatic Complaint Questionnaire, the short form of the Symptom Checklist, and Cloninger's Temperament and Character Inventory (TCI). 

Data analysis using structural equation modeling showed that novelty seeking, reward dependence, and persistence negatively and significantly explain the variations in psychological symptoms. Harm avoidance and emotional dysregulation positively and significantly explain the variations in psychological symptoms. Reward dependence and persistence negatively and significantly explain the variations in emotional dysregulation. Novelty seeking and reward dependence negatively, and harm avoidance positively, can explain the variations in psychological symptoms through emotional dysregulation. 

The three temperament variables—novelty seeking, harm avoidance, and reward dependence—could explain the changes in somatic symptoms through the mediation of emotional dysregulation. These findings indicate that somatic symptom disorder is influenced by personality factors and that inefficiency in emotion regulation exacerbates this disorder. Additionally, these findings suggest that emotional dysregulation is a significant variable in the relationship between temperament dimensions and somatic symptoms.

Based on previous studies, various factors including the mindfulness-based stress reduction training can affect emotional problems. This study was conducted to evaluate the effectiveness of the mindfulness-based stress reduction training on emotional problems of students. This was a quasi-experimental study with pretest and posttest design with control group. The statistical population of this study consisted of all high school students of the first grade of Urmia city, 30 of which were selected by random cluster sampling and assigned to two experimental groups (15 student) and control (15 student). The data were collected using the Goodman Problems Questionnaire (1997). The subjects in the experimental group received 8 sessions of mindfulness-based stress reduction training but the control group did not receive any intervention. For analyzing the data, univariate analysis of covariance was used by SPSS software. Results showed that mindfulness-based stress reduction training reduced student's emotional problems and this effectiveness has continued in the follow-up stage(P <0.01). Therefore, the mindfulness-based stress reduction training is an effective way to reduce emotional problems.

 This study aimed to compare the level of mental disorders among families of ISIS captives residing in Sulaymaniyah with the native population in 2023.

 In the present descriptive-analytical cross-sectional study, a total of 383 ISIS captives by census aged 18-60 years were selected, along with an equal number of matched native individuals from Sulaymaniyah in terms of demographic characteristics. The data collection tool was the SCL-90 questionnaire. The 90-R-SCL interview and test were used to assess the level of symptoms related to mental disorders.

 The results showed statistically significant differences between ISIS captives and the native population in terms of the total psychological disorder mean score (2.54±0.30 vs. 1.52±0.16; P<0.001), Global Severity Index (GSI) (253.40±32.82 vs. 137.03±14.74; P<0.001) and the mean scores of the dimensions of psychological disorder including: physical complaint (2.52±0.45 vs. 1.67±0.54; P<0.001), obsessive compulsive disorder (2.51±0.43 vs. 1.50±0.44; P<0.001), disorder in interpersonal relationships (2.55±0.44 vs. 19.10±0.29; P<0.001), depressive disorder (2.60±0.41 vs. 1.60±0.55; P<0.001), anxiety disorder (2.50±0.41 vs. 12.10±0.29; P<0.001), aggression disorder (2.55±0.49 vs. 19.10±0.40; P<0.001), morbid fear disorder (2.55±0.45 vs. 1.48±0.45; P<0.001), paranoid ideation disorder (2.49±0.55 vs. 1.39±0.40; P<0.001), and psychotic disorder (2.47±0.43 vs. 1.52±0.57; P<0.001).

 The findings of this study suggest that ISIS captives suffer from multiple psychological disorders, and the presence of more severe mental disorders among this population necessitates comprehensive psychiatric and psychological services for them.

The aim of the present study was to investigate the mediating role of psychological capital in predicting suicidal thoughts with regard to personality factors and family functions among students studying in Tabriz universities. The current study is a type of correlation studies using the structural equation modeling method. The statistical population of this research was all the students of the universities of Tabriz city. The selected sample consisted of 240 people from among the target statistical population, who were selected by available sampling method. The research data collection tools are: Big Five Personality Factors Questionnaire, Family Performance Measurement Scale and Psychological Capitals Questionnaire, Beck Suicidal Thoughts Questionnaire. Statistical analysis of data was done using SPSS and AMOS software. The findings of the research showed that personality factors both directly and indirectly through the mediating role of psychological capital have the ability to predict suicidal thoughts, but family functioning could only directly predict suicidal thoughts. Therefore, suicidal thoughts are affected by personality factors and family functioning. Based on this, the final research model had a good fit. This finding can be used to design an intervention and a comprehensive approach to reduce psychological and self-injurious injuries in the student community.

The purpose of the present study was to investigate the mediating role of empathy in the relationship between attachment styles and narcissistic personality symptoms in Students at university. The statistical population consisted of 20-40-year-old students of Tabriz University in the academic year 2022-2023. 300 people were selected as a sample using the cluster sampling method. The research tools included Narcissistic Personality Questionnaire-16 (NPI-16) by Ames et al. (2006), Adult Attachment Inventory (AAI) by Simpson (1990), and Basic Empathy Scale (BES) by Albiero et al. (2009). Structural equation analysis was used to analyze the data. The results showed the optimal fit of the research model. The results showed that secure attachment and empathy have a significant direct effect on narcissistic personality respectively with standardized effect sizes of 0.25 (P=0.007) and -0.20 (P=0.02), but the direct effect of secure, avoidant, and ambivalent attachment was not significant on empathy with standard effect sizes of -0.20, -0.29 and -0.002 respectively (P<0.05). Also, avoidant attachment with a standardized effect size of 0.08 showed a significant indirect effect on narcissistic personality symptoms with the mediation of empathy (P=0.05). These results show that empathy, considering the role of avoidant attachment, can explain the symptoms of narcissistic personality disorder in Students at university.

The aim of this study was to determine the effect of Brainwave Entrainment in alpha band on working memory, anti-saccade and anxiety level of anxious participants. The present study is a quasi-experimental project of pre-test-post-test with control group. In this regard, after screening 250 university students, 30 anxious participants were selected by Beck anxiety inventory and randomly divided into one experimental group and one control group (15 groups each). All participants were assessed in the pre-test and post-test stages by the Corsi Blocks Tapping test, Antisaccade Task and Beck Anxiety inventory. Participants in the experimental groups received 10 Hz binaural beats for 30 minutes for 5 days a week in a period of one month. Data were analyzed using multivariate analysis of covariance. The findings showed that 10 Hz binaural beats (alpha bands) significantly improved pasticipant's working memory, increased antisaccade and decreased anxiety level. Therefore, brainwave entrainment in the alpha band is recommended as a non-invasive intervention method to reduce the level of anxiety and improve cognitive functions.

Despite the high prevalence of mental disorders in these people and the important role of resilience in mental health, resilience in prisoners has not received much attention. The present study was conducted with the aim of evaluating the prevalence of mental disorders and its relationship with resilience among ISIS prisoners of war in Iraq between 2014-2021.

This research was conducted using the SCL questionnaire and Connor and Davidson's resilience. The statistical population of this research is based on the official statistics of the Iraqi Ministry of Migrants and Displaced Persons Affairs and there are 465 thousand people, after making the necessary coordination with the officials of the POW camps among 383 people (based on the Cochran formula) questionnaires were distributed by random sampling method. became Pearson's correlation coefficient was used to analyze the data.

The findings of the present study showed that the participants in the study suffered from significant mental disorders on average, and all dimensions of the morbid symptoms index were reported at the level of significant mental disorders. Also, based on the results of people's resilience, it was also reported at an unfavorable level. Resilience dimensions include perception of individual competence, trust in individual differences, tolerance of negative emotions, positive acceptance of change and secure relationships, and spiritual influences at an unfavorable level and control at a relatively favorable level.

The results of this research indicated that resilience can predict the index variable of morbid symptoms in an inverse way. In this study, it was observed that people who had less resilience are more prone to mental disorders.

It seems that one of the important influencing factors in cluster B personality disorders is brain-behavioral systems and dark personality traits, so the purpose of the present study is the relationship between brain-behavioral systems and cluster B personality disorders with the mediation of dark personality traits.

The design of this research was a correlation method in terms of applied purpose and in terms of controlling variables. The statistical population of the study was all students of Tabriz universities in the academic year 2021-22, of which 450 people were selected by cluster random sampling and studied. For data collection, the Dark Dimensions of Personality Questionnaire, the revised Jackson Strengthening Sensitivity Scale, and the Millon Multi-Axis Clinical Test were used. Data were analyzed using Pearson correlation coefficient and path analysis.  

The results showed that there is a positive relationship between behavioral activation system and cluster B of personality disorders. There is also a negative relationship between behavioral inhibition system and cluster B personality disorders. There is a positive relationship between dark personality traits and dramatic personality disorder. There is a negative relationship between behavioral inhibition system and war and escape with the dark trait of Machiavellianism.

The results of this research show that paying attention to the variables of behavioral brain systems and dark personality traits play an important role in personality disorders.

The purpose of this study to determine the effectiveness of social problem-solving training on reducing aggression among adolescent students in Tabriz city.

In order to achieve these goals and hypotheses, 4 eligible subjects with signs of aggression in a single-subject pilot project with multiple bases were trained during 10 sessions of social problem-solving training. The population of the study consisted of 4 high school students from girls’ public schools in District 2 in Tabriz in the academic year of 2017-2018. Participants were also re-evaluated 1 month later to assess the stability of the training. The data were collected using Buss and Perry aggression questionnaire. In order to assess the research hypotheses, the method of visual analysis of charts, the percentage of recovery, and effect size have been used.

Findings after the plan training and the follow-up period, according to the percentage of recovery and the size of the effect, show that the mentioned method has a relatively good effect in reducing the level of aggression.

Based on this, it can be concluded that teaching social problem solving skills can significantly reduce the level of aggression in students.

Inspecting the first-year students' mental health reveals that most of them cannot adapt emotionally, and they experience mental health problems comprising irrational beliefs, emotional, motivational, communication, and social issues and learning, along with a significant failure in academic performance. Nonetheless, none of the interventions has been based on the lived experience of the students who have the most problems adapting to the university.

The aim of this study was to investigate the efficacy of the educational program based on the comprehensive model of the lived experience of adjustment (CMLEA) on the academic, psychological and social well-being of maladjusted first-year students.

The present research was conducted with a quasi-experimental design of pre-test, post-test, and follow-up with a control group. The sample consisted of 40 freshmen who scored lower than the average in the Student Adaptation to College Questionnaire (Baker & Siryk, 1986). The convenience sampling method was used to select the students. Then they were assigned to two experimental and control groups. In the present research, academic well-being (Tuominen-Soini et al., 2012), social well-being (Keyes, 1998), and psychological well-being (Ryff, 1989) scales were used. After the pre-test, the experimental group received 18 one-hour sessions of university adaptation training. After two months, a follow-up study was done. The data were analyzed using mixed analysis of variance method.

The results revealed that the intervention program significantly impacted students' academic, psychological and social well-being (P<0.01) so that the scores of the well-being components significantly increased in the post-test stage and remained stable in the follow-up stage.

Results from the intervention indicated that the educational program based on the CMLEA with amending students' problems in adapting to the university leads to an increase in their well-being components in the first year.

The present study was conducted with the aim of determining the effectiveness of the cognitive regulation of emotion and social competence training program on the emotional regulation of learners. The design of this research was pre-test-post-test with an unequal control group and the research method was semi-experimental in which the "emotional self-regulation" questionnaire was used before and after the training. The statistical population of the research was students in the 11th grade in the academic year of 1398-99 in Marand city, who were selected to participate in the research using a multi-stage cluster random sampling method of 60 people in three experimental groups 1, 2 and control and were replaced. The first experimental group was taught "cognitive emotion regulation" in 18 sessions (2 times a week and each session is 45 minutes); The second experimental group was taught "social competence" in 8 sessions (2 times a week and each session was 45 minutes) and the control group did not receive any training. The emotional self-regulation questionnaire of Gratz and Roemer (2004) was the tool of this research. Data were analyzed by SPSS-24 software. The results of multivariate and univariate covariance analysis showed that there is a significant difference between the groups in increasing emotional self-regulation (p<0.05). These findings showed the two methods of teaching social adequacy and cognitive regulation of emotion in improving non-acceptance of emotional responses; Difficulty in performing purposeful behavior, difficulty in impulse control, and lack of emotional clarity have different effects, and this difference is in favor of cognitive emotion regulation training (F=32.35, p<0.05). Is; But these two methods have the same effect in improving the lack of emotional awareness and limited access to emotional regulation strategies. Based on these findings, it was concluded that the training of "Cognitive Emotion Regulation Program" and "Social Adequacy Program" increases emotional self-regulation in students.

The aim of this study was to investigate the role of lived experience of trauma in childhood and self-destructiveness on the suicide ideation with the mediating effect of emotional suppression. In this reason in a cross-sectional and correlational study, from Payame Noor University of Ilam province (PNU), 233 colledge students (116 male and 117 female) with an age range of 19 to 30 years and undergraduate, graduate and doctoral degrees were chosen using convenience sampling method. Then, they were evaluated by using the following measures: Beck Depression Inventory-II (BDI-II), Mohammadkhani Child Abuse Self-Report Scale, Sansone & Sansone Self-Harm Inventory (SHI) and Weinberger Adjustment Inventory (WAI). The data were analyzed using IBM SPSS-22 and Lisrel 8.85. The results of structural equations showed that childhood trauma has a significant direct and positive effect on suicidal ideation. On the other hand, self-destruction has a positive and significant relationship with suicidal ideation. Trauma has an indirect effect on suicidal ideation through emotional suppression. Also, self-destruction through the mediation of emotional suppression affects suicidal ideation. Based on these findings, we could state that emotional suppression can have a significant mediating role between childhood trauma, self-harm and suicidal ideation. The findings have implications for the use of emotion interventions aimed at the effective regulation of emotion to reduce the suicide ideation.

Citizenship ethics is one of the essentials of modern life and its objective realization in the personal and social life shapes the development of social skills and competence and improvement of interpersonal relationships. Therefore, the purpose of the present study was to determine the effectiveness of citizenship ethics education on social competence, responsibility, empathy and problem solving ability in Ardebil high school girl students in the academic year 1-5. To this end, 2 high school girl students in Ardebil city in the academic year 2-5 were selected by multistage cluster sampling method and divided into experimental (n = 4) and control (n = n) groups. Subjects were randomly assigned so that the experimental group was exposed to citizenship ethics training for three sessions and the control group received no intervention. To measure the variables studied in two stages of pre-test, post-test and follow-up, Prendin Social Adequacy Questionnaire, Di Zorilla Social Problem Solving Questionnaire and California Social Behavior Questionnaire were used. Data analysis showed that citizenship ethics training is effective in improving social competence and its components, social problem solving ability, commitment, responsibility and altruism (p≥0.05). Based on the findings, it can be concluded that citizenship ethics is a prerequisite for adapting to social change and underpins the formation of socially desirable behaviors so that individuals with citizenship ethics can improve social relationships and ensure psychological health.Keywords: Citizenship Ethics, Social Adequacy, Social Problem Solving, Commitment, Kindness, Responsibility.

Psychological well-being and happiness describe the components that refer to mental health or positive functioning. Thus, the definition of happiness is not limited to emotional well-being; because other elements such as cognitive elements are involved in happiness. The aim of this study was to investigate the role of psychological well-being components in predicting happiness.  

This is a descriptive-analytical study. The statistical population included all undergraduate students of Tabriz University in the academic year 1397-98 that 174 people were selected by judgmental sampling. The Reef Psychology Welfare Scale and the Oxford Happiness Scale (OHI) were used to collect research data.

In this study, 119 (68.4%) females and 55 (31.6%) males were present as a sample. The mean and standard deviation of the subjects were 22.00 71 3.71 years, respectively. The results of correlation coefficients showed that there is a significant relationship between the components of psychological well-being and happiness (P <0.05). Based on the results of hierarchical regression analysis, 19.7% of the variance of happiness was explained by the components of psychological well-being. Also, according to beta coefficients and t value, self-acceptance component, mastery of the environment and positive communication with others were significant at the level of P <0.05.

According to the results, students who have experienced more psychological well-being, in other words, have reached a degree of self-acceptance, are able to control stress and stressors to some extent, and have acquired the necessary skills to communicate effectively with others. They have more inner self and as a result they will experience more happiness.

Internet addiction is a widespread problem inflicting most of today’s societies. The aim of this study was to investigate the effectiveness of emotion efficacy therapy on the reduction of internet dependency and psychological vulnerability (depression, anxiety and stress) in students with symptoms of internet addiction. The research was quasi-experimental design with pre- and post-test and control group. The statistical population of the study included all male students of state technical schools with symptoms of internet addiction in the year 2020 in Tabriz City. In order to select the sample, one district from five educational districts and then a technical school were selected randomly. After that, the students possessing the inclusion criteria to the research were screened by Young’s Internet Addiction Test (YIAT20) and from among them 40 students were purposively assigned to either experimental or control group, each group consisting of 20 students. The experimental group received eight session emotion efficacy therapy whereas the control group received no intervention in this period. For the collection of data, Young’s Internet Addiction Test (YIAT20) and Lovibond’s Depression, Anxiety and Stress Scale (DASS) were used. The collected data were analyzed using multivariate analysis of covariance. The results from the comparison of the post-tests of the groups indicated that scores of internet dependency and psychological vulnerability of experimental and control groups varied significantly (p<0.01). The results showed that emotion efficacy therapy reduced internet dependency and psychological vulnerability (depression, anxiety and stress) in students with symptoms of internet addiction.