marzieh talebzadeh shoushtari

Social media addiction has become prevalent among young people, negatively impacting their academic performance. The present study aimed to investigate the effectiveness of cognitive and metacognitive strategy training on selfefficacy and procrastination among female students with social media addiction. A quasi-experimental pre-test, post-test, and follow-up design with a control group was used in this study. The target population comprised all female high school students exhibiting social media addiction in Dezful, Iran, during 2023. A convenience sample of 30 participants was randomly assigned to either an experimental group (n=15) or a control group (n=15). The experimental group underwent 10 weekly, 60-minute sessions of cognitive and metacognitive training, while the control group received no intervention. Pre-, post-, and follow-up assessments were conducted using the Academic Self-Efficacy Questionnaire (ASEQ) and the Academic Procrastination Questionnaire (APQ). Repeated measures ANOVA was employed to analyze the data collected using SPSS version 22. The study results revealed significant differences between the groups in academic self-efficacy and procrastination (P<0.001). The experimental group demonstrated a significant increase in academic self-efficacy from a mean of 67.20±4.67 to 84.27±5.66 and a significant decrease in procrastination from a mean of 35.13±5.96 to 20.40±6.57 (P<0.001). In contrast, the control group showed no significant changes in these variables. This study indicated that cognitive and metacognitive strategy training is effective in reducing the adverse effects of social media addiction on academic self-efficacy and procrastination among female high school students. These results suggested that equipping high school students with cognitive and metacognitive strategies can empower them to manage their social media usage more effectively, leading to improved academic outcomes.

Body dysmorphic disorder (BDD) is a mental disorder that can have significant psychosocial consequences, making it important to identify factors involved in its development and maintenance. The present study aimed to investigate the mediating role of self-concept in the relationship between social well-being and BDD in individuals seeking treatment at beauty clinics in Ahvaz City.

A descriptive-analytical cross-sectional correlational design was utilized in this study to examine the relationships among BDD, self-concept, and social well-being. Participants were 180 individuals diagnosed with BDD who sought treatment at beauty clinics in Ahvaz, Iran, in 2022. A convenience sample was employed for participant recruitment. Data were collected using the Body Dysmorphic Metacognitive Questionnaire, Self-Concept Questionnaire, and Social Well-being Questionnaire. Structural Equation Modeling (SEM) was conducted using AMOS, complemented by Pearson correlation analysis using SPSS version 16, to test the proposed theoretical model. All statistical analyses were conducted with a significance level of 0.05.

The results of the study indicated that the model fit indices were within the acceptable range. There was a significant negative correlation between BDD and both social well-being (r = -0.34) and self-concept (r = 0.22). Moreover, the indirect relationship between social well-being and BDD, mediated by self-concept, was significant (P = 0.010).

  The results indicate a robust association between BDD, self-concept, and social well-being. Specifically, findings suggest that individuals with heightened BDD symptoms tend to report lower self-concept and diminished social well-being.

Infertility often emerges as an unexpected crisis for couples, bringing about significant emotional distress and challenges. This experience can affect the mental health and quality of life of individuals, leading to feelings of isolation, anxiety, and depression.  Therefore, the aim of this study was to investigate the effectiveness of Intensive Short-Term Dynamic Psychotherapy (ISTDP) and Existential Therapy (ET) on self-compassion and existential anxiety in infertile women in Yazd city in 2023.

In a quasi-experimental research design of the pretest, posttest, and follow-up type with two experimental groups and one control group, 60 infertile women from the target population were selected using the purposive sampling method and randomly assigned to the ISTDP, ET, and control groups. For the experimental groups, Intensive Short-Term Dynamic Psychotherapy and Existential Therapy programs were implemented in 8 sessions of 45 minutes, but the control group did not receive any intervention. The Self-Compassion Scale (SCS)-Short Form (2011) and the Existential Anxiety Scale (1974) were used to collect data. Data were analyzed using repeated measures analysis of variance (ANOVA) conducted with SPSS software version 27.0.

The results showed a significant difference between the ISTDP and ET groups compared to the control group (P<0.001). The effectiveness of ISTDP and ET on improving self-compassion (F=44.40, P<0.001, η2= 0.43) and reducing existential anxiety (F=46.38, P<0.001, η2= 0.45) in infertile women was significant, and the effects of the treatments remained stable at the follow-up stage. No significant difference was observed between the two ISTDP and ET treatments.

The findings of this study demonstrate that both Intensive ISTDP and ET are effective in significantly enhancing self-compassion and reducing existential anxiety among infertile women compared to a control group. These positive effects were maintained at the follow-up assessment, suggesting the enduring benefits of both therapeutic approaches.

Generalized anxiety disorder can cause a decrease of cognitive emotion regulation and an increase of worry. Therefore, the aim of this study was to comparison the effectiveness of cognitive-analytic therapy and emotional schema therapy on cognitive emotion regulation and worry of patients with generalized anxiety disorder.

Methods and Materials:

The current study was a semi-experimental with a pre-test, post-test and two month follow-up design with a control group. The statistical population of this study was all students with generalized anxiety disorder of Islamic Azad University of Ahvaz branch and Shahid Chamran University of Ahvaz in 2023 year. The sample size was considered to be 20 people for each group, and these people were selected as samples after checking the inclusion criteria with the purposeful sampling method. The selected samples were randomly divided into three groups of 20 people, and the first and second experimental groups underwent 10 sessions of 90 minutes cognitive-analytical therapy and emotional schema therapy, respectivelyand the control group remained on the waiting list for training. Data were collected with questionnaires of generalized anxiety disorder (Spitzer et al., 2006), cognitive emotion regulation (Garnefski et al., 2001) and worry (Meyer et al., 1990) and with were analyzed by methods of chi-square, analysis of variance with repeated measurements and Bonferroni's post hoc test in the SPSS-26 software.

The results showed that there was no significant difference between the generalized anxiety disorder of experimental and control groups in terms of gender, educational level and age (P>0.05). Also, both methods of cognitive-analytical therapy and emotional schema therapy increased the positive strategies of cognitive emotion regulation and decreased the negative strategies of cognitive emotion regulation and worry in patients with generalized anxiety disorder, and the results remained in the follow-up phase (P<0.001). In addition, there was no significant differencebetween the two methods of cognitive-analytical therapy and emotional schema therapy in increasing the positive strategies of cognitive emotion regulation and decreasing the negative strategies of cognitive emotion regulation and worry of patients with generalized anxiety disorder (P<0.001).

The results of this study indicated the effectiveness of both methods of cognitive-analytical therapy and emotional schema therapy on increasing the positive strategies of cognitive emotion regulation and reducing the negative strategies of cognitive emotion regulation and worry in patients with generalized anxiety disorder. Therefore, counselors and therapists can use both methods to improve psychological characteristics.

To comprehend the complex interplay between autism symptoms, family well-being, and maternal coping abilities, it is essential to delve into the relationship between these factors. This study aimed to investigate how maternal resilience influences the connection between the severity of autism symptoms and the overall quality of life (QoL) for families with autistic children. A cross-sectional correlational study was designed to investigate the correlation between variables. The study population consisted of mothers of autistic children aged 4 to 12 years residing in Mashhad, Iran. A convenience sample of 372 mothers was recruited from rehabilitation, educational, and therapeutic centers catering to autistic individuals in Mashhad, Iran between January and March 2023. For data analysis, Pearson correlation and SEM were used, with the aid of SPSS and Amos 24. The mean score for the severity of autism symptoms was 160.26 (±11.66). The mean resilience score was 49.98 (±6.55). Also, the mean score for family QoL was 75.33 (±9.81). The results showed significant direct relationships among the severity of autism symptoms, family QoL, autism symptoms, and maternal resilience in mothers of autistic children (P=0.001). Additionally, the study demonstrated that maternal resilience played a significant mediating role in the connection between autism symptoms and family QoL (P=0.001). The study uncovered a negative connection between the severity of autism symptoms and family QoL, suggesting that more pronounced symptoms can negatively impact family well-being. Additionally, the study found a positive link between maternal resilience and family QoL, indicating that fostering resilience in mothers of autistic children can enhance family dynamics.

Attendance in educational settings such as schools is often accompanied by varying levels of anxiety for many students. One of the most significant types of anxiety in educational environments is exam anxiety.

This study aimed to investigate the efficacy of metacognitive therapy on social avoidance, distress, and academic persistence among students with exam anxiety in 2023.

This quasi-experimental study utilized a pretest-posttest design to assess the efficacy of metacognitive therapy for female students with exam anxiety. All female second-grade high school students in Ahvaz city who reported experiencing exam anxiety during the 2022 - 2023 academic year were included in the study sample. A purposive sample of 36 female students was randomly divided into two groups: An experimental group receiving metacognitive therapy and a control group. The experimental group participated in seven 60-minute sessions of metacognitive therapy, conducted twice a week. The control group did not receive any intervention during the study period. The Social Avoidance and Distress Scale (SADS) and Academic Persistence Scale (APS) were administered to both groups before and after the intervention. Data were analyzed using analysis of covariance to control for baseline differences.

Metacognitive therapy was effective in reducing social avoidance and distress, as well as in improving academic persistence in high school students (P < 0.001). Specifically, the mean social avoidance and distress score decreased significantly from 19.67 ±1.68 to 10.11 ±2.13 in the metacognitive therapy group. Additionally, the mean academic persistence score increased significantly from 9.39 ±1.78 to 23.72 ±3.10 in the metacognitive therapy group.

Metacognitive therapy effectively reduced social avoidance and distress while increasing academic persistence in female students with exam anxiety. This study highlights the therapy's potential as a valuable intervention for improving the overall well-being and academic performance of students facing similar challenges.

Maladjusted couples have many marital problems and couple therapy methods can play an effective role in reducing their problems. Therefore, this study was conducted with the aim of determining the effectiveness of couple therapy based on mindfulness on marital trust and marital life quality in maladjusted couples. The present study was quasi-experimental with a pre-test and post-test design with experimental and control groups. The research population was maladjusted couples who referred to counseling and psychological services centers and clinics of Ahvaz City in the autumn of 2023 (approximately 250 couples). The sample size for each group was considered 12 couples, and these couples were selected by purposive sampling method. The experimental group underwent 8 sessions of 90 minutes under couple therapy based on mindfulness and the control group did not receive any intervention. Data were collected using Marital Adjustment, Marital Trust, and Marital Life Quality Scales and analyzed using chi-square test and multivariate analysis of covariance. According to chi-square test results, there wasn’t any significant difference between the experimental and control groups in terms of education level, age, and marriage duration (p>0.05). Also, according to multivariate analysis of covariance results, couple therapy based on mindfulness led to an increase in marital trust (F=227.22, p<0.001) and marital life quality (F=167.65, p<0.001) in maladjusted couples. Considering the effectiveness of couple therapy based on mindfulness on increasing marital trust and marital life quality in maladjusted couples, it is suggested that counselors and therapists use this method along with other effective methods to improve the psychological characteristics in vulnerable groups.

Investigating the relationship between mindfulness, cancer self-efficacy, and death anxiety in patients with cancer is crucial for understanding how these factors influence emotional well-being. Insights from such research can guide the development of psychological interventions aimed at enhancing quality of life for cancer patients.

The primary objective of this study was to explore the relationship between mindfulness and death anxiety in cancer patients, focusing on the mediating role of cancer self-efficacy.

This study employed a descriptive correlational design and utilized structural equation modeling (SEM) to examine the relationships. A convenience sample of 302 cancer patients from Tehran (2023) completed three questionnaires: The Death Anxiety Scale, the Mindfulness Questionnaire, and the Cancer Behavior Inventory. Structural equation modeling was used to evaluate the proposed model, while the bootstrap method assessed the indirect effects.

The study found a significant negative relationship between mindfulness and cancer self-efficacy, and between cancer self-efficacy and death anxiety (P < 0.001). There was no direct relationship between mindfulness and death anxiety; however, cancer self-efficacy was found to mediate this relationship (P < 0.001). The model demonstrated a good fit with indices: RMSEA = 0.065, CFI = 0.96, and TLI = 0.95.

These findings suggest that mindfulness indirectly reduces death anxiety in cancer patients by enhancing cancer self-efficacy. This highlights the potential effectiveness of mindfulness-based interventions in improving the emotional and psychological health of individuals diagnosed with cancer

Autism spectrum disorder (ASD) exerts significant impacts on family life. Elevated levels of anxiety, stress, isolation, and uncertainty among parents and family members of children with ASD are common consequences. 

This study aimed to examine the mediating role of parental self-efficacy in the relationship between social loneliness and family quality of life (QoL) among mothers of children with ASD in Mashhad, Iran.

This cross-sectional study employed structural equation modeling. The population consisted of all mothers with children aged 4 to 12 years with ASD in Mashhad in 2023. A convenience sample of 372 mothers was selected from rehabilitation, educational, and therapeutic centers for autism in the city. Data were collected using the family QoL scale, the UCLA loneliness scale (ULS), and the parenting self-agency measure (PSAM) scale. Pearson correlation and structural equation modeling were conducted using SPSS and AMOS software, version 24.

Results indicated significant correlations between social loneliness and family QoL (r=-0.53, P<0.001), social loneliness and parental self-efficacy (r=-0.60, P<0.001), and parental self-efficacy and family QoL (r=0.48, P<0.001) among mothers of children with ASD. The relationship between social loneliness and family QoL was significantly mediated by parental self-efficacy (P<0.001).

The findings suggest that parental self-efficacy plays a crucial role in mitigating the negative impact of social loneliness on family QoL among mothers of children with ASD. The results underscore the importance of considering both social loneliness and parental self-efficacy when designing interventions to support families of children with ASD.

The prevalence of Internalized and Externalized disorders in Adolescents is on of the serious threats to mental health in the world. Therefore, the purpose of this research was to investigate the causal model of The Internalized and Externalized disorders in Adolescents Based on Impulsivity with the Mediating Role of Adaptive and Maladaptive Cognitive Emotion Regulation Strategies. The statistical population of the research was made up of all male and female students of the second year of high school in Andimshek city, out of which 326 were selected by multi-stage cluster sampling method. were selected as samples. The tools used in this research included the youth self-report scale (Aschenbach and Rescorella, 2001), the impulsivity (Patton et al, 1995), and the Cognitive emotion regulation (Garnefski et al, 2001). To analyze the data, the method of structural equation with intermediary relation was used with Amos/18 software. The findings showed that for both indirect paths of impulsivity on internalized disorders through adaptive and maladaptive strategies of cognitive emotion regulation are not significant and reject (p>0/05). Also, the two indirect paths of impulsivity on externalized disorders adaptive and maladaptive strategies of cognitive emotion regulation are significant and confirmed (p<0/05). Based on the research findings, adaptive and maladaptive strategies of cognitive emotion regulation can play mediating role on relationship between impulsivity and internalized and externalized disorders of adolescents. The evaluated model has a favorable fit and is an important step toward identifying the effective factors in internalized and externalized disorders of adolescents.

Understanding the relationship between social support and spiritual health with death anxiety in patients with cancer is crucial for developing effective interventions to improve their quality of life and reduce distress. The objective of this study was to investigate the impact of social support and spiritual health on death anxiety in cancer patients, with a specific focus on determining the relative contributions of each factor. This descriptive-correlational study included all patients with cancer in Tehran as the study population in 2023. A total of 302 patients with cancer were selected as the sample using a convenience sampling method. The instruments included questionnaires on death anxiety, social support, and spiritual health. Data were analyzed using the Pearson correlation coefficient and stepwise regression. Findings revealed a significant negative association between social support and death anxiety (P<0.001). Additionally, a significant negative association was found between spiritual health and death anxiety (P<0.001). According to the results, spiritual health had a greater association with death anxiety in patients with cancer. Based on these findings, both social support and spiritual health contribute to mitigating death anxiety among cancer patients. Notably, spiritual health appears to have a more pronounced impact on reducing death anxiety compared to social support in this population. These findings highlight the importance of incorporating psychosocial interventions that address both social support and spiritual well-being into comprehensive cancer care.

Social anxiety disorder, lack of emotional autonomy, and depression can all negatively affect the abilities and, ultimately, the fate of adolescents.

The present study aimed to investigate the effects of emotionally focused therapy (EFT) on the emotional autonomy and emotion regulation of students with depression symptoms.

This quasi-experimental research adopted a pretest-posttest control group design with follow-up. The statistical population included all high school students with depression symptoms in Ahvaz, (Iran) in the academic year 2022–2023. The purposive sampling technique was employed to select 30 students with depression symptoms. They were then randomly assigned to an experimental group (n = 15) and a control group (n = 15). Participants in the experimental group attended ten 45-minute sessions of EFT once a week, whereas those in the control group were placed on a waiting list. The research instruments included the Emotional Autonomy Scale (EAS) and Emotion Regulation Questionnaire (ERQ). The obtained data were entered into the SPSS v23. The repeated measures analysis of variance (ANOVA) was then used to analyze the research data. A P-value of less than 0.05 was considered significant.

The mean ± SD of emotional autonomy, reappraisal, and suppression was 24.60 ± 3.96, 21.53 ± 2.99, and 18.93 ± 2.21 on the pretest, whereas it was 31.53 ± 4.30, 29.60 ± 2.47, and 12.00 ± 2.00 on the posttest. According to the results, EFT enhanced emotional autonomy and improved emotion regulation strategies (i.e., reappraisal and suppression) in students with depression symptoms (P < 0.001).

In conclusion, EFT managed to improve emotional autonomy and emotion regulation strategies in students with depression symptoms. Emotionally focused therapy can be recommended as an effective intervention to improve emotion regulation in students with depression symptoms.

Children with attention-deficit/hyperactivity disorder (ADHD) frequently struggle with emotional regulation, behavioral issues, and academic performance, leading to peer rejection and social isolation.

The present study aimed to investigate the effects of acceptance and commitment therapy (ACT) on emotion regulation, behavioral symptoms, and academic performance of children with ADHD.

A quasi-experimental study was conducted using a pretest-posttest design. The study population consisted of all primary school students with ADHD aged 7 - 11, as well as their mothers, in Amol in 2021. A purposive sample of 30 individuals was selected for the study. Participants were assigned to either the ACT training group (n = 15) or the control group (n = 15) through a simple random allocation. The participants in the study filled out questionnaires on emotion regulation, children's behavioral symptoms, and academic performance. The data was analyzed using an analysis of covariance.

In the pretest phase, the scores for adaptive emotion regulation strategies, maladaptive emotion regulation strategies, behavioral symptoms, and academic performance were 43.07 ± 6.05, 65.13 ± 9.27, 91.20 ± 12.58, and 128.47 ± 29.84, respectively; whereas in the posttest phase, they were 61.20 ± 8.01, 52.00 ± 6.00, 67.13 ± 12.73, and 159.73 ± 21.11, respectively. Acceptance and commitment therapy resulted in enhanced emotion regulation strategies and academic performance, as well as a decrease in behavioral symptoms in children with ADHD (P < 0.001).

Given the effectiveness of acceptance and commitment therapy training in emotion regulation, behavioral symptoms, and academic performance, this approach may be employed by counselors and psychologists at counseling and psychotherapy centers to help remedy ADHD.

The significance of self-directed learning has become increasingly prominent within the current educational system in Iran. Various psychological aspects engage students who actively participate in learning through self-directed methods. While the existing literature has focused on self-directed learning, influential variables such as emotional creativity, critical thinking disposition, academic buoyancy, and achievement motivation have been largely overlooked.

The aim of this study is to design and test the causal model of selfdirected learning based on emotional creativity, critical thinking disposition and academic buoyancy with the mediation of Achievement motivation.

In terms of purpose the present study is applied and the descriptive method is correlational. The statistical population includes all the male students of the second secondary school in Izeh city. The sample size in this study is 400 students based on Cochran's formula, who were selected using a proportional multi-stage random sampling method.The data collection tools in this study include Fisher King and Tagos self-administered learning readiness scale questionnaire (2001(Critical Thinking disposition Questionnaire of Ricketts (2003), Martin and marshs Academic buoyancy Questionnaire (2006), Avrils emotional creativity questionnaire (1999) and the Herman’s AchievementMotivation Questionnaire, (1970).

The results indicated a relationship between emotional creativity, self-directed learning and Achievement motivation.there is also relationship between critical thinking with self-directed learning and Achievement motivation. Academic buoyancy, self-directed learning and Achievement motivation.there is a relationship between Achievement motivation and self-directed learning. The results showed that the critical thinking disposition is related to self-directed learning through the Achievement motivation of and academic buoyancy through Achievement motivation to the self-directed learning.

Based on the results of this study, the variables of emotional creativity, critical thinking disposition, academic buoyancy, and achievement motivation have significant direct and indirect effects on self-directed learning. This model demonstrates its potential as a suitable framework for enhancing self-directed learning among students. Further studies with larger sample sizes can provide a more comprehensive perspective on these relationships and contribute to a deeper understanding of the factors influencing self-directed learning.

Exam anxiety in female students, a significant emotional response and emotional issue that negatively impacts learning, is perceived as a threat by many students. The present study investigated the efficacy of emotional schema therapy (EST) on self-regulation and frustration tolerance in female students with exam anxiety during the academic year 2022-2023. A quasi-experimental design with a pretest-posttest was employed. A total of 36 female students with exam anxiety were recruited from Ahvaz, Iran. Convenience sampling technique was employed to select the study participants who were randomly assigned to either the experimental group (n=18) or the control group (n=18) using a random number table. The experimental group received ten, 60-minute sessions of EST. Self-regulation and frustration tolerance were assessed using questionnaires before and after the intervention. Group differences were assessed using analysis of covariance (ANCOVA). At pretest, both groups showed similar levels of self-regulation (P=0.694). Following the intervention, the experimental group showed significantly higher self-regulation (Mean=49.72, SD=5.74) as compared with the control group (Mean=36.39, SD=4.17) (P=0.001). No significant difference in frustration tolerance was observed between groups at pretest (P=0.927). However, the experimental group (Mean=71.28, SD=5.88) demonstrated significantly greater frustration tolerance as compared with the control group (Mean=117.67, SD=18.10) after the intervention (P=0.001). The findings indicated that EST effectively improved self-regulation and frustration tolerance in female students with exam anxiety (P<0.001). The results demonstrated a statistically significant improvement in self-regulation and frustration tolerance after administering EST sessions. These findings suggested that EST may be a promising intervention for addressing the psychological challenges associated with exam anxiety in female students.

Generalized anxiety disorder causes problems in the field of anxiety sensitivity and interpersonal problems. Therefore, the aim of this study was to determine the effect of cognitive-analytical therapy on anxiety sensitivity and interpersonal problems in patients with generalized anxiety disorder.

The present research was a semi-experimental study with a pretest and posttest design with a control group. The statistical population of this study was all students with generalized anxiety disorder of Shahid Chamran and Islamic Azad University of Ahvaz universities in the autumn of 2023 year. The sample size for each group was considered to be 20 people and these people were selected as samples after checking the inclusion criteria with the purposeful sampling method. The selected samples were subjected into two 20 people groups and the experimental group 10 sessions of 90 minutes underwent by cognitive-analytical therapy and the control group remained on the waiting list for training. The data were collected with the generalized anxiety disorder questionnaire, anxiety sensitivity questionnaire and interpersonal problems inventory and were analyzed with chi-square and multivariate analysis of covariance tests in SPSS-26 computer software.

According to the results of this study, there was no significant difference between the experimental and control groups in terms of gender, educational level and age (P>0.05). Also, cognitive-analytic therapy reduced anxiety sensitivity (F=274.051, P<0.001) and interpersonal problems (F=186.642, P<0.001) in patients with generalized anxiety disorder.

The results of the present research indicated the effect of cognitive-analytical therapy on reducing anxiety sensitivity and interpersonal problems in patients with generalized anxiety disorder. As a result, therapists and psychologists can benefit from cognitive-analytical therapy along with other treatment methods in order to health-oriented interventions, especially reducing anxiety sensitivity and interpersonal problems in vulnerable groups, including patients with generalized anxiety disorder.

Religion and spiritual attitudes are among the important factors affecting psychological and social injuries because spirituality influences people's attitudes, cognition, and behavior. The present study aimed to investigate the mediating role of impulsivity in the relationship between anxious attachment and religious attitude with the tendency to addiction among university students.

This descriptive-correlational study employed structural equation modeling (SEM). The study population consisted of all students at the Islamic Azad University of Ahvaz, of whom 300 were selected as the sample using convenience sampling. All participants completed the Addiction Potential Scale (APS), Experiences in Close Relationships (ECR) Scale, Religious Attitude Scale, and Dickman Impulsivity Inventory (DII). The data were statistically analyzed using SEM.

According to the results, there was a significant relationship between anxious attachment with impulsivity (P=0.012) and the tendency to addiction (P=0.001).  Moreover, there was a negative relationship between religious attitudes with impulsivity (P=0.001) and the tendency to addiction (P=0.001). There was a positive relationship between impulsivity and the tendency to addiction in the students (P=0.001). The results also showed that impulsivity mediates the relationships between anxious attachment and religious attitudes with the tendency to addiction (P=0.001).

The results showed that the proposed model fitted the data well. Accordingly, the tendency of young people to addiction can be reduced by training families and university students in safe attachment styles, spiritual teachings, self-restraint, and control of impulses.

The present research aimed to investigate the mediation role of family function in the relationship of personality dimensions of temperament and character with adolescents internalized and externalized problems. The current research method was correlational studies. The statistical population consisted of all male and female students of the second grade of high school in Andimshek city, Iran, during 2020-2021 academic year, out of which 326 people (165 girls and 161 boys) were selected by multi-stage cluster sampling method. To collect data, the youth self-report scale (Achenbach and Rescorella), the temperament and character inventory (Cloninger et al.), and the family assessment device (Epstein et al.) were used. Structural equation methods were used to analyze the data. The findings showed that the effect of temperament and character on internalized and externalized problems were confirmed through family function. It can be concluded that the family function played a mediation role in relationship to the temperament and character and internalized and externalized problems of adolescents, so it is recommended that psychologists, through training and interventions, improve family function by moderating personality dimensions to prevent, reduce, and improve the adolescents' internalized/externalized problems.

 Couples therapy has become a top priority due to the increasing prevalence of divorce cases in Iran, particularly among young couples, and the escalating family conflicts.

 The present study aimed to investigate the impact of emotionally focused therapy (EFT) on couples' emotion regulation and relationship distress in cases of emotional divorce.

 This experimental research utilized a pretest-posttest follow-up design. The study population included all couples with emotional divorce seeking counseling at the counseling centers in Ramshir County, Khuzestan Province (Iran) in 2022. Purposive sampling was employed to select 12 couples (24 individuals). The experimental group participated in EFT for couples, consisting of 9 sessions lasting 90 minutes each. Data were collected using the Gottman Emotional Divorce Scale, Emotion Regulation Questionnaire, and Marital Disturbance Questionnaire. Repeated measures ANOVA was used for data analysis.

 The mean ± SD scores for emotion regulation in couples who underwent EFT in the pretest, posttest, and follow-up stages were 77.25 ± 10.17, 115.50 ± 12.40, and 125.00 ± 7.71, respectively. Additionally, the mean ± SD scores for relationship distress in couples during the pretest, posttest, and follow-up stages were 40.33 ± 1.88, 21.04 ± 3.04, and 19.79 ± 2.06, respectively. The findings indicated that EFT for couples significantly improved emotion regulation and relationship distress in couples experiencing emotional divorce (P < 0.001).

 Emotionally focused therapy for couples can enhance emotion regulation and alleviate relationship distress in couples dealing with marital conflicts and emotional divorce. It is recommended for psychotherapists and family counselors as an effective intervention to address marital conflicts in couples experiencing emotional divorce. Furthermore, it can be incorporated into premarital counseling sessions.

Adolescence is an important period in the social and psychological development of human beings. Depression is a major problem that now affects many adolescents.

The present study aimed to investigate the effects of attachment-based therapy on emotional autonomy, emotion regulation, and rumination in adolescents with depression symptoms.

This quasi-experimental research adopted a pretest-posttest control group design. Purposive sampling was employed to select 30 adolescents with depression symptoms as the research sample. They were then assigned randomly to an experimental and control group (n=15 per group). The experimental group received an intervention including twelve 45-minute sessions. All participants completed the Emotional Autonomy Scale (EAS), the Emotion Regulation Questionnaire (ERQ), and the Rumination Response Scale (RRS) at the pretest, posttest, and follow-up stages. The repeated measures ANOVA was used for data analysis.

According to the results, there was a significant difference between the experimental and control groups in the mean scores of emotional autonomy, emotion regulation, and rumination (P< 0.001). The results also indicated that attachment-based therapy significantly improved emotional autonomy, emotion regulation strategies (e.g., reappraisal and suppression), and rumination at the posttest and follow-up stages (P< 0.001).

Attachment-based therapy should be employed as a therapeutic priority for improving emotional autonomy and emotion regulation strategies (e.g., reappraisal and suppression) and alleviating rumination in adolescents with depression symptoms.

Infertility is one of the disturbances that may occur in the lives of couples, leading to experiences of psychological distress and endangering interpersonal relationships and marital quality. This study investigated the efficacy of intensive shortterm dynamic psychotherapy (ISTDP) in enhancing distress tolerance and marital quality of life among infertile women in Yazd, Iran. A semi-experimental pretest-posttest follow-up design with an experimental and control group (n=20 per group) was employed. Forty infertile women from the target population in Yazd, Iran (data collected in 2023) were randomly assigned into either the experimental group receiving eight 45-minute ISTDP sessions or the control group receiving no intervention. For data collection, questionnaires on distress tolerance and perceived relationship quality components were used. Data analysis was done by a repeated-measures analysis of variance (ANOVA) in SPSS version 27 was used. According to the results, for distress tolerance, the mean score for the ISTDP group at the pretest was 31.55 (±13.14), which increased to 50.10 (±9.31) at posttest and 49.70 (±8.68) in the follow-up. The mean score for the control group at the pretest and posttest were 32.05 (±10.28) and 32.25 (±10.17), respectively. Moreover, for the marital quality of life, the mean score for the ISTDP group at the pretest was 70.40 (±19.47), which increased to 90.70 (±20.59) at the posttest and 91.15 (±20.75) at the follow-up. The mean score for the control group at the pretest and posttest was 66.85 (±21.75) and 65.85 (±20.66), respectively. There was a statistically significant within-group effect in the ISTDP group (P<0.01). The results revealed a statistically significant difference (P<0.001) between the intervention and control groups on distress tolerance and marital quality of life measures. The effectiveness of ISTDP in improving distress tolerance and marital quality of life was significant, and the treatment effects remained stable during the follow-up phase. It appears that ISTDP can be an effective step towards improving distress tolerance and marital quality of life. Therefore, ISTDP is considered a key and effective intervention.

 The upward trends in divorce and the conflicts and distress in couples’ relationships made researchers seek cost-effective interventions to reduce marital problems.

 This study aimed to evaluate the effects of integrative behavioral couple therapy (IBCT) on emotion regulation and cognitive flexibility among emotionally divorced couples (EDCs).

 The study was conducted on 20-50-year-old EDCs visiting Ramshir counseling centers in Iran in 2022. The purposive sampling method was used to select 12 couples (24 individuals). This experimental research adopted a pretest-posttest design with follow-up. The experimental group received ten 90-minute IBCT sessions. The research instruments included the Gottman Emotional Divorce Scale, Emotion Regulation Questionnaire, and Cognitive Flexibility Inventory—the repeated measures ANOVA was then used for data analysis in SPSS software version 27.

 The mean (± SD) of emotion regulation was 80.25 ± 7.92 on the pretest, whereas it was 124.88 ± 11.63 and 120.88 ± 8.70 on the posttest and follow-up. Moreover, the mean (± SD) of cognitive flexibility was 60.50 ± 5.70 on the pretest, while it was 100.46 ± 6.33 and 97.13 ± 4.47 on the posttest and follow-up. The results indicated that IBCT improved emotion regulation and cognitive flexibility in EDCs (P < 0.001).

 Based on the results, IBCT can enhance emotion regulation and cognitive flexibility in couples experiencing marital conflicts and emotional divorce. Couples therapists should hold IBCT training workshops to improve emotion regulation and cognitive flexibility in EDCs.

Paying attention to well-being in educational contexts is essential in evaluating educational systems’ health and dynamics. This research investigated the mediating role of academic self-efficacy in the correlation between school belonging and self-compassion in students with physical-motor disabilities. This correlational study employed structural equation modeling as the analytical approach. The statistical population for this study comprised all 12-18-year-old students with physical-motor disabilities in Ahvaz, Iran in 2022. The convenience sampling method was employed to select 282 students with physical-motor disabilities as participants. To collect data, the Academic Well-Being Questionnaire (AWQ), Sense of School Belonging Questionnaire, Self-Compassion Questionnaire-Long Form (SCS-LF), and Students’ Academic Self-Efficacy Questionnaire (SASEQ) were used. The proposed model was evaluated using structural equation modeling in SPSS version 27 and AMOS version 24. The mean and standard deviation of academic well-being, school belonging, self-compassion, and academic self-efficacy were 120.79±23.62, 66.48±19.46, 75.45±20.33, and 98.46±42.53, respectively. The findings revealed significant correlations between academic well-being and all direct paths except school belonging (P=0.001). Furthermore, the indirect paths of school belonging and self-compassion exhibited significant associations with academic well-being, mediated through the role of academic self-efficacy (P=0.001). Moreover, the model fit criteria, including comparative fit index (CFI) and root mean square error of approximation (RMSEA), were 0.98 and 0.04, respectively. Based on the results, the modified and final model of the study demonstrated a strong fit with the data. This model serves to identify practical factors contributing to the academic well-being of adolescents with physical-motor disabilities. Holding educational workshops to enhance school belonging and self-compassion in these students can improve their academic self-efficacy and overall well-being.

Adolescence is a very sensitive and important period in everybody’s life, particularly in individuals with disabilities, because it can significantly impact their experiences. The present study aimed to investigate the mediating role of academic self-efficacy in the relationship between curiosity and academic well-being among adolescents with physical and motor disabilities.

Method and Materials: 

The statistical population in this descriptive correlational study included all the adolescents 12-18 years old with physical and motor disabilities in Khuzestan Province of Iran during the academic year 2022–2023. The study sample consisted of 282 adolescents who selected using purposive sampling. The research instruments included the Academic Wellbeing Questionnaire, the two-dimensional Curiosity and Discovery Inventory, and the Students’ Academic Self-Efficacy Questionnaire (SASEQ). The proposed model was evaluated using structural equation modeling (SEM).

The results revealed that there was a significant direct path from curiosity to academic self-efficacy (P<0.001). However, the direct relationship between curiosity and academic well-being was not significant. In addition, a significant relationship, mediated by academic self-efficacy was found between curiosity and academic well-being linked by an indirect path (P<0.001).

Overall, the modified final model exhibited a good fit. Accordingly, this model can be considered a useful step in identifying factors that influence academic well-being of adolescents with physical and motor disabilities.

Stress, academic failure, and low academic achievement of learners are among the major problems in their academic lives and the education system of each country. The present study aimed to investigate the mediating role of perceived academic stress in relationships of self-compassion and self-regulation with academic well-being in female students in Kermanshah City, Iran. 

The research method was descriptive-correlational. The statistical population included all the female senior high school students of Kermanshah, within the 2020-2021 academic years. The random cluster sampling method was employed to select 216 students who completed the academic well-being, self-compassion, self-regulation, and perceived academic stress questionnaires. Path analysis and bootstrap method were adopted to evaluate the proposed model and test indirect relationships, respectively. 

The results indicated that all direct paths were significant (P<0.001), except for the path from self-compassion to academic well-being. The relationships of indirect paths were made significant through the mediating role of perceived academic stress in academic well-being (P<0.01). 

According to the research results, perceived academic stress had a mediating role in the relationship between self-compassion and self-regulation with academic well-being in students; thus, it can be useful for developing and designing specific plans to prevent academic failure and improving academic well-being of students.