sareh tayebi

The aim of this study was to explain the mediating role of caring behaviors in the relationship between object relationships and marital intimacy. The method of the present study was correlational and the statistical population of this study was married women and men in Tehran who have been married for over two years. 400 people were selected by convenience sampling (200 females and 200 males) and completed the Thompson and Walker Intimacy Scale(1983)(MBI), the Care Behavior Questionnaire(1994)(CBQ), and the Bell Thematic Relationships Questionnaire(1995)(BORRTI) via online networks. path analysis was used to analyze the data. The results indicated a good fit for the research model. Data analysis showed that there is a significant negative correlation between object relations with marital intimacy and caregiving behaviors (P<0/01), and a significant positive correlation between intimacy and subscale of caregiving behaviors, proximity maintenance, sensitivity, and obsessive caregiving behaviors(P<0/01). By analyzing the path to the subscales of the variables of this research, the findings confirm the mediating role of caregiving behaviors in the relationship between object relationships and marital intimacy(P<0/01), and the mediating role of subscales proximity maintenance, sensitivity, obsessive and controlling caregiving behaviors was higher respectively. In general, research data suggests that as a person experiences insecurity in attachment relationships, he feels less intimate in his marital life due to less caring behaviors or the use of inappropriate forms of caring behaviors (including the use of controlling caring behaviors).

The aim of this study was to evaluate the effectiveness of social competence intervention program on burnout and academic self-regulation of students with ADHD. This research was a quantitative, quasi-experimental study in the form of a pre-test-post-test psycho-educational group and follow-up with an experimental and control group. Follow-up was done two months apart. The statistical population of the present study was female students in the second grade of an elementary school in Sabzevar. The research sample consisted of 40 people who were randomly selected from the willing people who had the conditions for entry and exit, and were randomly assigned to two groups (experimental and waiting). In order to collect information, a school burnout list (Salmela-Aro et al., 2009) and an academic self-regulation questionnaire (Ryan and Connell, 1989) were used. Data analysis was performed by repeated-measures analysis of variance. The results showed that the social competence intervention program had a significant effect on burnout and academic self-regulation of students with ADHD (P<0.01). These results suggest that a social competence intervention program can help reduce burnout and increase academic self-regulation in students with ADHD.