soqra ebrahimi-qavam

This research was conducted with the aim of investigating the impact of anger management training on social adaptation, endurance and courage of students in Sari city.

The study method is a semi-experimental study with a pre-test-post-test design with a control group. Also, this research was practical in terms of purpose. The statistical population includes all tenth grade male students of Sari city who were studying in the academic year 1402-1401. In the present research, from the mentioned statistical population, using the multi-stage cluster sampling method, first, district two was randomly selected from the two education districts of Sari city and among the schools of this district, one school was Randomly selected and among the 10th grade classes, a class of 20 students was selected as an experimental group and a class of 20 students was selected as a control group. Then the anger management intervention was implemented in eight 90-minute sessions on the experimental group, but no intervention was done on the control group. The California Social Adaptation Questionnaire (1953), Gambrill and Ritchie's Boldness Questionnaire (1975) and Connor and Davidson's Resilience Questionnaire (2003) were used to collect information. SPSS version 26 software was used for data analysis.

The results of covariance analysis showed that anger management training has a positive and significant effect on students' social adaptation, students' resilience and students' courage.

The ability to solve social problems is one of the skills and capabilities related to culture in today's world, where group cooperation and presence in a collective context are highly emphasized. The aim of this study was designing and validating a tool tomeasure social problem solving based on the stories of Kalileh and Demeneh.

The research method was a mixed exploratory type based on the integration of the Thematic analysismethod in the first stage (qualitative) and the tool development model in the second stage. In the qualitative section the Kalileh and Demaneh book were evalited. The quantitative part was conducted with the participation of 336 teenage students in the agerange of 12 to 20 years and targeted sampling. The data was collected using a researcher-made questionnaire consisting of 43 questions. Data was analyzed using MAXQUDA software, LISREL-8.8, exploratory and confirmatory factor analysis method and SPSS Statistics for Windows, version 19.0 (SPSS Inc., Chicago, Ill. Coding reliability was calculated using Kappa method equal to 0.95. The content validity of the scale was confirmed using experts' opinions.

The questionnaire for measuring social problemsolving skills based on the stories of Kalila and Demeneh included the components of emotions and their management, thinking and decision-making, interpersonal communication, consultation, the way of dealing with problems and the attitude towards problem solving. Criterion validity of this questionnaire was confirmed based on Pearson's correlation coefficient equal to 0.63, for solving the social problem of D’Zurilla at the level of 0.001. The reliability of the tool was obtained using Cronbach's alpha coefficient for the overall scale and the six dimensions identified as 0.92, 0.75, 0.72, 0.87, 0.72, 0.90 and 0.83 respectively.

The study showed that the social problem solving skill measurement scale based on the stories of Kalila and Demenehhas acceptable reliability and validity.

Competence is a structure that casts a shadow over all the weaknesses and excellent performances of a teacher like an umbrella. The purpose of this study is to identify the dimensions and components of teachers' professional competence in the level of the Islamic Republic of Iran. The grounded theory qualitative research method has been used. The community of this research included experts in educational sciences and all developmental documents and theoretical foundations, and 11 people were selected as the research sample based on the two factors of expertise and experience, from university professors until the data reached theoretical saturation through targeted sampling; The data collection tools were semi-structured interviews, focus group discussions and documents related to the topic. After the implementation of the interviews, primary data analysis was done through inductive content analysis using open, central and selective coding techniques and using Max QDA software for qualitative data analysis. Validity was confirmed by the three-way method of data sources, and its reliability was obtained by the agreement method between two coders of 86.03%, which shows high concordance and adequate reliability. The research findings were identified in 4 dimensions and 19 components and 96 sub-components, which are: professional knowledge, professional practice, professional commitment and professional identity development. Therefore, professional competence including professional ethics, adherence to religious values and professional competence has been explained and should be used in new methods of teacher training.

In today's world, the acceleration of changes and developments at the social level is observed due to the creation of new knowledge and information requiring training in all kinds of life skills (1, 2). For this reason, trying to strengthen all kinds of thinking skills for today's humans can bring significant results in individual and social fields. Meanwhile, problem-solving is the highest form of thinking, one of the cognitive skills that can be used as an effective intellectual tool due to human empowerment in creating new and effective solutions in dealing with various problems and challenges of life (4).
Based on this, the concept of social problem-solving has found a valuable place in recent studies. Social problem-solving is one of the strategies of adaptation to the environment through which people try to find effective and adaptive responses to their situations in life (9). The social problem-solving model of D’Zurilla et al. (2002), revised by D’Zurilla and Nezu (12), is one of the most comprehensive. In this perspective, social problem-solving is a dynamic, multifaceted process. It encompasses two primary, independent elements: one's attitude towards the problem and the skills employed to solve it (known as the problem-solving style). In another model, social and interpersonal problem-solving skills include four components of cognitive skills: defining the problem and its regulation, determining the goal, providing alternative solutions and implementing the solution and checking, and the problem-solving performance of people is based on the result of this process (19). From what comes from the definitions and concepts related to social problem-solving, it is believed that this structure has a culture-dependent nature. Based on the concept of the process of the problem from Foucault's point of view, it is cultural, spatial, temporal, and fluid (13).
Examining these definitions shows that among the theories and definitions of social problem solving, there is no specific definition from the native point of view that can refer to the components of this fundamental skill based on the context of Iranian-Islamic culture. This even thoughconcepts such as collective wisdom, consultation, and problem-solving have always had a valuable place in Iranian culture (‎15). In the meantime, the field of literature, as a valuable field in Iranian culture, can provide an effective space for researchers to identify and explore the dimensions of psychological and sociological concepts and structures in today's life based on exploration in this field. Unquestionably, stories are one of the most essential tools for moral and social education. Social and moral communication and dialogue take place in the story, and put children and teenagers in a specific intellectual framework. Therefore, this platform has a great capacity to teach ethics, social relations, and a specific lifestyle (16).
Based on numerous types of research in the educational literature, the stories of Kalileh and Demneh book is recognized as works of interest in the field of children and adolescents. Kalileh and Demneh book is famous and prestigious not only in Iran but also in the history of world literature due to its unique story-educational feature (19). Drawing from a variety of research studies, storytelling based on generalizations and using stories in education has effectively improved social skills, critical openness, questioning, and reasoning skills (20, 21). According to what was said about the existing gap in the lack of definition of the dimensions of the social problem-solving structure in the local culture, and according to the effects of social problem-solving on the individual and interpersonal levels, social problem-solving skills need new components and contents to cause personal and social growth and prevention of psychological and social damage. Therefore, the current research was carried out  to answer the question, what are the components of the problem-solving solving model in Kalileh and Demneh? Is the designed model valid?

The current research was in the field of basic research in terms of its goal, and in terms of the data collection method, it was qualitative based on Grounded theory. The statistical population included the full text of the one-volume edition of Kalileh and Damneh by Mojtaba Minoui (the book of Kalileh and Damneh has 15 chapters, the stories of which are told in an allegorical form). In line with the research objectives, the story was identified as the primary unit of analysis. Kalileh and Demneh's storieswas reviewed several times, and a general perception was made of them. Then, the resulting codes were divided into semantic units after careful reading several times, and these semantic units were put together according to the concept, and the core codes were categorized. Finally, the combination of axial codes led to the main components and classes of social problem-solving. This model was given to five experts and researchers in the field of cognitive sciences and life skills to check the validity of the social problem-solving model extracted from Kalila and Demneh. All experts considered the presence of each component of social problem-solving as necessary. The codes extracted from the text of the stories were given to one of the experts in the field of life skills and familiar with the book of Kalileh and Demneh to ensure the reliability of the coding. Besides, the degree of consensus about the codes between the researcher and the evaluator was calculated based on the Kappa coefficient (0.95). Statistical analysis was performed in Maxqda 2020 software.

Analyzing the Kalileh and Demneh’s  stories to discover the components of social problem-solving showed that thinking and decision-making, interpersonal interaction, behavioral methods in dealing with the problem, attitude to the problem, consultation, and emotions. Assotionally, its management have been identified as the main components in the social-problem solving. The component of thinking and decision-making includes evaluating the situation/person, taking responsibility, thinking from multiple angles, thinking about the consequences, and making quick judgments; the interpersonal interaction component includes effective communication, empathy, and active listening; the component of behavioral methods in dealing with the problem, including the logical method, the impulsive and aggressive method, and the avoidant-passive method; the attitude component to the problem includes two positive attitudes and negative attitudes; the component of consulting includes the dimensions of consulting with wise and knowledgeable people, not consulting with ignorant and deceitful people and asking for help, and the component of emotions and its management includes the dimensions of aggressiveness management, assertiveness, stress, and anxiety management, tolerance of uncertainty and failure, and maintaining peace.

Social problem-solving skill is at the highest cognitive level and is one of the most valuable educational goals. Therefore, social problem-solving can be defined as a multidimensional cognitive and emotional ability in a collective context, done with internal thinking and seeking help to choose the most effective solution based on emotional self-control. Despite the importance of the concept of social problem-solving, one of the limitations of the current research is the needs for similar domestic and foreign research related to the research topic. It is suggested that the multidimensional definition of social problem-solving from the perspective of Kalileh and Demneh's stories can be used by researchers as a basis for designing new measurement tools and also for designing social problem-solving skill training packages.
Ethical Considerations
Compliance with ethical guidelines
The researchers did not use any clinical examination on humans and animals. All ethical principles have been observed.
Authors' contributions
The first author wrote the draft paper. After reviewing and applying some corrections by other authors, the final version was compiled under the responsibility of the second author.
Funding
This research has been done at the authors’ personal expense.
Acknowledgments
This article is part of a PhD dissertation with the ethics code IR.ATU.REC.1401.064 at Allameh Tabataba’i University. The authors appreciate all experts and professors for their advice.
Conflicts of interest
The authors declare that there is no conflict of interest.

The main purpose of this study was to investigate the effect of stress and egocentricity on depression and aggression mediated by emotion regulation difficulties. The statistical population of this study was adults (20-60 years old) in Isfahan in 2017 and 700 participants were selected by convenience sampling method. The measures consisted of Aggression questionnaire (Bryant & Smith, 2001), the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004), the Depression, Anxiety, and Stress Scales (Lovibond & Lovibond, 1995), Psychopathic Personality Inventory-Revised (Sörman, 2016), Symptom Checklist-90- Revised (Derogatis, 1997). The structural equations modeling, Bootstrapping, and analysis of variance method have been used for data analysis.The results confirmed the direct effect of egocentricity on difficulties in Emotion Regulation and aggression. The results showed the direct effect of stress on Emotion Regulation difficulties and depression. Emotion Regulation difficulties have a direct effect on depression and aggression. The mediating analysis showed that stress has an indirect effect on depression mediated by difficulty in emotion regulation. Results highlight the role of emotion regulation difficulties and poverty in the prevalence and persistence of depression and aggression.

Many disciplines in the collection of medical sciences and engineering are based on the basis of chemistry. In order to continue teaching learners in the coronavirus disease situation and to continue the curriculum, various solutions have been proposed and presented, among which it is expected that using technology, the method of educators changes from the traditional approach. New ideas that learners encounter in the face of abstract concepts of chemistry are often outside their conceptual understanding and often lead to alternative and misunderstood concepts. Learners also face additional difficulties in understanding abstract concepts in the online and offline virtual learning space. In order to overcome the problems of understanding concepts in learners and improve learning in virtual space, educators can use appropriate analogies in chemistry classes that create a kinetic scheme in the minds of learners. Therefore, in order to create more understanding in the virtual training of courses related to chemistry and biochemistry in the coronavirus disease situation, it is necessary for the virtual teacher to try to compensate the lack of face-to-face communication by providing learning activities appropriate to the abstract nature of scientific concepts. The instructor's familiarity with this subject and the preparation of content based on animation techniques and dynamic graphic images that facilitate movement representation in the analogies used in the learner's mind are recommended instead of one-sided lectures in online virtual classes or offline content.

New ideas that learners encounter in the content of basic sciences and courses with abstract meanings are often outside their conceptual domain and often lead to alternative and misunderstood concepts. Therefore, educators need a way to teach that content and process are not blocked in the way of inclusive learning with alternative concepts. In this article, the POGIL method is introduced as an approach to improve learners' learning. The POGIL method was first developed for undergraduate chemistry courses and has now spread to high school chemistry, biology classes and many other disciplines. POGIL approach with an exploratory and active base, allows the instructor in the field of action to combine her/his POGIL activities and different methods to perform her/his leadership role optimally. In this paper, the steps of implementing the POGIL approach are explained and then the steps of its implementation on the concept of pure and impure matter, mixtures and saturation of solutions are examined as an example.

In recent years, interest in the study of spiritual well-being has increased and the identification of cognitive and emotional factors affecting it has become important. Post-formal theories regard dialectical thinking as a condition for empathy and spiritual well-being. Therefore, the main purpose of this study was to investigate the relationship of dialectical thinking and empathy with adults’ spiritual well-being.

This is a cross-sectional study with a descriptive-correlational design. The statistical population included all the individuals in the age range of 20-60 in Isfahan in 2017, out of whom 450 were selected by convenience sampling method and considering the fact that the purpose of the study was evolutionary comparison, they were divided into four age groups of 20-29, 30-39, 40-49, and 50-60. The measures used in this study included the Spiritual Well-Being Questionnaire, Social Paradigm Belief Inventory and the Interpersonal Reactivity Index. The data were analyzed using multiple regression and analysis of variance. In this study, all ethical considerations were observed and no conflict of interest was reported by the authors.

The findings showed that there was a positive relationship between dialectical thinking and empathy with spiritual well-being. Dialectical thinking plays a more important role in predicting spiritual well-being than empathy and level of religiosity. The results of analysis of variance indicated that age and religiosity levels have significant differences in spiritual well-being.

Dialectical thinking and empathy, along with religiosity, play an important role in improving our relationship with God and others or spiritual well-being. As the level of religiosity increases, spiritual well-being increases. Adulthood is the time when spiritual growth is completed.

The purpose of the present study was to examine the relationship between different levels of cognitive, emotional and spiritual development with adult psychological well-being. For this purpose, a sample of 700 adults was selected using convenience sampling method in four age groups. Questionnaires were used consisted of Social Paradigm Belief Inventory(SPBI) ,Spiritual Well-Being(SHALOM), Interpersonal Reactivity Index(IRI), Spiritual Assessment Inventory(SAI) , Aggression Questionnaire(BPAQ –SF), Resilience Scale(CD-RISC-SF), Maladaptive Hedonism(MHQ), Difficulties in Emotion Regulation Scale(DERS), Machiavellian Egocentricity Scale(PPIR), Gratitude Questionnaire (GQ-6) ,Altruistic Behavior, Depression subscale of(SCL-90-R) and stress scale of (DASS-21). Research data were analyzed using the structural equation modeling .The findings showed that relativistic thinking has effect on Stress, empathy and difficulty in emotion regulation .and dialectical thinking has positive effect on empathy and spiritual well-being. Egocentrism has positive effect on difficulties in emotion regulation and spiritual weakness and negative effect on Spiritual well-being. Stress has positive effect on difficulties in emotion regulation. Difficulties in emotion regulation have positive effect on spiritual weakness and negative effect on Spiritual well-being. Also Empathy has positive effect on spiritual well-being. Spiritual weakness has positive effect on aggression, depression and maladaptive hedonism. It has a negative effect on altruism. Spiritual well-being has a negative effect on depression and maladaptive hedonism and a positive effect on resilience, altruism, and gratitude.

Sexual drive is one of the main human instincts whose proper management can lead to mental health improvement. Adolescents whose sexual drive is growing during their teenage years don’t find proper ways to fulfill their sexual desires. Therefore, they should manage this drive through selecting appropriate strategies. The current paper aimed to offer some religious health-related physical and behavioral strategies parallel to experimental evidences in order to help adolescents manage their sexual drive and behaviors.
In line with the purpose of the study, Islamic resources (the Quran and Hadith) and experimental studies were systematically searched. Physical and behavioral factors related to sexual drive/ behavior were extracted and organized into two groups of sexual drive/behavior amplifiers or reducer. All ethical issues were taken into account. Furthermore, the authors declared no conflict of interests.
In total, forty nine factors affecting sexual drive/behavior were collected from the studied resources. The main portion of these factors were relatred to nutrition, nutrients and nutritional behaviors. Physical activities, personal hygenic behaviors, smells and colours were the other affecting factors.
It seems focusing on nutritional behaviors such as calorie intake restriction, low food intake, reducing the intake of nutrients and nutritional supplements that boos the sexual drive, promoting invovleemt in psysical activities and some modifications in enviroments that are frequented by adolescents can help young adults manage the sexual derive/behavior.

Diabetes in children and adolescents is a chronic condition with an expanding trend in the community. Several studies have shown cognitive dysfunctions are the most important side effects of diabetes among individuals of younger ages. Due to cultural differences and their impact on cognitive issues, the authors decided to assess the cognitive functions of Iranian children and adolescents with diabetes. Cognitive functions including memory, attention and executive functions were evaluated in 62 diabetic children and adolescents and healthy peers using CANTAB cognitive tests. Other data such as demographic, school performance and medical information were collected by questionnaires. Except in the case of few variables in RVP, SSP and SST, no significant difference exists between diabetic children and the control group in terms of different cognitive domains. But cognitive variables, especially in PRM, SWM and SOC test, has been shown to be deteriorated with increasing HbA1C values in serum levels. Diabetes has no impact on the cognitive functioning of children provided by maintaining a glycemic control. It is proposed that the adoption of appropriate parenting styles and family and social support can prevent cognitive changes in children with diabetes.

This study examined the effectiveness of teaching traffic (traffic rules) on the traffic performance and awareness of risk behaviors of the fourth grade students. The population of this study is all fourth grade students in Sanandaj in the 92-91 school year. In this study, samples with a multistage cluster sampling in two districts of Kurdistan, an area of boy's schools, two schools in terms of social, economic and cultural were selected by Scaling. Tools used in this study include: Knowledge of traffic behavior questionnaire and Traffic Assessment Questionnaire. For data analysis , descriptive and inferential statistical methods ( analysis of covariance ) was used which the results obtained are as follows: 1- Learn road rules to increase their awareness of student's conceptions and attitudes in the areas of prevention of risk traffic (due pedestrian ,cyclist , passenger vehicles and traffic signs ) have a positive impact. 2 - Notice educating students on the traffic tends to improve their performance in the areas of traffic (pedestrian impact, cyclist, passenger vehicles) has a positive effect. 3- The training of traffic congestion to the students has a positive effect on improving tends to the traffic performance and awareness of predictive ideas and attitudes of their risk behaviors.

Different factors are involved in the instruction and teaching process. These variables are mainly teacher, learner, curriculum and education environment (shababni, 1382).Different variables and different decision making about them characteristics are reasons on difficulty and complexity of instruction and teaching process. Providing appropriate practical guidance for this process requires better illustrate the characteristics and nature of each of the four elements that educational theories are trying to achieve those. This paper devote to Humanistic educational theory, has studied the methods of library. The study showed that humanistic educational theory has rooted in the philosophical school of existentialism and humanistic school of humanistic psychology. This theory determinate certain characteristics on each of the four elements in education position that have separately explained. Another issue is across the fourth element, the learner is a key element in humanistic education position and theory focus that the tasks of teacher, the nature of curriculum and education environment are based on learner.

This study was performed with the aim of developing a primary model for performance evaluation of police university graduates. The study with a practical nature, used focus groups method in order to gather the needed data and was analyzed by qualitative method.The study population were selected from experts and university professors of police university. This model went through critical investigation and there was an interview with professional police College of Science and Technology Frontier, College of Science, Technology Traffic, College of Science and Technology of Information and Knowledge, College of Science, Office Technology and Support in -. The sample consisted of focus group of - persons each from faculty members and educational staff from the above mentioned faculties and professional police at the command and major. This primary study was performed at stages. At first stage general professional and specific characteristics According to each major was evaluated in focus groups. At the second stages, a primary model was designed according to viewpoints of the focus groups. This model consisted of nine categories. At the third stage, this model went through critical investigation and there was an interview with professional police focus group. At the fourth stage, the model was improved by using the five focus groups and professional police views and the number of categories was reduced to six. at the fifth stage after gaining a general agreement on the number of levels and categories of competency model, the elements regarding every category were reviewed in focus groups and by professional police and then was finalized.According to the obtained results, the model for competency in Police University is a Pyramidal and hierarchical one, Consisted of six levels which were personal, general, professional, operational, scientific/technical, and specific and management competency. This theoretical model provides an introduction for vast and several surveys which can prepare the ground for police university scientific promotion and making the educational courses more up-to-date and will be followed by educational courses and plans.