valiollah farzad

Executive functions refer to an individual’s actions for self-regulation, controlled and purposeful behavior, and maximizing future outcomes. In recent years, with significant growth in preschool centers, particularly in urban areas, parents and educators have become increasingly aware of the role of executive functions in learning. According to Miyake’s three-component model classification, fundamental executive functions include updating working memory, inhibitory control, and flexibility. Therefore, inhibitory control is recognized as a foundational component in executive functions. According to Barkley, inhibitory control aids in delaying responses and controlling interference, playing a crucial role in behavior regulation. Given the significance of executive functions, extensive studies have been conducted to evaluate the effectiveness of educational programs aiming to strengthen children and adolescents’ executive functions, both domestically and internationally. However, a considerable portion of these studies has focused on investigating executive functions in preschool children or children with special needs. Additionally, despite the importance of executive functions in learning and individual life, studies focused on skills associated with executive functions are limited. This limitation highlights the need to formulate and implement programs to strengthen executive functions, leading to the current research that aims to develop an educational package to enhance executive functions and determine its impact on inhibitory control in preschool children.

The present study followed an experimental pre-test-post-test design with a control group and a follow-up period. The statistical population included preschoolers aged 5-6 in Tehran, Iran, who were enrolled in preschool centers in the 2022-2023 academic year. Among educational districts, Area 8 was randomly selected, and from the preschool centers in this area, two pre-schools were randomly chosen: One as the experimental group and one as the control group. Twenty students were randomly selected from each pre-school, and a total of 40 students participated in the research. Eventually, due to incomplete data from one student in the control group, data from 19 students in both the control and experimental groups were analyzed. The primary objective of this research was to examine the validity and reliability of the developed executive functions educational package and investigate its effectiveness on inhibitory control in preschool children. The following 4-stage experiment was conducted to achieve this goal:First Stage: Conducting a literature review for the research background.Second Stage: Designing an educational package - training to enhance inhibitory response skills and assessing content validity. To assess content validity using the Lawshe method, the content was evaluated by ten specialists in executive functions evaluated the content. The content validity ratio (CVR) and content validity index (CVI) were evaluated, and the content was modified based on the experts' opinions.Third Stage: Pilot study. Ten available students underwent 12 one-hour sessions over two days per week. After a reassessment, the number of sessions was ultimately adjusted to 20 one-hour sessions conducted thrice weekly.Fourth Stage: Main study. Before the experiment, parents of the students in both the experimental and control groups responded to the inhibitory response section of the Brief questionnaire. Then, the educational package was implemented for 20 one-hour sessions over three days per week with the students in the experimental group. The control group students did not receive this training. After the experiment, parents of both groups responded to the Brief behavioral questionnaire as a post-test. After a two-month interval from the pre-test, a follow-up test was conducted, and parents of both groups answered the Brief questionnaire again, and the collected data was analyzed.

To understand the average performance and distribution of test scores in the inhibitory response variable, statistical descriptions of inhibitory response variables for both the experimental and control groups were examined, including means, standard deviations, and skewness. In the control group, the total scores for inhibitory response were 35 in the pre-test, 34.84 in the post-test, and 34.78 in the follow-up, indicating very slight changes. In the experimental group, the average scores were 35.42 in the pre-test, 28.52 in the post-test, and 25.5 in the follow-up, showing a decreasing trend. The average performance in the control group compared to the experimental group had an imperceptible difference in the pretest (0.42), a difference of 6.32 scores in the post-test favoring the control group, and reduced to 11.11 in the follow-up. This trend suggests a decrease in inhibitory response scores and an improvement in inhibitory response skills in the experimental group compared to the control group. At the same time, no significant difference was observed in the control group in the scores between pre-test, post-test, and follow-up.Additionally, to investigate the homogeneity of the variables’ covariance, Mauchly’s sphericity test was utilized. Given that Mauchly’s sphericity test is less than 0.5, indicating a significant violation of homogeneity assumption (P<0.05; χ²=6.62; ε=0.03), suggesting that covariance homogeneity is questioned. Therefore, adjustments for the violation of assumptions were made using the Huynh-Feldt Epsilon correction due to the adequate sample size in this study.The summary of the within-group analysis of variance indicates a significant effect on inhibitory response (P< 0.001; F=145.83). Moreover, there is a significant interaction effect between inhibitory response and group (P<0.001; F=135.16). This interaction suggests that different results are obtained from combining levels of inhibitory response (pre-test, post-test, and follow-up) and group levels (control and experimental). The between-group analysis of variance, based on observed means, reveals a significant difference between the two groups (P<0.001; F=95.36), indicating a significant effect of the experiment on the experimental group.Finally, a Bonferroni follow-up test was employed to determine which two intervals differ significantly among the three-test means.

The primary objective of this research was to develop an executive functions educational package and determine its impact on inhibitory response in 5-6-year-old preschool children. Improvements in executive functions during the pre-school years occur due to physiological changes in the brain, specifically in the pre-frontal cortex, and this region’s increased connectivity and integration with other brain areas. While the physiological reasons behind the development of executive abilities have been somewhat clarified, less attention has been paid to the influence of environmental factors on the development of these skills during this age period. Additionally, limited studies have focused on developing educational packages targeting executive functions and examining their effect specifically on the preschool age group.In this research, the program content is based on Barkley’s approach, emphasizing exercises such as emotional recognition, appropriate expression and management, understanding others’ perspectives, proper interaction in social situations, and ultimately, exercises in inhibitory response and thinking before acting. The research results indicate the effectiveness of the educational intervention. Moreover, ten experts in the executive function field have endorsed the educational package’s validity. However, the role of age ensures the sustained positive effects of cognitive interventions, in addition to the continuation of educational exercises. Vas et al.’s research findings have shown that the effectiveness of cognitive training is more impactful and enduring when children are in the early stages of growth and early childhood.

Childhood is considered as a pivotal period for developing fundamental cognitive skills (1). Research indicates that the first five years of a child's life are critical for cognitive skill development (2). Among the essential abilities necessary for learning in preschool children is attention. Attention is conceptualized as an integral component in all cognitive processes (3). Studies suggest that, like other skills, attention can be enhanced through education and practice (9). An example of an approach to improving cognitive structure is attention training using the Sohlberg and Mateer 2001 method (10). These exercises aim to address deficiencies in attention dimensions through specific attention exercises, thereby enhancing attention-related abilities, including visual perception in children (12). Visual perception is the process of integrating sensory-based data from experiences to make accurate judgments about objects’ size, shape, color, and spatial relationships (13). Recognizing the role of education in preventing learning difficulties in preschool children and the importance of providing timely preschool education to prevent such problems, this research aimed to develop an educational package on attention and concentration and assess its effectiveness on the visual perception of preschool children.

The present study employed an experimental design with pre-test and post-test control groups and a follow-up period. The statistical population included preschool children aged five to six in Tehran, Iran, who were enrolled in preschool centers in the years 2022-2023. Sampling was conducted by randomly selecting District 10 among the educational districts, and two preschools from this district were randomly chosen one as the experimental group and the other as the control group. Twenty students were randomly selected from each preschool, totaling 40 participants in the research. The primary objective was to investigate the validity and reliability of the “Attention and Concentration” educational package developed and its effectiveness on the visual perception of preschool children. The following four stages were undertaken to achieve this:First Stage: Conducting literature studies and reviewing the research premise.Second Stage: Designing an educational exercise package to improve visual perception and assess content validity. Content validity was evaluated using the Lawshe method, with supervision from 10 experts in the field of executive functions. Content validity ratio (CVR) andcontent validity index (CVI) were assessed, and the content was modified based on expert opinions.Third Stage: Pilot program developmentTen students available at the time participated in a 30-session training program, each lasting 1 hour per day and conducted three days per week. Upon re-evaluation, the session count was adjusted to 20, maintaining the same duration and frequency.Fourth Stage: Implementation of educational intervention Before the intervention, both the experimental and control groups underwent a pre-test using the TVPS visual perception test. Subsequently, the educational program was implemented for the experimental group, consisting of 20 sessions lasting 1 hour per day, conductedthree days per week. The control group did not receive this educational intervention. After completing the program, the TVPS test was administered again to both groups. A follow-up test was conducted after a 2-month interval from the pre-test, where students from both groups completed the TVPS questionnaire. The collected data was then analyzed.

In the first stage, ten experts assessed the content validity of the attention and concentration educational package, confirming its adequacy through CVR and CVI. Therefore, the validity of the educational package was established. Descriptive statistics, including mean, standard deviation, and skewness, were examined for both the experimental and control groups to describe the average performance and dispersion of participants’ scores in visual perception variables.In the experimental group, visual perception showed an increasing trend from pre-test (80.8) to post-test (85.11) and follow-up (87.12). However, in the control group, the mean visual perception scores decreased from the pre-test (70.17) to the post-test (60.01), and follow-up showed a mean of 59.95, indicating a decreasing trend.After ensuring assumptions such as the continuity of the dependent variable, normality of data distribution, homogeneity of covariance among groups, and independence of individuals, a mixed analysis of variance (ANOVA) was conducted (within-subjects factor and between-subjects factor). The visual perception score variable was analyzed across three levels (pre-test, post-test, and follow-up) and two groups (experimental and control).Mauchly’s sphericity test was employed to verify the homogeneity of covariances. As the calculated Mauchly’s sphericity value was less than 0.05 (0.008<0.05, χ² (2)=59.9, W=77), indicating a violation of the assumption of covariance homogeneity, the correction methods such as epsilon estimation or multivariate tests were considered.The summary of within-group ANOVA analysis revealed a significant interaction effect between visual perception and group (P<0.001, F (15.191)=15.191). This interaction implies that different results were obtained from the combination of levels of visual perception (pre-test, post-test, and follow-up) and group levels (control and experimental). The between-group ANOVA analysis showed a significant difference between the two groups (P<0.001, F (38.127)=38.127), indicating a meaningful distinction between the experimental and control groups.The results of the mixed ANOVA showed that the main effect of time on visual perception is significant (F (2, 37)=71.14, P<0.001, η²=0.64). This result indicates that, regardless of the experimental and control groups, the mean visual perception scores significantly changed from pre-test to post-test and follow-up. Furthermore, the interaction effect between time and group is also significant (F (2, 37)=7.66, P<0.001, η²=0.27). This means that the changes in the mean visual perception scores across the three stages of pre-test, post-test, and follow-up differ significantly between the experimental and control groups. Finally, the main effect of the group is also significant.Table 4 indicates that the experimental intervention significantly impacted the experimental group. Finally, to determine which two periods among the mean scores of the three test phases differed, the Bonferroni post-hoc test was utilized. The results indicated a significant difference between pre-test scores and both post-test (P<0.001) and follow-up (P<0.001) scores, confirming the second hypothesis of the research regarding the effect of the attention and concentration educational package on the visual perception of children between the pre-test and post-test phases.

The primary aim of this research was to develop an educational package to enhance attention and concentration and determine its effectiveness on the visual perception of preschool children. As per the studies conducted, the first five years of a child's life mark a crucial developmental stage for cognitive skill growth, laying the foundational groundwork for a child's initial learning experiences during this golden period. One of the most vital and necessary factors influencing education and learning is attention. Attention is the process of directing processing resources toward a particular stimulus, playing a crucial role in advanced mental activities such as planning, problem-solving, and reasoning.This research focused on the content of an educational program based on Frostig’s perceptual approach and emphasized exercises related to attention, concentration, and visual perception. Exercises such as visual clarity, shape stability, spatial visual perception, shape discrimination against a background, visual completion, and visual-auditory memory sequence were highlighted. The research results distinctly indicate the effectiveness of the educational intervention. Additionally, the content validity of the educational package was confirmed by ten experts in the field of executive functions and learning disabilities. However, what ensures the sustained positive effects of cognitive interventions beyond the continuity of educational exercises is the role of age. Therefore, age plays a crucial role alongside the continuous practice in educational interventions. Ensuring the long-term effects of visual perception-related exercises relies not only on consistent practice post-education but also on adapting exercises according to the increasing age of children.

The present study aimed to determine the effectiveness of rational-emotional-behavioral couple therapy in improving the quality of life and reducing marital burnout of married men and women. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population of the present study included all married men and women who were referred to Razi counseling centers in Karaj City in 2020, out of which 100 people were selected and pre-tested by the available sampling method. Then, among these married men and women, 24 people with low quality of life and high marital burnout were randomly placed in two groups (12 people in the experimental group and 12 people in the control group). The measurement tools included the Pines's Couple Burnout Measure (CBM, 1996) and the World Health Organization's Quality of Life-BREF Questionnaire (WHOQOL-BREF, 1996). The experimental group underwent the intervention based on Ellis's (2010) cognitive-emotional-behavioral couple therapy twice a week during seven two-hour sessions. Multivariate covariance analysis was used to analyze the data. The results of multivariate covariance analysis showed that by controlling the effect of the pre-test, there is a significant difference between the post-test average of quality of life and marital burnout in the two experimental and control groups at the p<0.05 level. As a result, rational-emotional-behavioral couple therapy can be used as an effective approach to improve marital quality and reduce marital burnout of married men and women.

This study aims to explore behavioral strategies that enhance adherence to healthy aging interventions among elderly individuals in Tehran. It seeks to identify key factors and barriers affecting adherence to health interventions and provide practical recommendations for improving the quality of life among the elderly population. This qualitative research involved 23 elderly participants (13 women and 10 men) from Tehran, with an average age of 67 years. Data were collected through semi-structured interviews, focusing on experiences and perceptions regarding adherence to health interventions. Interviews were transcribed verbatim and analyzed using thematic analysis with NVivo software to identify key themes and sub-themes. The study continued until theoretical saturation was reached. Four main themes emerged from the analysis: social support, intrinsic motivation, access to resources and information, and barriers to adherence. Social support from family, friends, and community significantly influenced adherence to health interventions. Intrinsic motivation, including the desire for better health, stress reduction, and increased satisfaction, played a crucial role. Access to financial, informational, and technological resources was also a key factor in adherence. Barriers such as physical, economic, psychological, and social challenges were identified as significant obstacles. These findings align with previous studies emphasizing the importance of social support, motivation, and resource availability in promoting adherence to health interventions. To enhance adherence to healthy aging interventions, a multifaceted approach addressing social support, motivation, resource access, and barrier management is essential. Programs should incorporate supportive networks, educational initiatives, and accessible resources to improve the quality of life for the elderly. Future research should expand to diverse regions and incorporate mixed methods to further validate and generalize findings.

Attraction in the marital relationship is necessary to create interest between spouses. Different individuals and groups probably perceive and interpret marital attraction in different ways. The objective of this research was the phenomenology of marital attraction among Iranian spouses using a qualitative. The participants were 17 Iranian women and men who had the experience of common-life with their spouses by purposive sampling with maximum variation (2016-2017). The data were gathered through semi-structured interviews by asking open questions about the research goals. The data were analyzed through Conventional Qualitative Content Analysis. According to the findings, the participants perceive marital attraction as a lovable and pleasant marital relationship. Marital attraction involves two main categories: attraction of spouse (including appearance, emotional, behavioral, intellectual, moral, and social attraction) and attraction of marital relationship (including consistency, joy, satisfaction, tranquility, and happiness). Studying the concept of marital attraction in other cultural contexts, providing an instrument for its assessment, using marital attraction conceptual dimensions in marital training, evaluating, counseling, and therapy, were suggested.

The present study seeks to develop and standardize a measurement tool for effective elementary schools. To this end, as the first step, 70 indicators were identified with reference to the related literature and the opinions of teachers and experts. In the second step, the opinions of 11 experts were employed to check the content validity. The construct validity was further examined based on the opinions of 643 public elementary school teachers in the city of Tehran, Iran, selected by two-stage cluster sampling method, using factor analyses. The reliability of the given tool was also determined through the test-retest method, the Cronbach’s alpha coefficient, and the Omega index. The study results revealed that the developed measurement tool had desirable psychometric properties and it could be administered as a standardized instrument to assess the quality of effective elementary schools.

During the outbreak of Corona, the anxiety due to Corona led to psychological distress and challenged distress tolerance.

The present study aimed to investigate the structural relationships between Corona anxiety and experiential avoidance with the mediating role of distress tolerance in the period of the outbreak of Covid-19.

The method of this study was based on the fundamental objective and the descriptive method of the correlation type based on the structural equation method. The statistical population included all students of Kharazmi University in 2018-2019, who were students during the outbreak of Corona and virtual education. Based on this, 350 students were selected by multi-stage cluster random sampling. The participants responded to Alipour et al.'s Corona Anxiety Scale (2018), Simons and Gaher's Distress Tolerance Scale (2005), and Bond et al.'s (2011) Experiential Avoidance Questionnaire in a Google form. Finally, the data were analyzed via SPSS-24 and AMOS-14.

The results showed; the structural model between Corona anxiety and experiential avoidance with the mediating role of distress tolerance had the goodness of fitness. The direct effect of experiential avoidance on the anxiety of Corona disease was positively significant, therefore, the direct effect of experimental avoidance on distress tolerance and distress tolerance on Corona anxiety was negatively significant (P<0.01).

Experiential avoidance can predict the level of Corona anxiety with the mediating role of distress tolerance. Based on the findings, it is suggested; researchers should pay attention to the psychological findings obtained from this study in future studies in the field of disease anxiety, especially diseases that are highly contagious such as covid-19 in humans.

 Young people, including students in any society, are considered the intellectual and spiritual assets of that society and are the builders of that society's future, so these people are the ones who must accept the responsibilities of that society in the future. Studying the specific issues of young people, successful education and ensuring their physical and mental health is one of the most important goals of government educational planners. Therefore the aim of this study was to compare the effectiveness of two methods of treatment based on acceptance and commitment and Beck cognitive therapy on aggression and irresponsibility of students of Islamic Azad University، Islamshahr Branch.

The present study was a quasi-experimental study with pre-test and post-test design and follow-up with the control group and using the selection of subjects in the experimental and control groups. The statistical population of this study is students who referred to the Mental Health Counseling and Services Center of Islamic Azad University، Islamshahr Branch from April 2014 to September 2017. The sample size was 45 students who were selected by purposive sampling method from the statistical population and were randomly assigned to three groups of acceptance and commitment therapy experiments (n = 15)، cognitive therapy (n = 15) and control (n = 15). Both experimental groups were trained for 10 sessions of 90 minutes and no intervention was performed for the control group (third group). The content of the interventions in the ACT and CT experimental groups was presented in 10 sessions based on the training package. The research instrument included a Minnesota Multidimensional Personality Questionnaire 2- Reconstructed Form. In this research، the statistical model of repeated measures measurement has been used.  

 The results showed that both treatments significantly improved aggression and irresponsibility compared to the treatment group, in other words, these two treatments in the post-test and follow-up stages were able to significantly reduce the scores of aggression and irresponsibility towards the treatment group.  also the results showed that "group therapy based on acceptance and commitment" is more effective on the variable "aggression" than "Beck cognitive therapy"؛ While the effect of "Beck cognitive therapy" is more effective than "group therapy based on acceptance and commitment" on the variable "irresponsibility.

According to the findings، it is concluded that group therapy based on acceptance and commitment can be effective in improving students' aggression and Beck cognitive therapy in improving their irresponsibility.

Learning English to communicate between nations and cultural, economic, and political exchanges has become more and more the focus of attention in this century. Therefore, the present study investigated the mediating role of language anxiety in the relationship between creativity and emotional intelligence in English language learning in bilingual students.

The research method was correlation type using structural equation modeling. The statistical population of this research consisted of all bilingual Turkmen male students in the third year of the first secondary school. To determine the sample size according to the number of observed variables and assigning a coefficient of 20 for each variable, 280 students were selected as the sample size by random cluster sampling method, and the Shutte et al. Emotional intelligence questionnaires (1998), Abedi creativity test (1993), Horowitz & Horowitz Language anxiety (1985) answered. Also, students' end of semester grades was used to measure English language learning. The obtained data were analyzed by Pearson's correlation coefficient test and structural equation modeling using SPSS 24 and Amos 23 software.

The findings showed that the research model has a good fit. In addition to direct effects, creativity and emotional intelligence can indirectly affect English language learning through the mediation of language anxiety.

According to the findings of the research, it is possible to reduce language anxiety by developing programs to increase emotional intelligence and creativity, and in this way, language learning can be increased.

 Polycystic ovary syndrome has reduced the quality of life due to many physical and psychological complications. The aim of this study was to explain the structural relationships between quality of life based on emotional and marital adjustment mediated by coping strategies in women with polycystic ovary syndrome.

 This study was correlation using structural equation modelling. The statistical population included all married women aged 20 to 50 years with polycystic ovary syndrome referred to hospitals of all Tehran University of Medical Sciences in 2020. Among the hospitals with gynaecology clinics, Bu-Ali and Arash were selected by simple random sampling method. A total of 300 women with polycystic ovary syndrome were included in the study by available sampling method. Emotional adjustment, marital adjustment, coping strategies and quality of life questionnaires were used to collect data.  Data were analysed using Pearson correlation, structural equation modelling, PLS, and SPSS Statistics for Windows, version 22.0 (SPSS Inc., Chicago, Ill., USA). The significance level of the tests was considered 0.05.

 By increasing the mean (SD) of emotional adjustment 94.1 (1.2) and marital adjustment 103.1 (1.2), quality of life increased to 77.7 (0.73) (P<0.01). Also, by increasing the mean (SD) of problem-oriented strategy 48.7(8.5), quality of life increased, and increasing the emotion-oriented strategy decreased the quality of life 53.1 (9.6) (P<0.01). Problem-oriented coping strategy (β=0.28) and emotion-oriented (β=-0.24) played a mediating role in the relationship between emotional adjustment and quality of life. In this way, with increasing the amount of problem-oriented coping strategy, and decreasing the amount of emotion-oriented coping strategy, the quality of life score increased. Problem-oriented coping strategies (β = 0.32) and emotion-oriented strategies (β = -0.30) had a mediating role in the relationship between marital adjustment and quality of life, as the problem-oriented coping strategy increased, and Decreased emotion-oriented coping strategy, quality of life score increased.

 The study showed that both emotional and marital adjustment improved the quality of life in women with polycystic ovary syndrome. Problem-oriented strategy was also associated with improved quality of life, but emotion-focused strategy worsened the quality of life. In addition, problem-oriented and emotion-oriented coping strategies played a mediating role in the relationship between emotional adjustment and marital adjustment with quality of life. That is, with the increase of the problem-oriented strategy, the quality of life improved and with the increase of the emotion-oriented strategy, the quality of life worsened.

The characteristics of patients with borderline personality disorder and its complex nature justify the need for new therapies. The aim of this study was to determine the effectiveness of emotion-based therapy on emotional regulation and attachment styles of women with borderline personality disorder.

The present study was a quasi-experimental with a pretest-posttest design with a control group and a two-month follow-up period. The statistical population of the study included women with borderline personality disorder who referred to medical centers in district one of Tehran. In this study, 30 people were selected as the research sample using available sampling method and were replaced in two groups using random method. The method was that all three groups first responded to the Emotion Regulation Questionnaire (Gross and John, 2003) and Attachment Styles (Hazen and Schiver, 1987). Emotion-focused treatment intervention was applied in 10 sessions for the experimental group. Thus, research data were collected and analyzed using repeated measures analysis of variance.

The results showed that emotion-oriented treatment had a significant and lasting effect on improving emotional regulation and attachment styles in women with borderline personality disorder (p <0.001).

By improving emotional regulation and attachment styles through emotional therapy, the mental health of women with borderline personality disorder can be increased.

Test anxiety is an important educational problem that affects students's mental health, efficiency, talent development, personality formation, and social identity. For students to achieve academic success, the search for effective methods to reduce test anxiety is vital. One of the coping strategies for test anxiety is mindfulness–based cognitive therapy, which is to pay attention to the present without judgment to calm the mind and body in stressful situations. Also, using methods based on working memory training is one of the new methods to reduce the symptoms of test anxiety, including attention and concentration. No research in Iran has so far compared the effectiveness of the two mentioned methods. Therefore, this study aimed to evaluate and compare the effectiveness of mindfulness–based cognitive therapy and working memory improvement on reducing test anxiety in high school male students in recognizing the best way to reduce test anxiety.

This research was quasi–experimental with a pretest–posttest design with a control group. The study populations comprised all first–grade high school students in Tehran in 2017–2018. The inclusion criteria comprised having test anxiety, an IQ greater than 90, using the Raven IQ test to control the non–interference of IQ in the research, and completing the consent form. Atotal of 45 students were selected for three groups of working memory improvement, mindfulness–based cognitive therapy, and control group (each group for 15 persons). Each experimental group received 8 one–hour sessions of interventions. The research tool was Test Anxiety Scale (Sarason, 1980), in which all students were assessed before and after interventions. To describe the data, we used descriptive statistics indicators (mean and standard deviation) and to analyze the data, univariate covariance analysis and Bonferroni post hoc test in SPSS 24 at a significance level of 0.05.

Findings showed that both interventions (mindfulness–based cognitive therapy and working memory improvement) had significant effects on reducing test anxiety (p<0.001). The effect size was equal to 0.74, which shows that group membership explained 74% of the changes in test anxiety. However, the size effect of mindfulness–based cognitive therapy was higher than working memory improvement (p<0.001).

According to the research findings, two methods of mindfulness–based cognitive therapy and working memory improvement significantly reduce students' test anxiety. However, comparing the methods, the effectiveness of mindfulness–based cognitive therapy is greater.

The aim of the current research is to explain the model of academic performance based on academic self-efficacy and progress goals with the mediation of cognitive learning strategies in mathematics-physics students in Tehran. The statistical population was all mathematics-physics students, from which 470 people were selected by multi-stage cluster random sampling method. The research tools were: Migheli et al.'s progress goal questionnaire (1998), Morris' academic self-efficacy questionnaire (2001) and Pintrich et al.'s (1991) standard scale of motivational strategies for learning. The research data were analyzed using the structural equation modeling method. The results showed that all the models of the research variables had a good fit. In the hypothesized model, progress goals with academic performance with the mediation of cognitive learning strategies had a full effect (0.025), direct effect (0.155) and indirect effect (-0.140) was insignificant. The effect of academic self-efficacy with academic performance with the mediation of cognitive learning strategies has a full effect (0.382) and a direct effect (0.351) was significant, but the indirect effect (0.018) is insignificant. The effect of academic self-efficacy was significant with academic performance at the level of 5%. The results showed that the variable of academic self-efficacy has a significant effect on academic performance and can explain 38% of the variance of academic performance. Teachers, counselors and parents can use the variable of academic self-efficacy to strengthen the academic performance of students.

The aim of this study was to explain the lived experience of divorced women with unexpected divorces.

The present study, with a qualitative approach based on contextual theory and semi-structured and problem-oriented interview techniques, has investigated and identified the process of occurrence of unexpected divorces. The statistical population of this study was women with unexpected and unilateral divorce living in Tehran. Seven women who experienced unexpected divorce were selected by purposive sampling method. These individuals were examined in depth using semi-structured interviews; The foundation data approach was used to explain and analyze the data.

After analyzing the data, the interview with divorced women and its analysis led to the identification of 162 primary codes, 11 sub-themes and 4 main themes. The main theme of marriage is a lifelong commitment. Two sub-themes include believing in the continuity and stability of marriage and believing in having a good life but facing the worst. The second main theme, relationship changes from best friend to complete stranger, also included five sub-themes of sudden and unexpected ending, duality of messages and psychological games, breaking of hypotheses, betrayal and the role of the main family, and divorce in participants' divorces. Participants' emotional processes to unexpected divorce as their third main theme had two sub-themes of emotional reactions to leaving and the harms of unexpected divorce, and the fourth and last main theme was reconstruction of life and coping with divorce, which were two sub-themes of efficient methods of coping with divorce. Inefficient methods of coping with divorce were included.

The experience of divorce in women means being under the umbrella of individual and social vulnerabilities and the occurrence of various consequences that lead them to take advantage of protection mechanisms such as religion, secrecy and trying to adapt.

This study has been aimed to investigate the mediating role of feelings of shame and guilt in the relationship of the attachment styles and covert relational aggression (CRA) in marriage. The present study is a correlational study as a type of structural equation modeling (SEM). The statistical population consisted of 320 married couples collected by convenience sampling in Birjand Collected data were analyzed by Pearson correlation coefficient and SEM methods. The results of the research showed that there is a significant relationship between research variables. Testing the conceptual model showed that feelings of shame and guilt had a significant mediating role in the relationship between anxiety attachment style and CRA (love withdrawal and social sabotage). According to the results, anxious attachment style has more effect on feelings of shame and guilt. The results indicated the effective role of secure attachment styles, anxiety and avoidance on love withdrawal. Feelings of shame had a significant positive relationship with both CRA and feelings of guilt had a significant relationship only with social sabotage. The results of the mediator role also showed a significant role of shame and guilt in the relationship between anxiety attachment style and CRA(love withdrawal and social sabotage).

The purpose of this study was to examine the efficacy of an integrated approach to automatization of multiplication facts on students with math learning disability. A single case multiple base line design was used for this study. Five students with math learning disability were selected using WISC-VIR, Iran Key-Math and according to some exclusion - inclusion Criteria among students referred to learning disabilities clinics in Karaj. The intervention including conceptual learning of multiplications facts and strategies using explicit instruction, and concrete-representational-abstract method, and automatization of learned facts using detect-practice-repair method was presented in 17 sessions. Data was gathered using a one-minute mad math fluency test. Gathered data was analyzed visually and quantitatively, using R software. Compared to baseline, non-overlap indices, visual analysis and effect size indices confirmed a significant increase in automatic retrieve of multiplication facts in all 5 participants. The finding of this study can help teachers and SLD therapists to build a good foundation for math proficiency in everybody who has math difficulty.

Urban social health as a healthy condition of society is one of the indicators of welfare and dynamism of societies. In order to promote urban social health, it is necessary to propose a unique indicator according to the conditions of each community. In Iran, several indicators have been designed to promote social health, which are considered in urban management plans, but so far no scale has been provided to assess the status of urban social health.

The purpose of this study was to construct and investigate the psychometric properties of the Urban Social Health Scale.

This research was descriptive and correlational. The statistical population was all citizens of Tehran, the sample size was 562 residents of Tehran who were selected through available sampling. Data were analyzed using exploratory factor analysis.

The results of exploratory factor analysis identified six factors of urban social cohesion, citizenship rights, urban justice, urban attachment, urban identity and urban sustainability for urban social health. The reliability of the whole scale was obtained using Cronbachchr('39')s alpha in the initial implementation of 0.89 and in the final implementation of 0.91, which indicates the optimal reliability of the scale. The scale also had good content and factor accuracy.

The Urban Social Health Scale has good validity and reliability in initial validation and can be used as a valid tool for measuring urban social health

Controlling the perception of rejection in women with borderline personality disorder can be effective in the process of treatment and improvement, in this regard, several treatment methods have been developed and it is necessary to know the function and effect of each of them is very important. The aim of this study was to compare the effectiveness of emotion-based therapy and schema therapy on the perception of rejection of women with borderline personality disorder.

The present study was a quasi-experimental with a pretest-posttest design with a control group and a two-month follow-up period. From the statistical population of women with borderline personality disorder referred to medical centers in district one of Tehran, 45 people were selected using available sampling method as a research sample and were randomly divided into three groups. The method was that all three groups first answered the Exclusion Perception Scale questionnaire (Larry and McDonald, 2005). Emotion-based therapy and schema-based therapy interventions were applied in 10 sessions for the experimental groups. Research data were collected and analyzed using repeated measures analysis of variance.

The study showed that in general, both emotion therapy and design therapy methods were more effective on the perception of rejection of women with borderline personality disorder. It has been more effective on the perception of rejection of women with borderline personality disorder (p <0.005).

Emotional therapy can be used to improve the perception of rejection schemas of women with borderline personality disorder.

Polycystic ovary syndrome (PCOS) has a profound effect on patients’ quality of lives; and it is important to identify the affecting factors. The aim of this study was to assess the status of and relationship between coping strategies and quality of life in women with PCOS.

In this cross‑sectional study, we recruited 200 married women (20– 50 years old) with PCOS from Arash and Bu Ali hospitals in Tehran in 2019–2020. Data were collected using the two following questionnaires: Coping strategies and quality of life. Data were analyzed using the regression analysis test in the SPSS‑21.

The results showed that 119 (59.5%) participants were identified with increased hirsutism, 166 (83%) women were obese, 140 (70%) had irregular menstruation and 136 participants (68%) had painful menstruation as the side effects of PCOS. Sixty nine (34.5%) individuals reported unknown side effects. There was a relationship between emotional coping strategy and problem solving coping strategy with quality of life (beta = 0.270 and 0.219, respectively).

Patients with PCOS were more likely to use emotional coping strategies. Low quality of life exacerbated symptoms of the disease.

This study examined the mediating effect of teacher’s emotions and cognitive coping strategies on the relationship between cognitive appraisal processes and goal orientations with male and female teachers’ job-related affective well-being. In this correlational study, 360 teachers (200 female and 160 male) who were selected through available sampling, responded the Teachers’ Achievement Goals in Work Questionnaire, the Stress Appraisal Measure-Revised, the Cognitive Emotion Regulation Questionnaire, Teacher Emotion Inventory and the Job-Related Affective Well-Being Scale. The results showed that for total sample and for male and female teachers, the partially mediated model of teacher’s emotions and cognitive coping strategies on the relationship between cognitive appraisal processes and goal orientations with teachers’ emotional well-being had good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 55% of the variance in teachers emotional well-being. In general, the results of the present study cosistent with the prevailing concern of educational researchers interested in analyzing the profile of teachers' emotional and motivational experiences, showed that predicting the teachers' occupational well-being through qualities such as goal orientation and cognitive appraisals is achieved in the informational context of other concepts such as emotions and cognitive coping strategies.

 The main area of development that underlies most behaviors from childhood onward, throughout the lifespan, is executive function. Working memory, mental set-shifting, and response inhibition are examples of core executive functions. Working memory is considered a core cognitive system that supports complex cognitive processes. Rehabilitation interventions may contribute to improving working memory capacity. Previous research revealed that mindfulness intervention effectively improved attention, working memory, cognitive flexibility, and other executive functions by paying attention to the present time without judgments. In addition, N-back instruction for training working memory was approved as an effective way to promote working memory capacity; it was initially designed for rehabilitation purposes. Mindfulness practices and N-back training are applicable for clinical and non-clinical populations. The present research addressed working memory capacity because it may strongly predict various higher-order cognitive capabilities, including language comprehension, reasoning, and even general intelligence. N-back intervention allocates perceptual or cognitive resources to essential matters and prevents unessential issues. Furthermore, in concentrating on targets in the external world, there is a top-down attentional mechanism in working memory for tasks requiring multiple internal memory representations access and manipulation. Thus, the present study aimed to compare the effects of working memory training by mindfulness-based cognitive therapy and N-back intervention.

 This quasi-experimental research a with a pretest-posttest-follow-up and a control group design. The statistical population included all high school students in Tehran City, Iran (N=45) divided into three groups: N-back intervention, mindfulness intervention, and controls. Two experimental groups received 8 sessions of interventions. To collect the necessary data, the Tehran-Stanford-Binet Intelligence Scale was used before and after interventions to test the sustainability of effectiveness. Also, Univariate Analysis of Covariance (ANCOVA) was conducted to test the hypothesis. Bonferroni test evaluated and compared two interventions (p<0.05). SPSS was used for data analysis.

 The current study findings revealed that both interventions provided significant effects on working memory capacity (p<0.001); however, the Bonferroni test data suggested that the size effect of N-back was higher than that of the mindfulness-based cognitive therapy (p<0.001).

 According to the present research findings, mindfulness-based cognitive therapy and N-back intervention can improve students' working memory function and capacity.

The purpose of this study was to predict academic self-efficacy based on learning strategies, taking into account the mediating role of achievement goals. The research method is descriptive and is a type of structural equation modeling. The statistical population of the study was all students studying at Azad University of Tehran Markaz Branch in the academic year of 2016-17. The sample size was 401 students who were selected by clustering method (20 undergraduate classes from 5 faculties of Tehran central unit). The research tool was the self-efficacy questionnaire of Own and Feraman (1988), the scale of the Vienna-Stein learning strategies (1987), and achievement goals scale of Migley et al. (1988). The collected data were analyzed using structural equation modeling. Results of data analysis showed that the predictive model of academic self-efficacy based on learning strategies, considering the mediating role of achievement goals based on the experimental data, has a good fit. The direct and indirect effects of learning strategies on academic self-efficacy of students were confirmed with 95% confidence. The achievement goals directly affect academic self-efficacy.

The aim of this study was to develop a happiness model based on spiritual intelligence and the quality of interpersonal relationships with a mediating role of resilience and self-compassion in students. The research method was a cross-sectional correlational study. The statistical population included undergraduate male and female students (18-25 years old) of Islamic Azad Universities of Tehran in the first semester in 2018 academic year. By multi-stage random sampling, the sample size was 458 people included 231 girls and 227 boys. Moreover, the research tools were: Oxford Happiness, Spiritual Intelligence, Quality of Interpersonal Relationships, Resilience and Self-Compassion. In order to analyze the data, SPSS-V.21 and AMOS software were used through using path analysis method. Next, the results showed that spiritual intelligence has a direct effect on students' happiness, in addition, spiritual intelligence had an indirect effect on happiness through mediation. The results showed that the amount of indirect effect of spiritual intelligence through the mediating variable of self-compassion on happiness was not significant. The quality of the relationship had a direct and significant effect on students' happiness. The results also revealed that the value of the indirect effect of relationship quality through intermediate resilience variable on happiness was meaningful. The value of the indirect effect of relationship quality through intermediate variables on self-compassion on happiness was not significant. Therefore, attention to these variables in the design of appropriate therapies helps researchers and therapists.

The purpose of this study was modeling of emotional intelligence and English language anxiety with English language learning. The present study was one of studies using structural equation modeling. The population included all bilingual adolescence students in third grade of guidance school on Golestan province that speaking Turkmen language, and 321 students were randomly selected among them. Then Foreign Language Classroom Anxiety Scale (FLCAC) (Horwitz et al., 1986) and Schutte Emotional Intelligence Test (EI) (1998) were implemented on them. Also, the information about learning English language of students was gathered through scores of students in English language lesson at end of academic year. Results of confirmatory factor analysis showed that models of measuring latent variables have a good fitness. In addition to direct effects, emotional intelligence can affect learning English language indirectly through English language anxiety. Therefore, increasing of emotional intelligence can reduce language anxiety, and consequently, increase language learning.

Evaluation of structural model of Psychological capital based on personality traits(neuroticism,flexibility and consistency)with mediating role of problematic coping strategies. psychological capital leads individuals to be more capable of coping with problems and can handle issues more appropriately.so the aim of this study is evaluating structural model of psychological capital based on personality traits(neuroticism,flexibility and consistency) with mediating role of problematic coping strategies. This reaserch design is an applied and type of correlation studies using structural equation model.From Tehran military force familis’s male teenagers who had 13 to 18 years old,300 people had been selected with random sampling method and answered to psychological capital,Neo personality and coping strategies questionnaires.Pierson correlation method and structural equation model with Spss and Lisrel softwairs were used for data analysis. Findings showed flexibility and consistency with problematic coping strategies and psychological capital had positive and meaningful relation,.It was while neuroticism with psychological capital and problematic coping strategy had negative and meaningful correlation .Also all three personality traits had indirect effect with problematic coping strategy to psychological capital .This effect to neuroticism was negative(-0/17)ant to flexibility(+0/7)and consistency(+0/14)was positive.Finally,the result of this study has shown that the parameters of neuroticism,flexibility and consistency have meaningful effect on Psychological capital and be used for improving and progressing of Psychological capital in teanagers of military force family.