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The present study was conducted to investigate the effectiveness of cognitive behavioral group intervention on self-efficacy in hearing-impaired students with anxiety symptoms. The research is a quasi-experimental study that was conducted as a pretest-posttest with a control group. The statistical population included all deaf students of Bojnourd and Shirvan cities in 2021. The research sample included 24 anxious deaf students (12 people in each group) who were identified as having anxiety symptoms based on the Beck Anxiety Inventory (cut-off score of 26). Beck’s Anxiety Inventory (BAI, 1988) and Self-Efficacy Questionnaire for Children(SEQ-C, Muris, 2001) were used to collect data. The experimental group received cognitive behavioral group intervention for 12 sessions of 45 minutes once a week. The data were analyzed using multivariate covariance analysis. The results showed that cognitive behavioral group intervention effectively increased students' self-efficacy with anxious hearing loss (p<0.001). This finding states that group cognitive behavioral therapy can effectively improve hearing-impaired students' quality of life. It is recommended as a useful therapeutic intervention for them in welfare and educational centers.

Students are one of the important and effective social groups of the society, and it is very important to pay attention to their self-efficacy. Therefore, the purpose of this study was to determine the fit of the model of predicting students' quality of life based on emotional intelligence and self-esteem with the mediating role of self-efficacy. The current research is applied in terms of purpose and descriptive-correlation type using structural equation modeling. The statistical population of all the students of Islamic Azad University of Qom Medical Sciences Unit was 1128 people, and 289 people were selected based on Klein's method and based on purposive sampling. The research tools included World Health Organization's Quality of Life Questionnaire (1965), Sherring's Siberian Emotional Intelligence Questionnaire (1998), Rosenberg's Self-Esteem Questionnaire (1965), and Scherer's General Self-Efficacy Questionnaire (1982). The results showed that the quality of life of students has a significant relationship with emotional intelligence, self-esteem and self-efficacy at the level of 0.01, and there is also a significant relationship between emotional intelligence and self-esteem, and using multiple linear regression, it was determined to be 16.5%. From the variable changes, the quality of life is determined by predictor variables of emotional intelligence and self-esteem. It can be concluded that by improving the levels of emotional intelligence, self-esteem and self-efficacy, the aspects of quality of life can be increased in students. The result of the present research can be used by organizations and bodies to increase the quality of life of students.

The purpose of the present study was to investigate the mediating role of self-efficacy in the cultural intelligence and social adjustment of students. The research method was descriptive-correlation of structural modeling type. The statistical population included the students of the Gorgan unit of Azad University in the academic year 2022-2023, and 384 people were selected as the sample size by random cluster sampling. The research tools included the Social Adjustment Questionnaire (SAQ) by Sohrabi and Samani (2013), the Cultural Intelligence Questionnaire (CIQ) by Ang et al (2004), and the General Self-Efficacy Scale (GSE-10) by Schwatzer and Jerusalem (1991). Structural equation analysis was used to analyze the data. The results showed the optimal fit of the research model. The results showed a significant direct effect of cultural intelligence on self-efficacy (P=0.002) and a direct effect of self-efficacy on social adjustment (P=0.008). However, the direct effect of cultural intelligence on social engagement was not significant (P>.0.05). Also, the results indicated the indirect effect of cultural intelligence on social adjustment with the mediation of self-efficacy (P=0.004). These results show that self-efficacy can explain the social adjustment of students according to the role of cultural intelligence.

The present research aimed to determine the mediating role of self-efficacy in the relationship between self-control and academic procrastination in students. The present research utilized a descriptive correlational research method employing structural equation modeling. The statistical population for the research comprised all students of Payame Noor University, International Center Of Assaluyeh, in the academic year 2023-2024. In this study, 208 people were selected by the available sampling method. To collect the data, the Academic self-efficacy Questionnaire (ASEQ; Owen and Froman., 1988), Procrastination assessment scale-students (APQ; Solomon and Rothblum., 1984), and Self-controlling scale (Tangney et al., 2004) were used. Data analysis was conducted using structural equation modeling. The results demonstrate that the suggested model has describable fitness. The results showed that self-control and self-efficacy had a significant and negative direct effect on academic procrastination. Also, Self-control had a significant positive effect on self-efficacy (P<0/05). The results of the bootstrap test indicated that self-efficacy played a mediating role between self-control and academic procrastination (P<0/05). The results of this study suggest that self-control is an important factor in reducing academic procrastination among students, and this relationship is mediated by self-efficacy. Self-control can play a significant role in reducing academic procrastination among students through the improvement of self-efficacy.

This research aims to predict the self-efficacy based on attitude toward blended learning in primary school teachers in Tabriz. The study was applied in terms of its aim and descriptive correlational in terms of its method. The statistical population consisted all primary school teachers in the five districts of Tabriz in the academic year 2022-2023, totaling 3,199 individuals. Using multi-stage cluster random sampling, 343 individuals were selected as the sample. To measure the variables, the Blended Learning Attitude Questionnaire by Banihashem et al (2023) and the standard Self-Efficacy Beliefs Questionnaire by Tschannen-Moran and Woolfolk Hoy (2001) were utilized. The research hypotheses were tested using Pearson correlation and simultaneous multiple regression analysis. All data analyses were conducted using SPSS 21 software. The findings indicated a significant positive correlation between the components of attitude toward blended learning and the self-efficacy of primary school teachers (p= 0.001, r= 0.33). Furthermore, the results of the regression analysis showed that among the components of attitude toward blended learning, only the motivation component is a positive predictor of the self-efficacy of Tabriz primary school teachers, while the components of workload, stress, and well-being did not have a significant impact on predicting the self-efficacy of primary teachers in Tabriz. Research findings indicated that teachers' attitudes toward educational technologies required greater attention from relevant authorities. By fostering a positive attitude among teachers, the transition from traditional teaching methods to modern and blended approaches can be facilitated more effectively.

The aim of this study was to investigate the effect of extraneous cognitive load on internal task cost and self-efficacy in students. The research design was semi-experimental with pre-test-post-test with an unequal control group and the statistical population consisted of undergraduate female students of Farhangian University of Isfahan in the academic year of 2021-2022. From this population, 30 students were selected by convenience sampling method and assigned to experimental and control groups randomly. The research instruments included the cognitive load questionnaire (Klepsch et al, 2017), the task cost questionnaire (Flak et al., 2015) and the self-efficacy subscale of the MSLQ questionnaire (Pentrich et al., 1991) and the text's influency effect was used to induce extraneous cognitive load. In the pre-test stage, the same text was given to the control and experimental groups to study it, which were similar in terms of fluency. Then both groups answered the task cost scale and self-efficacy scale. In the post-test, the method was the same, with the difference that the text font of the experimental group was manipulated in terms of fluency to make it less readable. The research data was analyzed using MANCOVA. The results showed that the induction of extraneous cognitive load in the form of influency effect has a significant effect on the internal cost of the task and self-efficacy (P<0.01). Therefore, it seems that extraneous cognitive load affects students' self-efficacy by inducing more costs.

The present study was conducted with the aim of investigating the relationship between quality of life, school climate and self-efficacy with the role of happiness as a mediator in Jeziza Kharg teachers. The research method was descriptive and correlational. The statistical population of this research included all the teachers of Kharg Island in the number of 93 people (71 women, 22 men) who were employed in the academic year 2017-2018, and due to their small number, sampling was done as a census. To collect data, Sherborn and Warr's (1992) quality of life questionnaire, Paschiardis school climate questionnaire (2000), Schwartzer and Jerusalem's general self-efficacy scale (1979) and Oxford Argyle et al.'s (1989) happiness questionnaire were used. Based on the results of regression analysis with step-by-step method, all variables of quality of life, school atmosphere and happiness have a significant role in predicting teachers' self-efficacy. Also, the results of the path analysis showed that the paths of quality of life to self-efficacy and school atmosphere to self-efficacy with the mediation of happiness are significant.

Adolescence is a challenging developmental stage in which adolescents experience significant changes in their academic and work life due to the mismatch between developmental needs and the learning environment during puberty. Self-efficacy in adolescence is considered one of the most important factors for positive development. In Bandura's social-cognitive theory, this concept means an individual's confidence in their abilities to control their thoughts, feelings, actions, and perform effectively in stressful situations. Self-efficacy, as a predictive personality trait, can be influential in various aspects of adolescents' personal, social, and academic life. Among the important abilities in adolescence is a set of psychological abilities known as positive psychological capital. Psychological capital is the positive aspect of human life and is defined based on personal understanding, having a goal to achieve success and stability against problems. Psychological capital is an integrated and interconnected structure of which resilience is a part. Resilience is defined as the process of optimal adaptation in the face of problems, traumatic events, threats, or any stressful situation that may occur in life.Resilience is an ability and skill that enables a person to adapt to problems and challenges. This factor contributes to the positive development process of adolescence. This study examined the effect of the relationship between optimism with resilience with the mediation of self-efficacy in adolescence. 

The aim of the present study is applied research and correlational data collection which is done through structural equation modeling. The participants are male and female sixth graders and first and second high school students who were studying in Bushehr in 1400-1401. 12 schools were randomly selected from each Bushehr elementary, first, and second high school. To test the research hypothesis, 600 students were selected through using a multi-stage cluster sampling method. Due to the conditions and limitations of the coronavirus disease, questionnaires were provided to students via social media such as Shad, Telegram, and WhatsApp, and eventually, out of 600 distributed questionnaires, 97 questionnaires were rejected and 503 questionnaires with valid information were identified and used in the analysis. Instruments included were a questionnaire Muris's (2001) Self-Efficacy Scales (SEQ-C), DeCaroli John and Sagon's (2014) Resilience Questionnaire, and Sher and Carver's (1985) optimism questionnaire. Analysis with the help of structural equation modeling was performed using SPSS and AMOS-24. In this study for the final assessment of questionnaires to measure Self-Efficacy, Resilience, and optimism Cronbach's alpha was used, and its values, respectively, were 0.90, 0.91, and 0.62.

Based on the presented model, the relationship between optimism and resilience was confirmed with the mediation of self-efficacy in adolescence; The results showed there was a positive and significant relationship between optimism, self-efficacy with resilience. There was a positive and significant relationship between optimism and self-efficacy directly. There was a positive and significant relationship between self-efficacy and resilience directly. Furthermore, the results of the Bootstrap test showed that the path of optimism is significant indirectly through self-efficacy with resilience (p<0.01). Based on the presented model, the relationship between optimism by comparing the parameters of the proposed model with the final model, it can be concluded that the final model has a better fit than the data. The model's CFI fit index was above 0.92, and the RMSEA was equal to 0.09, indicating that the model was a good fit for the data. Considering the moderating role of gender in the structural equation model and the resilience variable, a separate model was drawn for girls and boys, and the results show that all relationships are positive and significant, and the relationship between self-efficacy and resilience is better in boys than in girls. 

According to the findings of this research, it can be concluded that the closer we get to adolescence, the effect of optimism decreases and also there is a positive and significant relationship between optimism and resilience through the mediation of self-efficacy. Optimism can have a significant impact on adolescents' self-efficacy and self-assertiveness, making them to feel more empowered when facing challenges. Highly optimistic adolescents have more resilience characteristics than adolescents with low optimism; High self-efficacy teenagers have higher resilience than people with low self-efficacy; The more optimistic the teenagers were, the more self-efficacy they had. One quality that distinguishes resilient people is optimism. These people are not psychologically harmed and have a positive outlook on life's challenges, which makes them more resilient to adversity even in the face of risk and difficulty. Resilient people have plans and goals for the future, find meaning in life, and, because of their high level of optimism, do not give up easily and instead put in more effort when they fail.

The purpose of this study was to determine the effectiveness of the educational package of cognitive-emotional self-regulation strategieson self-determination, self-efficacy, A semi-experimental research method. The statistical population of the qualitative part included all psychology professors of the university, specialists and therapists in psychology (especially emotional therapies), and in the quantitative part, all the aggressive female students of the second secondary school of Tunkabon city. The sample size of the qualitative part is 10 people based on interviews at the saturation level, which was selected using the purposeful sampling method, and in the quantitative part, a sample size equal to 30 people was selected randomly in the experimental group (15 people) and the control group ( 15 people) were divided. The data collection tools in the qualitative part were semi-structured interviews and in the quantitative part, the self-determination questionnaire of Desi and Ryan (1985), the self-efficacy questionnaire of Scherer (1982) and the procrastination questionnaire of Tuckman (2001). thematic analysis and three types of coding were used in the qualitative part, and the multivariate covariance analysis (MANCOVA) method was used in the quantitative part. The results showed that in the qualitative part, cognitive-emotional self-regulation strategies were formulated in 9 sessions, were obtained and based on the results of the quantitative part, there was a significant difference between the mean scores of the post-test components of autonomy, competence and communication in The female students of the experimental and control groups showed (P=0.001).

This study aimed to investigate the effectiveness of solution-focused therapy in enhancing self-efficacy and reducing social anxiety among adolescents with low vision. The research employed a quasi-experimental design with a pre-test, post-test, and follow-up assessment, including a control group.

The statistical population comprised all adolescents with low vision in Yasouj City. A total of 20 participants were selected from Shaghaygh School using a convenience sampling method and were randomly assigned to either the experimental group (n = 10) or the control group (n = 10). The experimental group participated in eight sessions of solution-focused therapy, while the control group received no intervention. Participants were assessed using Smith and Betz’s Social Self-Efficacy Scale and the Liebowitz Social Anxiety Scale at three time points: pre-test, post-test, and follow-up. Data were analyzed using mixed variance analysis in SPSS software (version 26).

The findings indicated that, compared to the control group, the experimental group demonstrated significantly higher self-efficacy and lower social anxiety in both the post-test and follow-up phases (P = 0.001). However, no significant difference was observed between the post-test and follow-up stages (P > 0.05).

The results suggest that solution-focused therapy effectively enhances self-efficacy and reduces social anxiety in adolescents with low vision. Therefore, integrating solution-focused therapy into intervention programs may play a crucial role in improving psychological well-being in this population.

 The aim of this research was to present a model for predicting self-efficacy based on early maladaptive schemas, coping strategies, and differentiation with the mediation of meaning in life in remarried couples.

Methods and Materials: 

This study is fundamental-applied in terms of its goal, and the present research is descriptive, correlational, congruent, and predictive in nature. The statistical population of this research consisted of all remarried couples who visited counseling centers in District 3 of Tehran. The sampling method in this study was voluntary and accessible. The sample size was determined to be at least 400 individuals, based on the Cochran formula, the type of research, the logic of regression analysis, and considering the phenomenon of attrition. The sampling was done using a voluntary and accessible method. To analyze the obtained data, multipurpose regression tests and path analysis were performed using SPSS software version 24.

 The results showed that emotion-focused coping strategies indirectly influence self-efficacy with the mediation of meaning in life in remarried couples. Likewise, problem-focused coping strategies indirectly influence self-efficacy with the mediation of meaning in life in remarried couples. Additionally, the results indicated that differentiation indirectly influences self-efficacy with the mediation of meaning in life in remarried couples.

 Therefore, it can be concluded that self-efficacy can be predicted by early maladaptive schemas, coping strategies, and differentiation with the mediating role of meaning in life in remarried couples.

The present study was carried out to investigate the attitudes towards virtual learning and its relationship with job motivation and self-efficacy among physical education teachers in Ahvaz during the COVID-19 pandemic. The research method was correlational, and the statistical population consisted of all physical education teachers in districts one to four of Ahvaz during the 2020-2021 academic year. From this population, a sample of 244 teachers was selected using convenient sampling. They were assessed using the Virtual Learning Attitude Questionnaire (Vatanparast et al., 2016), Teachers' Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), and the Job Motivation Questionnaire (Lodahl & Kejner, 1965). The data were analyzed using Pearson correlation coefficient and path analysis with SPSS version 22 and AMOS version 20. The results showed that the mean scores for attitudes towards virtual learning, job motivation, and self-efficacy among physical education teachers in Ahvaz were at the expected level. There was a positive and significant relationship between attitudes towards virtual learning and the components of job motivation and self-efficacy. However, there was no significant relationship between attitudes towards virtual learning and the self-confidence component of physical education teachers in Ahvaz. Path analysis results also indicated that the research model had a good fit. The findings of the study demonstrated that positive attitudes towards virtual learning increase job motivation and self-efficacy among physical education teachers in Ahvaz.

Today, obesity is known as a chronic disease and is a risk factor for many diseases such as diabetes, blood lipid disorders, liver disease and heart diseases. Overweight or obesity is actually a weight that is higher than what is defined as a healthy weight index. The aim of the present study was to study the effectiveness of transcranial direct current stimulation therapy on self-efficacy and body image in overweight patients. The research method of the current research was experimental and pre-test-post-test type with a control group. The method of the current research was experimental and pre-test-post-test type with a control group. The statistical population of this research included all overweight and obese patients in Ahvaz city in 2018, By the available sampling method and taking into account the inclusion and exclusion criteria, inclusion criteria: 1- Being overweight or obese (body mass index above 25) 2- Age range from 20 to 50 years 3- Diploma education and above 4- Not suffering from acute mental and physical disorders (psychosis and mental retardation) 5- Obtaining a standard deviation less than the average in the efficiency and body image scale and the exclusion criteria include: 1- pregnancy 2- use of a heart battery or pacemaker 3- use of transcranial electrical stimulation 4- scratches and wounds on the skin Head 5- Brain surgery 9- Electroshock therapy (ECT) has been used in the last three months.  finally, 63 women were selected as sample members and 40 subjects were randomly selected. They were randomly assigned to two experimental and control groups. Research instruments included body image scale (Littleton) and self-efficacy scale (Clark). After the initial assessment, the experimental group received three sessions of DLPFC anodic stimulation tthirteens 20-minute sessions twice a week, while the control group did not receive any intervention. Data were analyzed using SPSS-21 software by multivariate analysis of covariance. The results showed that there was a significant difference between the experimental and control groups in efficiency and body image. In terms of efficiency (F=124.4, P<0.000) with an effect size of 0.89 and body image (F=6.9, P<0.000) with an effect size of 0.32. The level of self-efficacy in the experimental group increased significantly compared to the pre-test and the control group. Also, the level of fear of body image in the experimental group decreased significantly compared to the pre-test and the control group. These results have shown that transcranial electrical stimulation has been effective on self-efficacy and body image in overweight and obese patients. Transcranial electrical stimulation has increased self-efficacy and reduced fear of body image. Therefore, it can be said that transcranial electrical stimulation (tDCS) can be useful and efficient for the treatment of overweight and obesity and can be used as interventions in nutrition, psychology and counseling clinics.

The purpose of the present study was to investigate the mediating role of self-efficacy in the cognitive abilities and social adjustment of students. The research method was descriptive-correlation of structural modeling type. The statistical population included the students of the Gorgan unit of Azad University in the academic year 2022-2023, and 384 people were selected as the sample size by random cluster sampling. The research tools included the Social Adjustment Questionnaire (SAQ) by Sohrabi and Samani (2013), the Cognitive Ability Questionnaire (CAQ) by Nejati (2013), and the General Self-Efficacy Scale (GSE-10) by Schwatzer and Jerusalem (1991). Structural equation analysis was used to analyze the data. The results showed the optimal fit of the research model. The results showed a significant direct effect of cognitive abilities on self-efficacy (P=0.004) and self-efficacy on social adjustment (P=0.01), but the direct effect of cognitive abilities on social adjustment was not significant (P<0.05). Also, the results indicated the indirect effect of cognitive abilities on social adjustment with the mediation of self-efficacy (P=0.007). These results show that self-efficacy can explain the social adjustment of students according to the role of cognitive abilities.

The study aimed to investigate the effect of non-violent communication program on parenting self-efficacy and psychological well-being in mothers of children with hearing impairment. This research was a semi-experimental by pre-test, post-test design with a control group. The total number of the statistical population was 49 people, 30 of the mothers were selected from the mainstreaming schools in Isfahan city using convenient sampling method and were randomly assigned in two experimental and control groups of 15 people. Dumka and et al. Parental Self Agency Measure and Ryff Psychological Well-being were used for assessment of all participants. The experimental group participated in the intervention in 8 sessions of 45 minutes and one sessions weekly. Then both groups were evaluated with the same scales. Data were analyzed by univariate analysis of covariance. The results indicated that the non-violent communication program had a significant and positive effect on parenting self-efficacy and psychological well-being in the experimental group. Since the intervention improved parenting self-efficacy and psychological well-being in mothers of children with hearing impairment, therefore planning for this intervention has an important role in improvement of the parenting self-efficacy and psychological well-being of mothers.

The implementation of self-regulated learning plays a role in reducing students' anxiety and increasing the level of deeper information processing in them. Among the applications of education based on self-regulation is its role in increasing students' self-efficacy, which has received less attention from researchers so far. There is a research gap regarding the effectiveness of integrated education based on self-regulation on students' self-efficacy.

This research was conducted with the aim of comparing the efficacy of the integrated and face-to-face education program based on self-regulation on the self-efficacy of sixth grade elementary School female students.

The method of the current research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all sixth grade elementary School female students of Qaenat city in the academic year of 2022-2023. 54 students were selected from among the students of the statistical community using convenience sampling method, And they were randomly assigned in two experimental groups (18 people in the integrated training group based on self-regulation, 18 people in the face-to-face training group based on self-regulation) and a control group (18 people). The data collection tool in this research was the self-efficacy questionnaire (Sherer et al., 1982). Integrated training sessions (researcher-made) were held in 8 weeks for the first experimental group, and face-to-face training group sessions were held in 7 weeks for the second experimental group. Analysis of the research data was done using covariance analysis method and using SPSS-24 software.

The results showed that there is a significant difference between the effectiveness of two methods of integrated and face-to-face education based on self-regulation on students' self-efficacy, And integrated training is more effective than face-to-face training in increasing self-efficacy (P< 0.01). In addition, the average of both integrated and face-to-face education groups was more effective on students' self-efficacy than the control group (P< 0.01).

According to the findings of the present research on the greater effectiveness of integrated education based on self-regulation on the self-efficacy of elementary school students, The use of this educational method is suggested to educational psychologists, school counselors and all officials in the field of education.

Irritable bowel syndrome is one of the most well-known gut-brain interaction disorders and is characterized by symptoms of chronic abdominal pain along with changes in bowel habits. This disease has a significant impact on the quality of life of patients. The aim of the present study was to investigate the mediating role of self-efficacy in the relationship between cognitive flexibility and psychological well-being in patients with irritable bowel syndrome.

The present study was descriptive-correlational using structural equation modeling. The statistical population was patients with irritable bowel syndrome who referred to Gastrointestinal Health Center, Alzahra Hospital in Isfahan city in year 2023. The sample size was selected based on Kline model and with convenience sampling of 300 patients. Using psychological well-being scale, cognitive flexibility inventory (CFI) and self-efficacy questionnaire data was collected. Using SPSS version 28 and AMOS software data were analyzed.

The results indicated that Problem solving process (sig= 0.001,β=.62) and perception of controllability (sig= 0.001, β=.49) predict psychological well-being and self-efficacy has a mediating role in the relationship between cognitive flexibility and psychological well-being.

The findings of this research have practical implications for therapeutic interventions focusing on cognitive flexibility and self-efficacy to improve the psychological well-being of patients with irritable bowel syndrome.

The present study was conducted to investigate the structural model of the relationship between social-emotional competence and academic engagement with academic achievements with the mediating role of academic self-efficacy. The method of descriptive correlational research was Path Analysis. The statistical population included all high school students in the second year of Bojnord City in the academic year of 2022-2023, out of which 383 people were selected as the research sample in a multi-stage cluster method. The research data was collected by self-report method and using Academic Engagement Scale (AES) by Reeve (2013), Social Emotional Competence Questionnaire Scale (SECQ) by Zhou & Ee (2012), the academic self-efficacy Questionnaire by (ASEQ) Jinks, & Morgan (1999) and Adjustment Inventory for High School Students by Singh and Sinha (1993). To measure the academic achievements of the students, the grade point average in the final exams was calculated and considered as an indicator of their academic progress. Data analysis was done using a correlation coefficient test and structural equation modeling method. The results showed that there is a direct and significant relationship between academic engagement and academic self-efficacy with academic achievements (P≤0.05). Another finding of the research showed that the direct effect of social-emotional competence on academic achievement is insignificant (P<0.05). Indirect coefficients indicated that the indirect effect of social-emotional competencies and academic engagement on academic achievement with the mediating role of academic self-efficacy is significant. Finally, the fit indices obtained from the general model had a good fit with the collected data. Based on this, social-emotional competence and academic engagement are directly and indirectly related to academic achievement through academic self-efficacy.

Aime:

This study was conducted with the aim of investigating the effectiveness of parent-child relationship education through cognitive-behavioral therapy based on the educational package compiled on children's self-efficacy.

This research was conducted using a semi-experimental method with a pre-test and post-test design with a control group. The statistical population included the students in the first year of a high school in district one of Tabriz in the academic year 2020-2021 and their mothers. According to the purpose of the study, 42 mothers were selected as available statistical samples and randomly divided into two groups of 21 people (experimental and control groups) and 42 students, the children of the same mothers, were placed in the experimental and control groups based on their mothers’ group. The mothers of the experimental group received educational interventions according to the educational package during 10 sessions of 90 minutes for 10 weeks. Students' self-efficacy was measured using the Bandura's self-efficacy questionnaire. The educational package was compiled using library/documentary studies using the research synthesis method and its validity was determined by the content validity method, Lawshe's model (1975), the collective opinion of the expert group.

The results demonstrated that quantitative coefficient of CVI validity index of the educational package was between 0.9 and 1, which indicates its reliability. The results of the covariance analysis of the data indicated that the educational intervention of parent-child relations in the way of cognitive-behavioral therapy using the educational package developed was significantly effective on children's self-efficacy (F = 43.85, ).

Therefore, parent-child relationship education interventions with the help of techniques based on cognitive-behavioral therapy can be used to increase and promote students' self-efficacy.

This study aimed to compare the effectiveness of schema therapy and therapy based on acceptance and commitment to increasing the emotional processing and self-efficacy of people with rheumatoid arthritis. The present research method was semi-experimental with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of this research was all people with rheumatoid arthritis in 2022-2023 from Loqman Hospital in Tehran. 60 people, as a sample, were randomly selected in 3 groups of 20 people (two experimental and one control group) using the purposeful sampling method. The emotional processing scale (EPS, Baker et al, 2007) and the general self-efficacy scale (GSE, Scherer et al., 1982) were used to collect data, as well as the 12-session protocol of schema therapy and the 11-session protocol of acceptance and commitment therapy were used for the intervention. The data were analyzed using variance analysis with repeated measures and Tukey's post hoc test. The findings showed that the schema therapy and acceptance and commitment groups significantly increased emotional processing and self-efficacy compared to the control group (p<001), and the schema therapy group performed significantly better in two dependent variables than the acceptance and commitment group (p<001). Therefore, using schema therapy and acceptance and commitment therapy can help to increase the emotional processing and self-efficacy of people with rheumatoid arthritis.