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The present study was conducted to compare the impact of acceptance and commitment-based couple therapy and cognitive-behavioral couple therapy on reducing violence and marital attribution styles of couples seeking divorce.This semi-experimental research is of an experimental type with a pre-test and post-test design with a control group. The statistical sample consisted of 60 couples applying for divorce in Yasuj city in the first quarter of 2012, who were selected by purposive sampling and randomly assigned to three groups of 20 people, cognitive behavioral couple therapy group, acceptance and commitment based couple therapy group, The control group (10 couples in each group) were included. Before and after the implementation of the interventions, the subjects responded to the Spouse Abuse Questionnaire and the Matrimonial Attitude Context Finding Scale. The results of covariance analysis showed that there is a significant difference between the average scores of subjects in the components of emotional violence and physical violence and marital documents in the experimental groups of cognitive behavioral couple therapy and acceptance and commitment-based couple therapy with the control group (P<0.05). ). Post Bonferroni test also showed that there is no significant difference between the two groups of cognitive behavioral couple therapy and couple therapy based on acceptance and commitment. Both interventions of couple therapy based on acceptance and commitment and cognitive-behavioral couple therapy are effective in reducing violence and improving marital documents of couples applying for divorce, and each of the interventions can be used separately or combined.

  The aim of this research was to predict academic Procrastination based on attributional style  and hardiness with the meditation of academic self-concept  in secondary school  students of Kangawer.

The research method was descriptive and the design was correlation of the kind of structural equation  modeling. The statistical population consisted of all secondary school students of Kangawer in 2017-2018 academic years and 330 of whom were selected  through stratified random sampling and cocranꞌs formula. Data was collected by academic  procrastination of Solomon Herr questionnaire (1984) , attributional style Seligman et al. (1983 )questionnaire, academic Self-Concept Yessen Chen's questionnaire(2004) and psychological hardiness of Ahwaz questionnaire (1998). 

The result showed that attributional style and hardiness directly predictive of Academic Procrastination at a level of 0.05. academic self-concept has not partially mediating role among academic self-efficacy and attributional style. also academic self-concept was not a mediator role between procrastination and psychological hardiness.

Therefore, educational environments should seek to cultivate psychological toughness, positive self-concept, and internal and controllable attribution styles in students.

This research investigates the relationship between attribution styles and psychological capital through the flow with academic engagement. The type of research was descriptive and correlational. The statistical population of the research is male and female students of Yazd University in the academic year 1398-1399 (14470), in which 384 students were selected by convenience sampling. The research instruments included standard questionnaires of attributional styles by Patterson and Seligman (1984), flow by Jackson and Auckland (2002), psychological capital by Luthans, Avolio, Avey, & Norman (2007) academic engagement by Fredericks, Blumenfeld & Paris (2004). Data analysis was performed using SmartPLS2 and software. The results of structural equation modeling showed that psychological capital plays a role in predicting academic engagement. Positive attribution style plays a role in predicting academic engagement. Negative attribution style plays a role in predicting academic engagement. Psychological capital plays a role in predicting academic engagement by mediating the flow. Positive attribution style plays a role in predicting academic engagement by mediating the flow (p<0/05). Negative attritional style plays a role in predicting academic engagement through the mediating role of the flow (p<0/05).Finally, considering the role of document styles and psychological capital in predicting academic enthusiasm, it seems necessary to establish educational workshops to improve psychological capital and improve students' document styles.

The purpose of this study was to Development and validate a questionnaire of attribution styles of patients with Covid-19.

The research method was descriptive-correlational. The statistical population included patients with Covid-19 in Qom and Tehran provinces. 292 people were tested by convenience sampling method.

To evaluate the content validity, the minimum acceptable value for the Content validity index (CVI) is equal to ./79 And the minimum acceptable value for the Content validity ratio  index (CVR) is equal to ./62 Was used. The results of the criterion validity were obtained convergently between the questionnaire of the present study and the equivalence scale (0.734) and  was significant at the level of 0.01. Structural validity by factor analysis, respectively seven factors,"positive theistic attribution ", " theistic recovery attribution", "personalized attribution", "negative theistic attribution", "attribution to others", "naturalistic attribution" and " Non - theistic improvement attribution", which estimates (48.696) percent of the total variance of the questionnaire. The validity of the questionnaire was obtained in the test- retest (0.678) in the two halving method (0.808) and the Cronbach's alpha coefficient of the whole questionnaire (0.888), which indicates the good internal consistency of this questionnaire.

Therefore, the results indicate the ability of the questionnaire of attributionstyles of patients with Covid-19 for use in research and services to Covid-19  patients.

The purpose of this study was to investigate the effect of mindfulness based of cognitive therapy on the student's attribution styles of with major depressive disorder. The research method was quasi-experimental with pretest-posttest design and follow-up with the control group. First, 410 individual female students completed the Beck-II Depression Inventory by screening test. Those who achieved a standard deviation above the mean of the group received a structured clinical interview. Then, 24 participants with major depression and inclusion criteria were randomly assigned to two groups of 4 in each experiment. The instrument of measurement in this study was Beck Depression Inventory - II and Attribution Style of Seligman and Singh. The experimental group underwent 8 sessions of 2-hour sessions of mindfulness-based cognitive therapy. At the end of the intervention, post-test and two months after the intervention, the control and experimental groups were followed up. Data were analyzed using descriptive and inferential tests including univariate and multivariate analysis of covariance. The results showed that mindfulness-based cognitive therapy significantly increased the attribution style of events with good outcome and decreased the attribution style of events with bad outcome. These results were consistent at the follow-up stage. Based on the results of this study, it is suggested that mindfulness-based cognitive therapy intervention be used to reduce the level of pessimistic attribution style and to increase the optimistic attribution style of female students with major depression.