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The present study examined the relationship between problem-solving styles and academic procrastination with the mediation of academic self-efficacy among high school students. This research method is descriptive - correlation using structural equation modeling and path analysis. Participants of this study consisted of 334 high school students (171 females and 163 males) who were recruited from all high schools of Zabol city via multistage random cluster sampling method. In order to study research variables, each participant completed problem solving styles questionnaire (Cassidy & Long, 2006), self-Efficacy study questionnaire (Morgan & jinks, 1999) and academic procrastination questionnaire (Solomon & Rothblum, 1984). The reliability of research instruments was determined by Cronbach's alpha coefficient and their validity was attained through internal correlation. The results of reliability and validity of the tests were acceptable. The results of path analysis indicated that academic self-efficacy plays the role of a mediator between helplessness styles, creativity and academic procrastination. Moreover, the approach Style and Confidence Style of problem-solving indirectly and through educational self-efficacy affected academic procrastination. Identifying student's problem-solving styles can improve and increase self-efficacy which it leads to the decrease of procrastination among students.

Multiple Sclerosis (MS) is one of the most common chronic diseases of the central nervous system. It's chronic nature, lacking definitive treatment and its onset in a young age can have a devastating effect on the quality of life and self-esteem. This study was designed to assess the efficiency of problem-solving skills on quality of life and self-esteem of patients with MS.
This study was a quasi-experimental study with experimental and control groups. Sampling was first conducted as a public call between members of the MS Society in Tehran and 24patients diagnosed with MS and inclusion criteria from among the applicants, were randomly assigned into experimental (n= 12) and control (n= 12) groups. MS patient's questionnaires of life quality and self-esteem were completed by the subjects before and after treatment. The experimental were exposed to 6 sessions of 2-hours of training problem-solving skills in the group. The data were analyzed using univariate covariance.
The results indicate that there is a significant difference between some subscale of the quality of life, including physical performance, which plays a role in relation to physical and mental state, energy, mental well-being, health threats, health perception, satisfaction From sexual performance, quality of life and self-esteem of experimental and control groups (P The results suggest that problem-solving skills affect the increase in self-esteem and the increase in some subscales of life quality in MS patients. Therefore, using this supportive method can be used as an effective method in order to improve the quality of life and self-esteem caused by MS and enabling them.

The purpose of this study was to investigate the effectiveness of problem solving training on test and social anxiety in elementary school male students.
The statistical population of this study were all the elementary school male students of Najaf Abad city in academic year 2013-2014. Out of the population, 30 students were selected through cluster random sampling and were assigned randomly in one experimental (n=15) and one control (n=15) group. Both groups completed a Test Anxiety Questionnaire (Abolghasemi et al. 1375) and Jerabek's (1996) Social Anxiety Questionnaire in pre-test and post-test stages. Eight weekly sessions of problem solving training was administrated to the experimental group for once a week, but the control group received no intervention. Multivariate analysis of covariance was used to analyze the data.
Findings: The results showed that both of the dependent variables in the experimental group were reduced significantly compared with control group.
Based on the results of this study, problem solving training can be considered as an efficient intervention to reduce test and social anxiety in primary school students.

This study aimed to examine the effectiveness of problem-solving skills on happiness & Beliefs substance abuse of addicts to methamphetamine in Tehran city.
with use of a semi-experimental design and multistage cluster sampling method, 36 addicts were randomly assigned in the experimental and control group. Both groups filled Oxford Happiness Questionnaire & Beliefs substance abuse in the pre-test post test and 3-months fallow up. The participants of the experimental group were trained problem-solving skills. Covariance and variance analysis with repeated measurement of Bonn-Ferny test were conducted to analyze the data.
Findings: Eta Square (happiness: Eta=0 0.28 & beliefs abuse= 0.51) confirmed increases in happiness level & Beliefs substance abuse of addicts receiving problem-solving skills. Therefore, it can be concluded that the experimental intervention had made changes in the experimental group that 0.28, 0.51 of them results from the experimental action, and with 0.99 assurances there was significant difference between the studied groups in the three measurements or intervention stages.
training of problem-solving skills was effective for increasing happiness level and changing positive beliefs abuse to negative beliefs abuse of addicts to methamphetamine.

Mathematics is one of the courses in which students are weak and it causes their academic failure. The aim of present study is to estimate the math anxiety based on cognitive emotion regulation and problem-solving ability in second year students of science. The research method was correlation. The participants of this study were female second year students of science in Yazd. So, 130 girls were selected based on cluster random sampling method and completed math anxiety MARS-R, cognitive emotion regulation CERQ and problem-solving ability PSI questionnaires. Descriptive statistical indices, Pearson correlation coefficient, and step by step multivariate regression were used by the software SPSS V. 20 to analyze the data. The results indicated that although there is an inverse relation between math anxiety scores of students and two dimensions of problem-solving ability such as control characters (r = - 0/249) and confidence in problem-solving (r = - 0/348), the relation between math anxiety scores and negative cognitive emotion regulation is direct and significant (r = 0/327). The findings from regression showed that problem-solving ability and negative dimension of cognitive emotion regulation explained totally 18 percent of variance in math anxiety in level p

Acquiring problem-solving skills enables children to explore various solutions for daily challenges، and allow them to make proper decisions to solve them. Children، who lack cognitive interpersonal skills are more aggressive، socially isolated and care less about other people. This condition may result in a poor adjustment at school، and these children demonstrate more aggressive and apprehensive behaviors. Evaluating effectiveness of problem-solving skills on improving social skills and reducing behavioral problems of slow-learner first grade students was the main objective of the present study. This single subject design study with pre and post-testing and follow-up stages was conducted on five male students. Data were gathered by using Gersham & Eliott Social Skill Scale Rating System (Parent and teacher forms) for three stages of pre، post testing and the follow-up. Mothers and teachers of the subjects completed the questionnaires 40 days after the training sessions for follow-up. Four problematic behaviors of these students were observed in the classrooms; behaviors such as aggression، bullying and intimidating، complaining، and arguing with the teacher and other students. These behaviors were observed and documented during the first 10 sessions as the baseline data. Then، the problem-solving program (Shure، 2000) was presented to the subjects in 30 sessions of 50 minutes، three times a week. Data from follow-up stage was gathered through 10 post-training sessions. Descriptive statistics and analysis repeated measure analysis of variance were used to analyze the data. Results show that based on teachers، and parents’ evaluation، this training was successful in enhancing social skills، and reducing behavioral problems. The differences between the means of pre and post test scores were significant. Results concerning problematic behaviors show that the differences among means in all three stages were also significant and the training diminished problematic behaviors. At the end of this article، we discuss the concurrence of our results with other studies، and the importance of problem-solving training at schools.

This study was conducted with the aim of investigating the role of teaching problem solving methods in family and career relationships. The design of this study is Quasi-experimental with pretest -posttest. Data are collected before and after the workshops, utilizing parenting strategies and career relationships questionnaires developed by the researchers. These two-hour workshops in nine sessions have been held for 99 employees of the Iran- Khodro Company (51 men and 48 women). After collecting the data, the mean scores of pretest- posttest for factors of parenting styles and career relations questionnaire were compared using dependent t- test procedure. Finding suggests that problem-solving skills among participants have increased and employment relations and parenting styles have improved.

The aim of the present study was to determine the efficacy of problemsolving training on the quality of life of mothers with autistic children. Research method was quasi-experimental with pre-test, post-test, follow-up and control group. Subjects were thirty mothers with autistic children randomly selected among clients referred to the “Children of the Sun” Specialized Autism Center located in Ghods City, Tehran Province in 2013. Participants were placed in an experimental and a control groups (fifteen in each group). The experimental group received six two hour training sessions once a week and the control group was placed in a waiting list. The Medical Outcomes Study Short Form (SF-36) (Ware & Sherbourne, 1992) was administered at pre-test, post-test and follow-up. Data was analyzed using analysis of covariance (ANCOVA). Results indicated that, as compared to the control group, learning problem-solving skills was effective in improving the quality of life in the experimental group. A two-month follow-up confirmed these results. Since mothers with autistic children play a central role in the emotional climate of the family, problemsolving training can be used as a supporting tool for improving the quality of family life.

Having inefficient lifestyle، incorrect dietary habits، low body exercise، and social-cultural environment malfunction are main factors for over-weighting and fatness. So this survey tries to compare efficiency of two methods of therapy based on problem-solving skills and weight man-agement therapy cognition in BMI reduction and improvement of weight efficiency lifestyle among overweight and fat women. For this purpose، 34 women with BMI˃ 25 were selected by available sampling and were categorized in two test groups of therapy based on problem-solving، and confronting with and cognition of therapy (each group 17 persons). All of tested women answered to WEL questionnaire items at the beginning، at the end، and 12 weeks after each therapy course finish and their BMI was calculated. Data analysis through SPSS 16th version and by applying frequent-measurement variance analysis test showed that two interven-tions have led to meaningful reduction of BMI (P˂0. 05). But no mea-ningful difference was observed between these two interventions in this area (P˃0. 05). Also، there was no significant difference between the two interventions on improvement of weight efficiency lifestyle (P˃0. 05). Therefore، it could be concluded that using special methods of each in-tervention such as self-supervision، correction of destructive thought، problem-solving skills، and strategies against environmental and emo-tional clues for triggering of eating، subjects could increase self-inhibition and resistance against these stimuli and help to improve their weight efficient lifestyle and their weight loosing.

The purpose of the present research was to study relationship between stress coping style (problem- focus, Emotion – Focus) and self- assertive with perceived stress in the women at risk for breast cancer. The research method was correlation and sample of this research were 60 prople of women at risk for breast cancer that selected via simple randomization. The research materials were: coping inventory of stressful situations, shiring self- assertive questionnaire and Markham perceived stress questionnaire. Multiple regression analysis with stepwise method and pearson correlation showed that self- assertive (%24.80), emotion- focus coping (%15.52) and problem focus coping (%9.38) were explan of common variance (R2) of perceived stress. This investigation showed that low self- assertive, above emotion- focus coping and low problem- focuse coping have basic role in emount of perceived stress in the women at risk for breast cancer.

Establishing a proper communication requires various skills including problem-solving. Lack of such skills could result in impulsive behaviors، aggression، isolation، disappointment، and other behavior problems in children. In the case of mentally challenged children، deficient cognitive capacities and underdeveloped social skills could also affect their impulse control and their adaptive behaviors. Therefore، teaching productive thinking skills، such as problem-solving seems necessary. The main objective of the present study is to evaluate cognitive problem-solving approach for resolving interpersonal issues in slow-learner students in first grade. This single-subject study was conducted on five male students with A-B design with follow-up. Behaviors such as aggression، bullying and threat، complaining، arguing and quarrelling were observed as target behaviors. The baseline data was gathered during 10 sessions. Then، the cognitive problem-solving skill training for resolving interpersonal issues was offered in 30 sessions of 50 minutes each، three times a week. Follow-up data was gathered during 10 sessions after the workshop. Diagrams and Visual Analysis were used to analyze the data. Analysis shows that training was effective on reducing behavioral problems during intervention phase; a decreasing trend was also noticed during the follow-up period.

The present study aimed at exploring the relationship between job control and job engagement. A sample of 315 employees was selected via stratified random sampling from a larger population of all the employees working in the oil Refinery Company located in Abadan. Simple and multiple correlations were used to analyze the data. Results indicated that total job control، timing control and method control were positively correlated to job engagement. Whereas، no significant relationship was observed between supervision demands، problem-solving demand، product responsibility and job engagement and its dimensions. In addition، the results showed that timing control accounted for 14 percent of the variance of job engagement which was of considerable note.

The purpose of this article was studied of the efficacy of transactional analysis group therapy upon improving problem-solving skills. This study was experimental with pretest-posttest design. Thirty clients who were referring to the Ferdowsi University Counseling and Psychology Clinic were chose based on screening method. In addition, were randomly divided two equal groups (15 participants): experimental and control groups. Problem-solving questionnaire was used collect data as well as the experimental intervention was TA group therapy that was administrated during two hours and weekly. For data analysis in the descriptive level mean and standard deviation were used and covariate method was used at the inference level (ANCOVA). The results suggest that the problem-solving skills in the experimental group significantly increased. Moreover, by the increase in subscales creative, confidence, control, and approach styles were observed. It concluded that the method of TA group therapy is effective and useful strategy in improving problem-solving skills.

The present research was designed to examine the role of training of critical thinking in improving problem solving and self-esteem in high school girls’ students and to give suggestions to psychotherapists, counselors, schedulers and educational experts for training and enhancing students’ critical thinking. The method of research is empirical and its statistical society comprised girls who were educating at a high school in Kalaleh town in academic year of 1385-86 (N=1000). We selected 22 students who scored low grades in critical thinking, problem solving and self-esteem tests randomly and devised them into two groups (experimental and control ones). We trained the critical thinking to the experimental group in 10 sessions. Then, the both groups examined by post-test. The data of pretest and post test analyzed using t-test. The finding of the present study revealed that the individual of experimental group who participated in training of critical thinking, obtained higher scores in problem solving skills and self-esteem, and also demonstrated better adjustment to others. In general, from the finding of this study it might be concluded that critical thinking may play a fundamental role in problem solving skills and self-esteem. At the end, researchers have presented practical suggestions and strategies.