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Academic performance, academic satisfaction, and academic motivation are considered the most important indicators of the success of scientific and educational activities and are an important issue for education system policymakers.

The present research was conducted with the aim of investigating the effect of students' attitudes in the studies course on academic satisfaction and academic performance and academic motivation with the mediating role of academic excitement in Karbala high school in the academic year of 2022-23.

The method of the current research was descriptive correlation type with path analysis approach. The statistical population consisted of 885 high school students in Karbala. Using Cochran's formula, 302 of them were selected by random cluster sampling. To collect the research data, from five standard questionnaires of attitude towards lessons by Asgari (2010), academic excitement from Pekrun and et al., (2002), satisfaction education from Ahmadi (2009), academic performance from Pham and Taylor (1999), and academic motivation were used from Harter (1981). The validity of the questionnaire was confirmed and the reliability of the tool was confirmed by using Cronbach's alpha coefficient in a preliminary study for the questionnaire of attitude to study 0.82, academic excitement 0.91, satisfaction with education 0.88, academic performance 0.89 and academic motivation 0.86. Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software.

The results showed that the attitude of the students towards the study course was favorable, the results of the path analysis showed that the attitude towards education has a positive and significant effect on the academic satisfaction, academic performance and academic motivation of the students directly and with the mediating role of academic emotions.

Teachers are considered to be very effective and strong role models in the formation of students' behaviors, habits and attitudes. Also, the academic attitude can be changed with education even in adulthood. The appropriate quality of the classroom can instill in students the belief that classroom activities are valuable.

One of the goals of the education system is to nurture motivated, efficient, and purposeful learners. It is essential to examine the factors related to students' academic engagement and enhance it; thus, identifying factors that affect students' academic performance is crucial.

This study aims to investigate the relationship between parental psychological control and academic performance among secondary school students, with the mediating role of achievement goal orientation and resilience.

The research method was correlational, utilizing path analysis. The statistical population included all second secondary school students in Kermanshah city during the academic year 2023-2024. From this population, a sample of 235 students was selected through multi-stage cluster random sampling. Data were collected using the Parental Psychological Control Questionnaire (Soenens et al., 2010), Achievement Goal Orientation Questionnaire (Elliot & McGregor, 2001), Resilience Scale (Connor-Davidson, 2003), and Academic Performance Questionnaire (Pham & Taylor, 1999). Data were analyzed using path analysis with SPSS-24 and AMOS-24 software.

The results indicate that the proposed model has a good fit. Psychological control has significant negative effects on resilience (β= -0.504), mastery-orientation (β= -0.458), and academic performance (β= -0.18). It also has a positive effect on performance-avoidance (β= 0.473). Additionally, resilience (β= 0.286) and mastery-orientation (β= 0.293) have positive effects on academic performance, while performance-avoidance has a negative effect (β= -0.173). Indirectly, psychological control negatively affects academic performance through resilience (β= -0.144), mastery-orientation (β= -0.134), and performance-avoidance (β= -0.082) (p< 0.05).

The findings suggest that psychological control, resilience, and goal orientation impact academic performance. Therefore, by raising awareness and providing education, it is possible to influence factors that affect students' academic performance and subsequently enhance it.

The present study examines the effectiveness of two psychomotor rehabilitation methods, Dosahu and Floortime, on the theory of mind in students with high-functioning autism.

This study is an applied research in terms of its objective and a quasi-experimental interventional study in terms of data collection, employing a single-group pretest-posttest design with a control group and follow-up. The statistical population consisted of all 6- to 10-year-old boys with high-functioning autism in Tehran who were enrolled in exceptional schools in the city during the 2023-2024 academic year. The sampling method used in this study was multi-stage cluster random sampling. Participants were selected from autistic children diagnosed by the Organization for Special Education and identified as having high-functioning autism based on the Autism Spectrum Screening Questionnaire (ASSQ). A total of 45 children were randomly assigned to three groups of 15 participants each. The first group underwent Dosahu intervention, the second group received Floortime intervention, and the third group served as the control group, receiving no intervention. Data analysis was conducted using paired t-tests and visual depiction or graphical analysis via SPSS.

The Dosahu therapeutic method significantly affected the subscales of theory of mind in children with autism spectrum disorder. Furthermore, the effect size indicates that the Dosahu method was more effective in improving preliminary theory of mind in children with autism spectrum disorder and contributed more to its enhancement (p<0.01).

The results of this study showed that Dosahu and Floortime psychomotor rehabilitation positively impact the improvement of theory of mind and motor imagery in children with high-functioning autism, enhancing their cognitive and motor skills.

Student periods are always accompanied by various challenges, including increased alexithymia and test anxiety, and decreased adjustment to college. Consequently, the aim of the present study was to determine the effectiveness of mindfulness-based education on alexithymia, test anxiety, and adjustment to college in students. 

 This research was a quasi-experimental with a pre-test and post-test design with a control group. The population of this study was girl students of Payam Noor University of South Tehran Branch in the 2023-2024 academic years. The sample of this study was 30 students who were selected by purposive sampling method and randomly with the help of a lottery assigned into two equal groups. The experimental group received 8 sessions of 120 minute with the mindfulness-based education protocol of Baer et al. (2006), and the control group did not receive any
education. The data of the present research were collected with Toronto alexithymia scale (Bagby et al., 1994), test anxiety questionnaire (Sarason, 1957), and adjustment to college questionnaire (Baker and Siryk, 1984) and were analyzed by multivariate analysis of covariance in SPSS-23 software.

The findings of this study showed that there were significant differences between the groups in terms of all three variables of alexithymia, test anxiety, and adjustment to college. In other words, mindfulness-based education decreasing alexithymia and test anxiety, and increasing adjustment to college in students (P<0.001).

According to the results of the present research, university counselors and psychologists can use mindfulness-based education to decrease alexithymia and test
anxiety, and increase adjustment to college in students.

Spiritual intelligence is the intelligence with which we deal with and solve semantic and value problems, the intelligence that By putting life's activities and tasks into broader, richer and more meaningful contexts, we use them to To know the meaning of our actions. Emotional intelligence related to emotional and social skills and abilities Self and others, so the purpose of the present study is to investigate the relationship between emotional intelligence and spiritual intelligence The academic performance of high school female students in district 2 of Tehran was. Correlation research method That is through modeling structural equations. The population consisted of 1500 students Secondary school districts of Tehran were in the academic year 1398-1989, based on Cochran's formula of 305 students They were selected at random. Research instrument, Emotional Intelligence Questionnaire (Bar-on, 1997) The questionnaire was Spiritual Intelligence (King, 2008). To analyze the data with various preliminary analyzes (ie Mean, standard deviation, Pearson correlation coefficient to obtain an initial insight into the data Then, more sophisticated analyzes are performed to evaluate the fit of the proposed model and to investigate the research hypotheses through Structural equation modeling was performed using amos software. The results of this study showed that between There is a significant relationship between emotional intelligence, spiritual intelligence and academic performance. Finally, based on these findings Emotional intelligence and semantic intelligence can predict students' academic performance.

Schemas mean patterns, templates and basic examples that form in our minds and influence our way of thinking, feeling and behaving. This schema, which is formed in the educational environment and is influenced by student communication, is called academic schema, identifying and measuring academic schemas is essential to prevent students' academic and psychological problems.

This research was conducted with the aim of constructing and validating the academic schema scale in s in high school girl students

The method of the study was a combination of exploratory type and instrument  development model. For this purpose, the foundation was first established through a qualitative study  based on data theorizing, using a semi structured interview technique that was  selected and interviewed with a sample of17 students.The text of the interviews was coded using three methods of open, central and selective coding. In the next stage  based on the codes obtained from the  qualitative part of the research, it became a tool for measuring the schema academic  of high school girl students and validating them. They were studying in 2021-2022. They were selected using  Purposive sampling and responded to the scale of academic schema.

In the results of confirmatory factor analysis, the academic schema scale containing 37 items and including 7 factors was confirmed, student status (6 items),  Academic Value (4 items), career future (6 items), school regulations (7 items). , teacher's attitude and behavior (5 items), measurement and evaluation (6 items) and Student–Student relationship (4 items) and model fit indices in confirmatory factor analysis confirmed the validity of this scale.

 the results of the study provided evidence for the validity and reliability of  the researcher-made questionnairescale of academic schema  as a tool for measuring  defective and inhibiting schemas in the path of academic success of students.

Concept mapping can be taken as a tool that identifies the learner's understanding of the subject. Therefore, attention to the importance and application of concept maps for the development of creative thinking and information preservation in the educational system is an inevitable necessity.

The aim of the current research was to the effectiveness of teaching with conceptual maps in developing creative thinking skills and retaining information in the physical geography of fifth-grade literature students.

The present study was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population of the study was 801 fifth-grade students of literature in Urmia. Sixty students were selected by cluster random sampling method and randomly assigned to two groups of 30 (control group 30 and experimental group 30 students). Data collection was based on a creative thinking questionnaire by Welch & Mc Dowall (2002) and information retention by Mohammadi Bahmani (2014). The face and content validity of the questionnaire was approved by professors and experts in management and educational sciences and was confirmed through factor analysis. The reliability of the questionnaire was 0.89 for creative thinking and 0.84 for information retention based on Cronbach's alpha coefficient. The analysis of the information obtained from the tests was done through SPSS. 22 software in two descriptive sections including (Mean and standard deviation) and inferential (analysis of covariance).

The research results showed the effect of concept map training on the development of creative thinking skills (expansion, innovation, fluidity, and flexibility) and the retention of positive and meaningful information, it was also found that the effect of mind map training on creative thinking is greater than retention It was information.

The results showed that the use of concept mapping training is effective in the development of creative thinking skills and

Social support is known to be the most powerful coping force for successful and easy coping when dealing with stressful situations and makes it easier for patients to bear problems.

The purpose of this research was to investigate the effect of emotional and spiritual intelligence and social support on creativity and motivation with the mediating role of self-improvement.

The method of the current research was descriptive correlation type with path analysis approach. The statistical population consisted of 336 students in the fourth grade art course of Al Muthani province. Using Cochran's formula, 148 of them were selected by random cluster sampling. To collect research data, from six standard questionnaires of Goleman emotional intelligence (2001), King spiritual intelligence (2008), Zimet et al.'s social support (1988), Cooper self-improvement (1997), Torrance creativity and Harter academic motivation. (1981) was used. The validity of the questionnaire was confirmed and the reliability of the tool was confirmed using Cronbach's alpha coefficient in a preliminary study for emotional intelligence questionnaire 0.89, spiritual intelligence 0.84, social support 0.89, creativity 0.87, academic motivation 0.91 and self-improvement. 0.79 was approved. Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software.

The results showed that emotional intelligence, spiritual, social support and self-improvement have a positive and significant effect on students' creativity and motivation, also the results showed that the mediating role of self-improvement in influencing emotional intelligence, spiritual and social support on students' creativity and motivation is positive and it is meaningful.

Social support, by acting as a mediator between life stressors and the occurrence of physical and mental problems, as well as strengthening students' knowledge, reduces stress and increases motivation in students.

The purpose of this study was to investigate the relationship between self-efficacy and mental health in sixth grade elementary school students in Gonbad County.

This study is a correlational study. The statistical population of this study includes all sixth grade elementary school students in Gonbad-Kavos County in the academic year 2018-2019, which is 3226 people. Considering the size of the statistical population and using the Krejci and Morgan table, the sample size was estimated to be 370 people, who were selected using a multi-stage cluster method. The data collection tools were the General Self-Efficacy Questionnaire of Scherer and Maddox (1982) and the General Health Questionnaire of Goldberg (GHQ) (1972). Regression analysis and Pearson correlation coefficient were used to analyze the data, and the t-test was used to compare the variables between two independent groups.

There is a significant relationship between self-efficacy and mental health of students (P<0.01). There is no significant difference between the self-efficacy of male and female students. There is no significant difference between the mental health of male and female students.

Considering the significant relationship between self-efficacy and mental health in students, it can be said that people with higher self-efficacy have higher mental health.

The purpose of this research was to determine the effectiveness of cognitive-behavioral therapy on self-confidence as a speaker and students' speech anxiety. The current research was semi-experimental with a pre-test-post-test design and a control group. The statistical population of the research included all male students of the first secondary school studying in the academic year of 1402-1403 in the schools of Khorramabad city. The research sample consisted of 30 people who were selected by purposive sampling and randomly assigned to two experimental and control groups (15 people in each group). The experimental group received Wildermut's cognitive-behavioral therapy for 90 minutes twice a week for 8 sessions, and the control group did not receive any intervention. To collect data, the self-report scale on self-confidence as a speaker (PRCS), Endler's stimulus-response anxiety inventory (1962), and the latest version of SPSS 26 software were used. The data were analyzed using multivariate covariance analysis. The findings of the research showed that by controlling the effect of the pre-test, there was a significant difference (P>0.01) between the post-test of the experimental group and the witness in speech anxiety and self-confidence as a speaker. As a result, May Tolen said, cognitive-behavioral therapy - Behavioral is one of the effective methods in improving self-confidence as a speaker and reducing speech anxiety in first and second-year students.

The purpose of this research was to investigate the relationship between the perception of parents' parenting styles and academic conscientiousness with the academic success of male students in Middle School in Gorgan.

The present research method is descriptive-correlational. The research population included all male students of Middle school in Gorgan in the academic year 2024-2025. A total of 360 people were selected as sample individuals using multi-stage cluster sampling method. The required information was collected by Wells's Standard Educational Achievement Questionnaire (2010); Burai's Parenting Styles (1991); McIlroy and Bunting's Academic Conscientiousness (2002) and analyzed by stepwise analysis of variance.

the results showed that there is a positive and significant relationship between the authoritative parenting style of parents and a negative and significant relationship between the authoritarian parenting style and the permissive parenting style with the academic success of students (P>0.01). On the other hand, a positive and significant correlation was observed between academic conscientiousness with academic success.

Also, the results obtained from the regression test indicated that 37.4% of the academic success of first year male students in Gorgan city is predicted and explained by parents' parenting styles, academic conscientiousness.

The present study was conducted with the aim of investigating the role of social interest and social intelligence in the sociability of secondary school students in Zahedan city. In this research, the descriptive research method of the correlation type and its statistical population included all the students of the second year of high school in the 1st district of Zahedan with a number of 4500 people, and 350 people were selected as a sample by stratified random sampling. The measurement tool included a researcher-made questionnaire of sociability based on the questionnaire of Ralph Keynes (1988), Tate's social intelligence (2008) and James Crandall's social interest (1975) and the reliability was 0.849, 0.889 and 0.812, respectively. The results of the correlation test showed that there was a significant relationship between sociability, social intelligence and social interest. Also, the results of the step-by-step regression test showed that 31% of the changes in socialization could be predicted by the two dimensions of selfishness and otherism, and 57% of the changes in socialization could be predicted by the two dimensions of social skill and information.

The aim of this study was to examine the effectiveness of cognitive-behavioral procrastination treatment on coping self-efficacy and intolerance of uncertainty in procrastinating students.

Methods and Materials:

 This semi-experimental study employed a pretest-posttest control group design. The statistical population included undergraduate psychology students at Islamic Azad University, Sari Branch, during the 2023–2024 academic year. After initial screening using the Procrastination Questionnaire, 30 eligible students were randomly assigned to experimental and control groups. The experimental group received ten sessions of cognitive-behavioral therapy focused on procrastination. Data were collected using the Coping Self-Efficacy Scale and the Intolerance of Uncertainty Scale. Data analysis was performed using univariate and multivariate ANCOVA in SPSS-27.

ANCOVA results revealed a significant difference between the groups in intolerance of uncertainty (F=11.865, p=0.014, η²=0.364). Significant differences were also found in the coping self-efficacy components, including stopping unpleasant thoughts and feelings (F=12.257, p=0.002, η²=0.315), problem-focused coping (F=10.015, p=0.003, η²=0.287), and seeking social support (F=9.844, p=0.004, η²=0.263).

Cognitive-behavioral procrastination treatment significantly reduced intolerance of uncertainty and improved components of coping self-efficacy in procrastinating students.

Bullying during adolescence presents a significant social issue affecting all individuals involved, especially the victims. Insights into the behaviors of bystanders and upstanders and the factors influencing them can lead to more effective anti-bullying strategies. While previous research has primarily centered on perpetrators and victims, the role of witnesses—who can significantly influence the reduction of bullying in various environments, including schools—remains underexplored. This study aims to examine the lived experiences of adolescents who witness bullying. A qualitative, descriptive phenomenological method was employed to meet the research objective. The study involved 12 male and female students from first and second high schools in Birjand during the 2023-2024 academic year. Participants were selected through purposive sampling (maximum variation) and based on the principles of saturation and sampling adequacy. Data were collected via semi-structured interviews and analyzed using the Stevick-Colaizzi-Keen method. Interview data analysis revealed six main themes, 15 sub-themes, and 31 semantic units. The main themes included power dynamics and social hierarchy (arrogance and control), vulnerability and social challenges (personal traits and interpersonal skills), emotional turmoil (empathy and compassion, moral injustice, personal responsibility), ambivalent reactions (passive responses, active intervention), avoidance and self-protection (lack of assertiveness, caution, indifference, and self-interest), and positive social impact (emotional intelligence, social competence, peaceful conflict resolution). The findings underscore the complexity and multidimensionality of the positive and negative behaviors of bullying witnesses, highlighting various influencing factors. The study’s results can inform the development of intervention and educational programs aimed at promoting positive behaviors among bullying witnesses and supporting victims.

The present study was conducted with the aim of determining the mediating role of emotional self-regulation in the relationship between family emotional atmosphere and social-emotional competence in students.The descriptive-correlational research method was structural equation modeling. The statistical population of the research included all students of the second year of elementary school in Khorram Abad city in 2023-2024. In this study, 340 female students (143 people) and male students (197 people) were selected as samples by stratified random sampling method. Data collection was done using emotional self-regulation scale (Hoffman and Kashden, 2010), family emotional atmosphere scale (Hillburn, 1964) and social-emotional competence scale Zhou and Ai, 2012. In order to test the structural relationships in the assumed model, the statistical method of structural equation modeling, SPSS-24 and AMOS-24 statistical software were used. The results showed that the proposed model has a good fit. The results showed that the direct effects of family emotionality atmosphere on emotional-social competence, family emotionality atmosphere on emotional self-regulation and emotional self-regulation on emotional-social competence were significant (p<0/05), Also, the results showed that emotional self-regulation plays a mediating role in the relationship between family emotionality atmosphere and social-emotional competence (p<0/05). The findings of the present research have practical implications for educational and counseling interventions for students and families with the aim of improving the emotional-social competence of students based on the strengthening of family emotionl atmosphere and emotional self-regulation so that students can To get a good adaptation to the social and school environment in an efficient and compatible way.

The present qualitative research was conducted with the aim of explaining the perception and attitude towards procrastination and its factors (contextual, continuous and revealing) in students. This study was conducted using the grounded theory method. First, the prevalence of procrastination was analyzed among the students of the Persian Gulf University in the academic year 2023-2024, and students whose grades were two standard deviations higher than the average were identified as procrastinators. Then, using a semi-structured interview, necessary information was collected from 22 procrastinating students. The findings in the perception and attitude of procrastination show two main categories (negative and positive) and seven primary concepts (delay in performing tasks, personality traits, burnout, negative emotion, self-blame, temporary positive attitude, having confrontational thoughts). they gave Procrastination factors from three main categories (contextual, sustaining and revealing factors) and twelve primary concepts (personality characteristics, family, parenting style, low self-esteem, virtual space, burnout, lifestyle, corona era, educational background, communication with others, adolescence and career field) were formed. The stable personality, family and motivational patterns of the central class shaped the current findings. These findings have important practical implications in understanding the personality, family, and motivational profiles of procrastinators.

The present study was conducted with the aim of determining the relationship between the dark traits personality and counterproductive academic behaviors with the mediating role of academic entitlement-concept in students. The present research method was descriptive and correlational. The statistical population of the research was all students of the second secondary school in Ramhormoz city in the academic year of 2023-2024. Among the statistical population, a sample of 480 people was selected by multi-stage cluster random sampling. The data collection tool included the dark triats personality questionnaire (jonason and Webster, 2010), academic entitlement (Chowning and Campbell, 2009) and the scale of counterproductive academic behaviors (Rimkus, 2012). For data analysis, Pearson's correlation method and structural equation modeling and SPSS version 22 and AMOS version 21 were used. was used The findings of the research indicate the appropriate fit of the model and the direct effect of the dark triad of personality traits on academic entitlement was confirmed. Also, academic entitlement had a direct effect on cunproductive academic behaviors. The model showed that dark triad traits of personality with the mediation of academic entitlement were positive and significant predictors of cunproductive academic behaviors of students (P≤0.001). According to the obtained results, it is recommended that in order to reduce cunproductive academic behaviors, students with these characteristics should be identified and educational workshops should be held to reduce the effect of these variables on students' cunproductive academic behaviors.