دانش آموزان

Academic narcissistic behaviors are among the inappropriate academic behaviors that are common among students and are influenced by several factors. Therefore, the present study was conducted with the aim of investigating the role of moral intelligence and self-conscious emotions in predicting academic self-defeating behaviors.

The present research method was descriptive-correlational. The research population included all male and female students of the first and second secondary schools of district one of Karaj in the academic year 2023-2024, out of whom 120 were selected using available sampling method. Data collection tools included the questionnaires of moral intelligence by Lenik and Keel (2005), self-conscious emotions by Tangney and Dearing (2002), and self-destructive academic behaviors by Azdarbin et al. (2022). Data analysis was done using Pearson's correlation test and multiple regression analysis on SPSS version 22.

The results of the correlation coefficient showed that the relationship between moral intelligence (r = -0.705) and negative academic self-destructive behaviors and the relationship between self-conscious emotions (r = 0.738) and academic self-destructive behaviors were positive (P < 0.01). Also, the results of regression analysis showed that the components of moral intelligence explained 48.9% and the components of self-conscious emotions explained 52.5% of the variance in academic self-defeating behaviors.

Based on the results, applying moral intelligence and self-conscious emotions in the educational environment provides the ground for reducing self-defeating academic behaviors; therefore, in any educational and research planning to prevent and reduce academic self-destructive behaviors of students, special attention should be paid to moral intelligence and self-conscious emotions.

Considering the importance of academic engagement in students' success, some experts in educational psychology have explained this structure.

The present study aimed to provide a structural model for predicting academic engagement based on self-regulation and perceived social support with the mediation of educational stress.

The research method was of the descriptive correlational type. The statistical population of this research included second-year high school students in Tehran in the academic year 2021-2022, from which 407 people were selected by random cluster sampling. The research tools included an Academic Engagement Questionnaire, a Self-Regulation Questionnaire, a Perceived Social Support Multifaceted Scale, and an Educational Stress Scale for Adolescents. The data were analyzed using the structural equation modeling method.

The results of the present study showed that the indirect path coefficients between perceived social support (P<0.01, β=0.115) and self-regulation (P < 0.01, β = 0.140) with academic engagement with the mediation of educational stress were positive and significant at the 0.01 level.

academic engagement is predicted based on self-regulation and perceived social support with the mediation of academic stress in students. It is suggested to pay attention to other factors affecting academic performance, by informing parents, teachers and trainers through schools, workshops, media, and help them in providing suitable supportive environments to reduce academic stress and increase students' self-regulation.

Mindfulness can be effective in reducing mind wandering and internet addiction. The present study aimed to predict Internet addiction based on mindfulness with the mediation of mind wandering in students of the second secondary school in Tehran.

The research method is descriptive-correlation. The statistical population of the research was all the secondary school students in Tehran in the academic year 2021-2022, from which 200 were selected by non-random sampling method. Research instruments included the demographic questionnaire, "Internet Addiction Test", "Five Facet Mindfulness Questionnaire" and "Mind Wandering Questionnaire". The validity of the instruments was measured using content validity using a qualitative method and reliability using the internal consistency method by calculating Cronbach's alpha coefficient. The collected data were analyzed in SPSS .26 and Amos. 24.

The mindfulness negatively and significantly predicts Internet addiction (β=-0.148, P=0.001). Mind wandering positively and significantly predicts Internet addiction (β=0.393, P=0.001). Mindfulness negatively and significantly predicts Internet addiction through the mediation of mind wandering (β=-0.085, P=0.001).

Mindfulness, with the mediation of mind wandering, predicts Internet addiction in high school students in Tehran. Therefore, it is suggested that health counselors and psychologists reduce their mind wandering and internet addiction by holding mindfulness courses for high school students.

Health-promoting behaviors encompass a range of behaviors that empower individuals to take charge of their health and other members of society. Considering that many high-risk behaviors are formed early in life, this study aimed to investigate health-promoting behaviors and the factors influencing them among sixth-grade elementary school students in Isfahan City, Iran, in 2023.

This cross-sectional study was conducted with participation of 201 boy and girl elementary school students selected through two-stage cluster random sampling. Health-promoting behaviors were assessed using a standard questionnaire, Health-Promoting Lifestyle Profile (HPLP), and a demographic characteristics questionnaire also was used. Data analysis was performed using descriptive and inferential statistical tests with SPSS software.

The average score for health-promoting behaviors was 137.33 ± 18.97. The highest average score was observed in the self-actualization dimension, which was 31.89 ± 4.35, while the lowest average score was in the stress management dimension, at 12.98 ± 3.12. Overall, 5.5% of students were classified as having good health, 73.5% were at an average health level, and 22.7% were categorized as having undesirable health. A significant difference was found between girls and boys only in the dimension of self-actualization; no significant differences were observed in the other dimensions.

Considering that few students were in good health, it is necessary to develop a health promotion behavior training program for this age group to enhance their physical and mental health.

Promoting and improving the health of learners is one of the most important aspects of human resource development and improvement, and in recent decades, educational organizations have attracted the attention of physically and mentally healthy people in educational institutions. The aim of this study was to design a structural model of health-oriented academic lifestyle behaviors based on school atmosphere with the mediating role of academic optimism in students.

The research method was descriptive-correlational and structural equation modeling. The statistical population included all elementary students (second year) of Boroujerd city in the academic year 2020-21 in the number of 16000 which were randomly selected as a sample of 450 people. Research data were collected using questionnaires of facilitators of health-oriented academic lifestyle behaviors Salehzadeh et al., School atmosphere Lee et al & academic optimism Tschannen-Moran  & et al . The data were analyzed using structural equation method.

The results of structural equation modeling showed that school climate has a significant direct effect on behaviors that facilitate studentschr('39') health-oriented academic lifestyle (b=0/30, p<0/01). Academic optimism also has an indirect effect on health-oriented academic lifestyle behaviors (p Cuncloution: considering the variables of school climate and academic optimism, we can expect an increase in behaviors that facilitate the health-oriented academic lifestyle of students.

Body dysmorphic disorder occurs when an individual experiences significant distress about a minor or perceived physical flaw.

The present study aimed to examine the prevalence of body dysmorphic disorder among middle and high school students in Sanandaj city.

The present study was descriptive-analytical and cross-sectional in nature. The statistical population consisted of all 12 to 18-year-old middle and high school students in Sanandaj city during the 2021-2022 academic year. A total of 640 students were selected using cluster random sampling method. The Yale-Brown Obsessive-Compulsive Scale (Y-BOCS) for body dysmorphic disorder (Phillips et al., 1997) was used to collect data. Data were analyzed using independent t-tests, one-way ANOVA, and Pearson's correlation coefficient. SPSS version 21 was used for data analysis.

The results showed that 169 students (26.4%) had body dysmorphic disorder. The average score of body dysmorphic disorder in boys was 13.17, and in girls, it was 18.19. The average score in students with a history of cosmetic surgery was 19.04, compared to 17.41 in those without cosmetic surgery. The results also showed that there was a significant statistical correlation between body dysmorphic disorder scores and both gender and cosmetic surgery history (p<0.05).

This study revealed that a significant percentage of middle and high school students in Sanandaj suffer from body dysmorphic disorder, and this disorder is significantly related to gender and cosmetic surgery history. Given the relative prevalence of body dysmorphic disorder among adolescents, it is essential to implement educational and counseling programs in schools to raise awareness and prevent this disorder.

The purpose of this study was effectiveness of cognitive emotion regulation strategies training on increasing the mental vitality of first-year secondary school students in Neka city.

This semi-experimental research followed a pre-test-post-test design with a control group. The statistical population included all first-year secondary school students in Neka city during the 2022-2023 academic year, totaling 1,732 students. A purposive sampling method was used to select 60 students, who were randomly divided into two groups: one group (30 students) underwent cognitive emotion regulation strategies training, while the other group (30 students) served as a control and received no intervention. The study used the Subjective Vitality Scale (SVS) (Ryan & Frederick, 1997) to measure outcomes. The intervention involved 10 training sessions, each lasting 60 minutes and conducted twice a week. Data were analyzed through one-way analysis of covariance (ANCOVA) using SPSS-26 software.

The results demonstrated a significant difference in the mean scores of social competence and school avoidance between the pre-test and post-test phases, as well as between the pre-test and follow-up phases, when compared to the control group (P<0.05).

The findings showed a notable improvement in mental vitality post-test scores in the intervention group, highlighting the positive and meaningful effects of cognitive emotion regulation strategies training on the mental vitality of first-year secondary school students (P<0.05). This indicates that such training can effectively enhance mental vitality, and it could be employed as a beneficial psychological intervention in counseling centers for students

 Creativity is generally considered a positive attribute. However, certain aspects of creativity can manifest as malevolent behavior. Measuring this malevolent aspect of creativity requires a valid scale. The purpose of this research was to determine the psychometric properties of the Persian version of the Malevolent Creativity Behavior Scale (MCBS; Hao et al., 2016) to evaluate the malevolent creativity of Iranian students.

The present study was a descriptive-survey study that evaluated the psychometric properties of the MCBS, including various types of validity and reliability. The study population included all senior high school students (15 to 18 years old) in District 1 of Rasht, Iran, during the 2023-2024 academic year. Then a sample of 393 students was selected among this population through random cluster sampling and they responded to the MCBS. Validity was assessed using face validity, content validity, and confirmatory factor analysis (CFA). Reliability was evaluated using internal consistency (Cronbach’s alpha), split-half reliability, and composite reliability. Data were analyzed using SPSS -26 and AMOS - 24.

To evaluate psychometric indices for validity, face validity was assessed qualitatively and quantitatively and content validity was assessed using the content validity ratio (CVR) and content validity index (CVI). Results indicated adequate qualitative and quantitative face validity, with all item impact scores exceeding 1.5. The CVR and CVI scores for the scale items were also adequate, exceeding 0.8. CFA results confirmed the three-factor structure (hurting people, lying, and playing tricks) with good model fit indices. Reliability was assessed using Cronbach's alpha, split-half reliability, and composite reliability. Cronbach's alpha was 0.79, 0.82, and 0.68 for the three factors, respectively, and 0.83 for the total scale. Split-half reliability (0.66) and composite reliability (0.91) were also satisfactory.

Based on the present study's findings and the importance of evaluating malevolent creativity, the Persian version of the MCBS appears to be a suitable tool for evaluating this concept in students. Further research is recommended to administer and standardize this scale among different age groups and populations with varying characteristics.

 Adolescence is considered as a critical period for early diagnosis and intervention to prevent suicidal behavior, so the etiology of effective factors for suicide is essential. Therefore, the present study was conducted with the aim of investigating the role of impulsivity, dark personality traits, perceived social support and anxiety sensitivity in predicting students' suicidal thoughts.

The type of study was descriptive-correlation. The statistical population of the study was all the male students of the second secondary level in the first district of Ardabil city in 2022-2023 (350 people), who were selected as a sample through the Karjesi and Morgan table and by multi-stage cluster random sampling. The research tools included the Impulsivity Scale by Barratt & et al (1995), Johnson and Webster's Dark Personality Traits Scale (2010), Zimet & et al's Perceived Social Support Scale (1988), Reiss and Peterson's Anxiety Sensitivity Questionnaire (1986), and Beck's Suicidal Ideation Scale (1991). Collected data were analyzed using Pearson's correlation coefficient and multiple regression analysis simultaneously in SPSS version 18 software.

According to the results, there is a relationship between impulsivity 0.69, dark personality traits (Machiavellianism 0.55, narcissism 0.57 and psychopathy 0.50), perceived social support -0.36 and anxiety sensitivity 0.69 with suicidal thoughts in male students. Statistical significance was observed. Also, using 0.64 multiple regression, suicidal thoughts of male students were explained by variables of impulsivity, dark personality traits, perceived social support and anxiety sensitivity.

Considering the impact of impulsivity, dark personality traits, perceived social support, and anxiety sensitivity in students' suicidal thoughts, it is suggested that psychologists and specialists pay more attention to the role of these variables to reduce students' suicidal thoughts

Ageism develops from childhood, and examining children’s attitudes towards old age can help in understanding the situation and planning for successful aging. Therefore, the aim of this study was to analyze the content of primary school students' paintings in Izeh city to determine their attitudes towards older adults.

The method of this study was quantitative content analysis. First, 145 students were selected by simple random sampling method in the ages of 6–12-year-old in Izeh city in 2019. Then, 284 elderly male and female characters drawn by these students were included in the study as the analysis unit. The Danowski checklist, the Tree diagram and descriptive statistics such as frequency and percentage, as well as inferential statistics such as Chi-square and multivariable logistic regression were used to analyze the data.

The mean age of students was 9.28 (±1.85). Analysis of students' drawings showed that although more than half of the drawings (69.4%) portrayed positive stereotypes the grandparents, 88.8% of students did not like getting old and only 23.4% of students had a positive view toward old age. Logistic regression findings showed that being a boy increased the probability of portraying elderly with negative stereotypes by 5 times (OR=5.620; CI=1.34-23.63) and with increasing age more negative stereotypes were observed in students' drawings (OR=1.50; CI=1.03-2.20).

Considering the increase of negative stereotypes among students with increasing age and also more negative stereotypes among boys, it is necessary to pay more attention to this issue in educational programming and intergenerational interventions at schools. Early intervention in childhood, can help prevent ageism in the future aging society of Iran.

Academic procrastination has negative consequences for academic achievement and motivations, cognitions, behaviors, and emotions related to education. One of the most effective structures in academic procrastination is executive functions. Executive functions include the abilities that children will need in the future for school learning. Another factor affecting academic procrastination is addiction to the Internet, especially dependence on cyberspace. Dependence on cyberspace is a new issue that the whole society, many people, and families are involved in today. One of the factors that causes dependence on cyberspace to lead to academic procrastination is a lack of time management due to being involved with cyberspace. Determining the role of dependence on cyberspace, executive functions, and time management in academic procrastination requires field research in Iran. Thus, this research benefits from structural equations modeling for academic procrastination based on dependence on cyberspace and executive functions with the mediation of time management in junior female high school students.

This research method was of the correlation analysis type based on the structural equation modeling. The statistical population of the research was made up of all the female junior high school students in Kerman City, Iran, numbering 8150 people in the academic year 2022–2023. Among them, 384 people were selected as samples by a stratified random sampling method. The sample size was based on the rule proposed by researchers in structural equation modeling, which states that the number of samples should be 15 to 20 times the number of observed variables. In this research, considering 20 obvious variables, 400 people were considered, and after distributing 450 questionnaires among students, 384 people answered thoroughly. Data were gathered via the Internet Addiction Test (Widyanto & Mcmurran, 2004), the Behavior Rating Inventory of Executive Function (BRIEF) (Gioia et al., 2000), the Time Management Questionnaire (TMQ) (Truman & Hartley, 1995) and Procrastination Assessment Scale–Students (PASS) (Solomon & Rothbloom, 1984). Data were analyzed at a significance level 0.05 using structural equation modeling in SPSS version 25 and AMOS version 24.

The results showed that the model for predicting academic procrastination based on dependence on cyberspace and executive functions with the mediation of time management is an acceptable fit for junior female high school students in Kerman. Thus, the direct effects of dependence on cyberspace on time management (β=–0.76, p<0.001), executive functions on time management (β=0.24, p=0.012), dependence on cyberspace on academic procrastination (β=0.69, p<0.001), executive functions on academic procrastination (β=–0.46, p<0.001), and time management on academic procrastination (β=–0.56, p<0.001) were significant. On the other hand, time management plays a mediating role in the relationship between dependence on cyberspace (β=0.381, p<0.001) and executive functions (β = 0.24, p<0.001) and students' academic procrastination. The goodness–of–fit indices indicated a good fit of the model (χ2/df=3.53, GFI=0.907, IFI=0.925, CFI=0.924, RMSEA=0.079).

According to the findings, dependence on cyberspace and weakness in executive functions reduces the ability to time management and naturally lead to an increase in academic procrastination among students.

Adolescence is one of the most important stages of human life. This period provides growth opportunities both physically and spiritually in terms of cognitive and social adequacy, independence, and self-esteem. Among the problems frequently seen among students and teenagers is the inability to direct their learning and face academic problems. Among these problems is academic self-regulation. Self-regulation consists of two factors: self-cognition and motivation. Self-cognition consists of two parts: self-control and planning. The motivational factor consists of self-efficacy and effort. The formation of self-discipline depends not just on the individual's will, and various factors can be involved, including self-confidence. Different psychological elements influence students' academic and educational performance; among them is psychological toughness, and today, they have a valuable place in the studies of psychologists. Therefore, this study aimed to investigate the effectiveness of psychological toughness training on self-confidence and academic self-discipline of second-year high school boys.

The present research method was quasi-experimental, employing a pretest-posttest design with a control group. The statistical population included all students referred to the Psychological Counseling Center of the Department of Education in 2021-2022 to solve educational and psychological problems. An available random sampling method was used to select the research sample. In this research, after the announcement of the call from among the volunteer students who wanted to participate in the project and qualified to enter the meetings, 30 eligible male students who obtained the lowest scores in the Self-Confidence and Academic Self-Regulation questionnaire were selected. By random assignment method, 15 people were assigned to the experimental group and 15 to the control group. The research tools included the Eysenck Self-Confidence Scale (Eysenck & Wilson, 1976) and the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989). After the pretest, psychological toughness training interventions were implemented in ten 60-minute sessions, and at the end of the sessions, the subjects of each group were given a posttest. The data were analyzed using SPSS22 software and multivariate covariance analysis at a significance level 0.05.

The results showed that the average self-confidence scores in the experimental group after removing the pretest effect were higher in the posttest compared to the control group (p=0.021). Also, the average academic self-regulation scores in the experimental group after removing the effect of the pretest increased in the posttest compared to the control group (p=0.024).

Based on the research findings, psychological toughness intervention effectively increases students' self-confidence and internal self-regulation.

Since students are the core of the educational system, paying more sensitivity and attention to the variables and components related to them is necessary. Academic vitality refers to a positive, constructive, and adaptive response to all kinds of problems and obstacles that students deal with every day. One of the variables that is effective in students' education is academic engagement, which refers to a positive behavior, a psychological state, and the opposite of burnout. This motivational state is not transitory but a stable emotional–cognitive state that is not focused on a specific object, event, person, or behavior and refers to a penetrating, stable, and positive state of mind related to work. It is one of three components of empowerment, commitment, and absorption in learning, and it has emotional, cognitive, and agency dimensions. Cognitive and metacognitive strategies are the activities the learner performs for better learning.

This quasi–experimental research employed a pretest–posttest design with two groups (experimental and control groups). The statistical population comprised all Saadi Girls' High School students in Neishabur City, Iran, in the academic year 2022–2023. To collect data, a sample of 30 students was selected by available sampling. Students in the experimental group were trained in cognitive and metacognitive strategies for 10 sessions, and the control group did not receive any training. The inclusion criteria were as follows: being in ninth grade, not participating in extracurricular classes, not having to repeat the grade in the ninth grade, not taking medication, and being interested in participating in the research. The exclusion criteria were as follows: high absenteeism and non–cooperation in the research. The research tools were the Academic Vitality Questionnaire (Dehghanizadeh and Hosseinchari, 2012) and the Academic Engagement Questionnaire (Zerang, 2012). Mean and standard deviation were used to analyze the data at the descriptive statistics level. At the level of inferential statistics, multivariate covariance analysis and univariate covariance analysis were used via SPSS version 22 software. The significance level was set at 0.05.

The results showed that after removing the effect of the pretest, the posttest score between the experimental and control groups for cognitive involvement (p<0.001), motivational involvement (p<0.010), behavioral involvement (p<0.001), total academic participation index (p<0.001), and academic vitality (p<0.001) were significant. Also, the effect size of cognitive–metacognitive strategies training was 86% on academic vitality, 72% on behavioral engagement, 60.6% on cognitive engagement, 22.3% on motivational engagement, and 33.7% on academic engagement.

Based on the findings, it is concluded that cognitive and metacognitive strategies effectively increase academic engagement and vitality.

Considering many life problems today, research on positive psychology is growing daily. Psychological well-being is a state of mind and the ability to cope with problems and different communication modes in society. Among the positive factors that affect psychological well-being are worry, self-efficacy, distress tolerance, hope, and optimism. Considering that students constitute a considerable part of the country's population and mental health is directly related to all aspects of people's lives, mental health and well-being are necessary for the maintenance and durability of the social, occupational, and academic functions of the people in society. This condition causes improvement and growth and realizes the human character. So, this study aimed to investigate the relationship between worry, self-efficacy, and disturbance tolerance with the psychological well-being of junior and senior high school students with the mediating role of hope and optimism.

The research method used correlational analysis, which was done using structural equation modeling. The statistical population of the present study included all senior and junior female and male high school students in the city of Bileh-Swar, Iran, in the academic year 2022-2023. According to the conceptual model of the research and observance of the minimal criteria proposed by Klein (2016), 200 people were selected as the standard sample. The random sampling method was a multi-stage cluster. Data were gathered via the Life Orientation Test-Revised (LOT-R) (Scheier et al. 1994), the Psychological Well-Being Scale (PWB) (Ryff, 1989), the Penn State Anxiety Questionnaire (PSWQ) (Meyer et al., 1990), the Distress Tolerance Scale (DTS) (Simons & Gaher, 2005), the Life Expectancy Questionnaire (Snyder et al., 1991), and the Self-Efficacy Scale (Sherer et al., 1982). The Pearson correlation coefficient and structural equation modeling were used for data analysis using SPSS 24 and AMOS 24. The significance level in all tests was considered 0.05.

The results showed direct paths between worry (p<0.001, β=-0.75), self-efficacy (p<0.001, β=0.44), disturbance tolerance (p<0.001, β=0.61), hope (p<0.001, β=0.75) and optimism (p<0.001, β=0.81) were significant with psychological well-being. The goodness of fit indices supported the good fit of the research model with the collected data (RMSEA=0.071, CFI=0.933, AGFI=0.927, IFI=0.941, GFI=0.932, NFI=0.939, CMIN/df=2.50).

Based on the research findings, worry has a negative and significant effect on psychological well-being, and self-efficacy and disturbance tolerance have a positive and significant effect on psychological well-being. In addition, hope and optimism effectively play a mediating role between worry and self-efficacy and distress tolerance with psychological well-being.

Academic resilience is one of the main structures for understanding motivation, excitement, and academic behavior. Academic resilience helps students adapt and regain their previous academic performance in the event of academic failure. Various factors can affect academic resilience, including self–compassion and positive self–talk. Self–compassion emphasizes the fundamental principle that external soothing thoughts, views, and behaviors must be internalized. In this situation, the mind relaxes in internal situations and reacts to external conditions. Positive self–talk is done to correct the interpretation of events related to oneself and others. In this situation, it has common goals with compassion–based therapy and has an effective role in resilience. Students who have low academic resilience learn to be compassionate and have positive self–talk by expressing beneficial positive statements, being kind to themselves, and improving their self–esteem.

The research method was correlational analysis. The statistical population includes all 8200 secondary school students in the city of Kerman, Iran, in the academic year 2022–2023, of which 384 students were selected as a sample based on Krejcie & Morgan's table (1970) using stratified random sampling based on the gender of the students. The inclusion criteria for the subjects were as follows: students of the second secondary school, studying in Kerman City, interest in cooperation in research, and no physical and mental diseases (according to the information in the student's academic records). The exclusion criterion was non–cooperation in the research. The data collection tools were the Self–Compassion Scale (Neff, 2003), the Self–Talk Scale (Brinthaupt et al., 2009), and the Conner–Davidson Resilience Scale (Conner & Davidson, 2003). Data analysis was done using SPSS version 25 software with the Pearson correlation coefficient and multiple linear regression tests considering a significance level 0.05.

The results showed that self–compassion (p<0.001, β=0.466) and positive self–talk (p<0.001, β=0.335) were predictors of academic resilience (R2adj=0.467). In addition, self–kindness (p<0.001, β=0.252), isolation (p=0.044, β=0.105), mindfulness (p=0.008, β=0.144), and extreme identification (p<0.001, β=0.248) were predictors of academic resilience (R2adj=0.397). Also, social assessment (p=0.027, β=0.146), self–enhancement (p=0.005, β=0.184), and self–criticism (p<0.001, β=0.273) predict students' academic resilience (R2adj=0.30).

The present study determined that self–compassion and positive self–talk influence students' academic resilience. Through their self–compassion and positive self–talk, the students' level of academic resilience can be expected to improve.

Exergame exercises have been increasingly used to improve postural control and balance in various populations. However, there is limited knowledge about the effect of exergame exercises on dynamic balance and craniovertebral angle in students with forward head posture. Therefore, the present study aimed to investigate the effect of exergame exercises on dynamic balance and craniovertebral angle in male students with forward head posture.

In this quasi-experimental study with a pre-test-post-test design and a control group design, 30 male students with forward head posture (craniovertebral angle less than 45 degrees) within an age range of seven to 12 years were purposively selected to participate in the present study. The participants performed exergame exercises for eight weeks, two sessions per week, each session lasting 30 minutes, while the control group participants performed their daily activities. At different stages, the Y test was used to measure dynamic balance and the body profile photo method was used to measure the participants' craniovertebral angle. The data were analyzed using SPSS version 26 software at a significance level of 0.05 through paired t-tests and covariance.

The results of the present study showed that exergame exercises improved dynamic balance (P<0.05) and corrected the craniovertebral angle (P<0.01) of students with forward head posture.

Based on the results, exergame exercises can be used in clinical and home programs to improve balance and correct the craniovertebral angle of people with forward head posture, because they can stimulate interest in inducing active participation.

Nowadays, secondary school libraries have many deficiencies and one of the solutions to this problem is the partnership of public libraries with schools. This study was conducted with aim of assessing feasibility of cooperation between Libraries, Museums and Documentation Center of Astan Quds Razavi and school libraries in meeting information needs of secondary schools for boys in Mashhad.

This study was applied in terms of purpose and survey in terms of type of data collection. Data collection tool included a researcher-made questionnaire. Reliability of questionnaire was evaluated using Cronbach's alpha. The alpha coefficient obtained was higher than 0.8. The statistical population includes employees who are engaged in the librarianship profession in central library of Astan Quds Razavi and 16 libraries affiliated with this organization in Mashhad. Sampling was carried out using a stratified random method and 194 people were selected as sample population. In descriptive statistics section, mean and standard deviation were used, and in inferential statistics section, Kolmogorov-Smirnov tests, one-sample t-test, and analysis of variance tests were used. Data obtained from questionnaire were analyzed using SPSS 16 statistical software with significance level of less than 0.05.

From librarians' perspective, most important obstacles to cooperation between secondary school libraries and libraries of Astan Quds Razavi are lack of familiarity with how to use library and incompatibility of library collection with information needs of students with a mean of 3.13. Also, considering the mean value (3.13±0.38), it can be concluded that the organization's situation is a favorable position in terms of confronting barriers to participation.

The organization's situation is in a favorable position in terms of prerequisites for cooperation, confronting barriers to cooperation, and responding to students' needs.

The feeling of belonging to the school as an important requirement for the excellent performance of students in learning environments is influenced by several factors. Therefore, the present study aimed to investigate the role of moral intelligence and mindfulness in predicting the sense of belonging to school.

The present research followed the descriptive approach. The research population comprised all male and female students enrolled in first and second secondary schools within the Karaj district of Iran during the academic year 2023-2024. A sample of 120 individuals was selected using a convenience sampling method. Subsequently, participants completed questionnaires assessing moral intelligence, as developed by Lennik and Kiel (2005), mindfulness, as conceptualized by Chadwick et al. (2008), and the sense of belonging to the school, as articulated by Brew and Beatty (2004). Data analysis was performed using Pearson's correlation test and multiple regression using the SPSS (version 22) software.

The results indicated that there is a positive and significant relationship between moral intelligence (r=0.702) and mindfulness (r=0.622) with the sense of belonging to the school (P<0.01). Furthermore, the components of moral intelligence account for 48.3% of the variance in the sense of belonging to school, while the components of mindfulness explain 37.2% of this variance.

According to the results of moral intelligence and mindfulness, they effectively improve students' sense of belonging to school; therefore, training of moral intelligence and mindfulness should be considered part of school intervention programs.

Experiencing any traumatic event in childhood can affect people's well-being. This research was conducted with the aim of the efficacy of the training program based on motivational interviewing and mentalization approaches on the experiential avoidance of students with childhood trauma.

This was a quasi-experimental with a pre-test, post-test, and two-month follow-up design with an experimental group and a control group. The statistical population of this research included all students with childhood trauma from 12 to 15 years who were referred to education counseling centers in Rasht city in 2022-2023. The target sample consisted of thirty students selected from the statistical population based on inclusion, exclusion, and voluntary criteria and convenience sampling. The students were randomly placed in the experimental and control groups (15 students in each group). The training program based on motivational interviewing and mentalization approaches was performed in group form for eleven sessions of 90 minutes in the experimental group, and the control group did not receive any intervention during the study process. Research tools included the latest validated version of The Multidimensional Experiential Avoidance Questionnaire (MEAQ) (2011) and Childhood Trauma Questionnaire–Short Form (CTQ-SF; Bernstein & Fink, 1998). The data was analyzed using the Mixed variance analysis and SPSS-26 software.
 

The results showed that there was a significant difference between the mean reduction in experiential avoidance (F=3.115, P=0.04) and behavioral avoidance components (F=6.670, P=0.01), distress aversion (F=3.464, P=0.04), and distraction- suppression (F=5.975, P=0.02) in the post-test phase of the experimental and control groups, and these results (reduction in experiential avoidance) continued in the experimental group and the follow-up phase (P<0.05).

Based on the results of this research, it can be concluded that training based on motivational interviewing and mentalization has helped prevent the downward spiral of negative mood and thinking and the tendency to anxious and avoidant responses of students with childhood trauma by creating the necessary cognitive strategies to face stress.

Adolescents are crucial and sensitive age group in any society, with their health forming a fundamental basis for the society health. Despite the importance of healthy nutrition during adolescence, most adolescents globally consume less than the recommended amounts of fruits and vegetables while increasing their intake of carbonated drinks and high-fat processed fast food. This study aims to determine the knowledge, attitudes, and practices related to fruit and vegetable consumption among female high school students and the factors influencing these behaviors.

This cross-sectional study included 270 first female high school students from Nehbandan city in 2023, randomly selected using multi-stage sampling method. Data were collected using a demographic questionnaire along with knowledge, attitude, and practice assessments, and analyzed using SPSS-23 software utilizing descriptive-analytical statistics, the Kruskal-Wallis test, and Spearman's correlation.

The average age of the students was 13.9±0.75 years. The mean scores and standard deviations for beverage and vegetable consumption, attitude, and daily performance were 17.76±2.8, 24.68±5, and 3.7±1.5 respectively, with the daily and weekly performance of fruit and vegetable consumption at (3.7±1.5) and 10.28±5.3 respectively. There was a significant relationship between fruit and vegetable consumption and factors such as father's occupation, family income, and mother's education (p< 0.05).

The results indicated that while students had favorable knowledge and attitudes towards fruit and vegetable consumption, their actual consumption practices were inadequate. Factors such as attitudes, mother's education level, father's occupation, and income significantly influenced students' fruit and vegetable consumption. Therefore, educational interventions and counseling for mothers on the importance of fruit and vegetable consumption for family health, especially for adolescents, along with government support for low-income families to improve nutrition, are essential.