مجله پیشرفت های نوین در علوم رفتاری
پیاپی 22 (امرداد 1397)

The purpose of this study was to investigate the effect of emotional intelligence training on bullying, social competence and emotional intelligence in fourth grade elementary school students in Ardebil. Bullying, social competence and emotional intelligence as dependent variables and emotional intelligence training as  independent variables. The present study is a experiment. The questionnaires of this study were Bulwark Questionnaire Elwius (1996), Cohen Social Empowerment, and Emotional Benefit Inventory of Children and Adolescents Bar-Anne and Parker (2000). The research sample consisted of 40 male students of elementary school with bullying behavior in a randomized multistage, randomly divided into experimental and control groups. Statistical analysis showed that there was a significant difference between the experimental group and the control group in the post-test, bullying, social competence and emotional intelligence. Social competence analysis also showed a significant difference between the experimental group and the control group. Emotional intelligence analysis also showed that emotional intelligence training increases the emotional intelligence of the experimental group compared to the control group

The purpose of this study was to investigate the mediate role of early maladaptive schemas in attachment styles and addiction to mobile social networks in students. This research is descriptive correlational. The statistical population of all students of BA in Payame Noor University of Babol, who studied in the humanistic science year of 96-97. The total number of students is about 250. According to the Morgan table, 148 people have been selected by available method. In this research, three questionnaires of Hazen and Shaver Attachment Style (1987), Young Schema Questionnaire (1998) and the Addiction to Mobile Questionnaire Based on Social Networks (2017) have been used. The results showed that the early maladaptive schemas had a negative relationship between secure attachment style and social networks addiction (β =-0.039, P=0.05) and the relationship between avoidant insecure attachment style (β =0.15, P=0.001) and the ambivalent insecure (β =0.28, P=0.001) mediate positively. Insecurity in attachment style and the existence of maladaptive schemas can lead to addictive use of mobile-based social networks. Therefore, the results of this study can be used to design therapeutic and learning programs for the addiction of mobile-based social networks by therapists, mental health Services.

The purpose of this study was to investigate and compare self-esteem in female students covered by supportive organizations and students of secondary schools in Miandoab city. In this research, the causal-comparative method was used. The statistical population of this study included all female high school students in Miandoab, which had a total of 2800 people. Using Kerjci and Morgan tables , 338 people were selected through stratified random sampling, were selected in two groups. To collect data, Cooper's self-esteem questionnaire was used. The results were analyzed using multivariate analysis of variance. The results of this study showed that there is a significant difference between the normal students and the supportive organizations in self-esteem and its components including: general, family, social and educational selfesteem.

This research seeks to identify the challenges and opportunities in the bilingual schools of Ahwaz city. Using Swat model, SWOT is designed to identify the weaknesses, strengths, challenges and opportunities. Therefore, the research method used in these studies is a textual analysis method. Also, the society under study in this study is all primary school teachers in Ahvaz city. Using a targeted sampling method, 21 of the 212 schools in the 22 schools with the highest population of Arabic bilingual students were selected. In these studies, 28 teachers were considered as target groups. Using the interview method, the data have been gathered. Using the analytical-interpretive method, the data collected has been analyzed. In these studies, findings are presented at two levels, including Challenges (WT) and Opportunity (SO). Examples include emotional fractures, unbalanced expectations, alienation Educational language, conflict and language interactions, lack of bilingual communication and incomplete communication can be challenged, such as the ability to understand the psychological aspects of bilingual students, the application of socio-cultural components of the region, the ability to understand the stages of linguistic development In bilingualism, the use of the method of linguistic commonality (a two-way method) and the use of the linguistic integration method (transitional method) can be used as an opportunity in these schools. It should be noted that to take advantage of these opportunities in the field of action Facing the Challenges, Practical Strategies (SO) at the end of this Studies have been made.