نشریه تعالی مشاوره و روان درمانی
پیاپی 27 (پاییز 1397)

The purpose of this study was to compare the effectiveness of working memory training on academic self-regulation in female high school students.

The statistical population of this study included all second-grade secondary school students in district 5 of Tehran in the academic year of 96-97. To collect data, the self-directed questionnaire of Kanle & Royan (1987) was used. This research was a semi-experimental design with pre-test and post-test design with control group. A sample of 30 people who were lower in the dependent variable and willing to participate in the training sessions were selected randomly and divided into two experimental groups and one control group (each group was 15). Within a week of pre-test run for both groups, the experimental group was subjected to an independent variable of work memory training (20 sessions of a half-hour, three sessions per week) and the control group did not receive any training.

In this study, the variance of multiple, single variable and multiple variable variables was used to analyze the differences between the groups, taking into account intra-group (test) and intergroup (group membership). The results showed that working memory training increased self-regulation in students.

Work memory training also increases academic well-being, self-regulation and academic achievement motivation in students.

The purpose of this study was to investigate the relationship between parents' mental health and their male offspring.

The research method was correlation and the statistical population was all the male students of the elementary school district of Tehran district 17. The sample size consisted of 375 parents (parents and children) selected by multistage cluster sampling method. Six primary schools of Tehran district of Tehran, 6 schools, and 4 schools of each school and 16 randomly selected from each class. They were The parents' mental health questionnaire (GHQ) was Goldberg (1986) with a reliability of 0.93, and for the adjustment of children, the 37-item questionnaire of the McDonough's (2008) compatibility questionnaire (2008) with a reliability of 0.81 was used.

The results of Pearson correlation coefficient and multivariate regression showed that there is a significant relationship between parent's mental health and their son's consistency. Also, there is a significant negative correlation between parental anxiety and parental depression with their son's consistency and there is a significant positive correlation between physical health and social relation and adjustment of their offspring.

The results showed that the mental health of the parents can be predicted by the adjustment of their son's children.

In this research, "Standardization of the third edition of the Wadkock-Johnson Student Volunteering Scales in elementary school students in Islamshahr" was studied.. Methoed:  The original questioning method has been developed to determine whether the third edition of the Woodshow-Johnson Student Volunteering Scales in elementary school students in Islamshahr has internal consistency, stability coefficient, criterion validity, and desirable structure validity. The present research is in the field of psychometric planning. The present research community consists of all students of Eslamshahr primary schools. In this research, 720 students (from the first to the sixth and from each base of 30) were selected as the sample, following a randomized random sampling method. In this research, the third edition of the third edition of the Woodcock Johnson Cognitive Test series has been used as a tool that has a desirable validity and validity. The results of this study showed that by examining the internal consistency (using Alpha Cranbach method and two semiring tests with Spearman-Brown correction), stability by means of test-retest method revealed that the tool consisted of internal consistency of questions and desirable stability (higher Of 0.95). Also, the tool with the fifth version of the Stanford-Bineh Hoe Scale in elementary school students in Eslamshahr has a similarity of validity. Finally, the factor analysis revealed that this tool explains the factors of the seven factors of the Kotl-Horn-Carroll theory (CHC) in elementary school students in the city of Islamshahr.

The purpose of this study was to investigate the effect of teaching mindfulness skills on increasing failure tolerance and reducing depression in women with addicted spouse referred to the counseling center in Karaj.
  This study was a semi-experimental design with pretest-posttest design with control group. The statistical population of this study was the wives of addicts who referred to the counseling center in Karaj, which included 100 people. According to the semi-experimental research, 30 samples were selected by sampling method and were randomly divided into two experimental (15 subjects) and control (n = 15) groups. The experimental group participated in mindfulness training sessions and the control group did not receive any intervention. To collect the data, the Herington Failure Scale (2005) and the Beck Depression Test were used. SPSS software was used to analyze the data. In addition to descriptive statistics, the covariance statistical method was used to analyze the research hypotheses.
The results indicated that Mindfulness-based education was effective in relieving the failure and depression of the wives of the addicts referred to. Also, the results showed that Mindfulness-based education is effective in relieving failure and reducing the depression of spouses of addicts who are referred. Also, the results showed that Mindfulness Education is effective in the development of addicted spouses. Other results indicated that Mindfulness-based education is effective in the competence of addicted wives.
Discussion and The findings generally indicate that Mindfulness-based education is effective in reducing failure and reducing the depression of addicts' wives referring to the counseling center in Karaj.

Higher educational institutions are looking for factors influencing the educational achievement of the younger generation of society. In this context, academic engagement is one of the concepts that attracted the attention of many scholars. The purpose of this study was to investigate the contribution of each of the components of personality dimensions and basic psychological needs to the academic engagement of students.
This research was descriptive and correlational and the statistical population of the study consisted of 200 students (100 females and 100 male) from Kharazmi University students in the academic year of 1995-96. They were selected by stratified random sampling method. Personality dimension questionnaires (Costa and McCarey, 1992) completed the basic psychological needs (Deci and Ryan, 2000) and academic engagement (Zarang, 1391). Data analysis was done by stepwise regression method.
The findings of this study showed that among the components of personality dimensions, only two components of responsibility and mental disorder (in total 21%), as well as among the components of the basic psychological needs of the two components of autonomy and competence (total of 3 / 19%) share the prediction of students' academic engagement.
The basic psychological needs in educational and family environments can be effective on the internal motivation and as a result of school homework and academic engagement of learners.

To provide a model for identifying the components of virtual education for students with physical-motor disabilities. The research method is descriptive-survey.
The statistical population of the study was all managers and coaches of the special education centers in Tehran. The sampling method was carried out through a census. The main research tool was a researcher-made questionnaire that had a reliability of 0.79 using Cronbach's alpha coefficient. For data analysis, descriptive statistics and inferential statistics (binomial distribution, Chi-2) were used.
Out of 120 managers and instructors who were questioned, 57 responded to the questionnaire, which is equivalent to 47.5% of the total population. Only 23% of these people have had at least one virtual learning experience with their students. In terms of 60% of surveyed managers and educators, the importance of virtual education for students with physical-motor disabilities was high and very high. Vocational education in the components of time setting training, providing equal opportunity education for children with physical-motor disabilities, parental involvement, access to education, ease of use of educational facilities, acquisition of social skills, communication with others, reduction of training costs For parents, reducing the costs of school education, continuing learning, meeting the students' psychological needs, and increasing the confidence of students was highly and very effective. 11 components were identified to provide an executive model based on the components of virtual education for students with physical-motor disabilities in Iran and a model was designed based on it.
According to the results of the problems in the level of all 11 components, the average score was reached. Therefore, virtual education can have a positive effect on the educational components of students with physical-motor disabilities.

Characteristic features are certain patterns of behavior and thinking patterns that determine how personality is adapted to the environment. The purpose of this study was to investigate the role of one of the biological factors (blood type) in personality traits, emotional intelligence and academic motivation, in order to determine the factors and roots of human behavior.
The purpose of this study was to compare the personality characteristics and emotional intelligence of female students based on blood groups. The research method was causal-comparative. For this purpose, among all 15- to 18-year-old girl students in Tarom Province (150 students), 68 students were selected by cluster sampling method. After determining the blood groups, they were divided into four blood groups, and the Spear Scarification Emotional Inventory, And Hexaquo's personality questionnaire for each of them. At the end, the collected data were analyzed using one-way ANOVA using SPSS software.
Findings in the emotional intelligence variable with blood groups A, B, AB, and O according to F (F = 1.725 = 1, P = 0.17) showed that there was no significant difference between emotional intelligence of girls with groups There is no significant difference between the different blood types.
The findings of the data analysis showed that there is no significant difference between the personality traits and emotional intelligence in female students based on blood groups A, B, AB and O.