نشریه مشاوره مدرسه
سال دوم شماره 1 (بهار 1401)

The aim of this study was to comparison defense mechanisms, Dysfunction emotion regulation and intolerance of Uncertainty in students with symptoms of compulsive Hoarding and social anxiety.

The research method was causal-comparative. The statistical population included all students of the Islamic Azad University of Ardabil, of which 120 were selected by Random sampling-step. To collect research data from the Saving InventoryRevised Questionnaire (SI-R), Jerabeks Social Anxiety Scale, Defense Styles Questionnaire (DSQ-40), Difficulty in Emotion Regulation Scale (DERS), Intolerance of Uncertainty Scale (IUS) was used. Multivariate analysis of variance (MONOVA) was used for statistical analysis after describing the data to test the hypotheses.

The results showed that except for mature defense style, immature and neurotic defense style in students with symptoms of social anxiety is more than students with symptoms of compulsive Hoarding and also in the dimensions of Dysfunction emotion regulation other than difficulty in controlling Impulse of other dimensions in students with symptoms of social anxiety is greater than students with symptoms of compulsive Hoarding. Finally, the dimensions of intolerance of uncertainty, except for the inability to perform the action, the other dimensions in students with symptoms of social anxiety are more than students with symptoms of compulsive Hoarding.

The results indicate that the studied variables are higher in students with symptoms of social anxiety compared to students with symptoms of compulsive Hoarding and need programs to improve these variables.

The purpose of this study was to compare attachment styles and identity styles in anxious and non-anxious high school students.

The research method was causal-comparative studies and the data collection method was field. The statistical population of the study included all normal and anxious students of the second period of boys in Ardakan city in the academic year 1399-1400 who were studying, from which 140 students were selected using Morgan table, which was divided into two groups of students. Normal and anxious were divided. To collect the data, valid and widely used questionnaires were used, including Collins and Reed (1990) Attachment Styles Questionnaire, Brzonsky (1992) Identity Styles Questionnaire and Beck Anxiety Questionnaire (1990). The validity and reliability of the questionnaires were also confirmed due to the standardization of the tools used in previous studies.

The results showed that they're was a significant difference between the scores of insecure attachment styles and its components in normal and anxious students (P<0.01). Also, this difference is significant in the variable of avoidance identity style in the two groups of normal and anxious students (P<0.01). That is, normal students have less avoidant identities than anxious students.

According to the findings, it can be concluded that normal students have a lower insecure attachment style than anxious students and also avoidant identity style is seen more in anxious students than normal students.

The aim of this study was to investigate the role of attributional styles in attitudes toward online learning mediated by coronary anxiety in Yazd University students.

The present study was descriptive-correlational. The sample consisted of 280 people from all students of all academic years of the academic year 1399-1499 and the method of voluntary sampling. To collect data from the attributional style questionnaires of Seligman et al. 2017) and Corona Anxiety et al. (1398) were used. Data analysis was performed by correlation and structural equation modeling with 24 AMOS software..

Positive attribution directly, positively and significantly predict the attitude to online learning (β = 0.26). Negative attribution predict inverse, negative and significant attitudes toward online learning (β = -0.55) as well as directly and positively and significantly predict coronary anxiety (β = 0.79). Finally, the results showed that coronary anxiety could not be a mediator.

In general, the results showed that people with positive attribution style had a more positive attitude towards online learning and people with negative attribution style had a more negative attitude and also people with negative attribution style experienced more coronary anxiety.

The present study was conducted to investigate the effectiveness of group play therapy on emotional literacy, social adjustment and aggressive behavior of aggressive primary school students.

The current research is a semi-experimental type with a pre-test-post-test design with a control group. The statistical population includes all aggressive elementary school students in Ardabil city, and 00 of these students were selected by the available sampling method and replaced in two experimental and control groups. Both groups answered emotional literacy, California social adjustment, and children's aggression questionnaires before and after the intervention. The experimental group participated in 9 group play therapy sessions and the control group did not receive any intervention.

According to the findings obtained by using the statistical method of multivariate analysis of variance, group play therapy has lead to the reduction of aggression and, on the other hand, has increased social adaptation and emotional literacy in students.

The results showed that group play therapy is an effective method in improving emotional literacy and social compatibility of aggressive students.

Considering the importance of adolescence in people's lives and the importance of responsibility, resilience, and hope in this period as the underlying characteristics of a person with high mental health, the present study aimed to investigate the effect of choice theory training on responsibility, resilience, and hope of second-grade high school girls.

This is a quasi-experimental study that was performed with 40 high school girls participants in Mashhad city in 2020-2021, assessments including The Kordlo's Responsibility Questionnaire, the Connor-Davidson's Resilience, and the Hinds Adolescent Hope were completed once before and once after the intervention. Participants were randomly divided into intervention and control groups. The members of the intervention group received Choice Theory Training for Responsibility, Resilience, and Hope in 8, 90-minute sessions. Analysis was performed using SPSS 24 by multivariate covariance method for the components of the responsibility variable and univariate covariance for responsibility, resilience, and hope.

The main findings of the study show that the intervention had a significant effect on the responsibility, hope, and resilience at the 0.01 alpha level .

Choice theory training can be used as an effective way to improve and enhance the responsibility, hope, and resilience of high school girls.

School administrators are faced with new demands, more complex decisions, and additional responsibilities than ever before. Their day is usually filled with various administrative functions such as providing resources, managing learner discipline, resolving conflicts with parents, and dealing with unexpected teacher and learner crises. Therefore, the current research was conducted with the aim of determining the contribution of social support and self-control components in predicting the job burnout of elementary school principals.

Materials: 

The research method was applied in terms of purpose and data collection in the descriptive-correlation research group and in terms of scope of work in the quantitative research group. The statistical population of the research consists of 651 principals and viceprincipals of Ashtrinan education and training schools in the academic year 6110-6107, and 02 people were selected as a sample using the sampling table of Karjesi and Morgan. In order to collect data, the standard questionnaires of social support by Sherburne and Stewart (0770), self-control by Tanji (6114), and job burnout by Meslesh (0700) were used. The collected data were analyzed using descriptive and inferential tests using SPSS 60 software.

The research findings showed that between social support (informational support, social network support, self-esteem support, device support) and self-control (primary selfcontrol, inhibitory self-control) with correlation coefficients of -12264 and -12290 respectively. , 12541, 12509 and 12290, 12917 have a significant and inverse relationship with job burnout. Discussion and

In view of this issue, it is necessary to provide training and create support systems and self-control training for primary school principals.