مجله دستاورد های روانشناختی
سال سی‌ام شماره 2 (پیاپی 30، پاییز و زمستان 1402)

Learning disorders are one of the considerable topics in educational psychology. Children with learning disabilities experience more emotional problems than their peers. Hence, there will be more challenges for the parents of these children, which can add to the complexity of the parenting experience. Therefore, this study aimed to identify the main elements in the lived experience of mothers of children with learning disabilities of the emotional and behavioral problems of their children.

In this research, the phenomenological research method was used to investigate the lived experience of mothers of children with learning disabilities to cope with their children's emotional-behavioral problems. Therefore, among the clients of learning disability treatment centers in Tehran, to the point of saturation, 14 mothers of children with learning disabilities participated in in-depth and semi-structured interviews; After recording and transcribing the interviews, the data was analyzed by the Colaizzi method.

In the analysis of descriptive codes of interviews, 137 primary concepts were extracted. Combining similar concepts created 31 sub-concepts and 7 main concepts. The 7 main concepts are; Social Communication Impairment, Marital Relationship Impairment, Challenging Parenting, Inefficient Education System, Decrease in psychologically rich life, Experience of Negative Emotions, and Physical-Psychological Problems.

The concepts found in the study showed that mothers of children with learning disabilities face many difficulties due to their children's academic and emotional-behavioral problems that lead to the experience of feelings of burnout in parenting and require social and clinical attention.

Learning disabilities are problems that negatively affect an individual's education and education-related skills such as reading, writing, arithmetic, and others because of having different perceptions of what they see. Parents may wonder what his future will be like despite this problem. Various factors affect the family function of parents with learning disabilities; one of the factors is controlling negative thinking. This study aimed to predict family functioning based on the control of negative thinking and parental stress with the mediating role of sexual satisfaction.

Method:

In this correlational study, 212 Parents of children with learning disorders in Tehran were selected through the purposive sampling method. For each parameter calculated, at least 10 participants are required to test the model. In this study, the Family functioning of McMaster (1983), and the Control of negative thinking of Wales & Davis (1994) include subscales that measure individual differences in controlling annoying thoughts. Strategies for controlling thinking are distraction, worry, social strategies, self-discipline, and re-evaluating thinking are used, Also Parenting Stress Questionnaire of Abidin (1992), which includes items covering adaptability, child domain, mood, attachment, acceptance, extravagance, reinforcement, inattention / over-action, relationship with spouse, parent domain, depression, sense of competence, role constraints, parental health, isolation It is life… and finally Sexual satisfaction of Hadson, et al. (1981) was used for data collection in this study which assesses couples' satisfaction levels. The proposed model was evaluated using a structural equation method. 

Results:

There is a significant relationship between control of negative thinking with family functioning (p<0.01), sexual satisfaction with family functioning (p<0.01), control of negative thinking with sexual satisfaction (p<0.01), spiritual well-being with sexual satisfaction (p<0.01), but there was a significant relationship between parental stress with family functioning (p>0.05). Also, indirect pathways were significant control of negative thinking with family functioning with mediating role of sexual satisfaction (p<0.01), parental stress with family functioning with mediating role of sexual satisfaction (p<0.01).

Discussion:

The results indicate that there are high levels of conflict and low levels of cohesion in families with children with learning disabilities. It is natural to expect these families to be affected by the symptoms of the child disorder and for parental problems to increase in these families. When parents can acquire these skills, they can be aware of problems and stresses and find appropriate solutions, thus reducing stress in their relationship with the child as well as marital relationships, and improving sexual satisfaction as well as family functioning. Find. Thus, it can be said that sexual satisfaction plays a mediating role in the relationship between controlling negative thinking and parenting stress with family functioning. The statistical population of this study was limited & through questionnaires, which makes the generalization of the results and bias issue with caution. Therefore, it is suggested that more research be done on other samples to generalize the results. And also holding workshops, to strengthen the control of negative thinking and reduce parental stress, it is possible to increase sexual satisfaction in them and increase family functioning.

To continue the marriage, marital intimacy is essential. Intimacy is very important for a healthy relationship.This study examined the effect of marital intimacy on life satisfaction with the mediation of love, compatibility test, and marital satisfaction in Khuzestan University staff.

The aim of the present study is applied research and correlational data collection was done through structural equation modeling. The population includes all employees of Islamic Azad University in Khuzestan province in 1399 these organizations were working at the end of the 17th Islamic Azad University in Khuzestan province, eight Islamic Azad University were randomly selected from each university staff Faculty of Humanities of University, where selected. To test the hypothesis of the study, 330 people were chosen to stage the random sampling method. The questionnaire for the current conditions and limits for transportation and communication about the disease, corona sampling, and Running the Internet (social networks such as cable and WhatsApp) were distributed and 308 were returned, finally, that after removing the questionnaire and also threw incomplete data, about 10 questionnaires, 298 questionnaires were analyzed (questionnaire return rate of 0.80 percent). Instruments included were a questionnaire on marital intimacy by Walker and Thompson (1983), a questionnaire by Hatfield and Rpsvn Love (1993), Spinner Inventory Adjustment Couple (1976), Bloom and Mehrabian Marital Satisfaction (1999) and Diener et al. Life Satisfaction (1985). Analysis with the help of structural equation modeling was performed using SPSS and AMOS-24. In the present study questionnaires to assess the reliability of marital intimacy, love, compatibility of couples, marital satisfaction, and life satisfaction Cronbach's alpha was used, and its value, respectively, 0.93, 0.91, 0.92, 0.59, and 0.64 respectively.

The results showed that the proposed model was fitted to the data. The results showed a positive and significant effect of marital intimacy on love, compatibility of couples, marital satisfaction, and life satisfaction; Love also had positive and significant effects on life satisfaction, life satisfaction, and marital satisfaction compatibility test to the satisfaction of life. In addition, the results also showed that indirect routes to marital intimacy through love, compatibility of couples, and marital satisfaction have a positive effect on life satisfaction.

Intimacy with the spouse, dependence, sharing ideas, joint activities, are the characteristics of an intimate couple. Therefore, love, marital adjustment, and life satisfaction can be higher in couples who have a higher degree of intimacy. In fact, couples who have more intimacy are more capable of facing problems and changes related to their relationship, and as a result, they experience more love between them, higher marital compatibility, and more marital satisfaction. Therefore, marital intimacy through love, marital compatibility, and marital satisfaction leads to increased life satisfaction between couples. Accordingly, recognizing and examining the factors that cause the stability and strength of the family, can be a useful step towards increasing the stability of married life.

In the last two decades, the academic conflict has attracted the attention of researchers and educators because of its comprehensiveness in describing students 'motivation and learning, as well as a strong predictor of students' performance, progress, and success in school. There are many different definitions of academic conflict, with some researchers considering conflict as a process while others have conceptualized it as an outcome. The framework of student achievement blueprints includes several identified personality and psychological elements that potentially influence student achievement; In this regard, we can refer to psychological capital and self-determination. The aim of the present study was a model of academic engagement based on psychological capital mediated by self-determination.  

This research is applied in terms of purpose and correlational in terms of the descriptive method. The study population consists of all twelfth-grade female students in Tehran province in the academic year 2009-2010. The sample consisted of 305 twelfth-grade female students in Robat Karim and Parand who were selected by multi-stage sampling. Students answered the questionnaires on academic engagement (Rio, 2013), psychological capital (Lutans et al., 2007), and self-determination (Ryan and Desi, 2000). After collecting the data, they were analyzed using Spss-24 and Amos-21 software and Pearson correlation coefficient and structural equations. 

The assumed model was fitting in the research community. The results of the analysis showed that the mediating role of self-determination in the relationship between psychological capital and academic conflict is positive and significant and the proposed model explains 33% of the variance of students' academic conflict. The research findings showed that psychological capital and self-determination, directly and indirectly, predict 33% of the variance of academic engagement. Therefore, it can be concluded that psychological capital and academic engagement have a mutual effect, and in other words, a causality and circular relationship can be considered between psychological capital and academic engagement.

Based on the research findings, it was found that the effect of psychological capital is more indirect and self-determining than direct. As a result, students' self-determination and academic engagement increase with increasing psychological capital. Psychological capital facilitates the processes of being required to pay attention, interpret, and maintain positive and constructive emotions in interaction and participation with educational environments due to positive cognitive evaluation of events, which can lead to more involvement with materials. The lesson is to act at the optimal level and increase performance. In fact, people with higher self-efficacy use study and learning strategies more effectively to achieve the desired result, these people use cognitive and metacognitive strategies more, and in educational activities with planning Purposeful and comprehensive effort, overcome academic problems and challenges.

Attention can be described as the choice of a thing or thought from several thoughts or several things by the mind so clearly that it seems to have happened at the same time. The ability to pay attention allows a person to control the entry of different stimuli into the consciousness stage of the mind and choose only a limited number of them from different stimuli. Research shows that attention deficit disorder is one of the main educational problems.

The statistical population was all the children with attention deficit disorder who were referred to a counseling center, in Shiraz in 2019. The statistical sample consisted of 36 children between 8 to 11 years old, who were selected from the counseling center using a targeted sampling method. Then they were assigned into three groups of control (12 persons) and an experimental group (12 samples). In the experimental group, the anode electrode was placed on the FP1 region, and the cathode electrode was placed on the right shoulder blade and fastened to the head with a clamp. In each session, transcranial direct current stimulation was applied at an intensity of 1 mA for 30 minutes for each subject. Research tools were the Demographic Characteristics Questionnaire, Stroop Effect Test, and Electroencephalograph recorder. 10 transcranial Direct Current Stimulation sessions for each subject in the experimental group were done over three weeks. During the interventions, the control group was under the passage of time. In the post-test, both groups were compared in terms of attention and Electroencephalographic patterns. The statistical data analysis was performed using the analysis of covariance at p < 0.05. SPSS software was used for data analysis. 

The results of the pre-test and post-test comparison showed that the effect of transcranial Direct Current Stimulation (tDCS) was significant in the experimental group. Therefore, it seems that transcranial Direct Current Stimulation affects the attention and electroencephalographic pattern of children with attention deficit disorder. As a result, transcranial Direct Current Stimulation can be used to treat children with attention deficit disorder. Since the level of students' attention to the subject of the lesson is one of the main factors of education and learning, therefore, according to the results of the mentioned studies and the present research, it can be concluded that Transcranial Direct Current Stimulation increases the excitability of the children's brain.

Transcranial Direct Current Stimulation is effective in improving selective attention and reducing the theta/beta ratio in the CZ region of children with attention deficit disorder. Therefore, it is suggested that extracranial Transcranial Direct Current Stimulation in the fp1 region be used as an adjunct to accelerate the treatment of children with ADD

Talented students are the national assets of any country and not paying attention to them can cause psychological damage to individuals. In this study, the effect of the Pennsylvania resilience treatment program on procrastination and anxiety components in perfectionist intelligent adolescents in Dezful was investigated.

The research method was experimental and in the form of a pre-test and post-test research design with a control group. The statistical population of this study included adolescent girls aged 12 to 16 years who responded positively to the call. They were invited to the clinic and filled out the perfectionism questionnaire. Then, among them, 30 people with high perfectionism scores were selected and randomly divided into experimental and control groups. A pre-test was performed on both groups and after the treatment sessions, a post-test was taken from both groups. Data collection tools were questionnaires by Solomon and Ratblum and the Beck Anxiety Scale (BAI). 

Univariate analysis of covariance and analysis of covariance assumptions were used to analyze the data. The results of the analysis of covariance showed that the effect of academic procrastination scores in the pre-test stage was significant (p=0.32, F=5.145), meaning that there is a significant relationship between academic procrastination pre-test scores and post-test scores in this variable. Also, after controlling the pre-test scores, the effect of the group on the score of academic procrastination in the post-test stage was significant (p=0.001, F=23.50). Based on the observed averages, it can be concluded that resilience training by the Pennsylvania method has reduced academic procrastination by 46% in the post-examination phase. The effect of scores on the pre-test stage was also significant (P=0.026, F=7.565). This means that there is a significant relationship between the pre-test scores of anxiety and the post-test scores of this variable. Also, after controlling the pre-test scores, the effect of the group on the anxiety score in the post-test stage was significant (p=0.010, F=7.648). Based on the observed means, it can be concluded that resilience training by the Pennsylvania method has reduced anxiety by 22% in the post-test phase.

The results of the analysis showed that the Pennsylvania Resilience Program has reduced academic procrastination and anxiety in perfectionist intelligent teens.

Adolescence is considered an important period of life that is accompanied by considerable biological and psychological changes that may lead to anxiety disorders in some cases. Generalized anxiety disorder (GAD) as one of the most prevalent psychological disorders among adolescents is mainly characterized by heightened levels of anxiety that interferes with performance during life. Clinicians warn that untreated GAD can be harmful and may shift to a more severe disorder such as major depression disorder. Therefore, identifying underlying factors and concomitants of the disease seems pivotal. This study aimed to investigate the prediction of generalized anxiety disorder based on 3 attachment styles as well as examine the mediated role of maladaptive schemas.

The statistical population of the study included students of different levels of high school, ages 13-18 years living in Tehran province, in the autumn and winter of the academic year of 2019 – 2020, from which 297 students were selected by a simple random sampling method. The Pennsylvania Worry Questionnaire (PSWQ), Revised Adult Attachment Scale (RAAS), and Young’s Schema Questionnaire-short form (YSQ-SF) were used for data collection. A statistical analysis of Structural Equation Modeling (SEM) was performed using the SPSS-16 software.

A negative and significant (P<0/01) direct effect was observed for secure attachment and avoidant attachment styles, while no significant direct effects were found for ambivalent attachment style relationship to generalized anxiety disorder. Also, the early maladaptive schemas could significantly mediate the secure attachment style and avoidant attachment style relationship to generalized anxiety disorder, while no mediating role was detected for the ambivalent attachment style. A Bootstrapping analysis also confirmed this finding. All 5 categories of maladaptive attachment schemas significantly were correlated to GAD symptoms.

Based on the findings of the present study, it could be concluded that increased measures of secure and avoidant attachment styles in adolescents are associated with decreased levels of GAD symptoms. Increase indices in each of the 5 categories of maladaptive schemas (The 18 early maladaptive schemas are classified into 5 main areas: Disconnection/Rejection, Impaired Autonomy, and Performance, Other-Directedness, Hypervigilance/ Inhibition, Impaired Limits) are associated with increased GAD severity, so the relationship is significant. Also, early maladaptive schemas could mediate the relationship between secure and avoidant attachment styles with generalized anxiety disorder in adolescents. According to the results of this study, careful consideration of attachment styles and early maladaptive schemas to prevent generalized anxiety disorder in adolescents is recommended.

The method of the present research is qualitative and the systematic version of the "Grounded Theory". The statistical population of the present study was all boys born in Dezful in the years 1999 to 2003. The sampling framework was purposeful and theoretical. For this purpose, 18 people who experienced puberty and shared experiences and thoughts about puberty and could talk about the process of puberty were selected. Semi-structured interviews were used to collect data. The recorded interviews were transcribed on paper and then in open coding, the concept codes were assigned to the smallest meaningful unit of the text. Data were analyzed in three stages open coding, axial coding, and selective coding.

The 20 main categories, 50 subcategories, and 106 basic concepts expressed the lived experiences of sexual maturity of the participants in the present study. Lack or deficiency in education, lack of sexual knowledge, social factors, family, economic factors, technological factors, and specific sexual experiences were the most important determinants of people's life experience of puberty. All the main categories were glued together in 6 interrelated blocks and formed a paradigm pattern. The blocks are a central phenomenon, causal factors, strategies, contextual conditions, intervening factors, and consequences.

The ultimate goal of the present study was to develop a data model of the boys' lived experience of sexual maturity based on the data collected through interviews. The results showed that puberty can be a source of dissatisfaction and psychological/emotional, social, and physical disorders or satisfaction and happiness. The psychological and social life experience of puberty can be evaluated positively or negatively. Puberty is one of the most important periods in the life of any person, depending on the relationships and training received can be positive or negative. Making sweet and effective courses is influenced by individual and social factors.

Emotional intelligence refers to the differences between individuals in identifying motivation, emotions, and feelings, and controlling emotions, both in the individual and in social relationships. In fact, emotional Intelligence is the ability to process information related to one's emotions and the ability to use the information as a guide for understanding and acting. (MacCann et al., 2020). According to Bar-On (2003), emotional intelligence and teaching this skill deals with oneself, others, and the environment. Therefore, it should be more adaptive to changing conditions and be more successful in meeting environmental demands. Responsibility in the educational situation is broad in scope and guarantees health indicators and improved quality of life of children in school. In addition, recently, scientific interest in the problems of stress and coping with it has been increasing. Therefore, the purpose of this study was to investigate the effectiveness of emotional intelligence training for preschool teachers on their responsibility and coping skills.

The research method is applied based on purpose and based on data collection, quasi-experimental with pre-test-post-test design and control group. The statistical population includes preschool teachers in Izeh City in 2020. From the target population, 30 people were selected by random sampling method and assigned to experimental (15) and control (15) groups. First, pre-tests were performed for both groups. The experimental group received emotional intelligence training in 10 sessions of 45 minutes over two months. The instruments used in the pre-test and post-test include the Responsibility subscale of the California Psychological Inventory and the Coping Inventory for Stressful Situations. Data were analyzed using the analysis of covariance by SPSS-23 software.

The results obtained by comparing the post-test of independence variables in the two groups by controlling the effect of the pre-test, after emotional intelligence training showed the scores of responsibility and Task-oriented coping who participated in the experimental group compared to those in the control group Were significantly increased (P <0.01). The results also showed that the scores of the components of emotion-oriented coping and avoidant-oriented coping who participated in the experimental group, compared to those who were replaced in the control group decreased (P ≤.01). In general results showed that emotional intelligence training has a significant effect on the responsibility (F=20.20, p<0.0001) and coping skills (included: Task-oriented coping: F=11.25, p<0.003; Emotion-oriented coping: F=14.75, p<0.001; Avoidant-oriented coping: F=5.07, p<0.004) of preschool teachers.

Therefore, it can be concluded that emotional intelligence training is an effective method to increase preschool teachers’ responsibility and positive coping skills by using techniques such as familiarity with the concept of emotion, emotional awareness, identifying emotions, accepting emotions, confronting emotions, and personal responsibility skills. Also, emotional intelligence training because it emphasizes both cognitive and emotional factors, affects preschool teacher’s responsibility and coping skills.

The coronavirus has become a serious threat to public health and well-being. The spread of the virus, especially among children and teenagers, has caused great concern and anxiety. Given the pandemic's impact on important social, economic, and political aspects, it is crucial to explore the psychological effects of the disease on individuals at different levels of society. For instance, the psychological well-being of teenagers is of utmost importance, and factors such as moral identity, tolerance of disturbance, and resilience are believed to play a significant role. This study aims to examine the relationship between psychological well-being, moral identity, tolerance of disturbance, and resilience in female high school students.

This study utilized a structural equation correlation design and included all female high school students in Ahvaz during the academic year 1401-1400. A total of 253 participants were selected through multi-stage cluster sampling. District 1 of Ahvaz was randomly chosen, and five secondary schools were randomly selected from this district. After coordinating with school principals and teachers, students were asked to respond to questionnaires through WhatsApp and student groups. The Psychological well-being of Ryffs (2002), Moral identity of Aquino & Reed (2002), Distress Tolerance of Simmons & Gahr (2005), and Resilience of Connor & Davidson (2003) were used to collect data. Descriptive and inferential statistics were used to analyze data, including Pearson correlation coefficient, structural equation modeling, and Cronbach's alpha method to calculate the reliability coefficients 

The study found that all direct paths, except for the relationship between moral identity and psychological well-being, were significant (p > 0.05). There was also an indirect relationship between moral identity and psychological well-being through resilience, as well as between distress tolerance and psychological well-being through resilience.

The study's findings can help improve the psychological well-being of students. The coronavirus pandemic has become a global health emergency, causing psychosocial stress, job closures, and increased mortality rates. These factors can reduce psychological well-being, but individuals with high resilience can maintain their mental health during these challenging times. Therefore, improving the psychological well-being of individuals should be a priority. It is suggested that educational workshops be held to help individuals control their behavior, improve their psychological tolerance, and enhance their psychological well-being..

Moral intelligence refers to the capacity to distinguish between true and false, practice strong moral beliefs and behave in a way that is morally right. This study aimed to investigate the perception of Counseling Ph.D. Candidates about Moral Intelligence.

This research method was qualitative and based on the thematic analysis approach. The statistical population consisted of counseling Ph.D. Candidates of Allameh Tabatabai University Counseling in the academic year 1399-1400 who had completed at least one year of their doctoral program. 13 participants were selected using a non-probability purposive sampling method. Sampling continued until data saturation was reached. Data was collected, coded, and categorized into themes using a manual method. 

The data content analysis identified 121 open-source codes, 30 sub-themes, 9 main themes, and kernel themes. The main themes and kernel themes were 1) self-management (maintaining intellectual and emotional control, abstinence, control, and self-care (virtue), mental health improvement, and internalizing moral norms), 2) moral-based conscious action (recognizing moral condition, self-monitoring (consciousness), awareness of the effect of one's action on others, awareness of moral intelligence principles), 3) responsibleness (loyalty, commitment to improving mental health, acceptance of the implications of one's decisions and actions, being responsive to the implications of one's actions, commitment to the rights of others), 4) attention to honesty (clearness in relation, integrity of speech and behavior, integrity of values, and individual performance), 5) having mercifulness (social interest, empathy, paying attention to the principle of usefulness, tendency to caring), 6) fairness (unfavorable use of social position, not to misuse of professional positions, the principle of what you like about yourself to like for others), 7) tolerance (psychological flexibility, reflection on speech action, patience in action),
8) paying attention to respect (respect for the cultural nature of phenomena, respect for the privacy of others, respectful behavior and speech), and 9) forgiveness (self-forgiveness, forgiveness (others)).

According to Counseling Ph.D. Candidates, moral intelligence is effective in their behavior. Developing moral intelligence by recognizing moral situations and acting based on ethical principles helps a person avoid harming themselves and others. Strengthening the moral intelligence of students can lead to the consolidation and development of values and commitments, therefore, moral-based performance in them, and consequently in society. The moral performance of experts in the field affects society directly, and paying more attention to the moral attitudes of individuals working in this field can lead to the development of ethical attitudes in society.

Infertility is a major problem among many families, especially in Iranian families. The phenomenon of infertility, having the conditions of a critical event, ie duration, complex conditions, unpredictability, and uncontrollable conditions, creates a comprehensive crisis in the life of infertile couples and causes various injuries. Therefore, infertile women can be expected to suffer from various psychological and social problems. The psychological impact of infertility on the marital life of infertile women is often associated with family conflicts. Infertile women often consider infertility as the most stressful event of their lives and describe repeated and successive periods of treatment as periods of crisis and negative psychological responses such as anxiety, depression, lack of control, guilt, sexual problems, and lack of self-confidence. Shows that these negative emotions and stress caused by infertility can even lead to treatment discontinuation or affect treatment outcomes. According to this, the present study was conducted to offer a model of predicting psychological distress according to emotional regulation with the mediation role of adaptation to infertility in infertile women.

The research method was descriptive-correlational and pathway analysis.The statistical population of the present study included infertile women who were referred to the Royan Infertility Center in the city of Tehran in the summer of 2020. The statistical samples included 350 infertile women who were selected through a convenient sampling method. The applied questionnaires included the Psychological-Social Adaptation to Disease Scale (PSADS) (Drogits, 1986), Emotion Regulation Questionnaire (ERQ) (Garnefski, et.al, 2001), and Psychological Distress Questionnaire (Kessler, et.al, 2002). The data analysis was conducted via pathway analysis and Bootstrap test. The collected data were analyzed by SPSS and Amos 23 software.

The results showed that positive and negative emotional regulation and adaptation to infertility have a significant relationship with the psychological distress of infertile women (p<0.01). Moreover, positive and negative emotional regulation and adaptation to infertility have a direct significant effect on the psychological distress of infertile women (p<0.01). Moreover, the results of Bootstrap showed that the adaptation to infertility has a significant mediation role in the relationship of positive and negative emotional regulation with the psychological distress of infertile women (p<0.01). Finally, the model enjoyed an appropriate goodness of fit.

Considering the significant mediation role of adaptation to infertility clinical therapists must improve the infertile women’s psychological-social adaptation through applying efficient psychological therapy methods. Because adapting to infertility can bring psychological and emotional relief to infertile women. This process also allows infertile women to follow their treatment process without stress and anxiety.

One of the most important stages in human development is adolescence; the period when a person goes through childhood and encounters new plans and responsibilities in the family and society. One of the most critical adolescent issues is adolescents' mental health and well-being. Various research studies have shown that psychological well-being is necessary for many successes and advances of individuals. It should be noted that many factors can increase or decrease psychological well-being; knowing them can be used to help adolescents improve psychological well-being. Various studies have shown that social support is one of the variables that play an important role in well-being. Gratitude is one of the factors that can probably act as a mediator in the impact of social support on people's well-being. Therefore, this study aimed to investigate the role of social support in the well-being of high school students in Ashkezar with the mediating role of gratitude. 

This study was a correlational one (structural equation modeling). The population of this study included all male and female high school students in Ashkezar in the academic year of 2020-2021. A sample of 274 students was selected from the study population by convenient sampling. The research data were collected through Zimment et al.'s Social Support Questionnaire, Morgan et al.'s Gratitude Questionnaire, and Reef's Psychological Well-Being Scale. Data were analyzed by structural equation modeling using Amos-24 software. A bootstrap test was also used to check the indirect effects and mediating roles. Finally, various fitness indices were applied to check the consistency between the data and the conceptual framework. 

Regarding direct effects, the results showed that social support has a positive and significant effect on gratitude (β = 0.73) and psychological well-being (β = 0.63). The results also showed that gratitude positively and significantly affects psychological well-being (β = 0.42). The results of the bootstrap test also showed that in the relationship between social support and psychological well-being, the variable of gratitude could play a mediating role. Finally, the results showed that the proposed model has good fitness.

In sum, according to the research findings, it can be concluded that families and community officials can provide the environment to improve adolescents' mental health by delivering appropriate supportive environments. Also, proper conditions can promote adolescents' psychological well-being by teaching gratitude to adolescents. The results have been discussed in more detail using theoretical bases in the paper.

The engagement of children in daily tasks and activities can play a major role in their cognitive development. Mothers can guide children in this process through parental scaffolding. Cognitive parental scaffolding has a cultural nature and may lead to different outcomes in children from different cultures. Nevertheless, we haven’t an exact understanding of this concept among Iranian mothers; something which was addressed in this study.

Method :

The research was conducted with a qualitative approach and ethnography method. A sample of 23 mothers with children aged 3-4 years was selected based on purposive snowball sampling. The required data were collected through non-participant observation. For this purpose, the mothers were asked to help their children solve a puzzle according to the pattern, and the mother-child interaction was video recorded without the observer’s intervention. The study setting was the home of the parents. To access the dominant maternal scaffolding pattern, the task was performed only once, with the mother being unaware of the task’s context before this single performance. The video files were transcribed and the content was analyzed in MAXQDA.

Careful observations of 23 videos of mother-child interactions while completing a puzzle led to the identification of 3,517 scaffolding-related behaviors. After duplicates were removed, there remained 1,462 instances of which 90 primary codes, 14 level-2 sub-themes, six level-1 sub-themes, and three main themes were extracted. The results showed that dimensions of cognitive scaffolding in Iranian mothers included direct support (verbal and physical), expanded support (question and instructional), and emotional support (encouragement and approval). Based on the results, direct verbal and physical assistance (direct support), non-instructional questions (expended support), and repeated verbal praise (emotional support) during the tasks are the main styles of cognitive scaffolding in Iranian mothers.

The general pattern of the parent-child relationship in Iranian families, the emphasis of Iranian parents on excessive responsibility towards their children, their expectation of children to obey them, and excessive control over the learning processing of children can well explain the findings of this study. Also, the use of direct support as a dominant pattern of scaffolding in Iranian mothers can be attributed to historical events and what has happened to Iranian society. Iran has experienced much political and economic instability in its historical life and Iranian parents always have been concerned about their children in these historical instabilities. Therefore, in such a context, the direct support of the mother is justified. The use of direct support by Iranian mothers can also be attributed to structural changes in the Iranian postmodern family. Now the average family size in Iran is three, including a father, a mother, and one child. It seems that living in single-child families, can affect parental support and facilitate direct cognitive scaffolding. The results of this study can be used in cognitive development programs for Iranian children. The task dependence of parental cognitive scaffolding is a consideration that must be taken into account when interpreting the results of this study. What was described and interpreted in this study was the maternal scaffolding during the completion of an intellectual puzzle. Future research should investigate whether or not comparable results can be obtained when performing a task other than a jigsaw puzzle.

Today, paying attention to the psychological, social, and educational status of students and supporting their growth and prosperity, is an important and fundamental issue in the field of education. Therefore, discovering and studying effective variables in the field of students 'problems and difficulties, in addition to gaining knowledge, can be a beacon for better-solving students' problems and the development of the educational system. School truancy is a problem that causes a decline in academic performance and an increase in the number of years of study for a large number of students every year and is considered an obstacle to their potential growth. Abandonment is not only an educational issue but also an important social problem that, in addition to its social and economic consequences, also has psychological consequences and can be a preface to adolescents' crime. The aim of this study was to investigate the effectiveness of an integrated intervention based on motivational interview and metacognitive skills on academic procrastination, academic resilience, and motivation for academic achievement in students with a history of Truancy of school.

The method of the present study was quasi-experimental with a pre-test-post-test design and quarterly follow-up with two experimental and control groups. The statistical population of the study included all male high school students with a history of truancy in Isfahan City. 30 students were selected by simple random sampling and replaced in experimental and control groups. Participants completed the Solomon and Roth Bloom Academic Procrastination Questionnaire, the Samoise Academic Equality Questionnaire, and the Hermans Academic Achievement Inventory Questionnaire. Data were analyzed using multivariate analysis of covariance (MANCOVA).

After adjusting the pretest, F calculated in all components of the research, there is a significant difference between the experimental and control groups in the two stages of posttest and follow-up (sig <0.05). As a result, the intervention in the experimental group was effective. Eta squared is between 0.23 and 0.65, which indicates the desirability of the intervention. The mean test scores in the post-test stage in academic procrastination (score) of its subscales are significantly reduced (sig <0.05). The mean scores of the experiment in academic resilience (total score) of its subscales have increased (sig <0.05) and the average scores of the experimental group in motivation for academic achievement. Academic) (sig <0.05). The results showed that the integrated intervention based on motivational interview and metacognitive skills reduced academic procrastination and increased resilience and academic achievement motivation of students with a history of truancy in school. 

The present study showed that the combination of two interventions of motivational interview and metacognitive skills has a favorable effect.

In today's modern world where people tend to judge others by the way they speak, write, and understand words, verbal intelligence is very valuable. A literature review of 28 studies introduced the temporal cortex as the most dominant primary region for verbal intelligence. Dominant sub-regions in both the temporal and frontal cortex are critical for language processing, speech control, and speech production. Also, the temporal cortex was recognized as an important area for verbal intelligence. Since then, the neuroscience of the skills of this intelligence has been considered an important issue for psychologists and neurologists, and few studies have investigated the neuroscience of this intelligence based on its skills, and the studies have been carried out in a scattered manner. Among the research conducted on this topic, we can mention the examination of speech, writing, and reading skills.

This research was among case studies. The statistical population of the present study was composed of 45 male and female volunteers aged 18 years and older who were referred to the National Brain Mapping Laboratory in Tehran in 2019, and among them, two subjects were selected in a targeted manner using the developmental assessment scale of multiple intelligences. Multiple intelligences developmental assessment scales were selected.

The findings from data processing showed that performing the reading task was associated with the activity of the frontal and prefrontal areas as well as the temporal and fusiform gyri. Findings related to the writing task also showed that doing the task was associated with the activity of the Temporal, and Prefrontal areas, especially the inferior and middle frontal gyri. Also, the findings from data processing related to the speech task showed that the frontal and temporal regions as well as the precentral and postcentral gyrus were associated with the activity. Diagram 3 shows that the activity level of brain regions in a subject with very high intelligence is higher in all regions except for the fusiform gyrus. 

This study, like other studies, was accompanied by limitations, for example, the limitation in the number of subjects due to the high cost of fMRI and the time limit of assignments. Therefore, it is suggest to conduct research in a larger sample for better generalizability.

The prerequisite for the development of any organization is to have healthy and efficient human resources. Numerous factors are effective in creating the physical and mental health of employees of an organization as well as their efficiency, the most important of which is the cause of burnout. Burnout typically begins with abnormal reactions to conflict, failure, and job stress, and finally, it impairs individual performance. Jobs that have more stress and responsibilities are more exposed to it. Due to the fundamental and decisive role of Legal Medicine in appeal court cases, and also in dealing with annoying issues and crime scenes, Legal Medicine employees face a lot of stress in their careers. The organizational consequences of job burnout include reduced productivity and increased health costs.According to the mentioned materials and considering the importance of the subject of burnout in Legal Medical workers and the injuries affected by it, the need for further investigation and research was observed to reduce its harmful and destructive effects. The aim of the present study was to compare the effectiveness of behavioral activation therapy and metacognitive therapy on job burnout of Legal Medicine employees.

This quasi-experimental study was conducted with a pre-test, post-test, and follow-up design with a control group of Mashhad Legal Medicine employees in 1399. Using the available sampling method after initial evaluation and fulfillment of research conditions, 45 people were selected and were randomly assigned to three groups. The first group received behavioral activation therapy the second group received metacognitive therapy and the third group was placed on the waiting list as a control group. To collect information, Meslach burn was used. The reliability of the questionnaire was calculated by the method of Cronbach's alpha, and its value was obtained above 0.7 for all three items of the questionnaire. Likewise, content validity was used to test the validity of the questionnaire, for which the questionnaires were approved by the relevant expert.

Analysis of variance with repeated measures was used to analyze the data. According to the F calculated at the level of 0.05, both treatments were effective in the index of job burnout. The results showed that behavioral activation therapy and metacognitive therapy led to changes in job burnout and its subscales, and in subscales of exhaustion emotional and personal accomplishment decrease, metacognitive therapy had better results than behavioral activation therapy.

The results indicate that behavioral activation therapy and metacognitive therapy are significantly effective in the field of mental health of Legal Medicine employees and the importance of psychological care in the workplace becomes more apparent.

Sexual dissatisfaction is a reason for marital conflicts and stresses and ignoring it causes irreparable damages to marital and social relations of people. Psychological effects of unsolved sexual problems and its annoying difficulties make negative effects on other parts of couples' life and cause many dysfunctions on different aspects of the family structure.

The aim of this research was to investigate the effectiveness of integrative intervention of conjoint sex therapy and Satir Relational model on self-esteem and marital intimacy of couples with sexual dissatisfaction referred to Malayer counseling centers. The research design was quasi-experimental method with pre-test, post-test by experimental and control groups and a three months follow up. The statistical population consisted of all couples in Malayer who had sexual problems referred to counseling centers in 2021 and 2022, among them 20 couples who were dissatisfied in their sexual relation (getting the score of 25 to 50 from Hudson sexual satisfaction questionnaire) selected by available sampling. Then they assigned randomly in two experimental and control groups (10 couples for each group). The couples of both groups completed questionnaires of sexual self-esteem and marital intimacy. After that, the couples of experimental group (10 couples) were educated by integrating treatment of conjoint sex therapy and Satir relational model during 9 sessions, but control group not received any treatment. When intervention completed, the couples of both groups answered research questionnaires. Then the data were analyzed by Covariance analysis method.

The results supported that integrating intervention by conjoint sex therapy and Satir relational model affected on self-esteem (sig=0/001) and marital intimacy (sig=0/001) of couples in the experimental group, so the difference between sexual satisfaction of couples in two groups were statistically meaningful. It means that the integrating intervention was effective (p<0/001).

According to the results of this study, integrating intervention of conjoint sex therapy and Satir  relational model affected on self-esteem and marital intimacy of couples with sexual dissatisfaction.

Education stakeholders are increasingly interested in finding effective ways to improve education and learning outcomes. Among the factors that have been found to be crucial to student success are their engagement and self-efficacy beliefs. These two factors are known to predict students' learning and performance, both of which are influenced by various factors, including the teaching method used. Research in recent years has shown that effective teaching methods require the integration of technology to activate and improve learners' capabilities. The integration of technology in education has become a necessity in many educational systems worldwide. While educators recognize the benefits of educational technologies, the integration of technology into the curriculum is still complex and challenging for teachers. They often find it difficult to integrate technology effectively into the classroom and have questions about how technology integration can improve learners' performance.

The present study aimed to investigate the integration of technology in teaching role-playing methods and its effect on cognitive engagement and academic self-efficacy of elementary students in experimental sciences. The study used an experimental design with a pre-test and post-test design with a control group. The sample included 60 sixth-grade students selected through a multi-stage cluster sampling method and randomly assigned to three groups: an integration of technology in role-playing, role-playing, and a lecture group.The data were collected using two questionnaires: the Tinio Academic Engagement Questionnaire (2009) and the Jinks and Morgan Academic Self-Efficacy Questionnaire (1999).

The results showed that the integration of technology in the teaching method of role-play had a positive effect on students' cognitive engagement and academic self-efficacy compared to traditional role-playing and lecturing methods.

Integrating film technology into role-playing methods for elementary school children provides the conditions for learning in which students can make their thinking processes more coherent and organized. The method helps children better receive and process information through visual, auditory, and motor channels. It also increases students' self-efficacy through social interactions that take place between them, their teacher, and peers, leading to a growth in students' sense of pride and competence in their achievements and abilities.In conclusion, it is recommended that teachers integrate technology such as film into their teaching methods to help students better engage with the subjects of the experimental sciences and increase their academic self-efficacy.

This study aimed to determine the effectiveness of the combined treatment of acceptance and commitment and cognitive-behavioral (ACT-CBT) on the temptation to use and prevent relapse in addicts representing Dezful addiction treatment centers.

The present study is a quasi-experimental study with a pre-test and post-test design and a control and follow-up group. The statistical population of this study included all self-reported addicts to Dezful addiction treatment centers. To conduct the research, the first two Dezful addiction treatment centers were selected and the research plan was justified for the managers of the centers, and they announced their readiness to cooperate in conducting the research. Using the random sampling method, 30 self-reported addicts of these centers (15 people in each center) were selected and after performing the pre-test, based on the obtained scores, into two homogeneous groups (15 people tested and 15 witnesses) were divided. Then a meeting was held to explain the goals of the research and to attract their participation and obtain their informed consent to participate in the research. Inclusion criteria include willingness and satisfaction to participate in the study, masculinity, no acute or chronic psychological and psychiatric disorders, non-participation in parallel treatment during the study, and exit criteria include non-cooperation, non-performance of homework provided In sessions and absences there were more than two sessions in treatment sessions. The experimental and control groups answered the tempting beliefs questionnaire and the return prediction scale in the pre-test stage. Then, the experimental group was trained by an experienced therapist (with 10 years of experience in training and treatment) in 10 sessions of 60 minutes (one session per week) based on the protocol of integrated cognitive-behavioral therapy and acceptance and commitment. The control group did not receive any treatment during this period. At the end of the treatment sessions, the experimental and control groups answered the tempting beliefs questionnaire and the return prediction scale again in the post-test and follow-up stages (two months later). To analyze the data, in this research, the following statistical methods have been used using SPSS-20 software:1) Descriptive statistics such as frequency table and percentage and column chart, mean and standard deviation; 2) Inferential statistics including Leon test, Kolmogorov-Smirnov test, independent t-test and ANCOVA analysis of covariance. In addition, for all hypotheses, a significance level of a= 0.05 has been considered.

The results showed that the combination of acceptance, commitment, and cognitive-behavioral therapy had a significant effect on reducing the temptation to use and preventing relapse (desire and likelihood of use) in self-reported addicts in the experimental group compared to the control group. These results also remained in the follow-up phase.

The results showed that the combination therapy of acceptance and cognitive-behavioral commitment is an effective strategy to reduce the temptation to use and prevent recurrence in self-reported addicts and can be used as an effective treatment.