نشریه مهارت های روانشناسی تربیتی
سال چهاردهم شماره 1 (پیاپی 53، بهار 1402)

This research was conducted with the aim of predicting academic self-disability based on social support and mental health in students. The type of descriptive research and its method was also correlational. The statistical population included all 460 female students of the second secondary school in Sangar, out of which 210 were selected by simple random sampling. To collect the required data, the social support questionnaires of Sherborn and Stewart (1991), mental health of Goldberg and Hiller (1979) and academic self-handicapping of Jones and Rudwalt (1982) were used. The data were analyzed using the inferential test of Pearson's correlation coefficient and regression and SPSS24 software. The results showed that there is a significant negative correlation between social support and academic self-handicapping of students (P<0.05). There is a significant negative correlation between mental health and academic self-handicapping of students (P<0.05). According to the findings of the research, it can be concluded that social support and mental health are suitable predictors for reducing the academic self-handicapping of students.

The present study was conducted to determine the relationship between core anti-social beliefs, social anxiety and academic excitement, considering the mediating role of experiential avoidance and social problem-solving in 15-18 years-old students. The research method is applied in terms of purpose and descriptive correlation in terms of the type of data and research method. The statistical population includes 3000 male high school students in the second round of the 2nd education district in the academic year of 2022 in Isfahan City. Among these, 341 people were selected as a sample using the cluster sampling method and using Morgan's table. To collect data from questionnaires of antisocial core beliefs (Apshe and De-Meo, 2012), adolescent social anxiety (Paklek, 2004), academic excitement (Pekrun et al., 2002), experimental avoidance of acceptance and action (Bond et al., 2011) and the ability to solve social problems (Drizila et al., 2011) were used. The collected data were analyzed using SPSS-24 and AMOS-26 software. The results showed that experiential avoidance plays a mediating role in the relationship between the mentioned variables and all the effects are significant at the 0.05 level and can be generalized except for the direct effect of antisocial core beliefs on social problem-solving at the 0.01 level.

The present study was conducted with the aim of determining the effectiveness of the cognitive regulation of emotion and social competence training program on the emotional regulation of learners. The design of this research was pre-test-post-test with an unequal control group and the research method was semi-experimental in which the "emotional self-regulation" questionnaire was used before and after the training. The statistical population of the research was students in the 11th grade in the academic year of 1398-99 in Marand city, who were selected to participate in the research using a multi-stage cluster random sampling method of 60 people in three experimental groups 1, 2 and control and were replaced. The first experimental group was taught "cognitive emotion regulation" in 18 sessions (2 times a week and each session is 45 minutes); The second experimental group was taught "social competence" in 8 sessions (2 times a week and each session was 45 minutes) and the control group did not receive any training. The emotional self-regulation questionnaire of Gratz and Roemer (2004) was the tool of this research. Data were analyzed by SPSS-24 software. The results of multivariate and univariate covariance analysis showed that there is a significant difference between the groups in increasing emotional self-regulation (p<0.05). These findings showed the two methods of teaching social adequacy and cognitive regulation of emotion in improving non-acceptance of emotional responses; Difficulty in performing purposeful behavior, difficulty in impulse control, and lack of emotional clarity have different effects, and this difference is in favor of cognitive emotion regulation training (F=32.35, p<0.05). Is; But these two methods have the same effect in improving the lack of emotional awareness and limited access to emotional regulation strategies. Based on these findings, it was concluded that the training of "Cognitive Emotion Regulation Program" and "Social Adequacy Program" increases emotional self-regulation in students.

The aim of the present research was to predict social growth based on piritual growth and self-esteemre in sixth grade elementary students of Azadshahr city. The researh method was applied interm of purpose and interm of data collection descriptive- correlational. The statistical population of the present study consists of all sixth grade students of Azadshahr city, whose number is 1280. The sampling method in this study is a multi-stage cluster, and the sample size in this study was 295 based on Morgan's table. The research tools were Silver's social growth questionnaire (2001), Cooper and Smith's self-esteem questionnaire (1963), and the spirituality measurement questionnaire of Hall and Edwards (1986). In order to analyze data in inferential analysis, correlation and regression were used with spss22 software. The findings showed that spiritual growth and self-esteem predict the social growth of the sixth grade students of Azadshahr city And 28% of social growth can be predicted based on spiritual growth and self-esteem. Therefore, by teaching the methods of increasing spiritual growth and self-esteem to school officials and students' families, it is possible to help their social growth.

The purpose of the research was to present the performance management model of the cycling federation based on the interpretative structural approach with the mediator role of emotional intelligence. This research is practical in terms of purpose and research data was collected in the field and in a mixed way (qualitative and quantitative). The statistical population consisted of 18 experts in the qualitative section and 74 people in the quantitative section, the directors of the federation, the directors of the first level cycling clubs and the heads of the cycling boards of the provinces. Due to the limited number of members, the population was equal to the sample. The research tool in the first part was a researcher-made questionnaire, including 35 performance management indicators of the cycling federation, and in the second part, a structured self-interaction questionnaire. The validity of the questionnaire was confirmed by 10 sports management professors of the university and its reliability was confirmed by Cronbach's alpha test (α = 0.88). Also, Baron's standard questionnaire (2006) was used to calculate the level of emotional intelligence. In order to structure the components of cycling performance management, interpretive structural modeling technique was used. The findings showed that the performance management of cycling federation has 9 components and 35 indicators and the components were structured in six levels. The components of financial resources and the growth-creating and motivational system at the infrastructure level and executive processes were placed at the first level of the model. Such emotional intelligence plays an important role in performance management. It can be said that incentive mechanisms, development of learning and marketing capacities, income generation and attraction of financial sponsors, raising the level of emotional intelligence, creating or strengthening other performance management components of the cycling federation will facilitate and help the development of this sport.

The present study was conducted with the aim of investigating the effectiveness of problem solving skills training on cognitive emotion regulation strategies and self-regulation of students. The method of the present study was semi-experimental with pre-test, post-test, and control groups with 3-month follow-up periods. The statistical population consisted of all boys' secondary high school students of Khoy city in the academic year of 2022-2023(5936 student). The sample consisted of 40 students who were selected by multi-stage random sampling and randomly assigned to two experimental and control groups. The data collection tool was the quality of emotion regulation questionnaire (Gross and John, 2003) and self-regulation questionnaire (Bufard & et al, 1995), which all subjects completed in the pre - test phase. Intervention problem solving skills training D'zurilla and coldfried (1971) was conducted for the experimental group during 10 sessions of 90 minutes, and finally, post-test and follow-up were taken from the two experimental and control groups. Data were analyzed using repeated measures variance. The results showed that problem solving skills training had a significant effect on cognitive emotion regulation strategies and self-regulation students (P< 0.01). also this effectivenes was stable at the follow-up 3-month stag. In sum, the results of this study confirm the usefulness and impact of problem solving skills training on cognitive emotion regulation strategies and self-regulation students.