Iranian Evolutionary and Educational Psychology Journal
Volume:5 Issue: 3, Sep 2023

The present study aimed to examine the effectiveness of successful intelligence training on the academic engagement and academic resilience in high school students. The current research is a pretest-posttest semi experimental design with a control group. The statistical population included all female high school students of Zahedan city (Iran) in 2022. Participants were 30 female high school students selected by purposive sampling and randomly assigned to experimental and control groups (15 people in each group). Successful intelligence educational package (Babaei, 2015) was carried out in the experimental group during 10 sessions of 90 minutes. The research tools were Academic Engagement Inventory (Salmela-Aro & Upadaya, 2012) and Academic Resilience Scale (Samuels, 2004). The reliability of the research questionnaires was estimated using Cronbach's alpha coefficient of 0.79 for the academic engagement inventory and 0.91 for the academic resilience scale. The results revealed that successful intelligence training had a positive effect on students' academic engagement (and its components) and academic resilience (and its components) in female high school students. The findings emphasize the importance of considering the cognitive interventions that contributes to the ongoing enhancement of academic engagement and academic resilience as the motivational constructs in educational setting.

The current study aimed to assess the impact of group reality therapy on the academic engagement and academic adjustment in elementary school students. This investigation followed a semi-experimental design with pre-test and post-test assessments, including a control group. The study population encompassed all male sixth-grade students in Zone One of Zanjan (Iran) in 2022. Thirty students were chosen through convenience sampling and randomly assigned to two groups, each consisting of 15 participants. Data collection involved the Academic Engagement Questionnaire (Fredricks et al., 2004) and the School Adjustment Scale (Sinha and Singh, 1993). Initially, both groups underwent pre-tests, after which the experimental group received group reality therapy sessions based on Glasser's (2001) model, spanning eight sessions of 90 minutes each. Conversely, no intervention was administered to the control group. Subsequently, post-tests were conducted for both groups. The hypotheses were analyzed using one-way and multivariate analysis of covariance. The results demonstrated a significant increase in the mean scores of academic engagement (F = 523.6, p < 0.001) and academic adjustment (F = 844.9, p < 0.001) within the experimental group compared to the control group, after controlling for pre-test scores. These findings furnish compelling evidence supporting the effectiveness of group reality therapy-based education in enhancing motivational aspects such as academic engagement and academic adjustment among elementary school students. As a result, it is advisable for school counselors to implement this intervention to promote motivational and emotional constructs in students.

The present study aimed to develop and validate an educational program designed to reduce self-injurious behavior (SIB) among adolescents. This program was developed based on the real-life experiences of adolescents who engage in self-harming behaviors. Employing a qualitative research approach, specifically the phenomenological method, the study encompassed all adolescents displaying self-harming behaviors in Shiraz city. The sampling process was deliberate, with the sample size determined by reaching a point of theoretical saturation. Ultimately, the perspectives of 15 adolescents (comprising 8 girls and 7 boys) were actively incorporated into the development of this educational and therapeutic package. This process involved the formulation of a model based on their lived experiences, which consisted of three core themes and 13 sub-themes. The end result was an educational-therapeutic package specifically designed to mitigate self-harming behaviors. The content validity of this educational-therapeutic package was assessed and confirmed using the content validity (Lawshe method). Importantly, this package holds significant potential for use in implementing educational and therapeutic interventions aimed at addressing self-harming behaviors among adolescents. These interventions can be effectively delivered within the context of schools, counseling centers, and educational institutions.

Specific learning disabilities (SLDs) represent a group of neurodevelopmental disorders characterized by difficulties in acquiring academic skills in one or more areas. These difficulties persist despite typical intelligence and sufficient access to educational resources. In 2021, a research study was conducted in Tabriz, Iran, with the objective of comparing visual-spatial performance, attention problems, and cognitive processing speed among male students with and without specific learning disabilities in writing. This research adopted a casual-comparative method, selecting two groups of 60 third-grade male students through purposive sampling. One group comprised students with diagnosed learning disabilities in writing, who were under the care of the Learning Disabilities Center. The other group consisted of typically developing students attending regular schools. Data collection involved the utilization of the Conners Neuropsychological Scale (2004), and data analysis employed a multivariate analysis of variance (MANOVA). The study's results revealed significant differences in attention-related problems, cognitive processing speed, and visual-spatial performance between students with learning disabilities in writing and their typically developing peers. These findings offer valuable insights for educators working with students facing learning disabilities and for psychologists involved in their care.

The primary objective of this study was to assess the impact of cognitive-social education and coaching education on self-awareness among female high school students. The research employed a quasi-experimental approach with a pretest-posttest design involving a control group. The study's target population encompassed all female high school students in District 2 of Tehran in 2022. A total of 45 participants were included in the study (with 15 individuals in each group, comprising 15 in Experimental Group 1, 15 in Experimental Group 2, and 15 in the Control Group). The research instrument employed in this study consisted of the Copper Self-Awareness Questionnaire. In the experimental groups, both the Cognitive-Social Education program and the Coaching Training program were administered, while the control group did not receive any intervention. The findings revealed that both cognitive-social education and coaching training had a significant impact on self-awareness scores. Furthermore, the results indicated that cognitive-social education was more effective in enhancing students' self-awareness compared to coaching education. Consequently, cognitive-social education proved to be a more effective approach for enhancing students' self-awareness. Overall, the results of this study offer valuable insights for psychologists and school counselors, providing effective strategies for boosting self-awareness among high school students.

The current study aimed to explore the use of storytelling as an instructional method and develop an effective curriculum for its implementation. The research followed a qualitative grounded theory method. The study encompassed all 578 preschool teachers who had experience using storytelling to teach textbooks. A purposive sampling method was employed, and data was collected through in-depth, unstructured interviews. The findings revealed that the causal conditions contributing to the effectiveness of the Persian book curriculum, with a storytelling focus, included eight core factors (emotional stimulation, enhancement of perceptual abilities, fostering critical thinking, academic diligence, seamless learning, moral development, semantic comprehension, identity reinforcement). Additionally, contextual conditions encompassed five key factors (teacher empowerment, parental involvement, provision of information technology, sharing of experiences, structural decentralization), while strategic conditions involved five critical factors (visualizing content using diverse storytelling mechanisms, adding an element of enjoyment to the content, enhancing communication with students, diversifying storytelling settings, striving for content comprehension). Furthermore, intervention conditions highlighted four selective factors (rigidity in storytelling, lack of engagement in storytelling, insufficient storytelling skills, limited resources), and outcome conditions encompassed two selective factors (emotional engagement and cognitive engagement). In conclusion, this research sheds light on the significance of storytelling as an instructional approach and offers insights into curriculum development for preschool education.

The current study aims to scrutinize the discourse learning within the context of critical pedagogy, with a specific focus on Michael Apple's perspective. Critical pedagogy represents a relatively recent theory within the realm of school education and the learning system. It sheds light on issues of inequality, silence, exclusion, and unveils new dimensions for comprehending the intricate layers of relationships within educational institutions. This research employs a qualitative approach, utilizing Fairclough's critical discourse analysis methodology. The primary data collection method involves an extensive review of relevant literature and documents. The research primarily draws upon Michael Apple's written works, which were purposively selected for their relevance to the subject matter. The research findings indicate that the discourse generator in the learning process aspires to foster dialogue-based communication, critical learning, forward-looking, and democratic educational practices aimed at transforming individuals. Simultaneously, it aims to foster a sense of community that opposes the interests of those in positions of power and capitalism. This is achieved through the dissemination of knowledge within society and educational institutions, employing market-oriented learning, promoting intelligence-based learning, and advancing equitable educational practices, ultimately fostering the emergence of critical learners within the educational context.

The present study aimed to investigate the structural model of the relationship between teaching for successful intelligence and academic identity through the mediating role of basic psychological needs in students. The research method was correlation and the statistical population included the academic staff members of Farhangian University of Zahedan and all male and female students working at Farhangian University in 2022. Participants were 129 people who were selected by stratified random sampling. In order to collect data, Academic identity status measure (Was & Isaacson, 2008), Basic Psychological Need Satisfaction Scales (BPNSS) and Teaching for Successful Intelligence Questionnaire (Paloú & MaricuĠoiu, 2013) were used. The results indicated that the teaching for successful intelligence had a direct and significant effect on the basic psychological needs and academic identity in students. Also, basic psychological needs had a direct and significant effect on students' academic identity. According to the findings, the teaching for successful intelligence had an indirect and significant effect on students' academic identity through the basic psychological needs in students as well. The findings support the role of teaching methods based on cognitive factors on the personality and psychological outcomes in students.

Succession planning involves a deliberate and systematic organization's effort to ensure the continuity of leadership in crucial roles, retain and nurture intellectual and knowledge assets for the future, and promote individual progress. Research studies have highlighted that succession planning primarily focuses on the development of individuals through training, mentorship, and coaching. The objective of this study is to introduce a model that elucidates the process of succession planning for managers within the Ports and Maritime Organization. In today's rapidly globalizing markets, the identification of individuals possessing the essential skills and attributes required to steer organizations toward the future has exerted mounting pressure on these organizations. Numerous senior leaders have underscored the significance of an organization's capacity to identify, foster, and deploy effective leadership talent as a key factor in achieving success. This study is an applied descriptive-analytical study that employs a survey methodology. The research cohort comprises employees within the Ports and Maritime Organization. Data were gathered through a questionnaire developed by the researcher, which underwent validation for reliability and validity. Confirmatory factor analysis was subsequently utilized to evaluate the proposed model. The results demonstrated a favorable fit for the proposed model. As per the findings, the existing managerial succession planning model encompasses four dimensions: policy formulation, competency criteria, candidate evaluation, and individual development programs (centered on education). The results suggest potential advantages in crafting and executing training initiatives aimed at enhancing education-based individual development among managers and enhancing the efficiency of succession planning.

The present study was conducted with the aim of investigating the effectiveness of teaching behavior modification methods to mothers on the self-control of hyperactive children. In this research, a semi-experimental method of pre-test, post-test and follow-up with a control group was used. The statistical population included mothers with children aged 7 to 12 with attention deficit/hyperactivity disorder who referred to psychology and psychiatry clinics in Qom. The children were boys' primary school students in 2022. Using available sampling method, 30 anxious mothers and 30 non-anxious mothers were selected and randomly assigned to experimental and control groups. After the pre-test, behavior modification methods were implemented for 10 weeks in the amount of 10 1-hour training sessions in the experimental group. The behavior modification training package was developed based on Barclay's perspective and using the latest approaches to behavior change. At the end of the training sessions, both groups (experimental and control) were given a post-test. Beck Anxiety Questionnaire (BAI 1990) was used to measure mothers' anxiety and Self-Control Rating Scale (SCRS) was used to measure self-control. The findings showed that teaching methods of behavior change and correction to mothers is effective in increasing the self-control skills of children with attention deficit/hyperactivity disorder, and the moderating role of mothers' anxiety was confirmed. The findings have useful implications for psychologists and counselors in helping families of hyperactive children.

The fact is that the process of English learning is complex and influenced by different factors. A factor which has been shown to have a key role in the process of language learning is technology. Accordingly, this study sought to investigate the effect of synchronous and asynchronous e-learning on EFL learners’ self-concept. In so doing, a quantitative quasi-experimental pre-test post-test design was utilized. The participants of the study included 60 male intermediate EFL learners studying English at a private language institute in Tehran, Iran. The sampling method of the study was convenience sampling because two intact intermediate classes were selected as the participants. The instruments used for the purpose of data collection were Quick Oxford Placement Test (QOPT) and Self-concept Questionnaire. Data analysis was conducted using descriptive and inferential statistics (i.e., paired samples t-tests and analysis of covariance (ANCOVA) test). The results of data analysis confirmed that asynchronous e-learning had a significant effect on self-concept of EFL learners. Moreover, the significant effect of synchronous e-learning on self-concept of EFL learners was proved by the results. In addition, it was found that no e-learning type was more effective than the other type of e-learning on EFL learners’ self-concept. The findings have some implications for EFL teachers, learners, and curriculum planners.

This study aimed to compare the effectiveness of choice theory training and creativity training on the emotion of thought (EoT) and psychological well-being (PWB) in healthcare workers. It was a semi-experimental study with a pre-test-post-test control-group design. The study population consisted of all the healthcare workers of Yasuj City in 2019. Of this population, 45 workers were selected as the sample size using the convenience sampling method and were divided into three experimental and control groups (each with 15 members). Then, the Emotion of Thought and Psychological Well-being questionnaires were administered to the three groups. The experimental group received creativity training and choice theory training in 8 90-minute sessions for two months. In comparison,  the control group received no training during this period. The follow-up phase was implemented after three months. The statistical data were analyzed by the repeated measures analysis of variance (ANOVA). The findings revealed that choice theory training was more effective for healthcare workers’ PWB than the creativity training. Also, the creativity training method showed a greater effect on the healthcare workers’ EoT than the choice theory training method. Overall, it can be concluded that the two training methods increase the healthcare workers’ PWB and EoT.

The primary objective of this study was to assess the psychometric properties of the Elementary School Quality of Life (ESQoL) questionnaire among elementary school students in Faryab, Iran. The ESQoL, originally developed by Huang et al. in Taiwan, consists of 21 items. The study population included 1,800 individuals, with a sample size of 200 elementary school students (comprising 100 females and 100 males). Cluster random sampling was utilized to select classes from nine different elementary schools, encompassing both female and male students. Confirmatory factor analysis was employed to establish the validity of the questionnaire, while reliability was assessed using Cronbach's alpha and test-retest methods. The results of confirmatory factor analysis confirmed the presence of six scales within the questionnaire items, which included school function, family function, environmental life, vitality for life, learning ability, and peer relationships. The outcomes of the confirmatory factor analysis indicated that the model exhibited a satisfactory fit. Additionally, the quality of life questionnaire demonstrated strong internal consistency and test-retest reliability. Pearson's correlation coefficients, assessed over a two-week interval with 30 participants, ranged from 0.40 for the vitality for life and family function scales to 0.75 for the learning ability scale. In summary, this study's findings affirm the questionnaire's favorable validity and reliability for assessing the quality of life among elementary school students in Iran.

This study aimed to compare the impact of child-centered play therapy and story therapy on parent-child interaction, impulsive behaviors, and anxiety in preschoolers diagnosed with hyperactivity disorder in Tehran. The research followed a semi-experimental design, employing pre-test and post-test assessments with a control group. The study's target population encompassed all preschool children, with 45 participants randomly selected and assigned to either of the two experimental groups or the control group (each group consisting of 15 individuals). Data collection involved the use of Barratt Anxiety and Impulsiveness questionnaire, Spence Children's Anxiety Scale, and Pianta Parent Relationship Scale (CPRS). Data analysis utilized the analysis of covariance test. The findings revealed that both child-centered therapy and story therapy significantly impacted parent-child interaction, impulsive behaviors and anxiety in preschoolers with hyperactivity disorder in Tehran. Consequently, these interventions led to increased parent-child interaction and a decrease in impulsive behaviors and anxiety. Furthermore, the results demonstrated that child-centered therapy was more effective than story therapy in enhancing parent-child interaction and reducing impulsive behaviors and anxiety in preschool children with hyperactivity disorder.

This study aimed to investigate the mediating role of emotion control in the relationship between behavioral inhibition/activation systems (BIS/BAS) and social anxiety (SA) in adolescent students. The statistical population of this descriptive correlational study consisted of all adolescent students of the high schools of Tehran, Iran, in 2021. A total of 18 high schools were chosen by cluster sampling to select samples from the educational districts of Tehran. Of these high schools, 564 students were selected through convenience sampling. Research data were gathered using the BIS/BAS scale (Carver & White, 1994), the Social Phobia Inventory (SPIN) (Connor et al., 2000), and Emotion Control Questionnaire (ECQ) (Roger & Najarian, 1989). Finally, structural equation modeling (SEM) was used to analyze the model. The research results indicated an acceptable fit of the structural model with collected data. Also, the findings revealed a significant direct relationship between BIS/BAS with emotion control and BIS and emotion control with SA. Moreover, a significant indirect relationship was extracted between BIS/BAS with SA through the mediating role of emotion control. Overall, it was concluded that the sensitivity levels of BIS/BAS might exacerbate the symptoms of SA by developing maladaptive strategies of emotion control in adolescent students. Therefore, emotion regulation training, taking into account the sensitivity of behavioral brain systems, can be an effective step in preventing and alleviating students’ social anxiety.

The aim of this study was to explore the role of attributional style as a mediator in the relationship between a supportive self-environment and academic self-regulation among female students at Yasuj Farhangian University. This research is grounded in an applied approach, utilizing a descriptive-correlational methodology alongside path analysis. The study's target population encompassed all female students at Yasuj Farhangian University in 2021, with a sample of 300 individuals selected through convenient sampling method. Data collection involved the administration of the Attributional Styles Questionnaire (ASQ), the Self-supportive Environment Scale (Assor et al., 2002), and the Self-Regulation Learning Strategy Scale (Zimmerman and Martinez-Pons, 1988). To investigate the proposed model, multiple regression and path analysis techniques were employed. The study's findings revealed several noteworthy results. Firstly, it was observed that a self-supportive environment had both a direct and significant effect on fostering an optimistic attributional style and simultaneously had a direct and significant influence on reducing pessimistic attributional style (p<0.05). Furthermore, the study unveiled that the self-supportive environment wielded a significant direct and indirect effect on academic self-regulation (p<0.05). Additionally, the results indicated that an optimistic attributional style had a direct and significant effect on academic self-regulation, and similarly, a pessimistic attributional style exhibited a direct and significant effect on academic self-regulation (p<0.05). In sum, this research underscores the significance of perceiving a self-supportive environment in shaping students' attributional styles, ultimately contributing to the enhancement of academic self-regulation.

This study was undertaken with the primary objective of assessing the efficacy of schema therapy in addressing dysfunctional attitudes and emotional dysregulation among patients diagnosed with persistent depressive disorder. The research methodology employed in this investigation followed a semi-experimental approach, incorporating a pre-test and post-test design encompassing both experimental and control groups. The study's target population consisted of all individuals diagnosed with persistent depressive disorder who sought treatment at psychology and psychiatry clinics in Tehran in 2022. From this population, a sample of 30 participants was selected using an accessible sampling method and Structured Clinical Interview for DSM Disorders (SCID) was taken from the participants. To gather data and evaluate relevant attributes and conditions, a semi-structured clinical interview demographic form and the second version of the Beck Depression Inventory were administered. Moreover, for the analysis of research hypotheses, statistical methods including the ANCOVA analysis test and paired t-tests were applied through the SPSS-16 statistical software. The findings of this study indicated that schema therapy significantly influenced the levels of dysfunctional attitudes and emotional dysregulation in patients with persistent depressive disorder.

The aim of this study was to forecast the mental well-being of individuals with multiple sclerosis (MS) by considering the quality of their family relationships, early maladaptive schemas, and their fear of disease progression. The research employed a descriptive-correlational design. The research subjects encompassed MS patients in the Kermanshah and Alborz provinces (Iran) during the year 2020. The sampling technique used was convenience sampling, leading to the selection of a total of 83 patients who actively participated in the research by completing questionnaires. The research tools utilized included the Mental Health Questionnaire (SCL-25), a shortened version of the Young Schema Questionnaire (YSQ – SF), the Quality of Relationships Questionnaire (QRI), and the brief form of the Fear of Disease Progression Questionnaire (FOP-Q-SF). Data analysis was carried out using SPSS version 24. The findings of the data analysis revealed a significant and positive association between all aspects of early maladaptive schemas and the mental well-being of MS patients. Conversely, none of the elements of the quality of relationships displayed a substantial connection with the mental health of MS patients. Furthermore, there was a significant and positive correlation between the fear of disease progression and the mental well-being of MS patients. Regression analysis results demonstrated that the variables of early maladaptive schemas and fear of disease progression collectively accounted for 52% and 35% variance of the mental health of MS patients, respectively. Given the unique attributes of MS, it is vital to focus on the mental well-being of these individuals. Exploring and examining other psychological variables can contribute to a deeper comprehension of the mental health of this particular group.

The current study aimed to propose an enhancement model for lesson study in primary Schools in Tehran. In this mixed-method study, the research population consisted of academic experts, staff managers, and education specialists in the qualitative segment, as well as primary school teachers from Tehran province (totaling 19,852) in the quantitative segment. The qualitative phase involved 12 participants, while the quantitative phase comprised 377 individuals selected as samples. Data collection methods included semi-structured interviews for the qualitative portion and a researcher-developed questionnaire for the quantitative part. For qualitative data analysis, an open, axial and selective coding approach was applied, while confirmatory factor analysis was employed to analyze the quantitative data. The research findings delineated the principal dimensions of the lesson study enhancement model, which encompassed strategic perspectives, school dynamics, structural and individual factors, research orientation, educational improvement, and educational development. The requisite components for realizing this model comprised foresight, realism, competitiveness, systems thinking, consideration of teachers' abilities, meeting teachers' needs, providing facilities, enhancing organizational communication, motivational factors, organizational elements, embracing participatory management, monitoring and evaluation, organizational well-being, modeling, efficiency enhancement, fostering scientific thinking, and cultivating a culture of learning. Moreover, the fit indices confirmed that the presented model exhibited a robust fit.

Living with chronic pain imposes a significant emotional burden, diminishing a person's emotional and cognitive abilities. Consequently, this research aimed to compare the impact of Intensive Short-Term Dynamic Psychotherapy (ISTDP) and Mindfulness-Based Cognitive Therapy(MBCT) on emotional cognitive regulation among chronic pain patients, with a two-month follow-up period. The clinical trial study was conducted in 2022 at the specialty and physiotherapy clinic of Imam Reza (AS) Hospital in Islamshahr City, Iran. Participants with chronic pain were selected through purposive accessible sampling and randomly assigned to three groups: ISTDP group, MBCT group, and a control group, each consisting of 15 individuals. To gather data, the Cognitive Emotion Regulation Questionnaire (CERQ) by Garnevsky et al. (2002) was employed. The results indicated that both ISTDP and MBCT led to improvements in cognitive-emotional regulation scores, including acceptance, rumination, positive refocusing, refocusing on planning, positive reappraisal, and catastrophizing (P<0.05). These positive effects were observed during the follow-up stage as well. However, ISTDP did not significantly impact the self-blame component (P<0.05). Also, there was no statistically significant difference between ISTDP and MBCT in catastrophizing, positive refocusing, and positive reappraisal. However, MBCT demonstrated superior effectiveness in acceptance, rumination and refocusing on planning compared to ISTDP. In conclusion, both intensive short-term dynamic therapy (ISTDP) and cognitive mindfulness therapy (MBCT) can serve as sustainable interventions in healthcare centers to mitigate cognitive-emotional dysregulation in patients with chronic pain.

Despite the paramount importance of fostering a spirit of cooperation within educational systems and recognizing the pivotal role of teachers in enhancing the quality of the teaching and learning process, there remain notable deficiencies and limitations in achieving this objective. Identifying these shortcomings and devising strategies for improvement and assurance has become an imperative necessity. In light of this, the present study was undertaken with the primary goal of conducting a qualitative exploration of a model aimed at enhancing the collaborative spirit among teachers. The research methodology employed in this study was qualitative, utilizing a grounded theory approach. The research sample comprised 19 individuals who were closely connected to the research subject, selected through purposeful sampling. Data collection was facilitated through semi-structured interviews. In the initial open coding phase, a total of over 195 preliminary codes were identified. After further refinement and consolidation of similar codes during the axial coding stage, 77 distinct codes were delineated. Subsequently, during the selective coding stage, these concepts were organized into a model designed to enhance group cooperation among school teachers, consisting of 12 components, 21 indicators, and 77 codes following further refinement. In summary, the resulting model highlights the central phenomenon of elevating the spirit of cooperation among teachers. Within this model, strategic factors encompass managerial and behavioral components, while causal conditions encompass social, personal, and educational components. Intervening conditions involve entrepreneurial and legal components, and the outcomes comprise components related to teachers' voice and communication. Contextual conditions encompass economic, environmental, and cultural components. These findings offer valuable insights for planning and designing interventions aimed at fostering a cooperative spirit among teachers.

The present study aimed to examine the competency evaluation model of primary education managers. The current research is applied in terms of purpose and quantitative in terms of data collection which was carried out by structural equation modeling method. The research data was used through a researcher-made questionnaire. The statistical population included all the primary education principals of Lorestan province (Iran) in 2021, and 330 people were selected by cluster sampling method based on the Krejcie and Morgan table. To examine the model, structural equation modeling method was used in PLS software. The results indicated that the coefficient of determination (R2) is equal to 0.99, which is higher than the value of 0.67, and according to the fit indices, the proposed model benefits from a good fit. Since the t values for all direct effects were higher than 1.96, all the relationships in the model were confirmed.

Research has consistently highlighted the association between alexithymia and various challenges in personal and marital life. Consequently, the primary objective of this study was to predict marital conflicts with Alexithymia as the predictor, while considering the mediating role of emotion regulation. This study adopted a descriptive correlational design, employing structural equation modeling to examine the relationships between the variables. The study's statistical population encompassed all couples seeking assistance at counseling centers in Shiraz during the winter of 2021, particularly those grappling with marital conflict issues. The sample size consisted of 394 individuals, selected through cluster random sampling. Data collection involved the utilization of several questionnaires, including the Sanai Marital Conflict Questionnaire, the Toronto Alexithymia Questionnaire and  Garnefski Cognitive Emotion Regulation Questionnaire. The results of this investigation demonstrated that the proposed model exhibited a favorable fit with the data, as indicated by various fit indices. Furthermore, both direct and indirect coefficients between alexithymia and marital conflicts were deemed statistically significant (p < 0.05). In essence, this implies that alexithymia can contribute to the escalation of marital conflicts, and emotion regulation plays a mediating role in this relationship. Overall, the findings of this study have valuable implications for family counselors and psychologists, offering insights into the development of effective interventions aimed at mitigating marital conflicts among couples.

Green human resource management is, in fact, the most fundamental element of organizational sustainability and a foundation for the development of social responsibilities within any organization. The Education Organization plays a significant role in the cultural, educational, and developmental aspects of the country. This organization, considering its role and mission, requires the implementation of principles of green human resource management in its organizational processes. This research aims to present a model of green human resource management in line with fulfilling social responsibilities using content analysis through surveys and expert interviews. The statistical population of the study consisted of HR and social responsibility experts in the Education Department of Mashhad city. Eventually, 14 individuals were purposefully and conveniently selected for interviews and questionnaire distribution to gather their opinions. The research findings indicate a conceptual model designed at three levels. At the first level, components such as "Strategies and Obligations," "Strategic Alignment," "Formulation of Laws and Guidelines," and "Human Resource Empowerment" were included in the model, representing the most influential and interdependent factors. At the second level, components like "Management Style," "Cultural Development," "Design of Key Processes," "Formulation of Constraints and Controls," "Information Technology," and "Motivation" were incorporated. At the third level, components of "Role-playing in Social Responsibilities" and "Institutionalization of Green Principles" were established. The findings have practical implications that that have proven advantageous for the formulation of policies and the development of strategies for enhancing educational curricula about  green human resource management in educational institutes.