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This research was conducted with the aim of the effectiveness of resilience training on cognitive impairment, self-control, and the motivation to progress in male students of the first secondary school. It was a semi-experimental research with a pre-test and post-test design with two experimental and control groups. The statistical population consisted of all the male students studying in the first secondary level of Ravansar city in 2021-2022 in the number of 870 people, 30 male students were assigned in two equal groups of 15 people with regular random sampling. For the people of the experimental group, 8 weekly sessions of the resilience training program (in the form of 1-hour weekly sessions) were implemented, but the people of the control group did not receive this program. Data collection was done with Gillanders et al.'s cognitive impairment questionnaire (2014), Tangeni et al.'s (2004) self-control questionnaire, and Hermans' achievement motivation questionnaire (1970). Data analysis was done with descriptive statistics methods, statistical assumptions test and covariance analysis (multivariate and univariate) with SPSS version 26 statistical software. The results showed that in the post-test stage, there is a statistically significant difference between the average score of cognitive impairment and self-control of the subjects of the two experimental and control groups (p

Background: Asthma as one of the most common diseases and one of the most serious health problems can have many physical and psychological problems. Therefore, the use of psychological interventions in order to modify the psychological correlates is an unavoidable necessity. Aims: The aim of this study was to investigate the effectiveness of stress management training on perceived stress and self-control in students with asthma. Methods: The present study is applied research and in terms of data collection is a quasiexperimental study with pretest-posttest with control group. The statistical population of this study is all Students with asthma in Shiraz. The sample consisted of 30 students with asthma who were selected by purposive sampling method and randomly assigned to the stress management training group (15 people) and control group (15 people). Subjects before and after stress management training in experimental and control groups responded to the perceived stress scale (Cohen and et al., 1983) and Self-Control scale (Tangney and et al., 2004). Stress management training was performed using the Hosseini-Naveh and et al. (2023) stress management training in the experimental group, and the control group did not receive any intervention during this period. The collected data were analyzed by multivariate analysis of covariance (MANCOVA) using SPSS.27 software. Results: The results of multivariate analysis of covariance showed that stress management training reduced perceived stress and increased self-control scores in students with asthma in post-test stage (P< 0.001). Conclusion: Based on the results of this study, stress management training can reduce perceived stress in asthma patients and increase their self-control, so it is recommended as an appropriate training program for improving psychological correlates of asthma patients. [ABSTRACT FROM AUTHOR]

The present study was conducted to investigate efficacy of positivist parenting method training on disruptive, destructive, and self-control behaviors among female students in fifth-grade primary school. It was quasi-experimental study with control group design, pretest, posttest, and control group. Additionally, a two-month follow-up period was implemented. The statistical population of the research consisted of fifth-grade primary school female students with disruptive and destructive behavior and their parents in Tehran during the academic year 2021-22. Twenty-seven students exhibiting disruptive and detrimental behavior were randomly assigned to the experimental and control groups,with 14 students in the experimental group and 13 in the control group, using the purposive sampling method. Over the course of two and a half months, the experimental group was subjected to ten ninety-minute sessions of positivist parenting method training. The applied questionnaires in this study included children’s disruptive behaviors (Pelham et.al., 1992) and Children's Self-Control Questionnaire (Kendal & Wilcox, 1979). The SPSS23 software was used to analyze the data from the study using mixed ANOVA. The results showed that the training in the positivist parenting method has a substantial impact on the self-control and disruptive and destructive behavior of female pupils in the fifth grade of primary school (p

Introduction: Perfectionism is a psychological issue that psychologists have studied extensively. Research shows that perfectionism can either enhance or hinder performance. Aim: The purpose of this research was to develop a model of perfectionism for abnormal personality traits. Method: This study utilized a mixed exploratory approach, combining qualitative and quantitative methods. The qualitative phase involved 20 university experts knowledgeable about perfectionism in sports, with the sample size reaching theoretical saturation. The quantitative phase included 232 players from the national team's training camps, selected through convenience sampling. Using the onion research method, a model of perfectionism for abnormal personality traits in national team players was developed based on interviews and expert input. A 10-component questionnaire was created from this model. Structural equation modeling and Smart PLS software were used to test relationships within the model. Results: The research yielded a model of perfectionism for abnormal personality traits in national team players, consisting of components such as negativity, expectations of others, coach criticism, self-control, individual standards, positivism, striving for excellence, fear of failure, and performance doubts. Conclusion: The results suggest that perfectionism significantly influences players' attitudes and behaviors, particularly in relation to abnormal personality traits. [ABSTRACT FROM AUTHOR]

Background & Aim: A large number of drug users make attempts to cease drug use; however, a relapse tendency often emerges subsequent to the cessation period. The present study aimed to examine the effect of emotion regulation skill training on self-control and psychological distress among opioid-dependent people hospitalized at Zahedan Psychiatric Hospital. Methods & Materials: This quasi-experimental study was conducted over the fourth quarter of the year 2022, focusing on 80 drug users who underwent treatment at Baharan Psychiatric Hospital in Zahedan. The participants were selected using convenience sampling and subsequently assigned to either the intervention group or the control group. The intervention group received a total of 10 sessions of training in emotion regulation skills. The self-control and psychological distress questionnaires were used to collect the data. The data were analyzed using both descriptive and inferential statistical tests through SPSS software version 22. Results: The mean and standard deviation of the psychological distress score among opioid addicts in both the intervention group (P

Background & Aim: A large number of drug users make attempts to cease drug use; however, a relapse tendency often emerges subsequent to the cessation period. The present study aimed to examine the effect of emotion regulation skill training on self-control and psychological distress among opioid-dependent people hospitalized at Zahedan Psychiatric Hospital. Methods & Materials: This quasi-experimental study was conducted over the fourth quarter of the year 2022, focusing on 80 drug users who underwent treatment at Baharan Psychiatric Hospital in Zahedan. The participants were selected using convenience sampling and subsequently assigned to either the intervention group or the control group. The intervention group received a total of 10 sessions of training in emotion regulation skills. The self-control and psychological distress questionnaires were used to collect the data. The data were analyzed using both descriptive and inferential statistical tests through SPSS software version 22. Results: The mean and standard deviation of the psychological distress score among opioid addicts in both the intervention group (P<0.001) and the control group significantly decreased (P<0.005). To account for the significant effect of pre-test scores, an analysis of covariance test was conducted, indicating a statistically significant difference in the average psychological distress scores between the two groups after the intervention (P<0.001). Similarly, the selfcontrol score in both the intervention and control groups showed a significant increase in mean and standard deviation (P<0.001). The analysis of covariance test, considering the significant effect of the pre-test scores, also showed a statistically significant difference in the average self-control score between the two groups after the intervention (P<0.001). Conclusion: The findings showed that emotion regulation skills training among individuals with opioid dependency is associated with a significant decrease in psychological distress and a significant increase in self-control. Consequently, these findings suggest that such regulation may exert positive and inhibitory influences on behaviors contributing to the recurrence of substance use. In light of these findings, it is recommended to implement training programs focused on developing emotion regulation skills as a means to improve psychological distress and self-control among individuals undergoing addiction recovery. [ABSTRACT FROM AUTHOR]

Background and Objectives: The changes in the new world, due to social, cultural, and the development of information and communication technologies (ICTs), have led to a modification in the objectives and educational approaches to align with the changes occurring in the learners' environment. One of the new approaches that has received attention in teaching and learning to acquire 21st-century skills is peer assessment. This study examined the impact of web-based peer assessment on the self-directed learning skills of educational sciences students at Arak University.Materials and Methods: Researchers employed a quasi-experimental research method with a pre-test-post-test design and included a control group in the study. The target population consisted of all educational sciences students in the academic year 2022-2023 at Arak University (178 students), from which 32 participants were selected through the convenience sampling method and assigned randomly into two groups: experimental and control. To gather data for the study, the researchers utilized the Self-directed Learning Readiness Questionnaire, which comprised 40 items and three subscales: self-management, desire for learning, and self-control. The questionnaire was administered before and after the course. During the 10 sessions, web-based peer assessment was integrated into the training process in the experimental group. In this way, courses, students, and the instructor were defined in the Learning Management System (LMS) of Arak University. After each teaching session, the teacher added an activity (peer assessment) in the system, in such a way that the students did homework related to the subject of the lesson. The teaching approach in both the experimental and control groups involved the teacher following a lesson plan and allowing the learners to ask questions during the teaching process. However, there was a difference in how the two groups were assessed. In the experimental group, peer assessment was utilized, where students reviewed and assessed their classmates' assignments. On the other hand, the control group followed a conventional evaluation method. In the classroom, the teacher delivered lessons and assigned homework to the students. The students needed to complete the assignments and submit them to the teacher for assessment. The teacher reviewed the student’s homework in each session and provided feedback. Statistical analyses, including descriptive statistics (i.e., mean and standard deviation), as well as inferential statistics (i.e., Analysis of Covariance), were employed to analyze the data.Findings: The findings indicated that peer assessment training had a notable impact on self-directed learning skills and their sub-scales, including self-management, desire for learning, and self-control (p

This study aimed to investigate ego-depletion, attention control, and decision-making in proficient female soccer players. Utilizing a quasi-experimental design with an applied objective, the research was conducted intra-group using a pre-test-post-test methodology. The statistical population comprised proficient female footballers who competed in the Premier League of Tehran Province. This study involved forty proficient female football players, with an average age of 23.09+2.03 years, who had at least eight years of competition experience. The samples were arbitrarily divided into two groups—ego-depletion and non-ego-depletion—using convenience sampling. The data were collected using the personal information questionnaire, General Health Questionnaire, Stroop, and the Decision-making tool. The ego-depletion group’s self-control strength was diminished in two cycles of eighty trials through the prior task, which was the Stroop inconsistent task. They executed a computer-based decision-making task under distracting conditions, which comprised 180 images depicting various football scenarios. The data analysis was conducted using SPSS-21 software and a mixed ANOVA with the SYNTAX command. The results showed that the ego-depletion group made decisions with significantly slower speeds and reduced accuracy (P

This research was conducted with the aim of evaluating the effectiveness of teaching positive thinking skills to enhance self-control and self-awareness of sixth grade elementary school students. The research method was semi-experimental with a pre-test and post-test design and a control group. Among the studied students, 57 individuals who had low positive thinking were identified by implementing a positive thinking questionnaire. After meeting the required conditions and matching, 30 people were selected as the study sample and were randomly divided into two control and experimental groups of 15 people. The positive thinking program was implemented on the experimental group in 8 sessions. After the training course was finished and the post-test were held, research data were collected using self-restraint scale and self-awareness scale. Data analyzed using covariance analysis. The results of the covariance analysis showed that positive thinking training program was effective and increased students' self-control and self-awareness, and this effect was still stable in the follow-up phase after four months. The results of the research clarify that positive thinking training can be used as a suitable interventional method to improve self-control and self-awareness of students.IntroductionHuman nature and personality have important capabilities and features which include self-control, self-awareness, and positive thinking. Self-control as an important part of human performance is one of the basic and fundamental elements in the formation of human behavior (Ka'abe et al., 2017). Research findings have shown that people who have more self-control are more successful in all areas than people who act impulsively and without self-control (Nouri, 2008 as cited in Kazemi et al., 2011). Another component that converges with human behavior is self-awareness. Self-awareness is the ability to pay attention to oneself (Carden et al., 2021). People who have self-awareness identify their feelings and become aware of them and control these feelings. They become aware of their weaknesses and strengths, and by relying on their strengths, they reduce their weaknesses (Joe, 2010).There are little research indications on the effect of teaching positive thinking skills on self-control and self-awareness has not been investigated. This research has been with the aim of showing the effectiveness of teaching positive thinking skills on students' self-awareness and self-control. To achieve this goal, two questions were formulated and tested as follows.Does teaching positive thinking skills have an effect on students' self-control? 2. Does teaching positive thinking skills have an effect on students' self-awareness? MethodThis research was conducted with a semi-experimental method with a pre-test and post-test design with a control group and a four-month follow-up. The statistical community of this study was made up of all the students of the sixth grade of Salas Babajani in the academic year (2018-2019). In order to identify the students who had low positive thinking, 222 people were first selected using the cluster sampling method. By implementing the positive thinking questionnaire of Ingram and Visnicki (1998), 57 people who had low positive thinking have been recognized, and then among the participants who had the conditions to enter the research, 30 people were selected by a simple random method and were assigned to two groups of experimental (15 people) and control (15 people). Self-awareness questionnaire and self-control questionnaire were used to collect data.Based on Seligman's positive thinking training protocol (2000), the positive thinking skill training program was presented to the experimental group for 8 ninty-minute sessions (two sessions per week) in the Adobe Connect application. To conduct the research, first in order to implement the pre-test, the self-awareness and self-control questionnaire were given to the control and experimental groups, and the data related to the pre-test were collected. Then the participants in the experimental group were trained in skills in 8 sessions of 1.5 hours in workshops through the booklet of positive thinking skills. At the end of the workshops, the mentioned questionnaires (post-test) were again presented to both groups to complete again. Finally, to evaluate the effect of the experimental intervention in the follow-up phase after 4 months, the questionnaires were implemented again and the data of this phase were collected. To analyze the data, covariance analysis tests were used. ResultsTable 1The Average Scores of the two Groups in the Pre-test , Post-test, Follow-up and the Normality of the DataKurtosisSkewnessFollow-upPost-testpre-exam Standard deviationAverageStandard deviationAverageStandard deviationAveragegroupVariables 765/0-066/0 908/740/83480/147/83Controlself-awareness 152/789/91216/673/90239/740/81exam 463/0794/0- 951/920/8267/1153/83Controlself-control 123/677/90443/760/9269/1613/81exam According to the table, the average of the subjects of the control and experimental groups, in the self-awareness and self-control test in the pre-test stage did not differ significantly from each other. But the difference in the average of the subjects of the control and experimental groups was significant in the post-test so that the average of the subjects of the experimental group in the post-test was significantly higher than the average of the post-test of the control group. This shows that the experimental intervention was able to affect the studied behavior. In the follow-up phase, this difference between the experimental and control groups was also obvious and expresses the continuation of the effect of teaching positive thinking on the behavior of the participants.Levine's test was used to check the assumption of homogeneity of variances. The variables of restraint (F=2.710, p>0.064), self-awareness (F=1.928, p>0.136) were not significant; Therefore, the assumption of both variables' homogeneity of variances was confirmed.In the inferential results, the statistic F value which shows the effect of the independent variable, in the self-control variable (F=19.577, p

The present study was conducted to investigate the effectiveness of executive functions training on the self-control and social competence of children with low self-control. It was an experimental study consisting of pre-test, post-test, control group, and two-month follow-up period. In the academic year 2021-2022, the statistical population of the study consisted of Tehran primary school children with low self-control. 26 children with limited self-control were randomly assigned to experimental and control groups through multistage cluster sampling. The experimental group received eight 75-minute executive functions training sessions. This research employed the Children’s Self-control Questionnaire (CSQ) and the Social Competence Questionnaire (SCQ). Using SPSS-23, the data were analyzed using a mixed ANOVA and Bonferroni Follow-up test. Executive functions training has a significant effect on the self-control and social competence of children with limited self-control (p

Background and Objectives: Adolescence is an important stage of psychological development. Their health level has a significant impact on their success. Psychological well-being is among the variables that are important in this field. This research was conducted with the aim of determining the relationship between perceived parenting style and attachment in the psychological well-being of adolescents with the mediating role of self-control. Materials and Methods: The research method was descriptive and structural equation modeling. The statistical population was the secondary school students of Kashan City in 2022-2023, of whom 500 were selected based on random cluster sampling. Data were collected based on four questionnaires of Psychological Well-Being, Parental Authority, Attachment Style, and Self-Control. Data were analyzed by Pearson's correlation test and structural equation modeling. Results: The results showed that permissive style with (β=-0.181, p<0.01) and authoritarian style with (β=-0.152, p<0.01) had a significant and negative role, and style authoritarian with (β=0.311, p<0.01) had a significant and positive role in predicting psychological well-being. Ambivalent style (β =-0.162, p<0.01) had a significant and negative role in predicting psychological well-being, and self-control (β=0.220, p<0.01) had a significant and positive role in predicting psychological well-being. Among the 6 predictor variables, autocratic, authoritarian, safe, ambivalent, and avoidant styles had a significant relationship with psychological well-being through the mediation of self-control (p<0.05). Conclusion: Self-control plays an important role in the relationship between perceived parenting style and attachment with the psychological well-being of adolescents. Considering the importance of parenting style, it is suggested to try to increase selfcontrol and psychological well-being of teenagers through family education classes. [ABSTRACT FROM AUTHOR]

Introduction: Today, infertility is a major concern for public health and one of the most important crises in life, which leads to many psychological problems. Since cognitive-behavioral therapy emphasizes empowering and educating the patient to solve problems, this study was conducted to investigate the effectiveness of cognitive-behavioral therapy on marital self-regulation and uncertainty intolerance in infertile women. Methods: This research was applied in terms of purpose and experimental research method with a pre-test, post-test and follow-up plan (45 days). The statistical population included all infertile women referring to the infertility center of Sari city with the number of 43 people. To select the sample, 30 of these people who had received the diagnosis of infertility and met the criteria for entering the study were selected by a non-random sampling method and were randomly divided into two groups of 15 people, experimental and control. Cognitivebehavioral therapy was performed in 12 sessions of 45 minutes, once a week for the experimental group, while the control group received the routine treatment. After the followup period, the control group also underwent psychotherapy. Both groups completed the questionnaires of marital self-regulation by Wilson et al. (2005) and uncertainty intolerance by Friston et al. (1994) in the pre-test, post-test and follow-up (45 days after the post-test).Data were analyzed using multivariate covariance analysis (P<0.05) by SPSS-24 software. Results: The results showed that in the two subscales of marital self-regulation in the experimental group, the average scores in the three stages of pre-test, post-test and follow-up respectively for the subscale of communication self-regulation (24.266 ± 6.273), (41.000 ± 3.207) and (35.266 ± 3.899) there was a significant increase in the post-test and follow-up compared to the pre-test stage(P<0.05). And the sub-scale of communication effort(19.333 ± 5.094), (8.666 ± 1.914) and (12.000 ± 2.449), and intolerance of uncertainty 92.600 ± 9.302), (67.400 ± 7.585) and (75.200 ± 10.975), had a significant decrease in the post-test and followup compared to the pre-test stage (P<0.05). Conclusions: The results of the study showed that cognitive-behavioral therapy can be an effective intervention in improving marital self-regulation and reducing intolerance of uncertainty in infertile women. [ABSTRACT FROM AUTHOR]

Objective: The present study was conducted with the aim of structural analysis of personality traits, organizational commitment and job motivation with the mediating role of self-control in teachers and principals of elementary schools for girls. Methods: This research, in terms of purpose, was applied; In terms of data collection method, was descriptive, of the survey type; and in terms of the nature of the data, was quantitative. Statistical population, have been including all teachers and principals of elementary schools for girls in the academic year 2022-2023 to the number of 369 people. The sampling method was multimethod sampling. The sample size, according to Krejcie and Morgan table (1970), there were 225 people. The data collection tool, was HEXACO Traits Personality (2013), Allen and Mayer organizational commitment questionnaire (1990), Herzberg job motivation questionnaire (2004) and Tangney, Baumeister & Boone self-control questionnaire (2004). To analyze the data, in addition to descriptive statistical techniques, the following inferential statistics techniques were used Step by Step Regression and Structural Equation Modeling. Findings: The research findings showed, relationship between personality traits, organizational commitment, job motivation and self-control of teachers and principals was positive and significant (P<0/01). Furthermore, the mediating role of self-control in the effect on personality traits, organizational commitment and job motivation of teachers and principals was confirmed. Conclusion: It is concluded that, to improve the professional performance of teachers and school administrators; the institution of education must take steps in order to strengthen personality traits and setting the stage for an organizational commitment and job motivation; and also optimizing self-control. [ABSTRACT FROM AUTHOR]

At times of crisis, patience and tolerance leads to mental health. The lack of impatience and restlessness is so important in ‘patience’ that, in some cases, patience is defined as continuous control of the soul from impatience and avoiding restlessness. Lack of control of impatience leads to many physical and psychological complications. Thus, in this study, impatience in critical situations and the methods of control it have been investigated. The type of study is qualitative (analytical), and it was conducted using a review method that is a combination of systematic review, content analysis, and literature review. The statistical population included the sources of theories, views and studies conducted on this subject, which were searched with the key words: impatience, restlessness, grief, complaint, fear, intolerance, unrest. The main sources used were books in the sphere of Islamic sources and academic papers on the subject-matter. Furthermore, the Qur’an, hadiths and traditions were especially used. The results of study are presented under the following titles: the nature of impatience, causes of impatience, types of impatience, symptoms and manifestations of impatience, function of impatience, damage and consequences of impatience, ways to prevent impatience, and consequences of of prevention. The way to prevent impatience are implemented in four parts: acceptance, relief, support, and initiative. Therefore, it can be said that impatience in a crisis causes damage, and its control increases self-awareness, self-control, and the growth of reason. Hence, learning methods and skills to control it is part of the process of patience and post-traumatic growth.

Introduction: Goal setting as a cognitive intervention enhances performance. However, self-controlled goal setting during the learning process has not been investigated. Therefore, this study aimed to investigate the effect of self-controlled and coach-controlled performance goal setting on soccer passing learning, focusing on choice theory.Methods: The participants were 30 boys aged 18 to 28 years who did not participate in organized soccer training. First, the participants completed a pre-test and then participated in a quasi-experimental design and they were systematicallyassigned into one of three self-controlled performance goal setting, coachcontrolled performance goal setting, and control groups. After 15 training sessions,the acquisition test was taken immediately, and then after 72 hours, the retention and transfer tests were taken.Results: The results of the 2×3 (stage × group) analysis of variance showed that although the performance of the groups improved in the acquisition test, there was no significant difference between them. Also, one-way analysis of variance showed a difference between the groups in both retention and transfer phases and Tukey's post hoc test showed that both the self-controlled and coach-controlled goal-setting intervention groups performed better than the control group and the differences were significant.Conclusion: The findings of the research indicate that self-controlled and coachcontrolled performance goal-setting groups perform better than the control group and self-controlled goal-setting has more advantages than other groups. It is suggested to use a self-controlled goal-setting strategy in training protocol.

This study aimed to examine the mediating role of rumination and self-control in the link between perceived stress and mobile phone addiction during the COVID-19 epidemic. The present study was conducted using a correlational method and a structural equation modeling approach.The statistical population of the study included Tehran province college students which 230 people were selected voluntarily and answered the online scales include Depression-Anxiety-Stress, Smartphone Addiction, Ruminative Responses and Self-Control. The results the structural equation model showed that during the COVID-19 pandemic, perceived stress predicts the students addiction to cell phone positively. Rumination plays a mediator role between perceived stress and cell phone addiction. Moreover, self-control moderates the effect of the mediator role between perceived stress on rumination, and effect of rumination on cell phone addiction. This study focuses on the importance of rumination and self-control in understanding a probable association between perceived stress and cell phone addiction, that can be used to develop the interventions to reduce the problematic behavior among the students the COVID-19 pandemic.

Background and Aim: Young individuals are recognized as the leading agents of societal change over the last several decades. With the onset of the COVID-19 pandemic, their lives have become increasingly intertwined with digital networks, leading to a growth in virtual communication. This shift has introduced a paradoxical aspect to their lives, where, despite being more connected, they have become more centered on self-orientation. Methods and Data: To investigate this issue, the systematic grounded theory approach was employed. The sample consisted of Yazd University students in their junior year, aged between 18 and 19. Based on theoretical sensitivity of the research, in-depth interviews were carried out with 20 selected individuals through theoretical sampling. Findings: The findings were in the form of 12 main categories, including problematic self-image, self-confidence challenges, communication context, self-control, passivity, problem solving, etc. These young people went through a trajectory characterized by the complexities and uncertainties of societal life. As a result, their chosen trajectories resulted in self-restraint even with extensive social relationships. A paradigmatic model and substantive theory have been developed from these categories. Conclusion: Young adults stand at the forefront of the dynamics tension between agency and structure. They try to build their own spaces for interaction, take risks, and develop their own platforms and communication networks, despite the systematic limiting pressures. To a significant degree, they have been successful achievement in these efforts. [ABSTRACT FROM AUTHOR]

Background. The purpose of this study was to investigate the effectiveness of the self-silencing model in reducing depression and increasing self-expression of depressed women. The self-silencing model is influenced by cognitive, attachment, and gestalt theories, and the role of social and cultural factors is emphasized in it, and these factors lead to depression in women by creating obstacles in expressing their wishes, opinions, and desires. Methods. This was a quasi-experimental study with a pre-test and post-test design with a control group and with random replacement. In this study, using the study of treatment protocols, as well as receiving guidance from the theorists of this model and their colleagues, intervention programs based on it were prepared. The sample of this study included 30 femle teachers from 20 to 40 years old with bachelor's degrees who had depressive symptoms based on the results of The Beck questionnaire and clinical interview. Thus, the research sample included the self-silencing group and the control group, which were obtained from each pre-test and post-test group using the self-expression questionnaire and The Beck questionnaire. Between pre-test and post-test, experimental group received an intervention program. Finally, the scores obtained from pre-test and post-test were analyzed by analysis of covariance using SPSS software. Results. The results of data analysis showed that the intervention based on self-silencing is effective in reducing the depression of the experimental group. Likewise, this intervention method increased self-expression in the experimental group. No significant change was observed in the control group. Conclusion. According to the findings of this research, it can be said that using the self-silencing model can be an efficient method in reducing women's depression symptoms and increasing self-expression in them. Practical Implications. Psychotherapists can use the self-silencing model as one of the effective methods to reduce the symptoms of depression. [ABSTRACT FROM AUTHOR]

Background & Aims: Social networks are now being created as an admission to search, discuss and share information interactive and immediate with others. The purpose of this study was to model the role of emotional resilience and self-resilience in the tendency of addiction to social networks mediated by psychological well-being. The use of social networks has become a modern natural behavior, but the harmful forms of their use have also received much attention in the last two decades. Social networks have now emerged as a platform for searching, discussing and sharing information interactively and instantly with others. Their popularity, especially among young people, has led to a significant increase in research into the analysis of the consequences of their use. Has been in the psychosocial development of users. Social networks have provided various facilities for users, but their uncontrolled, uninformed and excessive use of them creates dangers for users in families. Social networks are a source of attention in personal, academic and professional work. In the context of academia, they can lead to academic procrastination and undermine students' academic performance. One of the psychological characteristics of students that is affected by the use of social networks is emotional resilience. Previous studies have shown that psychological characteristics such as resilience may predict cell phone addiction and social networking. Resilience, as a complex, dynamic and multidimensional phenomenon, can be thought of as a process, capacity or consequence of positive adaptation and continuous professional commitment and growth in the face of challenging conditions. Emotional resilience should be considered as a person's ability to cope with adversity and overcome failure. Emotional resilience requires a high degree of self-awareness, strong self-regulation, and a host of other characteristics. Factors such as stress, burnout, lack of social support and negative thinking are the enemies of emotional resilience. Another variable that can be associated with social media addiction is self-concealment. In the literature on psychology and counseling, selfconcealment is often defined as the tendency to intentionally conceal personal information that one finds disturbing or negative. Self-concealmentis a behavioral tendency in which individuals hide personal information about distress, embarrassment, and negativity from others. One of the most important structures that play a mediating variable in social network addiction is psychological well-being. Psychological well-being is one of the structures studied in positivist psychology. Today, a new perspective is being formed and expanded in healthrelated sciences in general and in psychology in particular, with the aim of focusing on health. It is drawn from individual life to social interactions. In general, according to the above research records, the dispersion and contradiction of research in the field of social media addiction and the lack of studies in Iran, highlights the need for further implementation and research in this field. In addition, the mobile phones of this technological tool, which are especially popular among the younger generation, have led to lifestyle changes, differentiation of social interaction styles, as well as preparing them to limit their lives in the technological world. This in itself highlights the need for such research. Therefore, the present study aim to model the role of emotional resilience and self-concealment in the tendency of addiction to social networks mediated by psychological well-being. Methods: The method of the present study is descriptive and correlational and the method of analysis is structural equation modeling. The statistical population of the present study was all students studying at Mohaghegh Ardabili University. Since the PLS method is not sensitive to the sample size, the required sample size was determined using Barclayo et al.'s (1995) theory for the present study (32). However, in order to achieve more generalizable results and less statistical error in the sample size in the present study, considering the probability of sample loss, 200 people were considered. After removing the distorted data, 120 questionnaires were included in the statistical analysis. Sampling method used Sampling was also available. The questionnaires were designed online and its links were provided to the subjects on social networks (Telegram groups and channels, WhatsApp groups and Instagram pages) so that students who wished to participate in the research could answer the questions. Inclusion criteria were willingness to participate in research and being a student and exit criteria were unwillingness to participate in research. The data collected in this study were analyzed using descriptive statistical tools such as mean and standard deviation and structural equation modeling using SPSS.25 software and 3.smart pls software. Results: A total of 120 students with a mean age of 28.75 and a standard deviation of 8.71 participated in this study.The results showed that emotional resilience and self-deprecation had a direct and significant effect on social networking addiction, as well as the indirect effect of emotional resilience and self-deprecation with the mediation of psychological well-being (t > 1.96). Conclusion: The results of structural equations showed that emotional resilience has a direct and significant relationship with addiction to social networks. Explaining these results, it can be said that resilience can be generally defined as the ability to adapt to adverse situations in a positive way. Adolescents with lower resilience are more likely to become addicted to social media and in challenging situations instead the use of positive coping strategies tends to lead to negative behaviors such as social media addiction. The results of structural equations showed that self-concealment has a direct and significant relationship with addiction to social networks. Explaining these findings, it can be said that adolescents who have high self-conceit may become addicted to social networks to escape the negative feelings related to selfconcealment. The results of structural equations showed that psychological well-being has a direct and significant relationship with addiction to social networks. Explaining these findings, it can be said that according to the negative consequences of addiction to social networks, psychological well-being can prevent adolescents' addiction to social networks. Described over time.The results of structural equations showed that emotional resilience on social media addiction has an indirect and significant relationship with the mediation of psychological wellbeing. In explaining these findings, it can be said that, as stated earlier, resilience refers to the factors and processes that protect physical development and psychological well-being from the risk of engaging in problematic behaviors and psychological damage. The results of structural equations showed that self-denial on social media addiction is indirectly and significantly related to psychological well-being. Many people who have selfdeprecation turn to the Internet to manage and get rid of unwanted self-deprecating feelings such as stress, loneliness, depression and anxiety. They see the Internet as the easiest way out of these feelings, which is the starting point for Internet addiction. Emotional resilience and self-deprecation can show different functions of social networking in students. Therefore, examining the role of psychological well-being mediates provides more accurate information on the impact of these variables for various social network addiction. [ABSTRACT FROM AUTHOR]

The ability to resist the attractions of crime has been referred to as self-control; the very decisive factor in crime rate in General Crime Theory. Vara, Morāqebah, and Taqwā have been used as equivalents in several Islamic texts including Mahajjatol-Baydā. Despite prima facia similarities, self-control is wider in temporal and palatial aspects in viewpoints of Feyz Kashani and Hirschi, with the former believing in the existence of a persistent and omnipresent guardianship and the latter concentrating on the socialization of all members of the society. Recruiting an analytical-descriptive design, the study revealed that Feyz Kashani provides a more comprehensive account of self-control in purifying the mind of the criminal fancies and perversions and generalization of the effect of self-control on the unified status of the offender and victim. He did not believe that self-control is age-dependent; rather, he proposed several other socializing strategies including Sela-Rahem and training instructions on mastering internal stimuli.

The main Purpose of this study is to explore the Nature of piety from an anthropological perspective by reflecting on the Qur'an and comparing piety construct with self-control. Methodologically, conceptual analysis was used. Verses from the Holy Quran that share the root of taqwa were taken into consideration. Based on anthropological foundations of piety in holy Quran, the process of piety entails a goal-oriented valuing of options and making preferences at the moment of selection. The selection can be based on instinctive, intellectual or religious criteria but it contains all three phases of diagnosis, preference, and practical commitment to preferred option. This structure of piety is comparable with self-control. Overlap of Islamic and psychologic perspectives in explaining the basic structure of piety and self-control is very impressive. Although Piety as a monotheistic life concept will ultimately separate from self-control but overlapping of anthropological elements of these two concepts are essential

Objectives By the rapid growth of the elderly population, the need to pay attention to this group becomes more obvious. General self-efficacy, self-control and self-esteem are the effective individual factors for the empowerment of the elderly. This study aims to examine the relationship between these individual aspects of empowerment and general health in older adults attending neighborhood houses in Tehran, Iran. Methods & Materials In this descriptive-analytical study with cross-sectional study design, 320 older men and women over 60 years of age participated who were selected by a cluster sampling method. Data were collected using a demographic form, the 28-item general health questionaire, 10-item general self-efficacy scale, Rosenberg self-esteem scale, and Tangney’s brief self-control scale. Data was described using mean and standard deviation, and analyzed using chi-square test, Spearman correlation test, one-way-ANOVA, and linear regression in SPSS sofwtare, version 22. Results The mean age of the elderly was 68.42±8.3 years. Their mean score of general health was 21.95±13.4. A significant negative correlation was found between general health, general self-efficacy, self-esteem and self-control (P

Introduction: A normal sexual desire plays an important role in marital stability; therefore, it is essential to identify factors affecting it. Aim: The present study aimed to predict sexual desire based on emotional self-regulation, experiential avoidance, and depressive symptoms in female teachers in Bafq, Iran. Method: In this descriptive-correlational study, the statistical population consisted of 225 female teachers, who taught the second grade of high school in Bafq, Iran, during the academic year 2021-2022. Finally, 130 samples were selected from the statistical population via convenience sampling. The data collection tools included the Halbert Index of Sexual Desire (1991), Emotion Regulation Questionnaire by John and Gross (2003), Multidimensional Experiential Avoidance Questionnaire (2011), and Beck’s Depression Inventory (1961). Data analysis was performed using Pearson's correlation coefficient test and multiple regression analysis in SPSS Version 26. Results: The results showed a significant positive relationship between cognitive reappraisal and sexual desire. On the other hand, sexual desire had a significant negative relationship with procrastination, suppression/denial, distress tolerance, experiential avoidance, and depression (P<0.01). Moreover, the results of regression analysis revealed that depression, cognitive reappraisal, and procrastination could predict sexual desire (coefficients: 0.25, 0.26, and 0.24, respectively). Conclusion: The present results showed that emotional self-regulation, experiential avoidance, and depression were influential factors in sexual desire. Therefore, appropriate methods should be implemented to improve the teachers emotional self-regulation, experiential avoidance, and depressive symptoms in order to increase their sexual drive. [ABSTRACT FROM AUTHOR]

Background and Aim: Physical and mental disorders are abundantly observed in veterans and disabled people, and in addition to causing concern, they have very adverse effects on various aspects of their lives. Considering that physical and mental health can play an important role in the general health of veterans and disabled people, it is vital to address these aspects. Therefore, the aim of the present study was to predict social trust, self-control, and self-efficacy based on the level of physical activity in veterans and disabled people. Methods: The method of the study was descriptive and correlational. The statistical population was composed of veterans and disabled people of Yazd province. One hundred and nine people (62 veterans and 47 disabled) were selected as a statistical sample using the convenient method. Sharkey's physical activity (1997), Tanji's selfcontrol (2004), Safarinia and Sharif's social trust (2009), and Sherer et al.'s self-efficacy (1982) scales were used to examine the research variables. Data were analyzed using Pearson's correlation coefficient to determine the relationship between variables and simple linear regression to predict variables. Results: The findings showed that physical activity level scores can significantly predict self-control (r = 0.39) and social trust (r = 0.31) variables in veterans and disabled people (P<0.01). However, due to the low correlation with the self-efficacy variable (r = 0.14), the level of physical activity does not have the ability to predict this variable (P = 0.19) significantly. Conclusion: According to the results, it is suggested that appropriate planning should be considered for the participation of veterans and disabled people in regular physical activities to increase self-control and social trust and consequently increase life quality. [ABSTRACT FROM AUTHOR]

Background and Objectives: Increasingly, cyberbullying has become a common phenomenon eroding the social media environment. The present study was conducted with the aim of determining the structural relationship pattern of cyber aggression based on self-control with the mediation of mobile phone addiction in adolescents. Materials and Methods: In this descriptive study, the statistical population included male students of the second-level secondary school of Ardabil city in the academic year of 2022. From this population, a sample of 190 people was selected by available sampling method and answered the questionnaires of self-control, cyber aggression, and mobile phone addiction. The obtained data were analyzed using structural equation modeling.Results: The results showed that self-control with a coefficient value of -0.15 has a significant direct effect on cyber aggression, and self-control with a coefficient value of -0.25 has a significant indirect effect on cyber aggression with the mediation of mobile phone addiction.Conclusion: In general, according to the results of the current research, it is recommended to hold educational workshops to teach cyber ethics awareness, along with self-control training and managing the correct use of mobile phones. [ABSTRACT FROM AUTHOR]

The aim of this research was to evaluate the effectiveness of Dialectical behavior therapy on academic emotion components and self-control in the attention deficit \ hyperactivity disorder in year 7 to 11 students. This research method was semi-experimental with pretest-posttest design. Using Pekran, Goerz, Frenzel's academic emotion (2005) and Tangey, Baameister, Boone's self-control (2004) questionnaires, 30 person of attention deficit\hyperactivity disorder in year 7 to 11 students were purposive selected any were randomly assigned two experimental and control group. (each group was 15) The experimental received 8 sessions of DBT based on instruction package and the control group did not receive any training in the field. After executing the DBT, academic emotion components and self-control of the members of two groups were measure again. Date were analyzed using multivariate covariance analysis (MANCOVA) and univariate analysis (ANCOVA). in the mancova analysis for academic emotion components and self-control showed significant differences in the both groups and the avncova analysis for self-control and academic emotion components like enjoyment, angry and boredom, showed significant differences in both groups. But concerning of academic emotion components like anxiety, shame, pride and hopelessness, showed not significant differences in both groups. The results of this study which are in line with other studies that DBT has significant role in academic emotion components and self-control in the attention deficit\ hyperactivity disorder in year 7 to 11 students.

The realization of the new Islamic civilization has become especially important in the present age and one of the requirements for the realization of the new Islamic civilization is the training of human resources. What is the role of piety as a fundamental concept in individual ethics and self-control as a concept considered by psychology in the construction of civilizing man, is the subject of this research. The method of data collection in this study is documentary study. In this study, which has a qualitative nature, according to the origin of piety, which is revelation, reason and law, and the origin of self-control, which is empirical and sensory knowledge, first the effective elements in creating piety and self-control are counted and then the effect of two concepts by descriptive and analytical methods. Piety and self-control are explained in the education of civilizing human beings. In Islam, attention to the consequences of behavior, learning lessons, self-esteem, self-calculation, using patterns and elements and the element of rationality to attain piety is emphasized, and in psychological thought, especially the school of behaviorism, to strengthen itself. Success experiences, self-efficacy, self-assessment, role modeling, encouragement and cognition are ordered; Attention to the nature and function of these elements indicates some common and synergistic elements for human entry into the field of civilization.

Background & Aims: Psychological pressures caused by modern life and rapid social changes that are formed under the influence of the rapid growth of industrial life have major effects on human mental health and can lead to disorders such as social anxiety (2). This disorder is defined as an obvious fear or anxiety about one or more social situations in which the person is exposed to attention and criticism by others. People with this disorder are extremely afraid of doing inappropriate behavior or showing signs of anxiety in social relationships and try to refuse to be in public places (3). The issue of anxiety is so broad that it even involves the main organs of the body, for example, it is known that the brain is the central regulator of emotions, physical symptoms, thoughts and behaviors that explain many psychological problems. . Research studies showed that social anxiety disorder is related to dysfunction and brain waves (12). On the other hand, by examining the relationship between the underlying mechanisms of the thalamocortical brain and psychological states, it has been shown that by making optimal changes in the rhythm and frequency of brain waves, using neurotherapeutic methods, optimal changes can be made in a person's neuro-psychological states. (13). One of the methods of neurotherapy is neurofeedback. People can be aware of the cortical activities of the brain through neurofeedback. Basically, neurofeedback is a kind of biofeedback that tries to teach the patient some kind of self-regulation by recording the electrical waves of the brain and giving feedback to the person. So that in a conditioning process, a person learns to voluntarily change his brain waves using the feedback he receives from the device (14). Now, considering the prevalence of social anxiety and considering the importance of the role of brain-nerve waves and psychological factors in the emergence and continuation of social anxiety and the fact that there was no research on the effectiveness of neurofeedback treatment as a neurotherapeutic method on social anxiety, and considering the importance Choosing the right treatment for these people, the researcher is trying to answer the question of whether neurofeedback treatment has an effect on the level of social anxiety and mental rumination of people suffering from social anxiety. Methods: In order to conduct this semi-experimental and applied research, which was conducted in the field and with a pre-test-post-test-follow-up plan, among the people suffering from social anxiety referring to counseling centers under the supervision of the welfare organization in Shahin Shahr city in 1400 (150 people) ) a number of 30 people were selected as a sample in a targeted manner and diagnosed based on the cut-off point of Jarbak's social anxiety questionnaire (1996) and were divided into experimental (neurofeedback) and control groups (21). Next, the experimental group received neurofeedback treatment for 25 sessions (three sessions per week) under the supervision of the researcher. During neurofeedback, the subjects were seated on a comfortable chair in a quiet room, and electrodes were attached to the scalp using special glue according to the international 10-20 system (28) and the electrical changes from the brain surface were continuously recorded. was taking place The neurofeedback device is a tool equipped with a computer system that was used for neural feedback training. The data measurement tool included Jarbak's social anxiety questionnaire (1996) and Hoeksma and Maro's rumination response scale (1991). Finally, descriptive statistics (tables and graphs) and Shapiro-Wilk tests, analysis of variance with repeated measures, and Bonferroni's post hoc test were used to analyze the data using spss software version 24. Results: Due to the inequality of covariances, the modified Greenhouse-Geisser test was used to report the within-subject effects of social anxiety and its dimensions and mental rumination, and the results of the Wilks's lambda test for the effects of time and the time*group interaction were significant (<0.01). P). Also, the results for the average scores of social anxiety at the time of the results showed a significant difference (F=41.15 and P=0.001) between the different stages (time) of measurement (pre-test, post-test and follow-up) as well as the interaction of the measurement time with the group as (F=13.86 and P=0.001) is significant, in fact, the results show that the average scores of social anxiety and its dimensions in the test and control groups were significantly different from each other at different times of measurement (Table 1). The results of the inter-subject effects also showed that the mean social anxiety scores of the experimental and control groups were significantly different from each other (F = 18.77 and P = 0.001). The obtained eta coefficient is equal to 0.472, which indicates that more than 47% of the changes in the average scores of the experimental group were related to the provision of neurofeedback treatment. Finally, the results of the Bonferroni test in the test and control groups in the 3 times of pre-test, post-test and follow-up in Table 3 show that there is a significant difference between the average social anxiety scores of the research groups in the post-test phase compared to the pre-test (P<0.01) and the follow-up phase. There was a significant difference to the pre-test (P<0.01), but no significant difference was observed in the average scores of social anxiety in the post-test stage compared to the follow-up stage (P<0.01). Conclusion: The aim of the present study was to determine the effectiveness of neurofeedback treatment on social anxiety and mental rumination of people suffering from social anxiety in Shahinshahr. The findings showed that neurofeedback treatment was effective on social anxiety and mental rumination of people suffering from social anxiety. In explaining this finding, it can be said that neurofeedback has the ability to improve the activity of the middle and lower frontal areas and can regulate their activity. In addition, regulating the activity of the middle frontal gyrus reduces anxiety (34). In fact, anxiety is considered as an aspect of reducing self-regulation of the brain, and when the EEG is obtained from the patient, the state of anxiety is clearly evident; In addition, when the brain starts to self-regulate, its activities and functions improve (35). In fact, when the client is placed in the neurofeedback process, there is a good opportunity to learn to condition his brain wave pattern and increase the optimal level (32). Of course, the main reason for the effectiveness of neurofeedback can be attributed to the increased activity of the anterior cingulate cortex, which is responsible for modulating cognitive and emotional processes in the brain (33). With a quick look at the different dimensions of social anxiety, it is clear that these dimensions are somewhat consistent with what neurofeedback treatment is looking for. In fact, social anxiety includes the fear of speaking in public, which leads to a person's avoidance of starting or continuing conversations in groups, classes, public, or parties by reducing the effectiveness of verbal communication (36). [ABSTRACT FROM AUTHOR]

Background & Aims: In the last two decades, education experts have paid more attention to the categories of cognition and motivation. Cognition involves some mental abilities and actions such as knowledge, comprehension, recognition and thinking, and motivation is related to issues such as emotion, attitude and evaluation (1). In this regard, motivation for academic achievement is one of the most important issues in the field of educational psychology and in this regard is considered as one of the most important predictors of academic performance. Research has shown the effect of cognitive processes and motivational variables as appropriate predictors of academic achievement as independent variables (1,2). One of the major variables that affect academic motivation is learning strategies. And one of the components of these learning strategies is the metacognitive strategy that is used in natural learning processes as self-regulatory learning (3). Another component that seems to be related to self-regulatory learning and academic achievement is self-efficacy. Which can affect almost everything, from mental states to behaviors and motivations (7). In general, adolescence is a period of evolutionary cycle during which self-efficacy beliefs affect psychological outcomes. In this period, people face new challenges and how to cope and adapt to these challenges is partly influenced by the individual's self-efficacy beliefs (8). Considering the above and the importance of self-efficacy and motivation in academic achievement on the one hand and the importance of controlling behaviors for academic achievement on the other hand, so unfortunately with the review of research conducted inside and outside the country, research on the subject was not found. For this reason, the researcher seeks to answer the question of whether the training of self-regulatory learning guides (cognitive and metacognitive) affects the components of self-efficacy, academic motivation and students' mental health or not? Methods: The present study is experimental. To conduct this research, 46 first-year female students (second year) of Astara high schools who were studying in the 97- 96 academic year were selected by multi-stage cluster sampling method and randomly selected. The two groups (23 experimental and 23 control) were divided. Then the questionnaires of motivational beliefs and self-regulatory learning strategies (MSLQ), academic motivation (AMS) and general health (GHQ 28) to collect data in the pre-test by Subjects completed. Subjects in the experimental group were trained in self-regulated learning strategies for two sessions per week for eight 90-minute sessions and the control group did not receive any training. Finally descriptive statistics and Shapirovillek test, paired t-test and independent t-test using SPSS software were used to analyze the data. Results: The results showed that the mean scores of the experimental group in the post-test increased compared to the pre-test in the components of self-efficacy and academic motivation and decreased in the component of mental health (Table 1). On the other hand, it was found that there was a significant difference between the subjects in the experimental group who were trained in self-regulated learning strategies and the control group who did not receive any training in the variables of self-efficacy and academic motivation at the level of (p <5%). There is. But this difference is not seen in the mental health component. (Table 2). Conclusion: The results indicate the effect of teaching cognitive and metacognitive learning strategies on the variables of self-efficacy and academic motivation, but this effect was not observed in the mental health variable. It is possible to create a greater sense of autonomy and self-efficacy by changing the conditions of teaching and learning so that students can play a more active role in their learning process. Therefore, it is suggested to consider self-regulatory strategies as part of educational interventions in order to make learners more efficient. Another result of this study was increasing academic motivation in students who have benefited from the training of cognitive and metacognitive strategies. This result is also consistent with the findings of Poor Mohammad and Esmaeilpour (2015). They had high motivation and academic achievement (1). Another result of the present study was that teaching learning strategies (cognitive and metacognitive) could not increase the mental health of students in the experimental group. This result is consistent with the findings of Tavakolizadeh (2011). He rejected the effect of teaching cognitive and metacognitive learning strategies on the mental health of second year middle school male students. The results showed that teaching learning strategies in the experimental group compared to the control group did not show a significant difference in terms of mental health status (19). [ABSTRACT FROM AUTHOR]

Background & Aims: One of the challenges for middle school students is learning mathematics. Researches show that due to the complex nature of mathematics, using effective and efficient self-regulation learning strategies and having motivation is related to success in mathematics. Measuring self-regulated learning is one of the research fields that play a key role both in developing theory and for intervention. Historically, the tools used to measure self-regulated learning rely on researchers' conceptualizations of self-regulated learning as a construct and have been used to expand theories. To measure self-regulated learning, various tools and methods have been used, such as structured interviews, self-report questionnaires, as well as direct measurement of students' behaviors, such as behavioral effects and observing behaviors. To measure self-regulation, several self-report questionnaires have been created, among which we can refer to the self-regulation questionnaire, self-regulation questionnaire, motivational strategies questionnaire for learning, academic self-regulation learning scale, and teacher scoring scale of self-regulation strategy list. All these questionnaires, except the selfregulation strategy list questionnaire, have been translated into Farsi and their psychometric properties have been studied. Self-report questionnaires are considered to be the most widely used tools for measuring self-regulated learning and have many benefits such as ease and low cost of design, implementation, and scoring, and they allow students to report their thoughts and motivational thoughts that are not visible to others. Mathematics requires solving multistage problems, learning different strategies, and using concepts correctly. For example, students who have high progress in mathematics often use self-regulated learning strategies effectively and efficiently when learning different theories and applying ideas, while students who have poor progress in Mathematics students use these strategies to a lesser extent. Learning strategies and self-regulation are some of the most important factors influencing the quality of learning. The purpose of this study was to predict math self-efficacy based on selfregulation processes and determine the convergent validity of the self-regulation learning strategies questionnaire with the math self-efficacy source scale? Methods: This research is a descriptive cross-sectional and correlational survey. After approving the proposal and receiving the implementation license from the university and coordination with the Education Department of Saveh City, 610 students (317 girls and 293 boys) of the seventh, eighth, and ninth grades of the first secondary school online and by sampling method in Available were selected. To collect data, study questionnaires were first uploaded to Google Docs; then their link was provided to the school officials, and with their help, it was provided to the participants. In the end, after completing the number of samples to the appropriate extent, the data collection was stopped. To maintain confidentiality, the students were assured that the information obtained from the research would be analyzed as a group and that their individual information would remain completely confidential. At the end of the data analysis, Pearson's correlation coefficient and regression analysis were used, which were analyzed in the SPSS software environment. Results: The results showed that self-regulation was a predictor of students' mathematical selfefficacy (p=0.05, β=0.76). Also, the self-regulation questionnaire had a convergence validity of 0.874 with the mathematical self-efficacy questionnaire. The coefficients of recognition power indicate that all the items of the questionnaire on self-efficacy strategies have good and high recognition power because most of the correlation coefficients of the item-total score are above 0.40 and the highest recognition coefficient is related to item 24 and the lowest recognition coefficient is related to items 15 and 22. The correlation between students' scores in the self-regulation questionnaire and its subscales with their scores in the math self-efficacy questionnaire showed that all coefficients are statistically significant at the alpha level of 0.01, which indicates the convergent validity of the self-regulation questionnaire. Conclusion: Therefore, according to the findings of the research, it can be said that students who use more self-regulated learning strategies have a higher sense of mathematical selfefficacy and vice versa; That is, students who use little self-regulated learning strategies have a lower sense of self-efficacy in mathematics and do not consider themselves competent and competent in terms of mathematics. The feeling of self-efficacy increases the student's selfconfidence and interest in studying. Increasing self-confidence and interest in the lesson makes the student try to use all the available methods and facilities to learn mathematics. It makes the student try to act independently in learning mathematics. [ABSTRACT FROM AUTHOR]

Background & Aims: Today, unlike in the past, each person's ability to learn is not dependent only on his intelligence and talents. In addition to the intrinsic factors of intelligence and talent, according to new theories, non-intrinsic factors such as self-regulatory strategies are considered effective in learning. Self-regulation was first proposed in 1967 by Bandura. There are several definitions of self-regulation, which shows that researchers have not reached the same view on this component, but it should be noted that the common denominator of all definitions, self-regulation is a set of psychological efforts to control the internal situation., To achieve long-term goals. In general, self-regulation refers to the ability of individuals to control their thoughts, emotions, and behavior, and studies have shown that people with high self-regulation are at a higher level in terms of interpersonal relationships, mental health, and academic achievement. Take. Students with academic self-regulation are hard-working and innovative learners and do not simply give up in dealing with issues and problems, they consider learning as an active process during which some responsibility must be taken. Accept and in case of problems try to understand what they need to solve it. There are several definitions of self-regulation, which shows that researchers have not reached the same view on this component. Several definitions of self-regulation will be presented below, but it should be noted that the common denominator of all definitions is self-regulation. Introduce psychological efforts to control the inner state to achieve long-term goals. Self-regulation of learning is one of the important and effective components of students' education and various studies have been conducted to investigate the relationship between this component and other psychological components that in some cases these results are not consistent with each other in general and Given the above, the purpose of this study is to answer the question whether successful emotional adjustment and intelligence can predict self-regulation of learning? Methods: The method of the present study is a correlation. The statistical population of the present study was male and female high school students in Tehran, which according to statistics numbered over 500,000 students, and using the Cochran's formula, 400 subjects is enough for this population, but for more validity of the results, 600 the student was selected as a multi-stage cluster. To conduct the research, the research license was first obtained from the university to refer to schools in Tehran. Then, in coordination with the education of Tehran, educational districts and schools were selected. At this stage, three districts were selected from among the 19 districts of Tehran to represent the socio-economic status of the whole city, and one girls' school from each district. A boys' area was selected. In the next step, the schools were referred to and the purpose of the research was explained to the school principals. Attended a meeting and after explaining the research and agreeing to cooperate, completed the Self-Regulated Learning Questionnaire (SRQ-A); Successful Intelligence Questionnaire; they completed the Emotional Adjustment Scale (EAM). Results: The results of this study were analyzed using SPSS-18 software and simultaneous regression analysis method and the results showed that successful emotional adjustment and intelligence were positive and significant (p = 0.001) Predict learning self-regulation. Conclusion: Conclusion: The aim of this study was to investigate the question of whether emotional adaptation and successful intelligence can predict learning self-regulation? The results show that emotional adjustment and successful intelligence have a significant relationship with learning self-regulation and in addition, they have the ability to predict this component positively, which means that the higher the emotional adjustment and successful intelligence. Learning self-regulation will also be higher. In order to investigate the factors affecting learning self-regulation, numerous studies have shown the existence of complex and strong relationships between different psychological components and learning self-regulatory strategies. In explaining the relationship between successful intelligence and learning selfregulation, it can be said that children with high successful intelligence have less stereotyped thinking, and this issue causes them to use different approaches to solve their problems in different situations, and this ability gives them Help achieve the goals. Also, children with high successful intelligence learn about different uses of information and also how to use this information in different life situations, and this meditation on their information increases selfregulation and higher motivation in learning, which is one of the reasons. Another effect of successful intelligence is on the growth of learning self-regulation. Also, high successful intelligence causes more goal-oriented behavior. In other words, self-regulation and successful intelligence act in the same way because both cause students' goal-oriented behaviors. It shows the deep connection between these two components. Another component that has been considered in the present study is emotional adjustment and its relationship with learning selfregulation. Studies have shown that high emotional adjustment in students makes them less involved in marginal issues. And become dangerous, such as criminal groups, physical conflicts, etc., which in turn leads to a greater focus on goals and better self-regulation of education. The emotional adjustment also allows students to better control their negative emotions towards the environment or some subjects, and this plays an important role in their academic self-regulation, while if they can not control their negative emotions towards the subjects. And control environment will have low academic self-regulation. On the other hand, it should be considered that low emotional adjustment will cause more aggression and abnormal behaviors in the school environment, and this will lead to punitive behaviors by school officials and parents, which will cause the whole educational process of knowledge. The learner will be impressed. In other words, emotional regulation does not directly but by affecting the student's behavior, and the feedback he observes from his behavior affects the whole process of student's education and academic self-regulation. [ABSTRACT FROM AUTHOR]

Background & Aims: In today's world, solving many problems of a society depends on the educational system of that society. If the society has the correct education, it can overcome all its problems. There are several definitions of the concept of attitude. Attitude is a combination of beliefs and emotions that prepare a person in advance to look at others, objects, and different groups in a positive or negative way. Attitudes summarize the evaluation of objects and thus undertake to predict or guide future actions or behaviors. Attitude can be defined in terms of learning theories and cognitive approaches. In each of these theories, the concept of attitude is defined differently and each of the different aspects of attitude is emphasized. Attitude is a state of mental and nervous preparation that is organized through experience and has a direct and dynamic effect on the individual's reaction to all issues and situations related to attitude. "In this definition, which is mainly based on learning theory. The influence of past experiences on organizing attitudes as well as reacting to a situation (as in the behaviorist approach) has been considered. Attitude is the stable organization of motivational, emotional, perceptual, and cognitive processes related to With some aspects of the individual world, it is observed that this definition does not refer to the origin of the attitude and instead emphasizes the mental experience of the present, in other words, each attitude is a kind of the previous position to perform a positive or negative action. Attitudes toward people, objects, and events are social goals and play a guiding role in transforming psycho-emotional states into motor states. The attitude in educational management is a sensitive issue that affects a large set of organizations. They are the mainstay of current societies. Among these, educational organizations are very important due to their comprehensiveness, uniqueness and importance in growth and development. Attitude-related issues are closely related to the strategic and professional activities of the organization. Responsibility, commitment, and self-control can be mentioned as influential components of attitude. One of the important personality traits that play a major role in success is responsibility. Responsibility is defined as an inner obligation and commitment on the part of a person to perform well all the activities assigned to him/her, and responsibility originates from within the person. The person in charge of the work agrees to perform a series of activities and tasks or to supervise the performance of these tasks by others. Self-control means the ability to control ourselves in terms of controlling our desires and tastes. People who have self-control can adjust what they want to make sure they do not overdo it. Self-controlled people can save their lives. In other words, they are able to do the right thing to keep themselves healthy and happy. Identifying the components affecting the attitude of employees in the education system plays an effective role in advancing the goals of the education system. Methods: The research method is heuristic mixed. In the qualitative stage, the theme analysis was used and in the quantitative stage, the descriptive-survey analysis method was used. Participants in the qualitative section included experts and specialists in the field of management and educational sciences, and 16 people were selected as key informants through purposive sampling. The statistical population in the quantitative part includes all education staff in Mazandaran province. 350 employees were selected using a stratified random sampling method for the study. A semi-structured interview was used to collect research data in the qualitative stage and a researcher-made questionnaire was used in a quantitative part. The research data were collected in the qualitative part using open coding and in the quantitative part using exploratory and confirmatory factor analysis in Amos and SPSS statistical software. Results: The results showed that responsibility, commitment, and self-control have a significant effect on employees' responsible attitude, which is one of the components of ethics. Conclusion: As a result, we can pay attention to responsibility, commitment, and self-control in the education system to institutionalize the attitude of employees. Based on the analysis of research data, responsibility, commitment, and self-control components affect employees' attitudes. The results of a study showed that responsibility is one of the key components of organizational ethics. Attitude is one of the most important concepts in modern social psychology. In contemporary US social psychology, the concept of attitude is probably the most distinctive and essential. Attitude, like many psychological variables, is not a directly observable essence, but a hypothetical construct about the nature of human behavior. The concept of attitude does not refer to any particular action, but is an abstraction of a large number of related reactions or actions. In another study, it was found that the values of the organization, benevolence, service, intimacy, empathy, cooperation, consultation, and participation in the optimal performance of job duties and organization are components of organizational ethics, these results are consistent with the findings of the present study. Attitude is a state of mental and psychological readiness that is organized based on experience and has a dynamic and directional effect on a person's reaction to all the objects and situations he encounters. Attitude is therefore seen as the desire to respond to a person, an idea, or a situation in a particular way, and in fact reflects an inner desire and motivation to do or not to do a particular behavior. It is a combination of favorable and unfavorable beliefs, tendencies, or feelings, which refers to a person's readiness and willingness to react in a relatively constant way to specific objects, people, and events. Attitudes are fixed personal characteristics that give people a positive or negative view of working conditions. Attitude is not visible or palpable, but is inferred from a person's words or actions. Therefore, the study of employees' attitudes in different organizations due to the significant results that can have on improving organizational behaviors, has been considered by researchers and experts in organizational behavior management and human resource management over the past few decades. Manpower spends most of its life in the organizational environment, it is natural that attention and awareness of the dimensions of physical, mental, and social health of employees are of great importance. In line with the results, it can be stated that attitude is a common understanding of the occurrence of behaviors that should be done. Development of organizational values, creating a responsible attitude towards society and organization, developing the atmosphere and ethical atmosphere based on Islamic principles, developing organizational virtues, and observing the principles of professional ethics in the organization. [ABSTRACT FROM AUTHOR]

Background & Aims: The global epidemic of the disease caused by the coronavirus (Covid-19), as a severe acute respiratory syndrome that appeared in December 2019, not only as a threat to the health and lives of millions of people around the world was considered The sudden outbreak of covid-19 faced many challenges in the education systems of the world and affected the field of education. In 120 countries, face-to-face learning stopped and the education of one billion students was ordered to close schools and higher education as an emergency measure to prevent the spread of infection. In the face of the Covid-19 epidemic, health protocols emphasized social distancing, and in many countries, including our country, the education of students is not interrupted during the period of social distancing and the curriculum continues according to the predetermined schedule. Different solutions were presented. In fact, with the beginning of the closure of schools to help eliminate this virus, the concern of developing and implementing educational programs to continue education at home and in the conditions of home quarantine is one of the biggest challenges of educational systems, including education. And breeding became. In such a way that international institutions and organizations, such as the United Nations Children's Fund (UNICEF) and the World Health Organization, were forced to work hard to develop curricula, guidelines, and educational guides for these conditions. Although Covid-19 could have negative effects on educational activities, social distancing has stimulated the growth of online educational activities so that there is no disruption in education. The electronic learning system has created educational environments that are not dependent on any specific location or time and allows teachers to teach a course simultaneously or asynchronously or use a combination of these two modes. In this way, electronic education or education through virtual space was chosen as one of the important and serious programs in education. Electronic education and learning are one of the achievements that have transformed our world. So, in the field of health, virtual education can be used to increase the level of awareness and perform physical activity. Paying attention to motor and cognitive function during life and investigating effective factors for preventing the decline of body functions have always been of interest to researchers, therefore, the purpose of this research is the effect of a course of physical activity through virtual training on indicators of aggression and self-control in women in The critical situation of Corona was in 2019. Methods: The statistical population studied in this research included all the women in the sports hall of one district of Tehran in 2019. In this survey, an available sampling method was used, in the first stage, 3 districts were randomly selected from the ten districts of one district of Tehran city, which included districts 5, 6, and 9, each district had two clubs. One from each area was randomly selected. Then, after each morning and evening shift of classes held in the hall, one group from the morning shift and one group from the evening shift were randomly selected. In the next step, research questionnaires were administered to all women as a group. Then 30 women who had a significantly low score in the self-control questionnaire and a significantly high score in the aggression questionnaire were identified. Then these 30 people were randomly divided into two groups of 15 people (15 people in the experimental group and 15 people in the control group). The aerobic exercise program was performed for 24 sessions and three sessions of 60 minutes each week with an intensity equal to 65-80 maximum heart rate. Before the beginning of the sessions and at the end of the last session, the aggression and self-control questionnaire was completed. To analyze the research data, descriptive statistical methods such as frequency, mean and standard deviation, as well as the Kolmogorov-Smirnov statistic to check the normality of the data and at the level of inferential statistics while respecting the assumptions, at the level of the total score of the questionnaires, from the t analysis correlated to The statistical software SPSS version 22 was used at a significance level of P≤0.05. Results: The results of the correlation t analysis show that in the physical activity group, aggression improved with a significant level of 0.011, and self-control improved with a significant level of 0.042. Conclusion: The results showed that aggression and self-control improved in the physical activity group. The results of the present study are a confirmation of previous studies regarding the role of physical activity in improving psychological, cognitive, and mood states. It is suggested that in line with the tendency of citizens to exercise more and more and increase their physical activity, on the one hand, to improve the changeable conditions of people's living environment, such as making it easier to access recreational-sports spaces, including the development of walking paths leading to these places, providing more services public transportation from different parts of the city and increasing the personal security of people on the street, and on the other hand, to strengthen the psychological-social factors through holding sports competitions in different age groups at the level of each neighborhood, equipping and attracting sports facilities in accordance with the interests of use - Participants in the direction of establishing and increasing the level of self-control and reducing aggression of people, providing sports fields for family use such as walking festivals with the aim of increasing role modeling, social support of the family and informing about the benefits of physical activity through social media and city advertisements to increase The level of awareness and social norms of different people, their family and relatives, should be given more attention. It should be kept in mind that this research was on women referring to clubs in one area of Tehran, so one should be careful in generalizing the results to other people, which was one of the limitations of the present research. The researcher couldn't control all the influencing variables (such as the motivation to participate in training sessions) on the subjects, which was one of the limitations of this research. [ABSTRACT FROM AUTHOR]

The present study aimed to investigate the effectiveness of self-compassion training on self-control and self-expression of female students with self-injurious behaviors visiting a counseling center in District 3 of Ahvaz. To this end, four students who met the inclusion criteria were selected using purposive sampling. This study was conducted using a multiple baseline single-case experimental design. The self-compassion training program was conducted in 12 sessions. The participants completed the Brief Self-Control Scale (BSCS; Tangney et al., 2004) and the Assertiveness SelfReport Inventory (ASRI; Herzberger et al., 1984) in the three baseline, intervention, and follow-up phases. The data were analyzed using the visual drawing method, reliable change index (RCI), and recovery rate formula. The results showed that self-compassion training increased the self-control and self-expression of female students. Following these results, it is recommended that school counselors use self-compassion training to promote the self-control and self-expression of students with selfinjurious behaviors. [ABSTRACT FROM AUTHOR]

Previous research has shown that if we look at our feelings, thoughts, and behaviors from the perspective of others, rather than our own, that is, if we move away from ourselves, we can more easily control them, and current research hypothesized that if we use non-first-person pronouns (e.g., "he") and our own name to name ourselves instead of first-person pronouns (e.g., "I"), It becomes easier to get away from ourselves and then control ourselves. In order to test this hypothesis, a pilot experiment and a main experiment were performed. The Pilot experiment showed that the non-first-person group reported more than the first-person group seeing themselves from the perspective of others. In the main experiment, 86 female students with an average age of 21 years from Payam Noor University of Qom were sampled by convenience method and randomly assigned to two groups of first person (who thought about future stressful events with first person pronouns) and non-first person (who thought about the future stressful events with non-first-person pronouns and their names). Trait anxiety was measured by the Fear of Negative Evaluation Scale (Leary, 1983) and state anxiety was measured by a researcher-made test. participants then performed a social interaction, and five judges rated their social performance. Repeated measures ANCOVAs showed that after social interaction, non-first-person group's state anxiety decreased faster than that of first-person group and non-first-person group received better scores in social performance.

Background: Numerous studies have examined the effectiveness of mindfulness-based intervention in people with attention deficit hyperactivity disorder. But research that examines the effectiveness of mindfulness- based intervention in people with attention deficit hyperactive with conduct disorder has been overlooked. Aims: This study aimed to investigate the effectiveness of mindfulness on self-control, and high-risk behaviors in adolescent's attention deficit hyperactivity disorder with conduct disorder. Methods: The study method was quasi-experimental with a pretest-posttest design including a control group and a three-month follow-up period. The statistical population consisted adolescent boys aged between 13 to 18, with ADHD + CD who had been admitted to the social emergency of the city of Shiraz in the year 2019. Twenty-six adolescents with ADHD+CD were selected based on inclusion criteria through by convenience sampling method and were randomly divided into experimental and control groups. The experimental group received mindfulness-based intervention (zylowska,2012). during two and a half months which included ten 90-minute sessions The questionnaires used in this study included the the Tangney self-control questionnaire, and the Iranian adolescents’ risk-taking questionnaire. Data analysis was performed using the SPSS-26 software and analysis of variance with repeated measure, two-way mixed design Results: result showed that the differences between the experimental and control groups in terms of post-test and follow-up scores in self-control variable and high-risk behaviors were significant (P

The aim of the present study is to compare the effectiveness of a parenting model based on executive function theory and the Barkley program on self-control in children with attention-deficit/hyperactivity disorder. This study is an applied and randomized clinical trial. The study population is mothers with children with attention-deficit/hyperactivity disorder in Isfahan in the spring and summer of 2018, of whom 45 subjects were purposively selected based on entry and baseline criteria and randomly divided into three groups (two experimental groups and one control group). Fifteen subjects were assigned to each group. The Self-Control Assessment Scale (SCRS) was used to measure the dependent variable at different stages of the study. The first experimental group received 12 sessions of the achievement theory- based parenting model, the second experimental group received 8 sessions of the Barkley program, and the control group received no treatment. Data were analyzed by repeated measures ANOVA and SPSS-26 software. The parenting model based on the theories of executive functions and the Barkley program had positive effects on self-control of children with attention-deficit/hyperactivity disorder (p

Background: Assessing students' mental health status and related factors is one of the important ways to achieve academic development. In this regard, the present study was conducted to determine the relationship between mental health with self-control and life satisfaction in students of Isfahan University of Medical Sciences, Isfahan, Iran. Methods: This descriptive-analytical study was conducted on 230 undergraduate and doctoral students of Isfahan University of Medical Sciences. The research instruments were demographic information Questionnaire, General Health Questionnaire (GHQ-28), Tanji Self-Control Questionnaire, and Diener Life Satisfaction Questionnaire. Data were analyzed using SPSS software with 95% confidence level. Findings: 49% of students had mental health and mental health status was better in men and married people. There was also a significant correlation between mental health, self-control, and life satisfaction. Conclusion: Mental health has an effect on students' life satisfaction and self-control. Therefore, it is recommended to hold one-on-one counseling sessions with students, and in their educational program, the issue of life satisfaction should be addressed. In order to maintain high self-control in students and prevent the occurrence of abnormal behaviors in universities, this issue should be considered.

The purpose of this study was to fitness of causal-structural relationships of quality of work life and self- control with job burnout by mediating self-compassion and emotional regulation strategies in Faraja Corona nurses. Materials and methods: The current research project is applied and descriptive-correlative in nature and structural equation modeling. The statistical population of this research was all the nurses working in the infectious disease (Covid-19) department of two military hospitals in Tehran in the winter of 1400. 300 nurses working in the Covid-19 wards were selected from the above statistical population based on available sampling. To measure the variables, burnout inventory of Maslach and et al (1986), quality of work life questionnaire of Walton and et al (1973), self-control scale of Tangney and et al (2004), short form of the self-compassion scale of Raes and et al (2011), cognitive emotion rregulation questionnaire of Garnefski and Kraaij (2007) were used. Data were analyzed using Pearson correlation and structural equation modelling with using SPSS-24 and AMOS software was investigated. FINDINGS: The results showed that there is a positive and significant relationship between personality types and adaptive cognitive emotional regulation with job burnout (P

Materials and Methods: In this descriptive study, the statistical population included all male students in the third grade of the first secondary school in Ahvaz in the academic year 2021-2022. Out of which, 180 were selected by random cluster sampling and individually answered cyber aggression, emotion regulation, self-control, and Beck Depression questionnaires. Data were analyzed using Pearson's correlation coefficient and multiple linear regression statistical tests. Results: The results showed that cyber aggression has a negative relationship with emotion regulation (r=-0.402 and p<0.01) and self-control (r=-0.434 and p<0.01), and a positive relationship with depression (r=0.343 and p<0.05). According to the results of multiple linear regression analysis, emotion regulation (β=-0.321, B=-0.333 and p<0.001) and self-control (β=-0.142, B=-0.471 and p=0.044) negatively predict aggression, but depression (β=0.090, B=0.103 and p=0.173) does not predict cyber aggression. Conclusion: The results of this study can help therapists and psychologists in the field of health from a theoretical aspect (enrichment of theoretical concepts in the adolescent field) and an operational aspect (holding educational workshops for adolescents in the field of emotion regulation training, self-control, and depression prevention). [ABSTRACT FROM AUTHOR]

Extended AbstractAbstractThe corona epidemic has put a lot of pressure on teachers in terms of curricula. Therefore, the present study was conducted to investigate the burnout of teachers with regard to the mediating role of self-control and social support in corona epidemic. The research design was descriptive and correlative and its population included 110 primary school teachers in Boroujerd in the academic year 2020-2021. The sample size was 86 people who were selected by means of simple random sampling method. The applied questionnaires included the Sherborne and Stewart (1991) Social Support Scale, Tangier Self-Control (2004), and Masslash Occupational Burnout (1981). Data were analyzed by means of SPSS-21 software. Findings of the study showed a significant negative relationship (r = -0.752) between self-control and teachers' burnout. Also, there was a negative and significant relationship between social support and teachers' burnout (r = -0.821); Therefore, it can be concluded that high self-control and social support of people around are associated with reducing teacher burnout. Due to the corona epidemic, this crisis is affecting the performance of teachers and provides the ground for their burnout. Given this issue, it is necessary to provide training and support systems and self-control training to prevent burnout of teachers in the corona epidemic.IntroductionThe epidemic of Corona has had a lot of pressure on teachers in terms of physical and emotional. Conditions with stress and severe anxiety, emergencies, and the occurrence of natural disasters can create a risk of mental and psychological complications in teachers. Studies have shown that there is a significant relationship between the prevalence of corona and mental health problems such as stress, burnout and anxiety (Mo, et al, 2020; Nemati et al, 2020; Wu, et al, 2020). The rapid prevalence of corona pervasive disease has a great pressure on physical, social, economic and mental health of the whole community, especially teachers. Beside facing inconsistencies such as mortality, among the causes of occupational burnout, there are factors such as: low social support, high occupational pressure, lack of job security, low rights and benefits, decision-making in emergency situations based on inadequate information and accountability for the results of this decisions, effort with psychological pressure to avoid any mistake, (Talaei et al, 2008; Saberi, et al, 2008), the conflict of roles and values, lack of forces or their inappropriate distribution (Anoosheh et al, 2008) noted.The prevalence of the Corona virus creates a situation in which the psychological and physical aspects of the job burnout of teachers was investigated as one of the most important current issues. In this research, the two components of "social support" and "self-control" rules, one representative of the human social dimension and the other representative of the individual (self) human beings, tried to consider the separate effects of the society and the person himself on teachers' job burnout. One reason of conducting the present study was lack of the studies of any kind, with the mentioned variabels in epidemic corona on the teachers. In addition, considering the importance of job burnout and the limited research in this area, the present study seeks to answer this question that if there is a relationship between self-control and social support on one hand, and teachers' job burnout on the other. Therefore, the overall purpose of this research is to investigate the job burnout of teachers due to the mediative role of self-control and social support in corona epidemic.Theoretical FrameworkSince birth, humans live in a network of social relationships, and as Vigotsky says; community is the origin of the psyche of human being, which forms by the process of connection (Leontiev, 2005). People may take care of their decisions or control it, or hurriedly interrupt their inner feelings in decision-making, which are referred to self-control behavior (Bashirir et al, 2012).In the research as a study of the relationship between social support and burnout of girls' school teachers, Saeedi (2017) showed that there was a significant relationship between social support and job burnout. This means that the higher the level of social support the lower the job burnout. Ernani (2016) in the research, as determining the contribution of control of emotions and self-control and assessment of psychological stress in the prediction of job burnout in the female nurses, showed that there is a significant negative relationship between self-control and job burnout, that in this regard, he suggested self-control promotion to reduce job burnout.MethodologyThe research design was descriptive and correlative. The statistical population of the study consisted of 110 primary school teachers in Boroujerd, in the academic year of 2020-2021. 86 people participated in the research that were selected by random sampling method. In order to check more closely, the research was conducted one year after the commencement of the epidemic disease. The completion of the questionnaire was so that concluded only teachers with at least 10 years of job background. Data were collected by means of SHERBURN & STEWART (1991) social support scale questionair, Tanji (2004) self-control scale questionnaire, and Maslach, (1981) Job burnout scale. Discussion and ResultsDemographic data analysis of the descriptive indices of the study showed that in the sample set of 86 people; informational support has an average of 3.72 and the standard deviation of 0.47, devise support has an average of 3.99 and the standard deviation of 0.42, self-esteem support has an average of 3.53 and the standard deviation of 0.6, social network support has an average of 16.4 and a standard deviation of 0.51, initial self-control has an average of 61.6 and a standard deviation of 0.48, preventive self-control has an average of 61.6 and 0.42 standard deviation, and burnout Job has an average of 2/18 and a standard deviation is 0.34; therefore, the mean dimensions of social support and self-control of cutting point 3 were higher (in the middle limit of the 5 Likert spectrum), and therefore the dimensions of social support and self-control were high, while the mean job burnout of the cutting point 4 was lower (the middle limit of the Likert 7 spectrum). And so the level of burnout has been lower.Considering that because the significance level of all components and sub-components is 0.000 and smaller than the error value of 0.05, for all components and sub-components the assumption zero denied, and the assumption one approved.Findings showed that there is a negative and significant relationship between self-control and its subscales of primary self-control and preventive self-control in the amount of -0.673, -0.709, respectively. Findings also showed that there is a meaningful negative relationship between social support and its subscales which include information support, social network support, self-esteem support, device support in the amount of -0.624, -0.678, -0.540, -0.587, respectively. ConclusionThe purpose of this study was to investigate the job burnout of teachers due to the role of self-control mediating and social support in corona epidemic. The findings of the research were consistent with the results of Ernani (2016), Bastami (2016), and Seibert et al (2016). In explaining this finding, it can be said that according to Barsirian et al (2012), the people with high self-control look after their decisions and control them, or involve in hurrying and mix their inner feelings with the decisions. Teachers with high self-control may have better results in long-term performance. The findings of the research were consistent with the results of Ghasemi (2019), and Dogan et al (2015). In explaining this finding, it can be said that when the mental pressure rises, those who have high social support do not show the signals of depression. And therefore social support, by increasing the correct understanding of stressful psychological events, reduces the effect of psychological stress. The results of the findings showed that social support in the epidemic of Corona played an important role in the self-confidence of teachers, and will be effective in dealing with their burnout.

Background & Aims: Educational organizations are one of the main pillars in human society and the development and survival of societies depends on the good performance of these organizations. Universities are among the social systems. In which real power arises from recognizing patterns of change, measuring and seizing opportunities. In this type of environment, human resources need many competencies for survival, because they operate in an atmosphere of confusion, uncertainty and instability due to the complexities of the environment. What is defined as situations of multiplicity and contradiction is pressure, anxiety, unhappiness, or responding to difficult situations and ultimately responding appropriately to difficult choices in order for the organization to grow and prosper. In these circumstances, identifying cognitive strategies leads to increased organizational performance. And while reducing the emotions caused by dealing with paradoxical phenomena, tensions and ambiguities arising from thinking and expressing organizational experiences, manpower agility by creating a balance between influential factors such as Cognitive abilities, an emotion that reinforces a positive attitude in employees to confront the organization with a turbulent environment to increase productivity and consequently a competitive advantage. Therefore, the aim of this study was to investigate the effect of paradoxical cognitive strategy on human resource agility. Methods: In this mixed research (qualitative-quantitative), in the qualitative section, the statistical population was selected from among the professors of universities in Mazandaran province in 2020 and the information was obtained through purposeful sampling and interviews. Semi-structured items were collected considering the theoretical saturation law. In a small part of the statistical population consisting of heads of units, faculties, deputy heads of units, faculty members and all administrative, educational, research, financial and student officials, 341 people using stratified random sampling method and based on Cochran's formula 181 people were selected as a statistical sample. Also, the validity of the researcher-made questionnaire in this section was confirmed by the content and structure and the reliability of the questionnaires was estimated and confirmed by Cronbach's alpha 0.91 and 0.94, respectively. Data were analyzed using SPSS and lisrel 8.8 software. Results: The results showed that paradoxical cognitive strategies have a positive and significant effect on human resource agility. The results also showed that the elements and components of the paradoxical cognitive strategy are effective in manpower agility of 38% in the free universities of Mazandaran. Conclusion: In general, it can be acknowledged that the human resources in the university should accept the paradoxes, understand and avoid the potential for anxiety in order to strengthen the defensive responses that prevent the rapid and adaptable agility of the human resources. Slowly Educational organizations are one of the main pillars in human society and the development and survival of societies depends on the good performance of these organizations. Universities are among the social systems. In which real power arises from recognizing patterns of change, measuring and seizing opportunities. In this type of environment, human resources need many competencies for survival, because they operate in an atmosphere of confusion, uncertainty and instability due to the complexities of the environment. Organizational complexity shows the degree of differentiation within the different elements of the organization, and in the current situation, unprecedented, dynamic and nonlinear changes in the environment of organizations have increased. Changes that have led to unexpected, unforeseen and surprising issues. Organizations have to increase their internal complexities to cope with these complexities. Increasing internal complexities create the ground for the emergence of puzzles, multiplicities and contradictions in the organization that can not be eliminated due to external and internal dynamics of organizations. In addition, organizations pursue contradictory results in order to survive and maintain themselves in the competitive arena. What is defined as situations of multiplicity and contradiction is pressure, anxiety, unhappiness, or responding to difficult situations and ultimately responding appropriately to difficult choices in order for the organization to grow and prosper. Paradoxes are paradoxical yet interconnected elements that exist simultaneously and persist over time; These elements are logical when considered individually, but seem irrational, inconsistent, and tolerable when put together. Theorists have turned their attention to how to withstand the stresses hidden in paradoxes, because it is very difficult to constantly balance or create the desired level that relieves stress. Practical perspectives on conflicting stresses show that stresses are created at the micro level where individuals face stresses over identity, conflicting roles, and performance expectations. What is defined as stressful situations is the stress caused by physical, emotional, and psychological conditions resulting from prolonged engagement with difficult emotional conditions that gradually accumulate over time and, as a combination of unstable emotions, the inability to cope. Relaxation, feelings of discomfort, loneliness, sleep problems, excessive smoking, high blood pressure and gastrointestinal disorders are experienced. In these situations, identifying cognitive strategies with the ability to understand and express emotions as much as possible, self-regulation, self-awareness, spontaneity and social ability all lead to increased organizational performance. And while reducing the emotions caused by dealing with paradoxical phenomena, tensions and ambiguities created by thinking and expressing organizational experiences, manpower agility by creating a balance between influential factors such as capabilities Cognitive, the emotion that strengthens the positive attitude of employees to confront the organization with the turbulent environment to increase productivity and consequently provides a competitive advantage. In other words, the role of psychological beliefs allows people with high levels of perception of emotional abilities to be able to deal with paradoxical stress, report less perceived stress, and job satisfaction, feelings. They should be more successful and motivated. So, the cognitive strategy of paradox can be considered from social, psychological and medical dimensions, because in recent years in the country, there are moves to pay attention to the effect of psychological therapies in reducing stress. And a number of occupational counselors, psychologists, psychotherapists and psychiatrists in counseling clinics use coping techniques. [ABSTRACT FROM AUTHOR]

Background and Aim: In recent decades, the use of the Internet as a suitable and affordable means of communication has become increasingly popular among people, especially young people. However, the excessive use of this technology has led to negative physical, behavioral and psychological consequences, causing concern in many families and even in authorities involved in the educational system. Therefore, the purpose of this study was to investigate the association of family emotional atmosphere, self-control and sleep quality with Internet addiction in teenagers. Materials and Methods: This research was a cross-sectional and descriptive correlational study. The statistical population was all the 300 male students in the 4 th to 6 th grades of two nongovernmental high schools in Rasht city, Iran in the academic year of 1401-1401. A sample of 169 was selected based on the Morgan's Krejci table and using the available sampling method. The data collection tools were the Young's internet addiction, Pittsburgh sleep quality, Tanji selfcontrol and Nodargah family emotional atmosphere questionnaires. Results: The analysis of the data showed that there is a significant positive correlation between Internet addiction and family emotional atmosphere (r=0.597) and sleep quality (r=0.331), while a negative and significant correlation exists between self-control and Internet addiction (r=0.668). Furthermore, the regression test results showed that all the three variables, namely family emotional atmosphere, self-control and sleep quality, can predict the changes in the internet addiction variable, such that per one standard deviation change in the familial emotional atmosphere, self-control and sleep quality a change of 0.163, ̶ 0.382 and 0.375 deviation occurs in Internet addiction. Finally, simultaneous regression analysis showed that 51% of the students' internet addiction level can be explained by family emotional atmosphere, self-control and the students' sleep quality. Conclusion: Based on the findings it is concluded that the variables family emotional atmosphere and sleep quality have a direct positive, while self-control has an inverse negative, relationship with Internet addiction. In addition, the family emotional atmosphere, high self-control and good sleep quality are effective in managing the use of the Internet by teenagers, which would mean that the proper awareness of parents and school counselors of the subject can help prevent internet addiction in teenagers. [ABSTRACT FROM AUTHOR]

Background & Aims: Multiple sclerosis (MS) is a chronic and neurological disease that causes various physical and mental disorders such as anxiety, depression, weakness, diplopia, blurred vision, decreased muscle strength, tremors, forgetfulness, lack of concentration, disorder of understanding feelings, etc. This disease is an inflammatory disease with a degenerative nature related to the central nervous system with a vast etiology. MS causes the myelin of the central nervous system (brain and spinal cord) to be destroyed, and the destruction of myelin determines the symptoms of the disease. This disease is common between the ages of 18 and 40. According to statistics, approximately 2.5 million people in the world have MS. The prevalence of this disease (MS), according to the statistics recorded by the World Health Organization, is 20 to 60 cases per 100,000 people, and statistics show that the ratio of women to men is higher. The clinical course of MS is diverse and can vary from a completely benign course to a progressive and debilitating course. Stress is a term that refers to a set of physical, mental, emotional, and tension factors in a person. Being exposed to stress in everyday life is an integral part of life, some of these stresses can have a positive effect on increasing arousal, and in this case, it prepares a person for activity. On the other hand, exposure to stress can be harmful. Stress occurs for a person when the environmental facilities are more than the person's resources for adaptation. Perceived stress is defined as the degree to which environmental situations in a person's life are evaluated as stressful. The studies conducted about perceived stress indicate that stress and its effect on mental health are determined to some extent by a person's subjective evaluation of life events. People suffering from chronic diseases, if they cannot control the perceived stress of the disease, will affect their mental health. Therefore, it is very important to control and manage stress so that the patient can deal with it efficiently. One of the unpleasant consequences of stress in chronic patients such as MS is the unfavorable quality of life of these patients, which shows that it is important to investigate and evaluate the quality of life in clinical research, that knowledge about the quality of life of patients will help the health team to Move the care to improve their quality of life. Every person's dream in life has always been to have a good life. In the present century, there have been many changes in people's views on life, and every person tries to live a quality life and strives to improve the quality of his life. For this reason, the evaluation of the quality of life has gained a lot of value in recent years. The concept of quality of life in the lives of healthy or sick people is affected by different conditions and changes. The concept of quality of life depends on physical, mental, and social health, which is influenced by people's opinions and expectations. Another variable that is theoretically related to the structure of perceived stress is willpower. Regarding the controlling factors of human behavior, behaviorist psychologists consider the controlling factor of a person to be the external environment of a person, and cognitive psychologists consider the internal system of a person, including his willpower and decision, to be effective in this field. They consider from the point of view of today's psychologists, the concept of willpower is synonymous with the relative strength of motivations, and in fact, they consider the study of self-control and motivation to be effective and useful in this field. In general, the problem of the present research is to what extent the components of quality of life and components of willpower can predict the perceived stress in patients with MS and the contribution of each of these variables. How much is it in predicting the perceived stress of patients with MS? Methods: The current research design is a descriptive design of the correlation type, in which the components of quality of life and the components of willpower are predictor variables and perceived stress is the criterion variable. The statistical population of this research was patients with MS from Imam Khomeini Hospital in Tehran, and the sample of this research is 118 people, including 64 women, which is equivalent to 54.2 percent of the total sample size, and 54 men, which is equivalent to 45.8. The tools used in this research included Cohen's Perceived Stress Scale, the World Health Organization's Quality of Life Scale, and Godrezi's Willpower Scale. Data analysis was done using SPSS-23 software. To check the correlation of the dimensions of the variables, Pearson's correlation coefficient was analyzed using the simultaneous regression method. Results: The results showed that the components of physical health and mental health from the quality of life scale and the components of independence and courage from the willpower scale significantly predict perceived stress. The value of the standardized regression coefficient was -0.360 for physical health, -0.249 for mental health, and -0.333 for independence and courage. Conclusion: Physical health, mental health, independence, and courage can affect psychological well-being and increase the problems caused by stress by affecting the perceived stress of MS disease and his avoidance of MS stress. Therefore, it is necessary to consider these factors in the management and treatment of these patients. Multiple sclerosis patients struggle with stress due to facing and fighting this chronic disease. It is important and necessary that their perceived stress from the disease is not high enough to be able to cope with the disease. Since some subscales of quality of life and willpower are related to perceived stress, it is useful to pay attention to them in patients. The higher the level of quality of life and willpower, the less stress a person feels. [ABSTRACT FROM AUTHOR]

The present study was conducted with the purpose of examining the effectiveness of positivity education with an Islamic approach on self-control and partner's dyadic perspective-taking among married female students. This experimental study was a research with a pretest-posttest design and a two-month follow-up phase. The population included 3996 women (married female students of Arak Branch of Islamic Azad University) in 2020. 30 married female students studying psychology were selected as the sample by the convenience sampling, and they were randomly placed in the test and control groups. The test group received eight 60-minute sessions of positivity education with an Islamic approach virtually on WhatsApp. The data were collected by the questionnaires of Tangney et al.'s (2004) self-control and Long's (1990) partner's dyadic perspective-taking. Moreover, the data were analyzed using ANCOVA with repeated measures. The results indicated the effectiveness of positivity education with an Islamic approach on self-control (P

Aim and Background: The authors conducted a quasi-experimental study to compare the effectiveness of GOSP and Triple P on self-esteem, self-efficacy and self-control of children. Methods and Materials: The statistical population was students aged 8 to 11 who were studying in schools of 15th district of Tehran that had parents with high stress.30 mothers after screening process were randomly replaced in three experimental and control groups (10 people each). The subjects in the experimental groups were trained in (GOSP) (12 sessions), and Triple p (10 sessions according to the Saunders protocol, 1992) 120 minutes, weekly, and the control group did not receive any training. After the training course, post-test was performed for all three groups of students. Univariate analysis of covariance (ANCOVA) was used to assess data. Findings: Results revealed that the mean scores of students in the group (GOSP) in self-esteem and self-control were significantly higher than Triple p and the control group. The scores of emotional self-efficacy of GOSP were significantly higher than the control group, while there was no significant difference between the two experimental groups. Self-esteem and self-control of children had no significant difference in two groups of positive parenting and the control group. The mean scores of self-efficacy were not significantly different in experimental groups (GOSP and triple p). Regarding social self-efficacy, no significant difference was observed between the three experimental and control groups. Conclusions: These results suggest that the combination of God oriented spirituality perspective with considering the developmental characteristics of children, increases the effectiveness of parenting trainings on children.

Background: Personality traits play a prominent role in interpersonal interactions, especially marriage. On that basis, the present study seeks to explain the relationship between personality traits and one of the most important individual characteristics, namely self-control, within the Enneagram framework, a theory that defines nine basic personality types and their emotional, perceptual, and behavioral patterns. Analyzing the relationship between self-control and couples' personality traits may ultimately lead to more informed decisions before marriage and prevent divorces resulting from uninformed choices. Methods: The research method was semi-experimental with a pre-test-post-test design using a control group. The statistical population consisted of all couples in the premarital stage who had visited any of five counseling centers in Isfahan, Iran, from which 30 couples were selected by purposive sampling method and randomly divided into two groups of 30 people. The experimental group was subjected to 10 Enneagram educational sessions of 90 minutes. Tangney Self-Control Scale (SCS) (2004) was completed in pre-test and post-test stages with an interval of 45 days. Data were analyzed using SPSS. Findings: The results of analysis of covariance (ANCOVA) showed that training the nine concepts of personality (Enneagram) was effective on the initial self-control (F = 0.36, P < 0.01), preventive self-control (F = 73.70, P < 0.01), and total self-control (F = 21.51, P < 0.01). Conclusion: The results of the present study can be effective for empowering marriage applicants who do not have knowledge of their personality traits. Besides, knowledge of the ways of expressing emotions of each personality type is effective on couples' self-control.

Saving, emphasized in Islamic lifestyle, influences the success of individuals, households and society. This research, therefore, studies the factors affecting the saving behavior of the college youth with an Islamic approach. The methodology is descriptive and exploratory and in terms of target, it is functional. The population of this study was administration and economics students selected through convenience sampling. The research instrument was a questionnaire the validity of which was confirmed by a panel of experts. In order to evaluate the construct validity (including convergent and discriminant ones) and the reliability of the research instrument (composite reliability and average variance extracted) and to estimate the research measurement model, exploratory and confirmatory factor analyses have been used. Also, partial least squares structural equation modeling was used to test the hypotheses. According to the research results, with the exception of the variable of peer influence, the other variables (financial literacy, parental socialization and self-control) have a positive and significant effect on students' saving behavior. The financial literacy variable was the only variable that mediated the relationship between other independent variables and the saving pattern. In addition, demographic variables such as gender, age, education, field of study, type of university, marital status and employment are also considered as moderating variables in the results analysis. For example, the saving patterns of male and female students are different.

Introduction: This study aimed to determine the effectiveness of cognitive-behavioral therapy on self-control, difficulty in emotion regulation, resilience and psychological resilience in patients with obsessive-compulsive disorder. Materials and Methods: The research was quasi-experimental with a pre-test-post-test design with control and follow-up groups. The statistical population of this study was all patients with obsessive-compulsive disorder referred to psychotherapy centers in Babol in the spring of 1400. Among the psychotherapy centers in Babol, four centers were considered and according to the clinical diagnosis with DSM5 criterion, 30 patients had obsessive-compulsive disorder. 30 patients with obsessive-compulsive disorder were purposefully selected and randomly assigned to an experimental group (15 people) and a control group (15 people). Data collection tools were a self-control questionnaire, emotion difficulty questionnaire, resilience questionnaire and psychological flexibility questionnaire. Data were analyzed using SPSS-21 software and statistical tests of analysis of variance with repeated measures and post hoc tests Results: Findings showed that cognitive-behavioral therapy affects self-control, difficulty in emotion regulation, resilience and psychological flexibility in clients with practical obsession. Conclusion: Conclusion: Based on the findings of the research, it can be concluded that cognitive behavioral therapy is an effective treatment for increasing self-control, reducing the difficulty of emotion regulation, increasing resilience and psychological flexibility in patients with obsessive compulsive disorder. [ABSTRACT FROM AUTHOR]

The purpose of this research was to determine the mediating role of integrative self-knowledge in the relationship between family emotional atmosphere and self-control among high school students in Naqadeh. This research had a descriptive design. The statistical population of the study was comprised of all senior high school students in Naqadeh in 2018-19 school year. The drawn sample (315 students) was selected via cluster random sampling method. The instruments included the Integrative Self-Knowledge Scale (Ghorbani et al., 2008), Family Emotional Condition Questionnaire (Hill Burn, 1964) and a Self-Control Scale (Tangney et al., 2004). Data analysis was performed utilizing structural equation modeling method in PLS3 program. The findings showed a positive, significant relationship between family emotional atmosphere, integrative self-knowledge, and self-control. Results also indicated that integrative self-knowledge played a mediating role in the link between family emotional atmosphere and self-control. Furthermore, the results demonstrated that the level of students' self-control was greatly correlated with family emotional atmosphere and integrative self-knowledge. Based on the research findings, it is suggested that family emotional atmosphere be addressed in interventions designed for the promotion of self-control and self-knowledge.