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Background: Based on conducted research, self-esteem in students has been identified as a crucial component influencing their academic performance. On one hand, the effectiveness of social responsibility education has also been examined concerning students' performance. However, to date, there has been no study specifically investigating the effectiveness of social responsibility education on the self-esteem of students. Aims: The purpose of this research was to determine the effectiveness of education based on social responsibility on students' self-esteem. Methods: A quasi-experimental design was used. The participants were 9th grade male students in Tehran in the academic year of 2001-2001. A sample of 34 people (17 experimental group, 17 control group) was selected by random cluster sampling method. They were randomly assigned to two experimental and control groups. They were randomly assigned to two experimental and control groups. The experimental group received 10 45-minute sessions of training based on social responsibility, and the control group did not receive training. Before, after and 30 days after the intervention, the self-esteem questionnaire (Coopersmith, 1967) was completed by the students. Hypotheses were tested with repeated measures analysis of variance. 24SPSS software was used. Results: The findings showed that education based on social responsibility increased family (0.18), academic (0.37), social (0.36) and general (0.16) self-esteem. The effect of training based on social responsibility was stable until the follow-up stage. Conclusion: Self-esteem and its side effects are dependent on students becoming responsible in the social dimension. To improve self-esteem, it is appropriate to use responsibility training intervention. The practical implications of the findings are discussed.

The aim of this research was to investigate the efficacy of cognitive rehabilitation in enhancing academic achievement, cognitive flexibility, and selective attention in students with specific learning disabilities. This applied study employed a semi-experimental design with pretest-posttest, a quantitative research method, and an experimental and control group. The population included all elementary school pupils who were referred to learning disability centers in Zanjan during the academic year 2021-2022. A total of 40 participants (22 boys and 18 girls) were randomly assigned to the experimental and control groups (each group, 20 participants). The selection was conducted through convenience sampling. The control group was placed on a waiting list, while the experimental group received 12 sessions of cognitive rehabilitation interventions. The Stroop and Wisconsin Card Sorting Tests were employed to capture data, which were subsequently analyzed using SPSS24 and repeated measures analysis. The findings showed that after cognitive rehabilitation, the level of selective attention, cognitive flexibility, and academic achievement of the participants increased significantly. Selective attention, cognitive flexibility, and academic achievement were significantly different between the experimental and control groups in the pretest, posttest, and follow-up (P

The present study aimed to determine the effectiveness of cognitive load theory-based group instruction on understanding science concepts and academic motivation in sixth-grade elementary school boys. The research design was a quasi-experimental pre-test-post-test with a control group. The statistical population consisted of all sixth-grade boys in non-public elementary schools in Kordkuy city, Golestan province, in the academic year 2020-2021. A sample of 50 students was selected using a multi-stage random sampling method and randomly assigned to an experimental group (n = 25) and a control group (n = 25). Participants completed a researcher-made science concept understanding test and the Academic Motivation Questionnaire (Fredricks et al., 2004). The cognitive load theory-based group instruction program was implemented over 6 sessions. The hypotheses were tested using the analysis of covariance model. The findings indicated that the cognitive load theory-based group instruction strategy was effective in improving science concept understanding (p < 0.01) and academic motivation (p < 0.05, t = 3.01). The results of the study suggest that cognitive load theory-based group instruction helps students better understand science concepts and improves academic motivation. The implications of this study are particularly important for the science curriculum in the elementary school years.

Background: Academic cheating behavior is one of the challenging issues in educational environments. This structure has become a global concern in current educational environments and has a significant scope in educational systems. The problem is that the relationships of various variables with academic cheating behavior have been confirmed, but the relationships of variables such as teacher's job enthusiasm and academic motivation have been neglected in the form of structural relationships, and there is a major research gap in this field. Aims: The present study was conducted with the aim of modeling the relationship between teacher's enthusiasm and students' academic cheating behavior with the mediating role of academic motivation. Methods: The method of the present research was applied in terms of purpose and correlational in terms of the nature of the data. The statistical population of the present study included all teachers (N = 1267) and students (N = 2621) of secondary schools in Damghan city in the academic year of 1400-1401. Among the statistical population, 460 teachers (310 women, 150 men) and 460 students (255 girls, 205 boys) were selected by multi-stage random cluster sampling. The teachers responded to the job enthusiasm scale (Schaufeli,2013) and the students responded to the academic motivation scale (vallerand et al,1992) and Academic cheating scale (Murdock & Stephens, 2007). Analysis of research data was done through structural equation modeling with SPSS24 and AMOS26 software. Results: The results of structural equation modeling showed that the data had an acceptable fit with the conceptual model and was confirmed.) RMSEA = 0.065, CFI = 0.90, IFI = 0.90, NFI = 0.91, and X2 /df=2.89). Also, according to the structural model of the research, job enthusiasm had a significant effect on academic motivation (0.34) and academic cheating behavior (-0.21), academic motivation had a significant effect on academic cheating behavior (-0.29). Also, the relationship between job enthusiasm and academic cheating through academic motivation was significant (-0.10) Conclusion: It seems that the results of this research can provide useful information for educational officials, researchers, educational consultants in order to increase teachers' job enthusiasm and reduce students' academic problems.

Background: Learning disabilities are considered the main cause of poor academic performance, and every year a significant number of students face difficulties in learning academic subjects due to this reason. These difficulties are primarily attributed to deficiencies in executive functions such as selective attention. So far, there has been a research gap in investigating the effectiveness of two cognitive remediation approaches, namely cognitive enhancement therapy and mindfulness-based cognitive therapy, on improving selective attention in students with specific learning disabilities, and there is a noticeable research vacuum in this area. Aims: The present study was conducted with the aim of comparing the effectiveness of cognitive rehabilitation and cognitive therapy based on mindfulness in improving the selective attention of students with special learning disorders. Methods: This study employed a semi-experimental design with a pretest-posttest, follow-up, and a control group. The population of the study included all elementary school students (grades 1 to 6) in learning disability centers in Zanjan City during the academic year 2021-2022. Sixty participants were selected through convenience sampling and randomly assigned to experimental and control groups (20 participants in each group). The experimental groups received 12 sessions of cognitive enhancement therapy and mindfulness-based cognitive therapy interventions. The data were collected using the Stroop computerized test (SCWT) and analyzed using repeated measures analysis of variance, Bonferroni post-hoc test, and SPSS 23 software. Results: After the interventions, the level of selective attention in students with SLD increased, and there was a significant difference between the post-test scores of the experimental and control groups (p

Background: Job enthusiasm refers to the amount of use of physical, mental and mental strength of people in doing tasks related to their role. Low work enthusiasm among employees causes organizational commitment and low job satisfaction, errors, accidents and injuries in performing job duties. Therefore, according to the little research evidence in the field of the research topic, identifying and measuring the job enthusiasm of employees is essential and necessary to prevent organizational and psychological problems. Aims: This research was conducted with the aim of investigating the psychometric properties of Shaufeli's job enthusiasm scale among teachers in Damghan city. Methods: In terms of the fundamental-applied goal, and in terms of the type of information gathering, the present research is a questionnaire survey, and in terms of methodology, it is considered one of the test-making studies, which was conducted in the form of a correlational research project. The statistical population of the present study included all teachers (N = 1267) and secondary school students(N=2621) of Damghan city in the academic year of 2001-2001. Among the statistical population, 460 teachers (310 women, 150 men) and 460 students (255 girls, 205 boys) were selected by multi-stage random cluster sampling. The teachers responded to the Schaufeli job enthusiasm scale (2013) and the students responded to the academic motivation scale of vallerand et al. (1992). The analysis of research data was done through confirmatory factor analysis and with SPSS24 and AMOS26 software. Results: The results confirmatory factor analysis showed that the three-factor structure of the scale has an acceptable fit with the data and all the fit indices confirmed the fit of the model. Also, in order to estimate the convergent validity, the Pearson correlation results showed that there were positive and significant relationships between the components of the job enthusiasm scale and the components of the academic motivation scale of Vallerand et al. (1992) (P

The aim of this study was to use logistic regression in predicting bullying based on the components of emotional intelligence and spiritual intelligence. The statistical population of the present study included all high school students in Najafabad. A total of 447 students (225 girls and 222 boys) were selected by multi-stage cluster sampling. In order to analyze the data and predict group membership (bullying or not) based on predictor variables of E.I (perception of emotions, etc.) and components of S.I (field of thinking, etc.) logistic regression was used. For the fit index of the regression model, R2 Cox and Snell and R2 Nagel crack and in order to check the consistency of the predicted probabilities with the observed probabilities, Hausmer and Lemshu tests were used. The results show that 87.5% of all cases are correctly classified (87.5%). Also, with the entry of predictor variables into the equation, out of 233 non-bullies, 207 (88.8%), 204 bullies, 184 (86%) have been correctly predicted. Parent statistics show the significance of B coefficients. Predictor variables including understanding the emotions and feelings of oneself and others (E.I component), thinking context and critical dimension (S.I component) and moral values (spiritual intelligence component) play a significant role in predicting group membership (bullying or not). Other variables in the presence of these three variables did not play a significant role in predicting group membership (bullying or not). Awareness of teachers, counselors, educational psychologists, parents and other education professionals about research variables can help to improve students' academic performance.

Background: Due to the unpredictable nature of MS and high levels of anxiety, depression, and fatigue, psychological interventions can help improve worry, rumination, stress, and anxiety. Mindfulness-Based Cognitive Therapy, which includes the development of awareness, a specific attitude framework, and a correct understanding of vulnerability, has led to the improvement of psychological symptoms and self-efficacy. It encourages clients to focus on their abilities and capabilities and seek solutions to their problems. However, comparative research on these two treatments has been neglected in the past. Aims: The present study was conducted to compare the efficacy of Mindfulness-Based Cognitive Therapy and solution-focused therapy on the quality of life of patients with multiple sclerosis. Methods: This was a quasi-experimental study with a pretest-posttest and a control group. The sample size was 60 patients with multiple sclerosis in the city of Mashhad who were selected by convenience sampling method and randomly divided into two experimental groups (n = 40) and a control group (n = 20). The first experimental group received 8 two-hour sessions of Mindfulness-Based Cognitive Therapy by Segal et al. (2002) and the second experimental group also received 7 two-hour sessions of short-term solution–focused therapy by Desharz et al. (1970). The quality of life questionnaire of Vickery Multiple Sclerosis patients (1995) was completed by the subjects of all groups before and after the intervention. Data were analyzed using Analysis of Covariance (ANCOVA) and Multivariate Analysis of Covariance (MANCOVA). Results: The results of the analysis of covariance showed that Mindfulness-Based Cognitive Therapy and short-term solution–focused therapy increased the mean score of quality of life and its subscales in patients with multiple sclerosis in the experimental group compared with the control group (p0.05). Conclusion: Mindfulness-Based Cognitive Therapy and solution-focused therapy have both been effective in improving physical health, reducing pain, and improving social functioning, as well as increasing psychological health, such as reducing depression and anxiety in MS patients.

Aim: Non-pharmacological treatment models are offered to the diabetics to better manage their diabetes and blood sugar. This study compared two popular treatments which are evidenced to have an acceptable effect on diabetes. The purpose of this study was to compare the effectiveness of acceptance and commitment therapy (ACT) and health-promoting lifestyle intervention or diabetes self-management program (DSMP) in the management of HbA1c.Methods: A total of 60 patients referred to Tehran Diabetes Treatment centers were selected by convenience sampling and were assigned to three 20-member groups. The first group received ACT intervention, the second group received DSMP intervention, and the third group did not receive any intervention. All the three groups received relevant medications during the study. They were examined for glycated hemoglobin in the three phases of before the intervention, after the intervention and follow-up using blood tests. The data were analyzed using descriptive statistics and mixed-design analysis of varianceResults:. The results showed that both ACT and DSMP methods were effective in improving the Management of Glycated Hemoglobin Levels in Type 2 Diabetes (F=5.835, P value

Background: Values are the motivational keys for choosing and trying to achieve goals And the value of the school as the degree of respect and holiness that the students have for the school It is considered one of the components of academic well-being.Studies have shown that academic well-being is related to the parental conditional regard as a behavioral pattern of parents. In addition, satisfying the need for autonomy, increasing self-efficacy, and mastery goal orientation are also considered as conditions for achieving well-being and school value, But so far, no research has investigated the relationship of these variables in an integrated manner. Aims: The aim of the present study was to predict Structural Relationship between Positive and Parental Conditional Regard with School Value: The Mediating Role of Academic Self-Efficacy, goal orientation skill-oriented, and Autonomy Need Satisfaction. Methods: The design of this research was descriptive and correlational, the statistical population of the research included all students studying in the first level of high school in Yazd city, 1302 people were selected as a sample using a multi-stage cluster random method, and according to the academic well-being scale, Parental conditional Regard, academic self-efficacy, goal orientation and psychological needs answered. Data analysis was done using Pearson's correlation test and path analysis using LISREL8.8 software. Results: The relevant findings showed that conditional parental Regard has a positive and significant relationship with satisfaction of the need for autonomy, self-efficacy, school value and mastery goal orientation, and also conditional parental Regard with school value with a mediating role of goal orientation, satisfaction of the need for autonomy and direction Mastery goal orientation has a structural relationship. Conclusion: Based on the findings, it can be concluded that the choice of a supportive communication model by parents increases the value of school in students by increasing the satisfaction of the need for autonomy, self-efficacy beliefs and guiding people goal mastery orientation.

Background: Hospital staff faces higher levels of stress, especially during the COVID-19 pandemic. In addition, those with an anxious attachment style, low empathy, and poor cognitive flexibility and emotional self-disclosure experience more difficulty during this period. It is hence necessary to focus on these factors among personnel of hospitals. Aims: This study aimed to investigate an attention bias modification (ABM) intervention and its effects on anxious attachment style, empathy, cognitive flexibility, and emotional self-disclosure among personnel of army 505 Hospital. Methods: This was a quasi-experimental study with a pretest-posttest/follow-up design with test and control groups. The study population consisted of all nurses working in 505 Hospital from September2021 to June2021. 36 of whom were selected as participants through convenience sampling. The participants were asked to complete the Experience in Close Relationship Scale (ECR-S) (Bernnan et al., 1998), the Interpersonal Reactivity Index (IRI) (Davis, 1983), the Cognitive Flexibility Inventory (CFI) (Dennis and Vanderwall, 2010), and the Emotional Self-Disclosure Scale (ESDS) (Snell, 2001). Then the participants were randomly assigned to test and control groups (18 in each group). Participants in the test group attended five sessions of the ABM intervention (2 sessions per week) using the dot-probe task. The participants in both groups were asked to fill out the research questionnaires once again immediately after the end of the intervention and two months later. Data analyzed by mixed analysis of variance. Results: The results demonstrated that the ABM intervention significantly increased empathy, cognitive flexibility, and positive emotional self-disclosure (p

This study was conducted to investigate the effects of the type of feedback and regulatory focus and interaction on the alignment of student achievement goals. This study is an applied study. An experimental research method with a four-group pretest-posttest design was used. The statistical population of this study includes all sixth grade students of schools in district 6 of Mashhad in the academic year 2019-2020. A random cluster sampling method was used. The participants were 128 students and were randomly divided into four groups. Before and after the intervention, they all completed the Elliott and McGregor Achievement Goal Orientation Questionnaire. Data were analyzed using the factor covariance analysis model and SPSS-24 software. Results showed that self-referential feedback increased approach achievement goal orientation in conditions that served promotion, but did not increase avoidance achievement goal orientation in conditions that served prevention. Normative feedback increased approach-performance goal orientation when it was the promotion focus and avoidance-performance goal orientation when it was the prevention focus. According to the results of this study, it can be said that feedback is one of the most important factors in the formation of student achievement goals. The type of selective orientation leads students to pursue different behaviors and emotional consequences. The practical implications of the results were discussed.

Background: Numerous studies have examined academic Enthusiasm. But research on developing a structural model for predicting mathematical enthusiasm based on Math self-schemas and Math Affective Memories mediated by task value and Ability/expectancy Beliefs has been neglected. Aims: The present research aimed to study Structural Relationship between Math affective memories and Math self-schemas with Math Enthusiasm by Mediating Role of Ability/expectancy beliefs and Task. Methods: This study was a correlational study using structural equation modeling in which500 female students in 11th grade studying mathematics and science courses were selected from Tehran through multi- stages clustering method. All subjects completed affective memory, task cost, math enthusiasm questionnaires and Data were analyzed using structural model and path analysis tests. Results: According to results, negative memory had negative effects on ability-expectancy beliefs and positive memory had positive effects on (P>0/01). Negative memory had effects on math task value directly (P>0/01) as well as indirectly (P>0/01) with mediating role of ability-expectancy beliefs. Positive memory had effects on task value with mediation role of ability-expectancy beliefs directly and indirectly (P>0/01). Ability -expectancy beliefs had effect on task value directly (P>0/05). Positive and negative memories had effects on math enthusiasm directly and indirectly (P>0/01). The direct relationship between Math self-schemas, Math task value and Math ability-expectancy beliefs with math enthusiasm was not significant (P>0/05). Conclusion: negative or positive memory had significant effect on math enthusiasm Also, Math self-schemas and Math Affective Because of ability-expectancy beliefs Affect of Math task value. Applied inspirations of findings were discussed.

AbstractThis study aimed to investigate the effectiveness of training based on the Human Psychological Flourishing Model (HPFM) on happiness, competence, and social participation. The research design was quasi-experimental using pre-test, post-test, and follow-up with the control group. Participants included 40 male high school students in district two of Tehran in the first half of the 2019-2020 academic year. The samples were selected as the multistage sampling method from two schools and divided into two control and experimental groups. In the pre-test stage, both groups answered the Flourishing Psychological Questionnaire Scale (HFPS) Hojbarian, Rezaei, Bigdeli, Najafi, and Mohammadifar (Happiness, Competence, and Social Participation). Then, training based on HPFM was performed in 12 sessions of 90 minutes for the experimental group, and after the end of the training sessions for the second time (as a post-test) and after two months for the third time (as a follow-up), both groups responded to the research tool. Data were analyzed using a multivariate analysis of covariance (MANCOVA).The results showed that training based on HPFM has caused stable changes in the experimental group's happiness and social participation compared to the control group. Changes in the experimental group's competence and social participation compared to the control group were significant only in the post-test phase, while the follow-up phase was not significant. It is concluded that using training based on HPFM to increase students' happiness, competence, and social participation is suggested.

Introduction: Reading skill is one of the most important skills in elementary school so that its disorder affects the learning of other subjects. Aim: This paper aimed to study the effect of phonological awareness method intervention on improving dyslexic students' reading. Method: The research type was quasi-experimental. The population of this study included all boys in the Second grade of elementary school from Roshtkhar and Khaf city in the academic year 2015-2016. Based on a checklist of 27 items for dyslexia symptoms, report card, and health assessment card of the first year of elementary school, 10 of them who were diagnosed with dyslexia, were randomly selected. Then these students were randomly divided into the experimental group with phonological awareness method intervention and control group. After phonological awareness instructional intervention, a post-test was performed on both groups and the data from pre-test and post-test were analyzed using SPSS version 19 with an independent t-test. Results: The results of the independent t-test to compare the difference of scores between the two groups showed that there was a significant difference between improvement mean in the phonological awareness instructional group (9.78) and control group (2.67) at significance level (p

The aim of the present study was to investigate the structural relationship between mathematical self-schemas and math Enthusiasm with the mediating role of ability-expectation beliefs and task value. This study was a correlational research using structural equation modeling. The sample included 500 female students in the 11th grade studying mathematics and science courses in Tehran. The participants were selected through multi-stages clustering method. All subjects completed the Math Self-Schemas, Semnan Expectancy-Value Questionnaire, Task Cost and Math Enthusiasm Questionnaires. The internal relationships of the variables were tested using the structural equation modeling method. The findings showed that mathematical self-schemas had a direct and positive effect on ability-expectancy beliefs. The effect of self-schemas on task value was also mediated by ability-expectancy beliefs. Ability-expectancy beliefs also directly affected the math task value. Although the direct effect of mathematical self-schemas on math enthusiasm was not significant; its indirect effect seemed to be significant. The effect of ability-expectancy beliefs on math enthusiasm was also mediated by task value. The path indicating the direct effect of the math task value on math enthusiasm was also significant. Thus, based on the findings, math self-schemas seem to influence math enthusiasm through beliefs about the ability to expect, and the math task value.

Introduction: Reading is one of the most important skills in elementary school so that its disorder affects learning of other subjects. Aim: This study aimed to compare the effect of Davis educational strategy with traditional education in improving the reading of dyslexic male students in the second grade of elementary school. Method: The research type was quasi-experimental. The population of this study included all boys in grade 2 of elementary school from Rashtkhar city in the academic year 2015-2016 that 10 of them who were dignosed with dyslexia, were randomly selected based on a checklist of 27 items for dyslexia symptoms, report card and health assessment card of the first year of elementary school. Then these students were randomly divided in experimental group with davis method intervention and the other group with traditional instruction. After Davis instructional intervention, post-test was performed on both groups and obtained data from pre-test and post-test were analyzed using SPSS version 19 with Kolmogorov-Smirnov test and dependent t-test. Results: The results of dependent t-test and difference between scores of the two groups showed that improvement mean in Davis group (8.15) compared to the traditional group (2.67) was significantly different, which indicates the effect of Davis treatment intervention on improving students' reading (P

The current study aimed to investigate the mediating role of flourishing motivation, self-management, and flourishing facilitators in the relationship between finalism and flourishing. For this purpose, 643 male high school students in Tehran were selected as the multi-stage clustering method and were then divided within each cluster by simple random sampling. After that, the participants responded to the related subscales from Ryff's Scales of Psychological Well-Being short-term, Soleimani et al. Flourishing Questionnaire, Mini-International Personality Item Pool, Private Self-Consciousness Scale, Researchers-Made Questionnaire of Flourishing Motivation & Contextual Conditions, Psychological Capital Questionnaire, The PERMA-Profiler, Duckworth Short Grit Scale, and Hojbarian et al. Human Psychological Flourishing Scale. Structural equation model analysis results showed that finalism had a significant positive effect on motivation for flourishing. Flourishing motivation and flourishing facilitators directly had a significant positive effect on self-management, directly and indirectly, and had a significant positive effect on flourishing (mediated by self-management). Self-management also directly had a significant positive effect on flourishing. The direct effect of contextual conditions on self-management and its indirect effect on flourishing were not significant. According to this study, methods to increase finalism, flourishing motivation, self-management, and flourishing facilitators for the students further flourishing are suggested.

Objective: The aim of the present study is to investigate the effect of computer-based cognitive rehabilitation therapy on difficulties in emotional regulation among students with Attention Deficit Hyperactivity Disorder (ADHD). Methods: Participants were 24 students with ADHD (12 boys and 12 girls) studying in 6-9th grades during 2018-19 at schools located in District 7 of Tehran, Iran. They were selected using a purposive sampling method and based on inclusion/exclusion criteria and then randomly assigned into experimental and control groups. Data collection tool was the Difficulties in Emotion Regulation Scale (DERS) completed at pre-test, post-test, and follow-up phases. Experimental group received computer-based cognitive rehabilitation therapy for 10 weeks (20 sessions, two sessions per week, each for 30 minutes). Data were analyzed using repeated measure ANOVA in SPSS V. 26 software. Results: All subscales of DERS were significantly improved after intervention which had a medium-to-large effect size. Conclusion: Computer-based cognitive rehabilitation therapy can help treat difficulties in emotional regulation and improve performance of students with ADHD.

Background: Multiple sclerosis is one of the diseases of the central nervous system that causes many challenges to the psychological adjustment of the affected patients in coping with stress. In this regard, psychological interventions can be used to reduce stress and negative emotions. The present study was conducted to evaluate the effectiveness of mindfulness-based stress reduction intervention on the negative strategies of emotional regulation in patients with multiple sclerosis. Materials and Methods: This study was conducted using a semi-experimental method with a pre-test and post-test design and with a control group. The statistical population of the study included all people with multiple sclerosis referred to MS association of Neishabour city. Using a convenience sampling method, 47 people were selected and assigned to two experimental and control groups. In the present study, Granofsky, Craig, and Spinhaun (2001) Emotional Regulation Questionnaire was used to collect data. Mindfulness-based stress reduction intervention was presented in 8 sessions. The present study data were analyzed using SPSS software and analysis of variance with repeated measures. Results: The results revealed a significant difference between the mean scores of pre-test and post-test (P = 0.001) and between mean scores of post-test and follow-up (P = 0.01). However, no significant difference was observed between the mean scores of pre-test scores and follow-up (P = 0.06). Conclusion Based on the results of the present study, it can be concluded that mindfulness-based stress reduction intervention is effective in reducing negative emotional regulation strategies of MS patients.

Abstract The purpose of this study was to compare the effectiveness of positive psychotherapy and cognitive behavior therapy on psychological capital in adolescents with depression symptoms. The research was a quasi-experiment with a pre-test and post-test method and control group. The sample included 51 adolescents aged 15 to 17 years old with depressive symptoms. They were referred to counseling and psychology centers and psychiatric clinics in Sari during the first six months of 2017. They were selected by convenience sampling and randomly assigned to the experimental and control groups (17 people in each group). Children Depression Inventory (CDI), Conner – Davidson Resilience scale, Snyder Hope scale, Life Orientation Test-Revised, and General Self – Efficacy Scale, was used in pre and post-test. The positive psychotherapy experimental group received treatment during ten sessions, and the cognitive-behavioral therapy experimental group received during eight sessions. The multivariate covariance analysis results showed that positive psychotherapy and cognitive behavioral therapy significantly affected psychological capital. But the efficacy of positive psychotherapy in increasing the hope component was more than cognitive-behavioral therapy. Also, there was a significant difference between the two interventional groups and the control group on psychological capital. Positive psychotherapy and cognitive-behavioral therapy effectively increased psychological capital because of their emphasis on different psychological aspects. On the other hand, positive psychotherapy was probably more effective than cognitive-behavioral therapy through enhancing social interactions and positive emotions and hope training and optimism. Therefore, positive psychotherapy can be used in the clinical interventions by Specialists and especially school counselors to improve students' mental health

The aim of this study was to investigate the role of parents' motivation in students' autonomous motivation for doing homework and testing a model on basis of self –determination theory. This study was a correlational study. The statistical population included 7260 students (3510 girls and 3750 boys) from the fourth grade elementary school students of Yazd public schools in the academic year 2016-2017. Participants were 230 students who were chosen through the clustering multistage sampling method. Participants completed Students' motivation for homework (SMH), Parents' motivation for help in homework (PMHH), Parents' attitudes towards homework (PAH), Parents' perceived competence (PPC) and Parents' need supportive behavior (PNSB) The results showed that the parents’ motivations in helping the children to do their homework, the parents’ viewpoints in doing the children’s homework and finally the perceived competence by the parents, can directly influence on the report of parents’ supporting of the independence. The children’s beliefs regarding parents’ independency supporting plays a mediation role between parents’ autonomous motivation, their attitude and perceived competence with students' autonomous motivation.

The purpose of this study was to provide a structural model for testing the structural relationships between academic identity, internal motivation and self-efficacy as predictors of deep cognitive engagement among students. Participants were all students of Semnan University. The sample consisted of 400 students (204 boys and 196 girls) who were selected by stratified random sampling. Participants completed questionnaires of Self-Regulation Learning Strategies Questionnaire of Pintrich and DeGroot (1990), Study process questionnaire of Biggs, Kember and Leung (2001) Vallerand's Motivation Inventory Questionnaire, and Osborne's Educational Identity Questionnaire (1997). Data were tested using structural equation method. The results indicated that the educational identity pathway on deep cognitive engagement, academic identity on self-efficacy and internal motivation on deep cognitive engagement was significant and positive. The indirect effect of academic identity on deep cognitive engagement was positive and significant through self-efficacy and academic motivation. Therefore, in order to increase deep cognitive engagement, attention should be paid to motivational orientations, academic identity, and self-efficacy beliefs of students. The implications of the findings were discussed.

Introduction: This study aimed to compare the effectiveness of computer-based, manual-based, and combined cognitive rehabilitation to improve cognitive functions among patients with Relapsing-Remitting Multiple Sclerosis (RRMS). Methods: This was a quasi-experimental study with a pre-test-post-test, and a 2-month follow-up, as well as a control group design. Sixty female patients with RRMS were selected by convenience sampling technique. Then they were randomly assigned into three experimental groups (computer-based, manual-based, and combined cognitive rehabilitation, each group including 12 patients), a placebo group (12 patients), and a control group (12 patients). The interventions were conducted in 21 sessions for the experimental groups for 5 months. The placebo group received physical rehabilitation intervention, and the control group received no intervention. The study participants were assessed by Psychiatric-Neurological Profile, Mini-Mental State Examination, Kurtzke Expanded Disability Status Scale, Stroop Color and Word Test, Wisconsin Card Sorting Test, and Paced Auditory Serial Addition Test. The obtained data were analyzed by repeated-measures multivariate analysis of variance in SPSS. Results: The effect of group factor was not significant (η2=0.129), but the effect of time (η2=0.884) and interaction effect of time and group (η2=0.295) were statistically significant (P0.05). In the post-test totally and in Follow-up partially, all comparisons among three experimental groups with control and placebo groups were statistically significant (P

Background and Aim Multiple Sclerosis (MS) is an unpredictable disease that can change individuals' lifestyle. The purpose of this study was to investigate the effect of a Mindfulness-Based Stress Reduction (MBSR) program on functional disability of patients with MS. Methods & Materials The is an experimental study with pre-test/post-test/follow up design using control group. The study population consisted of all male and female patients with MS living in Neyshabur county, Iran. Of these, 47 were selected using a convenience sampling technique and randomly assigned into two groups of intervention (n=22) and control (n=25). The intervention group received MBSR therapy for 8 sessions, while the control group received no intervention. The follow-up was performed after one month. Subjects’ functional disability was measured by using the World Health Organization Disability Assessment questionnaire. The collected data were analyzed using SPSS v.21 software usingrepeated measurements Analysis of Variance (ANOVA). Ethical Considerations This study obtained its ethical approval from the Research Ethics Committee of Neyshabur University of Medical Sciences (code: IR. NUMS.REC.1397.004) Results The results of univariate ANOVA showed the significant effect of time and the interaction effect of time and group on functional disability of samples. The results of between-group ANOVA a significant difference between the intervention and control groups in functional disability (p

Aim and Background: Physical well-being is one of the main criteria of quality of life, and emotions is one of the important factors in physical well-being. Therefore, the purpose of this study was to investigate the relationship between achievement emotions and students' physical well-being, and to identify the communication processes between these two variables. Methods and Materials: This research was a descriptive-correlational study. The statistical population of this study was all students in the high school of Tehran city, in Iran. The sample size (n= 1146) was determined using the formula of Tabakhnic and Fidell and the participants were selected by random cluster sampling method. Questionnaires of Achievement Emotions (AEQ), physical well-being, self-evaluation and bodily sensation were used to collect data. Data were analyzed by using descriptive statistics (mean, standard deviation, skewness and kurtosis) and inferential statistics (Pearson correlation and structural equation method) in SPSS and LISREL software. Findings: The hypothetical model of academic engagement provided a good fit to the research population (χ 2 /df=2.78, RMSEA=.073). The path of achievement emotions and physical well-being was positive and significant. The effect of self-evaluation on physical well-being and the effect of bodily sensations on physical well-being were significant. Moreover, positive self-evaluation and bodily sensations have a mediator role in the relationship between achievement emotions and physical well-being. Conclusions: Achievement emotions play a fundamental role in determining the students' physical well-being. Cognitive (positive self-assessment) and emotional paths (physical feelings) support this relationship. Recognizing and paying attention to these variables is a key factor in student's physical well-being.

Background Improving memory is an indicator of treatment in children with Attention Deficit Hyperactivity Disorder (ADHD). Objective The present study aimed to compare the effectiveness of Computerized Cognitive Rehabilitation Training (CCRT) , nutrition supplementation intervention, and both combined on the improvement of Working Memory (WM) in children with ADHD. Methods This was an experimental research with pre-test and post-test, follow-up and control group design. The statistical population included all of the elementary school girls of Tehran City, Iran. Using multilevel clustering, 66 children with ADHD were considered, of whom, 52 were selected for study participation and assigned into 4 experimental and control groups, each consisting of 13 individuals. SNAPIV and clinical interviews were employed to diagnose ADHD. The Raven's Standard Progressive Matrices was conducted to measure the participants’ intelligence level. The study participants were matched in age, Intelligence Quotient (IQ), and the gravity of ADHD symptoms. In group one, 22 sessions of 45-minutes of CCRT were performed using Captain's Log software. The second group received zinc, vitamin B6, and omega-3 for 4 months. In the third group, the first phase of the administration of zinc, vitamin B6, and omega-3 supplements was performed; after 15 sessions, CCRT was performed and obtained by the N-back test. Data were analyzed using repeated measures analysis of variance by SPSS. Findings The obtained results represented the increased mean score of the improvement of WM in the intervention groups, compared to the control group. However, there was no significant difference in WM score between the intervention groups. Conclusion CCRT and nutrition supplementation intervention improve WM in children with ADHD.

For downloading the full-text of this article please click here. Background and Objective: Cancer is accompanied with psycho-social aspects that require complementary spiritual/religious interventions along with medical interventions for treating these patients. Thus, the present study aimed at examining the effect of religious/spiritual interventions on the inner strength of women suffering from breast cancer. Method: This study adopted a quasi-experimental design with pretest and posttest in three groups–namely experimental, placebo, and control. Convenience sampling was used to select 41 participants out of the women referring to Omid radiotherapy and chemotherapy center, and Bandar-Abbas specialized clinics from Mehr 95 through Tir 96. The participants were randomly assigned to experimental (14 persons), placebo (14 persons), and control (13 persons) groups. The experimental group underwent individual spiritual/religious intervention in 10 sessions and the placebo group was exposed neutral training, while the control group received no treatment. Data were collected by questionnaires on inner strength and demographic features in pretests and posttests and analyzed through repeated measures multivariate analysis of variance. All ethical issues were observed in this study and the researchers declared no conflict of interests. Results: The findings indicated significant differences between the intervention group and placebo/control group in terms of the rise of inner strength, and the subscales of Engagement, Connectedness, Anguish and Searching, and Movement (p

Aims: Bullying is an ever-increasing phenomenon in schools and it has far-reaching consequences on children and adolescents, for which necessary measures must be taken to prevent and reduce it. This study was aimed to investigate the effectiveness of mindfulness-based cognitive therapy for child (MBCT-C) on bullying behavior among children. Materials and Methods: the population of this study consisted of Grade 3 through 5 students in Kashan town in 2017–2018 school years. The sample consisted of 20 students who had been selected by inclusion and exclusion criteria. The conventional sampling method was used. A quasi-experimental design was used in this study. Participants completed the Illinois Bullying Scale before and after the intervention of experimental and control groups. Data were analyzed using analysis of covariance. Results: The findings showed that MBCT-C had a significant effect on bullying behavior reduction and the effect size in this intervention was 0.89. Furthermore, results from individual mean scores in bullying scale questions indicated that in pretest both experimental and control groups, “excluding others from in a group of friends” was the most frequent behavior and mindfulness training had effectively the highest effect on decreasing this character. Conclusion: It suggests that intervention concerning diminishing bullying behaviors may start with mindfulness training.

Objective: Considering the impact of rapid sociocultural, political, and economical changes on societies and families, population-based surveys of mental disorders in different communities are needed to describe the magnitude of mental health problems and their disabling effects at the individual, familial, and societal levels. Method: A population-based cross sectional survey (IRCAP project) of 30 532 children and adolescents between 6 and 18 years was conducted in all provinces of Iran using a multistage cluster sampling method. Data were collected by 250 clinical psychologists trained to use the validated Persian version of the semi-structured diagnostic interview Kiddie-Schedule for Affective Disorders and Schizophrenia-PL (K-SADS-PL). Results: In this national epidemiological survey, 6209 out of 30 532 (22.31%) were diagnosed with at least one psychiatric disorder. The anxiety disorders (14.13%) and behavioral disorders (8.3%) had the highest prevalence, while eating disorders (0.13%) and psychotic symptoms (0.26%) had the lowest. The prevalence of psychiatric disorders was significantly lower in girls (OR = 0.85; 95% CI: 0.80-0.90), in those living in the rural area (OR = 0.80; 95% CI: 0.73-0.87), in those aged 15-18 years (OR = 0.92; 95% CI: 0.86-0.99), as well as that was significantly higher in those who had a parent suffering from mental disorders (OR = 1.96; 95% CI: 1.63-2.36 for mother and OR = 1.33; 95% CI: 1.07-1.66 for father) or physical illness (OR = 1.26; 95% CI: 1.17-1.35 for mother and OR = 1.19; 95% CI: 1.10-1.28 for father). Conclusion: About one fifth of Iranian children and adolescents suffer from at least one psychiatric disorder. Therefore, we should give a greater priority to promoting mental health and public health, provide more accessible services and trainings, and reduce barriers to accessing existing services.

Background and Objectives: Due to the high prevalence of breast cancer, as well as the improved survival of the patients affected with this disease, management and adaptation to this disease are very important. The aim of this study was to evaluate the effect of spiritual/religious intervention on the illness perception of women with breast cancer. Methods: This clinical trial was conducted on 45 women with breast cancer using a pretest-posttest design. The participants were divided into three groups of intervention (n=15), placebo (n=15), and control (n=15). The intervention group received ten sessions of spiritual/religious intervention and the placebo group received ten sessions of neutral training. However, the control group received no intervention. The data were collected using a questionnaire of illness perception and a demographic characteristics form filled out before and after the intervention. The data were analyzed by repeated measures multivariate analysis of variance in the SPSS software, version 24. Results: According to the results, the intervention group showed a significant difference with the control and placebo groups in terms of timeline acute/chronic, consequences, personal control, treatment control, timeline cyclical, coherence, and emotional representations of illness perception (eta2=0.28, p

هدف این مطالعه، بررسی روابط ساختاری ویژگی‌های شخصیتی و رضایت از زندگی با نقش میانجی عاطفۀ مثبت و منفی و هدف‌های زندگی بود. جامعۀ آماری این پژوهش را همۀ افراد بزرگسال منطقۀ 6 شهر تهران در سال 1395تشکیل می‌دهند. شرکت‌کنندگان شامل 400 نفر (241 زن و 156 مرد) بودند که با روش نمونه‌گیری تصادفی چندمرحله‌ای انتخاب شدند. همۀ آنها پرسشنامه‌های عاطفۀ مثبت و منفی، رضایت از زندگی، پرسشنامۀ پنج عامل بزرگ شخصیت و هدف‌های زندگی را تکمیل کردند. مدل فرضی با تحلیل مسیرْ آزمون شد. یافته‌ها نشان داد توافق‌پذیری، تجربه‌گرایی، برون‌گرایی و وجدان‌گرایی رابطۀ مثبت و معناداری با هدف‌های درونی و عاطفۀ مثبت داشتند. درواقع هدف‌های درونی و عاطفۀ مثبت در رابطۀ میان این متغیرها با رضایت از زندگی نقش میانجی داشتند و بر آن اثر مستقیم می‌گذاشتند؛ اما عواطف منفی و هدف‌های بیرونی نقش میانجی نداشتند و بر رضایت از زندگی اثر مستقیم نداشتند. همچنین، از بین ویژگی‌های شخصیتیْ برون‌گرایی و روان‌رنجوری بر رضایت از زندگی اثر مستقیم داشتند. روان‌رنجوری بر رضایت از زندگی اثر غیرمستقیم نداشت. 21درصد واریانس رضایت از زندگی توسط مدل پیش‌بینی می‌شد؛ درنتیجه می‌توان گفت توجه به هدف‌های درونی و عاطفۀ مثبت در رابطۀ میان ویژگی‌های شخصیتی با رضایت از زندگی بسیار مهم است.

Introduction: Evaluation of relationships among effective factors on educational issues of medical students is important. The aim of this study was to determine the structural relationships among subjective well-being, self-efficacy and social support with emotional exhaustion by mediating academic engagement. Methods: The study sample consisted of 310 medical students (142 females and 168 males) who were 24 to 47 years old according to cluster random sampling. Participants completed subjective well-being questionnaires including; life satisfaction, positive affect and negative, emotional exhaustion, academic engagement, self-efficacy and social support. Data were analyzed by path analysis using LISREL software. Result: Mean age of participants was 23.2±2.0. Most students were female (71.8 percent), single (85.9 percent) and live in dormitories (69 percent). Level of motivation in most subjects was average and had significant relation with age, sex, parents’ education level, field of study, welfare, faculty education, Training centers and job future (p

Introduction: Academic achievement has always been one of the most important constituents due to its individual and social effects and consequences. The purpose of this study was to assess the structural model of the correlation of family functioning and parental abuse with students` academic achievement with the mediating role of social adequacy and academic self-efficacy in 2015-16 academic year in Isfahan. Methods: This descriptive-correlational study was performed on 540 high school students in Isfahan during 2015-16 academic year. Data collection tools were Family Assessment Device (FAD), Demare’s Parental Abuse Measurement Inventory, Morgan-Jinks Student Self-Efficacy Scale, and Fellner’s Social Adequacy Scale. Data was analyzed in Lisrel software using path analysis. Results: Results showed that the coefficients of the effect of family functioning on the academic achievement and self-efficacy were significant. Pearson correlation analysis showed that social adequacy had a significant correlation with family functioning and parental abuse, but in the model of prediction coefficients through path analysis, these coefficients and effects were not significant. In addition, the coefficients of the effects of family functioning on academic achievement mediated by self-efficacy, the parental abuse on academic achievement, parental abuse on self-efficacy, parental abuse on academic achievement mediated by self-efficacy, and self-efficacy on academic achievement were significant. Conclusion: Results showed that family functioning was influential in academic achievement and self-efficacy and that planning for improving these variables was a necessity for the educational system. Focus on variables that are influential in the academic achievement of adolescents could pave the way for their academic achievement in higher education as well.

The present paper seeks to validate Classroom Emotions Scale for senior high school students in Qom. The participants were 342 students in grades two and three of human sciences course, who were selected through random multi-stage cluster sampling. All of them completed the Classroom Emotions scale designed by Titsworth et al, and Pekrun's Achievement Emotions Questionnaire. The data were analyzed using confirmatory factor analysis. Convergent and divergent validities were analyzed using Pearson's correlation, and reliability was analyzed using Cronbach's Alpha model. The results of confirmatory factor analysis show that a three-component structure including emotion support, emotion work, and emotion valance has acceptable fitness. Cronbach's alpha for the whole scale and subscales was at an acceptable level. The evidence for convergent validity has been obtained from the positive relationship of subscales of emotion support and emotion valance with classroom positive emotions including enjoyment and hopefulness in classroom, and from the positive relationship of subscale of emotion work with classroom negative emotions including anger, shame, anxiety, hopelessness and weariness. The evidence for divergent validity has also been obtained from the negative relationship of subscales of emotion support and emotion valance with classroom negative emotions including anger, shame, anxiety, hopelessness and weariness; and from the negative relationship of subscale of emotion work with classroom positive emotions including enjoyment and hopefulness in classroom. The results show that the Persian version of Classroom Emotions Scale has acceptable psychometric characteristics among the sample students, and it can be used as a valid instrument in psychological studies and surveys.

Background: Breast cancer as a chronic disease is associated with many physical and psychological problems that necessitate the use of psychological treatments. Objectives: This study was aimed to investigate the efficacy of meaning-centered psychotherapy on existential anxiety and fear of cancer recurrence in breast cancer survivors. Methods: In a randomized controlled clinical trial with pre-test, post-test, and follow-up along with a control group, 28 breast cancer survivors were selected by random sampling among patients that attended the Cancer and Hematology specialized clinic of Semnan University of Medical Sciences. The participants were randomly assigned to two intervention (group treatment, n = 7; individual treatment, n = 7) and one control group (n = 14). Data were collected by existential anxiety scale (EAS) and fear of cancer recurrence inventory (FCRI) and analyzed with the repeated multiple analysis of variance (MANOVA) using the SPSS-23 software. Results: There were significant differences between the experimental groups and the control group on existential anxiety and fear of cancer recurrence (P < 0.001) in breast cancer survivors. Group and individual interventions reduced existential anxiety and fear of cancer recurrence in post-test and follow up in experimental groups compared to the control group (P < 0.001). The interaction of the groups and time assessment was statistically significant (P < 0.001). Conclusions: Meaning-centered psychotherapy reduces existential anxiety and fear of cancer recurrence in breast cancer survivors. This intervention is useful to recover psychological problems in breast cancer survivors.

The emphasize of Positive Psychology on health and well-being of people has led to new intervention models by positive psychology in shools to promote well-being in education system, which will result in achievement in learning and well-being. Therefore, the main purpose of this study was to utilize Positive Psychotherapy intervention for achieving these targets. The present study was a semi-experimental design with pretest-posttest and a control group. Two schools were randomly selected for having one class in each school as experimental group (n=43) and control group (n=41). Participants in both groups completed the questionnaire of well-being. Then, the intervention was performed in the experimental group. Multivariate repeated measures analysis of variance was used to analyze the data. Data were also followed for a month. The results showed that Positive Psychotherapy had a significant effect on the reduction of depression in experimental group (Partial Eta Square=0.35). It had a significant effect on increasing the level of well-being (meaning (Partial Eta Square=0.28), relationships (Partial Eta Square=0.27) and accomplishment (Partial Eta Square =0.17) compared to the control group. The intervention also increased the level of academic achievement in Mathematic (Partial Eta Square=0.05) and Sciences (Partial Eta Square=0.12) in the experimental group. Positive Psychotherapy due to special attention to the positive aspects of individuals, may also flourish students.

Background and purpose: Family background is effective in incidence of unhealthy personality traits such as pathological narcissism. The aim of this study was to predict pathological narcissism according to family system and the mediating role of narcissistic wounds and perfectionism. Materials and methods: In a cross-sectional descriptive study, 477 high school girls in Qom, Iran were selected by convenience sampling in 2015-2016 academic year. Data was obtained by Family Dynamic Environment Scale (FDES), Childhood Recollection Scale (CRS), Narcissistic Injury Scale (NIS), Clinical Perfectionism Questionnaire (CPQ), and Maladaptive Covert Narcissism Scale (MCNS). Data was then analyzed using structural equation modeling by LISREL-8.53 Software. Moreover, descriptive statistics were analyzed using SPSS-22 Software. Results: Fit indices in final model indicate good model fit with data (RMSEA=0.066, GFI=0.98, IFI=0.98, x2=18.60, P

The aim of this study was to test the relationship between knowledge management strategies (knowledge application, sharing and retrieval) with individual and organizational learning capacities in Tehran’s male secondary schools within 2014-2015 academic year. The research methodology was correlation. Participants were 235 male secondary school teachers who were selected by using cluster sampling method. Measures included knowledge management processes (cheng, 2012), individual and organizational learning capacities (Sallis & Jones, 2002). The Data were analyzed based on structural equation model (path analysis model) and by SPSS 19 and LISREL 8.8 software. The results showed that there was a positive relationship between knowledge sharing with individual learning capacity and organizational learning capacity. Meanwhile, knowledge application directly effects on the individual learning capacity while knowledge retrieval has an impact on organizational learning capacity. But no interaction relationship was established between individual learning capacity and the organizational one (mediator variables).

The Baruth Protective Factors Inventory is an instrument which assesses the risk and protective factors behind resilience. However, there is no valid or reliable Persian instrument for measuring resilience amongst nursing students in Iran. This study aimed to evaluate the psychometric properties of the Persian version of The Baruth Protective Factors Inventory among nursing students. This methodological study was done in 2017. The participants were 200 nursing students who were randomly recruited from Neyshabur city. Construct validity was assessed using exploratory and confirmatory factor analysis. Reliability was also assessed through the internal consistency assessment method. Exploratory factor analysis indicated a three-factor structure for the Inventory which accounted for 48.21% of its total variance. Confirmatory factor analysis confirmed the first-order model. The internal consistency values of the Inventory and its domains were good, confirming its great internal consistency and reliability. The Persian version of the Baruth Protective Factors Inventory was found to have acceptable validity and reliability to assess resilience amongst nursing students. Therefore, the Persian version of The Baruth Protective Factors Inventory can help nursing authorities identify non-resilient students, promote their resilience, and thereby improve their academic and clinical performance. Nursing students' improved performance can positively affect both the quality of care and patient outcomes.

Objective: This study aimed to model risky driving and predict its occurrence according to the constructs of personality organization and mentalization considering the role of aggressive driving as a mediator construct. Method: A total of 428 individuals (219 men and 209 women) were selected using convenience sampling. The participants completed self-report questionnaires on aggressive driving, risky driving, mentalization and personality organization Also, data were analyzed using structural equating model and weighted regression. Results: The results of this study showed a goof fit of the proposed structural model for predicting risky driving after some modifications (CFI = 0.95, RMSEA = 0.09). According to the results of regression weights, personality organization (regression weighted: 0.044) and aggressive driving (regression weighted: 0.98) were the strongest and mentalization (regression weighted: 0.004) was the weakest predictor of risky driving. Aggressive driving was the strongest direct predictor and personality organization the strongest indirect predictor of risky driving. Conclusion: Risky driving is a function of direct and indirect personal factors. Moreover, emotional factors have a direct effect on risky driving and more substantial constructs, such as personality, have an indirect effect on risky driving.

Introduction: Academic engagement is an important variable in the field of education and learning, whose underlying factors must be identified. Therefore, the aim of this study was to investigate the structural relationship between environmental supports, emotional self-awareness, academic well-being with academic engagement. Methods: This descriptive correlational study was performed on students of Mashhad University of Medical Sciences. A number of 290 students (127 males and 167 females) who were selected through random sampling method completed the questionnaires of environmental supports by Lent et al, emotional self-awareness by Grant et al, academic well-being by Pietarinen et al, and academic engagement by Schaufeli et al. The data were analyzed using structural equation modeling method. Results: The hypothetical model of academic engagement provided a good fit to the research population (X2/df=1.69, RMSEA=0.49). Direct paths of environmental supports to academic well-being and academic well-being to academic engagement were negative and significant. Also, direct paths of environmental supports to academic engagement and emotional self-awareness to academic engagement were positive and significant. However, the direct path of emotional self-awareness to academic well-being was not confirmed. Conclusion: Students’ academic well-being could be improved through enhancing environmental supports in universities and teaching students about emotional self-awareness. These factors together provide the conditions for academic engagement.

BACKGROUND: It has been demonstrated in previous investigations that non-specific low back pain is caused by multiple factors. Evidently, integrative therapies should be used in order to improve this disorder. Documents exhibit that integrative ‎therapies are capable of improving different aspects of low back pain and preventing the recurrence of clinical symptoms. The aim of the present study was to determine the effectiveness of hypnotherapy with physiotherapy on low back pain. METHODS: The statistical sample included 28 women who were randomly divided into two groups. One group received hypnotherapy with physiotherapy and the other received pure physiotherapy. The Depression Anxiety and Stress Scales (DASS-21), the Numerical Rating Scale (NRS), the Roland Morris Disability Questionnaire (RDQ) were used to measure the trend of changes (pretest, mid-test, and posttest) of psychological distress, pain intensity, and functional disability. The Hypnotic Induction Profile (HIP) was used to measure suggestibility. In order to analyze data, repeated measures analysis of variance (ANOVA) was used in SPSS software. RESULTS: The results revealed that hypnotherapy with physiotherapy affects pain intensity in the same way as pure physiotherapy (P < 0.050). Furthermore, it was found that hypnotherapy with physiotherapy is more effective than pure physiotherapy on functional disability (P < 0.050). It was also discovered that only hypnotherapy with physiotherapy can improve psychological distress (P < 0.050). CONCLUSION: It can be concluded that hypnotherapy with physiotherapy can improve pain intensity, functional disability, and psychological distress, and the total effectiveness of hypnotherapy with physiotherapy is more than the total effectiveness of pure physiotherapy.

The quality of nursing work life is an important index for assessing the professional health of nurses and providing tailored care services to patients. The study investigates the role of work-family conflict and self-regulation in predicting the quality of work-life among nurses. In this retrospective cross-sectional study, 230 nurses were selected randomly from public and private hospitals. They were asked to fill out Work-related Quality of Life Scale-2, Work-Family Conflict Scale, and Self-Regulation Questionnaire. Moreover, structural equation modeling was used to analyze the data by SPSS-19 and LISREL-8.80 software. The results showed that the model had a good fit to the observed data (RMSEA=0.06, GFI=0.93, AGFI=0.87, NFI=93, CFI=95, IFI=95, and P-value=.073) and the final model was verified. The results also revealed that “behavior-based and time-based work-family conflicts”, “assessing the plan’s effectiveness”, “searching for options”, and “implementing the plan” could significantly predict “stress at work”, “general well-being”, “working conditions”, employees’ engagement”, “job career satisfaction”, and “work-home interference” (p

Background and Objectives: Bullying has been common in schools across the world. Therefore, assessing the psychometric properties of its structures is important. The aim of this study was the assessment of the factorial structure and psychometric properties of bullying prevalence questionnaire. Materials and Methods: The present study was descriptive and psychometric. For this purpose, 400 students (200 boys and 200 girls) were selected by multistage cluster sampling method and answered the bullying prevalence questionnaire and subjective well-being inventory (divergent validity). For data analysis, factor analysis method, Cronbach's alpha coefficient and Pearson’s correlation test were used by SPSS software version 22 and AMOS version 21. Results: factor analysis result showed that this questionnaire was saturated with three factors and had good fitness scales. Significant negative relationships of bullying prevalence with subjective well-being (r = -0.10 and P ≤ 0.05) and academic achievement (r = -0.18 and P ≤ 0.01) were obtained. Cronbach's alpha for the total scale was calculated as 0.81, and for each of the subscales it was as follows: bullying: 0.81, victim 0.75, and pro-social 0.70; all the scores were satisfactory. Conclusions: Findings of the research showed that the Persian version of the bullying prevalence questionnaire was acceptable among students concerning psychometric characteristic and it can be used as a valid instrument for psychological studies.

Background and objectives: Adjustment is the most important sign of mental health. Determination of factors which affect adjustment is important. This study aimed to determine the relationship between personal and social adjustment with locus of control and gender in intelligent high school students in Kermanshah. Methods: In this descriptive cross-sectional study 106 high school students of Kermanshah were selected randomly. Data collection tools were Ratter's locus of control scale, the California Psychological Inventory (CPI) including 12 concepts of social and personal adjustment, and a demographic questionnaire. Data was analyzed by using correlation, ANOVA through SPSS16. Results: There was no significant difference between personal adjustment and gender. But social adjustment in girls’ intelligent was more than boys’ intelligent (p

Background & Aim: Breast cancer is accompanied with various psychological problems and need for psychological treatment. Therefore, the aim of this study was to investigate the effectiveness of mindfulness-based cognitive therapy on posttraumatic growth, self-management and functional disability among patients with breast cancer. Methods & Materials: In a randomized controlled trial with repeated measures design, 20 women with breast cancer were selected among the patients who were referred to the Department of Oncology and Radiotherapy of Tehran Hafte Tir Martyrs hospital using convenience sampling. Participants were randomly assigned into the experimental or control groups. The experimental group received 8 sessions of intervention within two months and the control group did not receive any intervention. Both groups were followed for three months after the intervention. All participants assessed by the Demographic and Disease Characteristics Checklist, Structured Clinical Interview for DSM-5, Posttraumatic Growth Inventory (PTGI), Patient Activation Measure and WHO Disability Assessment Schedule 2.0. Data were analyzed with multivariate repeated measures analysis of variance using IBM SPSS Statistics for Windows, Version 21.0. Results: The results showed that Time*Group interaction is significant (F=9.561, p

Objective: The present study aimed at examining the effect of multidimensional motivation interventions based on Martin's model on cognitive and behavioral components of motivation. Methods: The research design was prospective with pretest, posttest, and follow-up, and 2 experimental groups. In this study, 90 students (45 participants in the experimental group and 45 in the control group) constituted the sample of the study, and they were selected by available sampling method. Motivation interventions were implemented for fifteen 60-minute sessions 3 times a week, which lasted for about 2 months. Data were analyzed using repeated measures multivariate variance analysis test. Results: The findings revealed that multidimensional motivation interventions resulted in a significant increase in the scores of cognitive components such as self-efficacy, mastery goal, test anxiety, and feeling of lack of control, and behavioral components such as task management. The results of one-month follow-up indicated the stability of the created changes in test anxiety and cognitive strategies; however, no significant difference was found between the 2 groups at the follow-up in self-efficacy, mastery goals, source of control, and motivation. Conclusions: The research evidence indicated that academic motivation is a multidimensional component and is affected by cognitive and behavioral factors; therefore, researchers, teachers, and other authorities should attend to these factors to increase academic motivation.

Background & Aim: The aim of present study was to assess psychometric properties of premenstrual symptoms screening tool (PSST) to provide a fast and appropriate screening tool for women who suffer from severe PMS/PMDD and their clinicians . Methods & Materials: It was a cross-sectional study. The study included 404 female students studying at Semnan University who were randomly selected using stratified method. In order to assess psychometric properties, we used the exploratory factor analysis, convergent validity (evaluated by symptom checklist-90-Revised), criterion-related validity (calculated by comparing psychiatrist diagnosis and PSST). Sensitivity and specificity coefficients of optimal cutoff points were calculated by the ROC Curve; and construct validity was evaluated by the PSST ability to separate PMS and PMDD groups from healthy group. Reliability was evaluated using the cronbach’s alpha and test-retest method . Results: The p rinciple component analysis revealed that the PSST consists of four factors: interest reduction, interference in functions, physical and neurotic symptoms, and eating and sleep patterns. As an evidence of convergent validity, PSST scores showed significant correlations with the SCL-90-R’s dimensions. Agreement coefficient between psychiatrists and the PSST diagnosis was 0.314 for the PMS; and 0.80 for the PMDD. This tool separated the PMS and PMDD groups from healthy group well. Optimal Cutoff point for separating females suffering from PMDD was 2.22. The sensitivity and specificity coefficients were 0.9 and 0.77, respectively. The cronbach’s alpha was 0.91 and the test-retest reliability was 0.56 for the total tool . Conclusion: The translated version of the premenstrual symptoms screening tool can be used as a valid tool for Iranian females. This instrument can be useful for rapid screening and identifying women who suffer from severe PMS/PMDD, especially in clinical settings .

Objectives: One of the issues that have consistently been the concern for the health affair specialists and cure and massive social governors in health fields is the rate of disorders prevalence, diseases and the related subjects to epidemiology. Purpose of this study was to estimate the prevalence of mathematic disability amongst primary schools of Karaj. Methods: Totally 432 students were selected with multi-stage sampling method. Participants completed Raven test, Frostig Visual-Perception test and Wepman Auditory discrimination test, Rutter behavioral questionnaire and Iran Key-math test. In order to diagnosis mathematic disability, inter criterion was normal quotient intelligence and out criteria were to have one of visual perception, auditory and behavioral problems. The participants whose total standard scores in Iran Key-math test were one standard deviation below the mean were selected as a mathematical disability (MD). Results: The mathematic disability prevalence in primary students was estimated 0.46%. In addition, proportion of mathematic disability prevalence was not function of gender or grade. Discussion: The findings demonstrated that the prevalence of mathematic disability is much less than the previous researches. A possible explanation was that inappropriate screening co morbid disorders with the mathematic disability. The theoretical implications of findings are discussed in detail.