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Introduction: Virtual reality is one of the new areas of research. The application of this method in normal society has shown positive results. Aim: The purpose of this research was to investigate the role of virtual reality motor games interventions in reducing the symptoms of attention deficit and impulsivity in children with attention deficit hyperactivity disorder. Method: The present study is a semi-experimental study with a pre-test-post-test design and a control group. The statistical population included children aged 8-10 years in the 1st district of Mashhad in 2021, and 30 children with attention-deficit/hyperactivity disorder were selected. The SNAP-4 scale (2001), Hirschfeld's Children's Impulsivity Questionnaire (1965) and a virtual reality device were used to collect data. Subjects in the virtual reality group practiced for 30 minutes twice a week for 6 weeks. The data were analyzed using the composite analysis of variance test and SPSS version 20 software. Results: The results showed that the main effects of phases (η2=0.779, F=98.85), group (η2=43.48, 0.608) = F) and the interaction effect of group and phases (η2=0.827, F=133.80) were significant, that is, the virtual reality movement games had an impact on children's impulsivity. The results also showed that the main effect of phases (η2=0.691, F=62.73), group (η2=0.234, F=8.54 F) and the interaction effect of group-phases (η2=0.693, F=63.14) were significant and the virtual reality motor games had an effect on the reduction of attention deficit symptoms (P≤0.05). Conclusion: The research results show that virtual reality games can be used as a suitable educational tool for teaching behavioral skills to children with attention deficit hyperactivity disorder. Therefore, researchers and teachers are recommended to use virtual reality games for these children

Introduction: Motivation is essential in learning and progress. Every person's action has a source of reason whose purpose is to strengthen the person's desirable efforts and feelings. Aim: This study examines the relationship between personality traits and psychological characteristic of achievement motivation among girl’s students. Method: The method was descriptive- correlational. The population includes all students among ShareRay branch of Islamic Azad University, Sama and AmirKabir Universities in 2018-2019. 175 girls were selected by the available sampling method. Subjects completed the Neo Personality Traits (NEO-AC), and Gill Achievement Motivation Questionnaire. Data were analyzed using the Pearson correlation coefficient test with using SPSS-20. Results: The results showed that there were significant inverse relationships between neuroticism personality trait with conscientiousness, extraversion, and agreeableness (P0.05). Conclusion: According to the results of the present research, the personality characteristics of female students can be mentioned as an important factor in improving their psychological components. Thus, based on the obtained results, it is suggested that in explaining the results related to the psychological characteristics of female students, their personality characteristics and achievement motivation should be considered.

Introduction: Understanding the cognitive-social factors that contribute to group success is crucial in creating and maintaining a group and its cohesion process. Aim: The present study was conducted to investigate the persistent effect of problem-solving methods and create interpersonal relationships on the cognitive-social dimensions of the group environment of athletes. Method: This study was a semi-experimental type of research with a pre-test and post-test design. The statistical population was all female students of Islamic Azad University- Yadgar Imam Branch in the academic year 2017-2018. The statistical sample included 57 volunteer students who were randomly divided into three groups such as control, problem-solving exercises, and interpersonal relationship exercises. After the pre-test, all participants performed the desired exercises for 12 weeks and then took part in the post-test. The group Environment Questionnaire of Caron & et al (1987) was used to evaluate the cognitive-social dimensions of the group environment. Data were analyzed using ANOVA with repeated measures and Bonferroni's posthoc test using SPSS version 20 software. Results: The results showed a significant difference. The time and group effects showed that the interventions had a significant effect on the dimensions of individual attractions to the group–social and group integration (P