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Background: It is very important to pay attention to the development of children in different social dimensions and to take preventive measures against the occurrence of behavioral problems at an early age. Therefore, it will be helpful to identify targeted and effective intervention programs in this field. So far, various methods have been used to reduce children's behavioral problems, However, there is a research gap regarding the comparison of the effectiveness of the social skills training package based on puppet show and Walker's social skills training program on children's behavioral problems. Aims: The present study was conducted with the aim of comparing the effectiveness of social skills training based on puppet shows and Walker's social skills training program on preschool children's behavioral problems. Methods: The current research design was a semi-experimental type of pre-test, post-test with control group. The statistical population of the research included all preschool children in Kerman city, from among them a sample of 60 people was selected as available and they were placed in two experimental groups and one control group. One of the experimental groups of training through the social skills training package based on puppet shows (10 sessions) and the other experimental group underwent 11 sessions of training through Walker's training program (1983). The data collection tool was Gresham & Elliot (1990) Social Skills Rating System. The research data was analyzed by univariate and multivariate covariance analysis using SPSS-24 software. Results: The results of covariance analysis in the present study showed that both intervention methods were effective in reducing behavioral problems. However, the effectiveness of social skills training based on puppet shows in internalizing and hyperactivity problems was higher than Walker's method (P< 0.05). Conclusion: According to the obtained results, it seems that the use of intervention methods based on puppet shows are more effective in improving the behavioral problems of preschool children than purely mental methods, Therefore, preschool teachers and child psychologists can use the mentioned method to reduce children's behavioral problems.

Happiness is one of the most important variables in the field of positive psychology, and a precise understanding of its definition and components requires careful examination in the cultural context of each society. Therefore, this research was aimed at redefining the concept of happiness under the title of happy-living or wise happiness based on Ferdowsi's Shahnameh. This research was basic in terms of purpose, and qualitative research based on the grounded theory method. Verse was considered as the unit of analysis. The ground of data was taken from text of Ferdowsi's Shahnameh, revision of Jalal Khaleghi Motlagh. Statistical analysis based on the process of open coding, axial and selective coding was performed in MAXQUDA2018. In order to validate the designed model, the point of view of experts and researchers was used with the purposeful sampling method. The reliability of the coding of the components was found to be 0.89 based on the Kappa index. The findings showed that the happy-living or wise happiness in Ferdowsi's Shahnameh consists of 12 sub-components of happy-living based on moral principles, unchangeable difficulties acceptance ability, purposeful learning in the direction of living life, having rational thoughts and freedom from disturbing thoughts, focus on the present time, positive relationship, emotion regulation and impulsive self-control, spiritual relation with god, courageous and resilient confrontation with life's difficulties and sufferings, hope for the future and optimism in difficult conditions, physical activity and avoiding laziness and meeting the basic material needs of life had the most extracted free codes, respectively.

Competence is a structure that casts a shadow over all the weaknesses and excellent performances of a teacher like an umbrella. The purpose of this study is to identify the dimensions and components of teachers' professional competence in the level of the Islamic Republic of Iran. The grounded theory qualitative research method has been used. The community of this research included experts in educational sciences and all developmental documents and theoretical foundations, and 11 people were selected as the research sample based on the two factors of expertise and experience, from university professors until the data reached theoretical saturation through targeted sampling; The data collection tools were semi-structured interviews, focus group discussions and documents related to the topic. After the implementation of the interviews, primary data analysis was done through inductive content analysis using open, central and selective coding techniques and using Max QDA software for qualitative data analysis. Validity was confirmed by the three-way method of data sources, and its reliability was obtained by the agreement method between two coders of 86.03%, which shows high concordance and adequate reliability. The research findings were identified in 4 dimensions and 19 components and 96 sub-components, which are: professional knowledge, professional practice, professional commitment and professional identity development. Therefore, professional competence including professional ethics, adherence to religious values and professional competence has been explained and should be used in new methods of teacher training.

Introduction: Academic transgression (AT), as any behavior, belief, or condition that violates a social and academic norm, is a serious problem threatening academic integrity, especially when committed by faculty members, who are supposed to be educational role models. Societies employ social control means to respond to, prevent or reduce transgressive acts, to maintain social order and morality. The current study aimed to examine the perceived effects of self-control, job satisfaction, and life satisfaction, as social control means, on five types of interpersonal, educational, research, organizational, and sexual ATs among faculty members, and also to measure perceived prevalence of these transgressions in Iranian higher education. Material & Methods: A modified version of “perceived causal relations” methodology was adopted to study the perceived relations between reciprocal pairs of the variables. Network analysis was employed to analyze the data gathered from faculty members via an online questionnaire. Results: The results demonstrated that faculty member participants perceived high effects of their self-control, job satisfaction, and life satisfaction on decreasing ATs, particularly interpersonal, organizational, and educational ATs. Conclusion: As faculty member participants perceived high prevalence of all types of ATs in Iranian academia, there is an urge to consider new policies to employ effective social control means suggested in this research, especially self-control, to reduce, and even restrain the perpetration of these transgressions. We also suggest perceived causal relations as a useful and strong methodology to conduct research on sensitive topics, especially, transgression and crime

The purpose of the current research endeavor was to examine the efficacy of mindfulness skills training in enhancing the social competence and alexitimia of children who exhibit symptoms consistent with anxiety disorder. With experimental and control groups, a three-stage design (pre-test, post-test, and follow-up) and a two-month follow-up period, the research methodology was semi-experimental. The study’s statistical population comprised Tehran-based children in the fourth and fifth grades of primary education during the academic year 2020-2021 who exhibited symptoms consistent with anxiety disorders. A purposive sampling method was employed to select 36 children (21 girls and 15 boys) who exhibited symptoms of anxiety disorder. These children were then randomly assigned to either the experimental or control groups. Ten and a half-hours of mindfulness skills training were allocated to the students in the experimental group. The present investigation employed the Children’s Anxiety Scale (CAS), the Alexitimia Questionnaire (IQ), and the Social Competence Scale (SCS). The data were subjected to analysis using mixed ANOVA in the SPSS-23 software. Children exhibiting symptoms of anxiety disorder benefit significantly from mindfulness skills training in terms of social competence (p

Background: The aim of this study was to compile and validate the social skills training (SST) package based on puppet shows and determine its effectiveness on the behavioral problems of preschoolers. Methods: 40 preschool children were selected using available sampling method to evaluate the effectiveness of the compiled package on behavioral problems of preschool children (puppet shows, all components of preschool social skills) using a semi-experimental method with a pretest-posttest design. Then the intervention and the control group were selected. The opinions of the experts were collected by the Delphi method. The research population at this stage was all the specialists in the field of SST of children whom 10 were selected using purposive sampling method. The validity was confirmed using content validity index (CVI). Data of the behavioral problems subscale were collected using the Social Skills Rating System (SSRS), and analyzed using one-way analysis of covariance. Results: The findings showed that the effect of the SST package based on puppet show in the intervention group was statistically significant (F=47.28, P

Introduction: Lack of cognitive flexibility intensifies an individual’s negative thoughts about oneself. Aim: The present study aimed to design and validate an educational program based on the posttraumatic growth model and to evaluate its effectiveness in the cognitive flexibility of leukemia patients. Method: In this quasi-experimental study with a pretest-posttest control group design, the statistical population consisted of all patients referred to Firouzgar Hospital of Tehran, Iran, in 2022. The sample size 30 patients were selected by the convenience sampling method and randomly allocated into the experimental and control groups. The Cognitive Flexibility Questionnaire (2010) was used to collect the required data. The educational program based on the posttraumatic growth model was held in 12 sessions, and a follow-up experiment was conducted to evaluate the durability of intervention effects. The results were analyzed using the multivariate analysis of covariance and repeated measures ANOVA in SPSS version 22. Results: The results showed that the F-values measured for the components of cognitive flexibility, including the perception of controllability, perception of different options, and perception of behavior justification, were significant (P

Background: Different treatment approaches only target internet addiction symptoms and do not address its cause. The internal family systems model is a non-pathological and experiential approach to treating disorders that deals with the cause instead of the symptoms. Still, there is a research gap in designing and validating a treatment program based on this approach and investigating its efficacy on Internet Addiction. Aims: This study aimed to design and validate a therapy program based on the internal family systems model and investigate its efficacy on Internet addiction. Methods: The current research was conducted in two stages in a mixed method (qualitative and quantitative) way. In the first stage, a therapy program for internet addiction based on the internal family systems model was prepared in draft form, modified based on seven expert opinions, and validated by CVI and CVR indices. The method of the second phase of the research was a semi-experimental type with a pre-test, post-test, and follow-up design with a control group. The statistical population includes all people with symptoms of Internet addiction (addiction to social networks) in WhatsApp, Telegram, and Instagram in the virtual space of Iran in the year 2021. The research sample consisted of 35 participants selected through the convenient sampling method and randomly assigned to the experimental group (17 people) and the control group (18 people). Young's Internet Addiction Test (IAT) (1989) was used to evaluate Internet addiction symptoms. Data were analyzed using a differential t-test and repeated measure analysis by SPSS 22. Results: CVI and CVR indices were equal to 1, indicating the designed program's validity. The differential t-test results showed that the reduction of Internet addiction scores in the experimental group was significantly higher than in the control group (P05). Conclusion: Based on the findings, it can be concluded that the therapy program designed based on the internal family systems approach is valid and reduces Internet addiction symptoms. The program can be used to treat internet addiction

Conceptual model of coping strategies confronted the responsibilities of female-headed households: a phenomenological studyAbstractThe aim of the present study was to investigate coping strategies for women heads of households. Welfare was in Tehran. The sampling was first performed as a relative classification of Shemiranat, Shahriyar, Robat Karim and Tehran, then ended with a targeted sampling method of the property within two months until theoretical saturation. Statistical sample (35) of women heads of households, (12) social worker and 6 managers of welfare branches, in total (53) people. The data from the interview were analyzed by open and central coding method. Women's problems: psychological, physical, economic; Child related; Primary, cultural, and supportive families were identified. In addition, the results of 124 concepts, 17 sub-categories, 4 main categories: 1- Individual factors of effective coping strategies (resilience, self-efficacy, optimism, cognitive evaluation, spirituality) 2- Inefficient individual factors (cognitive and emotional distortions, passive style) , Physical-psychological disorders, dysfunctional parenting style) 3- Effective social factors (social participation, social cohesion, social trust) and 4-Inefficient social factors (insufficient participation, insufficient cohesion, insufficient trust and dependent factors)and 2 main themes of effective and ineffective coping strategies were identified. Based on the comprehensive multimodal hierarchical model, The effective components of spirituality, resilience, and the dysfunctional components of lack of trust and social cohesion, as well as the dependent and passive style in the female head of welfare, were more sensitive.. Keywords Conceptual model, coping strategies, confronted, responsibilities of female-headed households, phenomenological

Background: students didn’t have the opportunity to engage in problem-solving and knowledge management activities in traditional teaching methods. So, it is essential to change the instructional approach in order to use the online resources and material that leads to creating modern techniques. One of the new methods is flipped learning, which improves basic skills. Aims: The present study is aimed to determine the effectiveness of instructional packages based on flipped learning on students’ metacognition and problem-solving skills. Methods: The method was semi-quasi with a pre-and post-test design. The statistical population was all students in Alashtar. It is chosen 60 students through simple probability sampling. The instruments were Haroldetil and Abedi’s metacognition questionnaire and a researcher-made problem-solving test. The control group was taught through traditional methods, and it is designed and developed an instructional package based on flipped learning for the experimental group the teacher and students’ activities are done in three stages: pre and during, and after class. Data were analyzed by multivariate and univariate analysis of covariance. Results: There is a significant difference between the control and experimental group in meta cognition and problem-solving skill. (p

Background: Disturbance in relationships is the basis and foundation of emotional disorders. Due to the growth of mood and communication problems in families, the concern about the quality of the parent-child relationships during adolescence has increased significantly in recent years. Aims: Considering the importance of the role of attachment in solving the communication problems of families, the present study was conducted to investigate the effectiveness of a therapeutic program developed based on attachment and by Iranian culture in improving the relationship between depressed and anxious adolescents and their parents. Methods: This research method was semi-experimental with a pre-test, post-test design with a control group, and a 6-week follow-up using a random selection of group members. The statistical population of the present study was 93 depressed and anxious teenagers visiting Rasht counseling centers in the age group of 14 to 18 years; based on the screening program (interview and implementation of the DASS-21 test), 48 people were selected and randomly replaced in the experimental and control groups. The experimental group received the indigenous program of attachment-based intervention developed by Diamond, Diamond, & Levy (2014). Analysis of variance with repeated measurements was used to analyze the data. Results: The results showed that the intervention used caused a significant difference in the improvement of the relationship between the test group and the control group, which indicates the effect of the intervention and the family therapy program developed based on attachment, in improving the communication context between depressed and anxious teenagers and their parents, and the effect of this The intervention did not return in the follow-up phase and remained stable. Conclusion: Considering that the developed treatment provides useful solutions for the quality of the attachment relationship and improving the communication between teenagers and their parents, this program can be considered an effective treatment method.

Background: In different crises without any exception, especially sudden emergencies, the role of human effective components (HECs), native human effective components (NHECs) (belonging to a specific space and location), and especially core native human effective components (CNHECs); and among CNHECs, level of management skills, ignorance, and manager’s mind bandwidth are of vital importance in crisis management. These three specified CNHECs can affect crisis management and managers as well as the level of latency in planning, strategy, and management, and as such through a complexity of reactions (i.e. A. affective, B. behavioral, and C. cognitive reactions) to increase resiliency and decrease distress in metropolitan urban areas. The time limitation is also an important issue to be considered. Materials and Methods: The type of review method has been integrative review. For a better review process, 200 articles during an approximately 50-year time (1972-2021) period during 3 years of the review process were studied and for the selection method, the well-known scientific databases and universities, the search terms, and inclusion/exclusion criteria were selected, analyzed, and summarized through a review protocol. Results: We aim to shed light on HECs preparation of NHECs and CNHECs in disaster management which will generate a good understanding to increase the resiliency and decrease the distress in crisis managers in times of sudden emergencies in metropoles as a sustainable development framework for the future. Conclusion: By creating the proposed taxonomy and classification of CNHECs in crisis management (managers), at first a better understanding will be obtained which in times of sudden crisis can increase resiliency and decrease distress generating a sustainable development framework.

Cyber transgressions (non-normative behaviors, attitudes and conditions) are growing, hence we employed a three-study exploratory sequential mixed method designed to make a taxonomy of Instagram cybercultural transgressions, and cyber social control means; to examine the effects of low self-control, depression, negative interpersonal relationships, computer/ Internet self-efficacy, netiquette, and normative beliefs, and also sociodemographic factors, and media use habits on cybercultural transgressions; and to explore the effectiveness of jurisdiction, non-anonymity, filtering, and forced user migration to domestic social media platforms as cyber social control means. The quantitative findings from 989 participants showed that nondepressed, older, married, middle-income, university educated, non-student users (especially women) with high self-control, more positive interpersonal relationships, moderate levels of computer/ Internet self-efficacy, normative beliefs, and with more years of Internet use experience, and less daily Internet use, who are knowledgeable about netiquette, are parents, have a job (also retired individuals and housewives), do not use VPNs, psychotropic medications, and alcoholic beverages and/ or recreational drugs, do not have previous experience of online victimization, do not associate with online transgressors, and do not feel being in minority, are less likely than others to commit online transgressive behaviors, or consume transgressive content. The importance of jurisdiction and non-anonymity as social control means, and the failure of filtering and forced user migration to Iranian social media platforms are discussed. These findings can be useful in devising new non-coercive policies and initiatives to socially control cybercultural transgressions.

Background: Communication skills, communication patterns, and maladaptive schemas are all key predictors of divorce, and each has been examined separately in numerous studies. However, no research has been conducted to investigate the combined effect of these three factors on divorce applicant couples and non-divorced couples. Aims: The purpose of this study was to predict divorce based on early maladaptive schemas, communication skills, and communication patterns in non-divorced and divorce applicant couples who went to pre-divorce counseling centers. Methods: The descriptive method was used to conduct the research (causal-comparative). The statistical population of the study included 400 divorce applicants from Tehran's District 4 in Iran. During the first half of 2021, family courts referred these samples to pre-divorce counseling centers. In addition, 400 non-divorced couples were selected as the control group. The study instruments included the Young Schema Questionnaire (FS-QS), the Queen Dam Communication Skills (CSTR), and the Communication Patterns (CPQ), which were developed in 1998 , 2004, and 1991, respectively. The responses of the study samples to these questionnaires were analyzed using MANOVA and Logistic Regression tests . Results: The results of regression analysis showed that 53 to 70% of the variance of divorce is explained by initial maladaptive schemas, 45 to 61% by communication skills and 17 to 22% of divorce by communication patterns. Divorce-seeking couples' communication skills are weaker than normal couples, and communication patterns of withdrawal-expectation and mutual avoidance in divorce-seeking couples are higher than normal couples. The schemes of divorced couples were lower than normal couples in only the first two incompatible schemes of distrust and inadequate self-control, and the average of the other 13 schemes is higher. Conclusion: According to the findings, consultation, the development of communication skills and patterns, and schema therapy may all aid in the reduction of divorce cases.

The aim of this study was to evaluate the effectiveness of psychological capital training on organizational socialization and job burnout of Khorramabad education staff. The research method was quasi-experimental and its design was pre-test-post-test and follow-up with a control group. The statistical population of the study was all education staff in Khorramabad, whose number at the time of the study was about 1534. The statistical sample of the study was 30 people (due to the semi-experimental nature of the study) was selected by purposive sampling and randomly assigned to the experimental and control groups. Data collection tools included Taormina (1994) Organizational Socialization Questionnaire and Maslash et al. (1996). Data analysis was performed by analysis of covariance. The results of analysis of covariance showed that the adjusted means of socialization scores and burnout in the experimental and control groups were significantly different. Sociability (4.391) F = and (0.04) P =; Burnout: F = (29.339) and P = (0.001) which was significant at the level of 0.05. The use of psychological capital training will increase organizational socialization and reduce employee burnout; therefore, psychological capital training can be used to strengthen the organizational sociability behavior of education staff and reduce their burnout.

Background: Financial literacy, which means having knowledge, attitudes, and behaviors related to this area, is of double importance for young people, especially students who are moving from dependence to independence, and their financial mistakes will have continuous consequences in their future. Despite the importance of measuring and evaluating financial behaviors, there is a research gap in the field of investigating this issue in the studied society. Aims: The purpose of this research was to measure the level of financial literacy of student-teachers at the Farhangian University of Gilan and to analyze the relationship between several psychological and demographic variables with it. Methods: The present research was descriptive and surveys study. The statistical population of the research consists of 613 students of Farhangian University of Gilan province, of which 242 were selected by simple random sampling. Two questionnaires by Moinuddin (2011) and Patrich et al. (2016) were used to collect the data. Results: The findings showed that the average score of student-teachers in financial knowledge is 4.50 (out of 24), financial attitude is 60.29 (out of 75) and financial behavior is 62.45 (out of 100). Also, the examination of the relationship between psychological and demographic variables with the dimensions of financial literacy showed that, except for a few variables, the status of students' financial literacy is similar in most of the variables, and different groups of students have the same financial literacy. Conclusion: These findings show that the financial literacy of students is at a very low level in terms of knowledge, but the status of students' financial literacy is good in two dimensions, attitude, and behavior. Different groups also have a similar level of financial literacy.

Introduction: Due to the need for autonomy (self-control and self-management), desire to learn, and performance of medical students to learn English conversation, the present study aims to investigate the effect of conducting the flipped learning pattern on improving effective teaching strategies.Methods: The present study is a quasi-experimental pretest-posttest design with a control group. The statistical sample was selected in an accessible manner with a random replacement of 100 people (50 people in each group). To collect data, the Fisher, King, and Tague’s (2001) autonomy and self-directed questionnaire was first administered to control and experimental groups. Then the control group learned English conversation in the usual way and the experimental group under the flipped learning pattern. Finally, a post-test was performed in both groups.Results: The results of univariate analysis of covariance (ANCova), repeated measures test and comparison of self-directed learning readiness of the studied samples before and after the intervention showed a significant effect of this teaching method on improving students' self-direction and autonomy.Conclusion: The results indicated that the value and acceptability of the pattern besides traditional teaching methods have a great impact on students’ autonomy, desire to learn, and learning performance. Implementing similar research in different courses and on more examples is two suggestions for future research.

Background: Adolescence is one of the most sensitive periods of life, which plays a fundamental role in the success or failure of individuals in the future. In this regard, high - risk behaviors that are becoming more common in these ages are also needed, and hope for the future will be strengthened in juveniles too. Aims: The aim of this study was to develop and examine the efficacy of psycho - social empowerment education based on choice theory in high - risk behaviors and hopes of adolescent girls. Methods: In the form of a pretest-posttest- follow-up with control group quasi-experimental design, 30 students of adolscent girls from 2 region of education and teaching of Tehran were selected and were assigned randomly in two expreimental (15 subjects) and control (15 subjects) groups. Data collection tools include the risk questionnaire of Iranian teenagers (Zadehmohammadi et al., 2012) and the hope questionnaire (Schneider et al., 2016). The educational package of psychosocial empowerment based on choice theory, after development, was applied during eight-nighnteety minute’s sessions. Mixed analysis of varinace was used to analyze the data. Results: The results indicated that the education of psycho - social empowerment based on choice theory results in decreasing high-risk behaviors (F= 4.036; P= 0.001) of adolescent girls and has a positive effect on hope (F= 4.791; P= 0.001). Conclusion: training of psychosocial competencies based on choice theory can affect the level of high - risk and hopeful behavior in adolescent girls and is recommended alongside other treatments

Background: Scoring and analysis of Forced Choice(FC) scale has caused a great deal of controversy among researchers. Most of the discussions are related to the superficiality of the obtained results due to the ipsative nature of FC scale datas. Aims: The aim of this study was to use the Thurstonian Item Response (T-IRT) approach in scoring and examining the factor structure of FC scales. Methods: The statistical population of this study was students of Allameh Tabataba'i University of Tehran. The T-IRT model was used to score and analyze the data obtained from the Kolb Learning Styles Questionnaire (LSI), which is a Forced Choice approach. Results: The results of the T-IRT model in examining the factor structure of the LSI showed that the four-factor model fit well with the data and also, although the correlation structure between the factors in the orthogonal bipolar bifactor model was consistent with the proposed Kolb structure; but this model did not fit well with the data. The results of Multinomial logistic regression model in examining the relationship between learning styles of gender and field of study of students showed that the gender variable has no Share in predicting learning styles (CH:4.87, P>0.05); but the model related to the field of study was significant (CH:305.26, P

This study provides a framework for identifying, designing, and validating a flipped learning pattern to enhance problem- based teaching approach in higher education instructors in teaching the English language. Also, this endeavors to offer a general blueprint for designing a pedagogical pattern as an improvement strategy in teaching and learning English. The present study is an applied and mixed-method research. In the qualitative phase, a systematic review of 137 written and electronic documents was performed to identify the components of the pattern. Besides, in-depth interviews with 32 available and purposeful experts were done to collect data. As a methodology, researchers used inductive qualitative content analysis. To confirm the obtained components, CVR and CVI were performed in quantitative part with 25 available experts. The final influential elements in pattern formation were determined and approved in 6 main components (selected code), 18 sub-components (pivot code), and 94 properties (open code). Based on the results of CVR = 0.9, CVI = 1, and the reliability of the questionnaire r = 0.83, all 118 components were confirmed. The activities before, during, and after the class were separately approved along with the independent activities of the teacher and learner. The results indicated the acceptability of the pattern indicators. It showed that choosing the correct and principled teaching method with conscious design can solve English teaching-learning problems according to the experts’ perspectives. Besides, it not only helps English instructors and learners how to plan but also encourages them to use it in various fields.

Introduction: Anxiety disorders are the most common problems among children, with several adverse consequences. Aim: The present study aimed to develop and validate a psychomotor intervention program and to investigate its effectiveness on anxiety, working memory, and attention in anxious female students. Method: This study was performed in two stages. First, a psychomotor intervention program was developed, and for validation, its content validity was examined. Next, the quasi-experimental method with a control group, pretest-posttest follow-up design was used. The statistical population of the study included all female elementary school students in District 6 of Tehran, Iran, in 2021. A total of 40 students were purposefully selected and assigned to the experimental and control groups. The psychomotor intervention was performed in 10 sessions (60 minutes per session). The Overt Anxiety Questionnaire, Stroop Test, Wechsler Subtests, and Visual Memory Test were used to collect data. For statistical analysis, repeated measures analysis of variance was performed in SPSS-22. Results: The results showed that the intervention program had adequate content validity and could significantly reduce anxiety (F=224.28, P0.001) and attention (F=9.67, P

Introduction: Considering the problems of traditional teaching methods in promoting the professions of medical students and the urgent need of this group to update their knowledge, educational methods should be adopted that can enhance students' reasoning, judgment, and decision-making. Therefore, this study investigates the effect of the problem-solving teaching through flipped-learning pattern on the capability of their problem-solving styles. Methods: This quasi-experimental study is pre- and post-test. The statistical population was students of medical sciences at Mashhad University of Medical Sciences. It performed during 14 periods in two control and experimental groups at Aladdin English Center in Mashhad. Participants were 120 individuals available by random replacement. To collect data, a questionnaire taken from other studies was first administered to the two groups as a pre-test. Then, in the control group, the teaching method was in traditional, and in the experimental group, it was under the problem-solving teaching through flipped-learning pattern. The effect of this teaching method was investigated by comparing the post-test scores of the two groups. Data analysis was performed through descriptive statistics. Results: According to the findings, mean and standard deviation results were 5.05±15.62 obtained in the pretest of constructive problem-solving styles and 1.61±20.78 in non-constructive. Meanwhile, they were 5.86±17.16 in constructive and 2.44±21.86 in non-constructive in the post-test of the control group. The same cases in the experimental group were 2.95±12.66 in the pretest of constructive problem-solving styles and 0.91±19.76 in non-constructive, changing to 6.59±18.68 in the post-constructive and 2.81±22.4 for the non-constructive. Conclusion: Learning in this way is one of the basic needs of today's education at all levels. Considering the benefits such as enhancing analytical thinking, critical thinking, creativity, confidence in decision making, and problem-solving, it can be used as a complementary method alongside traditional teaching methods.

Identifying the factors contributing to quality of academic research in humanities and social sciencesAbstract, identifying the factors contributing to quality of academic research, especially in humanities and social sciences, deserves special attention. Given differences in research quality criteria in different fields, the present study adopted the methods of systematic literature review and thematic analysis to identify the dominant values and themes relevant to research quality in humanities and social sciences. Within the systematic literature review, all the related researchers were retrieved from international and national databases and then filtered. The criteria and themes influencing research quality were extracted from a select number of related researches. The extracted criteria were coded in three stages. This yielded three categories, namely inclusive themes, organizing themes, and basic themes. The themes were validated through consultation with the experts in humanities and social sciences. According to the results, inclusive themes included the research infrastructure, organizational climate, accurate scientific plan, scientific desirability, research productivity, scientific influence and authority, innovative visualization. The results are expected to help researchers conduct quality research. Moreover, the findings can help enhance academic research management systems in their accurate evaluation of researches, particularly in humanities and social sciences.Keywords: academic research quality, humanities and social sciences, systematic literature review, thematic analysis

The purpose of this study is to design and validate an educational model in a computer game environment for high-performance autistic students. the sequential exploratory mixed method was used. In this way, to investigate the current situation and identify the elements and components of the proposed model, the qualitative research method and the inductive content analysis method were used, and the descriptive survey method was used to validate the model internally. The statistical population for designing the educational model included all related articles, books and dissertations from 1994 to 2020. The statistical sample for determining the components of the model included 54 articles, 22 books and 7 dissertations that were purposefully selected and analyzed. The statistical population for model validation included experts in the field of educational technology, psychology and education of exceptional children and educational psychology. 21 specialists were selected as a sample. The data collection tool was a researcher-made questionnaire with 9 questions that was designed and developed on the Likert scale. The content validity of the questionnaire was confirmed by calculating two content validity ratio (CVR) and content validity index (CVI) and its validity with Cronbach's alpha / 92. Was. According to the inductive content analysis, 7 main components were obtained. Also, 25 subcomponents were extracted for the main components. First, a conceptual model was designed and then a process model was presented. Findings of internal validity from the point of view of experts showed that conceptual and process patterns have a high internal validity.The purpose of this study is to design and validate an educational model in a computer game environment for high-performance autistic students. the sequential exploratory mixed method was used. In this way, to investigate the current situation and identify the elements and components of the proposed model, the qualitative research method and the inductive content analysis method were used, and the descriptive survey method was used to validate the model internally. The statistical population for designing the educational model included all related articles, books and dissertations from 1994 to 2020. The statistical sample for determining the components of the model included 54 articles, 22 books and 7 dissertations that were purposefully selected and analyzed. The statistical population for model validation included experts in the field of educational technology, psychology and education of exceptional children and educational psychology. 21 specialists were selected as a sample. The data collection tool was a researcher-made questionnaire with 9 questions that was designed and developed on the Likert scale. The content validity of the questionnaire was confirmed by calculating two content validity ratio (CVR) and content validity index (CVI) and its validity with Cronbach's alpha / 92. Was. According to the inductive content analysis, 7 main components were obtained. Also, 25 subcomponents were extracted for the main components. First, a conceptual model was designed and then a process model was presented. Findings of internal validity from the point of view of experts showed that conceptual and process patterns have a high internal validity.

The aim of this study was to design a questionnaire for learning disability (parent-child assessment) in preschool students. The Learning Disability Questionnaire consists of two parts: perception (visual and auditory). The content validity of the questionnaire was confirmed by psychology professors and then it was performed on a sample of 294 preschool students. The questions were analyzed by appropriate statistical methods and the validity and reliability of the questionnaire were determined. According to the calculations, the internal consistency coefficient in the auditory perception factor is 0.83, and the visual is 0.86. An independent t-test was used to evaluate the differential validity. The results showed that there was a significant difference between the scores of deficient and normal students. We used the learning disability test to assess concurrent validity. The results showed that there is a significant relationship between the two variables of the Learning Disability Questionnaire (Parent Assessment of Preschool Child) and the Special Learning Disability Test for Children. Depending on the obtained reliability and validity, this test can be used as a tool to assess and detect early learning disabilities of preschool students.

One factor of sustainable development in countries is enjoying high quality vocational and technical education. The purpose of this study was to investigate the challenges of technical and vocational education in Urmia city, Iran, from the teachers' point of view based on four dimensions of contextual, input, process and output factors. In this regard, the research was conducted by survey method and the research population consisted of teachers of technical and vocational schools of Urmia in the academic year of 2018-2019, for which 266 individuals were randomly selected as samples. The research tool consisted of an online researcher-made questionnaire whose validity was assessed by the opinions of five experts and its reliability was affirmed through Cronbach's alpha test. Frequency and the one-sample t-test were used for data analysis. According to the results of the research, technical and vocational education is challenging in four dimensions of contextual, input, process and output factors, and to meet the challenges, it is essential that all individuals and institutions involved act in harmony and play a role according to their responsibilities and authorities.

The aim of this study was to evaluate the effectiveness of the educational package of cognitive-metacognitive strategies and cognitive intervention in solving the mathematical verbal problem and cognitive functions in students with special math learning disabilities. The design of the present study was a pretest-posttest with a control group. The statistical population of the study consisted of all fourth grade elementary students with special learning disabilities in Bahmaei city, Iran in 2020. From this population, 16 people were selected as the research sample by purposive sampling. The training package was presented in the form of 9 sessions of 45 minutes. Content validation was used to validate the training package. The research instruments were a researcher-made questionnaire for solving mathematical verbal problem, Wechsler scale index version 5 and Key Math scale. Research hypotheses were tested by repeated measures analysis of variance. The results indicated that the educational package and cognitive intervention could significantly increase cognitive functions and mathematical verbal problem solving in students with special math learning disabilities (p < .01). Comparison of means of post-test and follow-up in the variables of mathematical verbal problem solving (MD = 0.31, p < .52,), planning (MD = 0.13, p = .99), concurrent processing (MD = 0.38, p

Background: Improving cognitive abilities is one of important goal for many educational systems. In this regard, successful intelligence theory has a variety of educational implications. Past researches has shown the effectiveness of training the components of successful intelligence in various variables, but in relation to the effectiveness of successful intelligence components training on increasing cognitive abilities, there is a research gap. Aims: The aim of this study was to investigate the effectiveness of successful intelligence components training on increasing fluid reasoning and verbal comprehension of seventh grade students. Methods: The present study is applied and semi-experimental in terms of outline research. The statistical population consisted of all seventh grade students in Holeilan city in the academic year of 2019-20. The study sample included 30 students who were selected by available sampling and, then, were assigned into two experiment and control groups (each group of 15) through random assignment method. After the pre-test, students of experimental group received 30 training sessions of the components of successful intelligence (researcher-made) and then, post-test data were collected. The Wechsler scale for children (WISC-5, 2014) was used to collect data. Descriptive (frequency, mean and standard deviation) and inferential (multivariate analysis of covariance) testes were used to analyze the data using SPSS software version 24. Results: There was a significant difference between the experimental and control groups in terms of fluid reasoning and verbal comprehension (p< 0/01). Conclusion: Training in the components of successful intelligence can increase the scores of fluid reasoning and verbal comprehension. Thus, successful intelligence components training program can be used as an effective training method to increase fluid reasoning and verbal comprehension

Social media have provided brand-new capacities for affecting users, and leading them toward social action. The aim of the current research was to develop a model of factors affecting opinion leadership of social media users in creating social action. To this end, a correlational design was adopted to describe the relationship between predictor varibels of leader’s reputation and attractiveness, expertise, normativity, social status, similarity to users, official media, message characteristics, the users’ influenceability, and criterion variable of dissemination of calls for social action, and simultaneous social action on Instagram social media. A researcher-developed questionnaire which its validity and reliability were confirmed, was filled out by 393 participants. Cronbach’s Alpha for all sub-scales, except for one, was greater than .70. The current research findings showed that opinion leadership on social media did not directly affect the simultaneous social action of users, rather, its influence was mediated by opinion leader’s “reputation and attractiveness”, “users’ influenceability”, and “dissemination of calls for social action”. Also, “message characteristics” had the greatest effect on the opinion leadership. The findings can be employed by educational and scientific centers, and institutions responsible for contect production and dissemination, to create simultaneous social action through opinion leadership.

Purpose: This paper aims to investigate the effect of puzzling computer games on the creativity of elementary school students. Method: In this research, a quasi-experimental design was a pre-test and post-test design with a control group, the statistical population was all elementary school boys in Islamshahr, one of these schools was selected. The sample consisted of 30 students from the 4th to 6th grade who were selected by a simple random sampling method and by randomized replacement was performed in the control and experimental group. The research tool was included five puzzle games selected from between more than 200 puzzle games. Also, the data collection tool was a visual test of Form B for Torrance's creativity, which included four subscales: fluidity, flexibility, originality, and expansion. The method of data collection was a survey and data analysis was done by independent t-test. Results: Data analysis showed that computer games had a positive effect on creativity and its dimensions, and the research hypotheses were confirmed at a significant level of 0.001. Conclusion: The results showed that computer game puzzles that have some specific features, such as problem-solving, focus on searching and discovering, and having a variety of solutions, can be effective in fostering creativity.

The aim of this study was to identify the dimensions and components of administrators decision making in educational organization. This research method was a mixed exploratory research. The statistical population in the qualitative section included all school principals in Tehran and expert principals of educational system and the sampling method was purposeful and theoretical. In quantitative part, the statistical population was all school principals in Tehran, which according to Cochran's formula, the number of sample members was 249. Data collection tool in the qualitative part of the interview was semi-structured and retesting and reliability between the two coders were used to check the validity and reliability of the interviews and coding, and they are approved as 0.75 and 0.77 respectively. The collection tool in the quantitative part was a researcher-made questionnaire that its validity was checked and confirmed by content validity method and confirmatory factor analysis. The reliability of the instrument was evaluated and confirmed using Cronbach's alpha method, and it was approved as 0.625. Grounded theory approach was used to analyze the data in the qualitative part. One-sample t-test, Pearson correlation coefficient and confirmatory factor analysis were used to analyze the quantitative part. The findings showed: 1- Dimensions of decision making were classified into eight categories: knowledge, experience and expertise, ethical, psychological, social, human, technical and economic. 2- There was a significant correlation between the dimensions and components. 3- Knowledge dimension and psychological dimension had the highest and lowest mean, respectively.

The purpose of this study is to "evaluate the performance of third year high school students in the dimensions of religious (Belief training, worship) and moral education based on the indicators of the Development Document" (1398). Its research method in terms of purpose, "research and development"(R@D); In terms of data collection, it is descriptive-cross-sectional and pre-implementation evaluation. n1)=902 (self-assessment) people and n2=901 = (peer-survey) people and N= 1,110,016 people and the sampling method is a multi-stage cluster and both instruments have all types of validity and reliability at the rate of α=0.964. The process of doing work begins with determining the dimensions, components and indicators of religious (Belief training, worship) and moral education from the perspective of education experts and then the status of religious (Belief training, worship) and moral education of students from their own perspective and that of peers and administrators. And the amount of quantitative and qualitative data agreement in the alignment scheme was obtained. Students from all three types of education in all four areas of cognition, orientation, will and practice got Scores in the range0 to 20 of Belief training (16-16,8±3,5), worship education (16,6-170±2,5) and moral education (15,7-16±2,4). There was no significant difference between religious and moral education of girls and boys. Compared to 95% confidence, the schools of the provinces of South Khorasan, Bushehr and Mazandaran, Hamedan and Tehran, respectively, have higher religious and moral education, and schools deprived of religious and moral education are mostly more deprived.

Aim and Background: Interacting parents with their children can affect many psychological factors such as children's emotional regulation. The purpose of this study was to investigate the effect of parent-child interaction therapy on emotional regulation of fifth grade elementary girls with anxiety. Methods and Materials: The present study was a semi-experimental design with pre-test-post-test design and follow-up with the control group. The statistical population of this study was all girls studying in the fifth grade of elementary school in the year 2017-2018 in Sirjan city. Thirty subjects were selected as a sample and randomly assigned to two groups of intervention (n=15) and control (n=15). Birmaher anxiety disorder questionnaire (1999) Shields and Sichati Excitement Scale (1997) were used. The parent-child-based treatment scheme used in this research was a conception derived from various studies in this field in 14 sessions of 60 minutes. Data were analyzed by variance analysis with repeated measures and dependent t at significance level of .05. Findings: The results indicated a meaningful effect of a parent-child interaction-based treatment course on emotion regulation of female students (P

The aim of this study was to identify the components and framework of the educational model for the use of technology in philosophy program for children for gifted students and its internal validation. The research method was heuristic. In order to obtain the educational design model, inductive content analysis was used in the qualitative part of the research, and in the quantitative part, survey method was used to validate the model internally through a questionnaire by experts. The sample population of the study in the qualitative part were related specialists in the fields of educational technology, special education and philosophy of education, written and electronic documents and resources, and in the quantitative part were the specialists of the mentioned fields. The samples were purposefully selected in both groups, and in the qualitative part 31 specialists and experts were selected for the interview and in the quantitative part 36 specialists from different universities and institutes of the country. Data were collected in the qualitative part using semi-structured interviews and content analysis of documents and in the quantitative part using a questionnaire made by the researcher. After conducting content analysis, 7 main categories were obtained. Also, 39 sub-components were extracted for the main categories. After extracting the codes, the components and sub-components were presented in the form of a model. The results of internal validation based on the opinion of experts have shown that the presented educational model has a good internal validity and has the necessary effectiveness to educate talented students.

Abstract Background This study aims to design and validate ten projective images of Young’s Early Maladaptive Schema (EMS) domains. For this purpose, two questions are to be addressed. (1) How is the factorial structure of the projective images of EMS domains? (2) Do the images designed in the domains of disconnection and rejection, impaired autonomy and performance, impaired limits, other-directedness, and over-vigilance and inhibition have sufficient validity? Methods This is an applied mixed-methods exploratory study, in which the statistical population consisted of psychologists from Tehran Province in the qualitative section (n = 8) as well as other individuals aged between 18 and 65 years (mean age = 33) from Qazvin in the quantitative section (n = 102) in 2018. The research questions were analyzed through principal axis factoring with a varimax rotation, confirmatory factor analysis, Pearson correlation coefficient, and Cronbach’s alpha. Results According to the results, ten images and five domains of Young’s EMSs contribute to a simple structure. Accounting for 70.35% of the total variance of EMSs, the five dimensions include disconnection and rejection, impaired autonomy and performance, impaired limits, other-directedness, and over-vigilance and inhibition. Conclusions The results indicated that the designed projective images yielded acceptable construct validity.

Background: Numerous studies have examined the effect of group education on reciprocal behavior analysis and acceptance and commitment to self-criticism, but research that has developed a group educational therapy program based on interactional behavior analysis and acceptance and commitment method and its effectiveness on girls' self-criticism components has failed. Emotional pay has been neglected. Aims: The purpose of this study was to develop a group educational therapy program based on the analysis of reciprocal behavior and acceptance and commitment and its effectiveness on self-critical components of girls with emotional failure. Method: The present study was applied in terms of purpose and combined in terms of method (qualitative and quantitative), the qualitative part was the development of a treatment program and the quantitative part was semi-experimental. The study population consisted of all students with emotional breakdown in Islamic Azad University of Tehran during the years 2019-2020. 30 people were available selected as a sample and randomly assigned to two experimental and control groups (15 people). The instruments of the present study were: Thompson and Zarov Self-Critical Questionnaire (2004) and Summary of Mutual Behavior Analysis Sessions and Acceptance and Commitment Methods (a combination of Bern Behavioral Training Meetings, 1950 and Admission and Commitment Therapy Sessions by Hayes et al., 2012). ). Data analysis was performed by multivariate analysis of covariance. Results: The developed group treatment program had a significant effect on the analysis of mutual relations and acceptance and commitment to girls' self-criticism with emotional failure (p< 0/01). Conclusions: Girls who participated in group therapy therapy sessions based on interactional behavior and acceptance and commitment methods were less self-critical.

Aim and Background: Love is one of the most amazing emotions a person can experience and emotional failure is one of the most painful problems that can happen to anyone during a romantic relationship. The purpose of this study was to determine the effectiveness of hypnotherapy on positive and negative affect and self-efficacy of women with a history of emotional failure. Methods and Materials: The present study is of quasi-experimental with design pre-test, post-test and follow up with the control group. The statistical population included all women referring to counseling centers in Amol city with a history of emotional failure in 2017. 30 subjects were selected by available sampling method and randomly assigned to intervention and control groups. In order to conduct the research, Ross's emotional injury (1999), Panas Positive and Negative Affect Scale (PANAS) (1988) and self-efficacy questionnairs (Shaurzerz and Grosselm, 1995) were used. The experimental group received hypnotherapy for 8 sessions of 2 hours weekly. The research findings were analyzed using repeated measures analysis of variance and Bonferroni post hoc in SPSS software. Findings: The results of repeated ANOVA test showed that 8 sessions of hypnotherapy training significantly increased the positive affect (p

Introduction: Cancer is one of the most important diseases of the current century and the third leading cause of death after cardiovascular disease and accidents, and affects the psychological well-being of cancer patients. The aim of this study was to determine the effect of individual, family and social factors on the psychological well-being of patients with breast cancer in order to develop a structural model. Methods: The present study was descriptive in the form of structural equation modeling. Its statistical population consisted of all women with breast cancer being treated in medical centers and specialized hospitals for cancer in Tehran in the first quarter of 2019 (1350 people). The statistical sample was determined based on the research plan of 300 people and using multi-stage clustering method, clustering of medical centers based on geographical areas and then selection of a cluster was performed randomly. Data were collected using Reef's psychological well-being questionnaires, Baer et al.'s mindfulness, five neo-personality factors, Connor and Davidson's resilience, Ritchie and Fitzpatrick's family communication patterns, and Zymet's social support. Finally, the data were analyzed using multivariate linear regression test in the text of structural equation modeling and by AMOS software version 21. Results: The results of model analysis indicated that among the individual factors, the openness to experience, positively and neurosis has a negative effect on psychological well-being (P

Children with diabetes experience debilitating conditions that threaten the mental health of a child with diabetes. Therefore, the purpose of this study was to investigate the effectiveness of interactive education based on new media on the psychological well-being of diabetic children. This study was a quasi-experimental method of pretest-posttest with a control group. The statistical population of this study included all children with diabetes referred to Gabrik Medical Center and Diabetes Clinics in Tehran in 2009-2010. A sample of this population consisted of 44 people (24 in the experimental group and 19 in the control group) with Using the sampling method, they were selected voluntarily and placed in the experimental and control groups. The educational model was performed for the children of the experimental group for 6 sessions after the pre-test. The control group did not receive any special psychological training. The collected data were analyzed using analysis of covariance. The results showed that the model of interactive education based on new media has a significant effect on the psychological well-being of diabetic children (p

Background: Numerous studies have examined the effectiveness of storytelling based on daily executive actions and the study of cognitive emotion regulation. However, research that has examined the effectiveness of storytelling based on daily executive actions on improving cognitive emotional regulation in children with attention deficit / hyperactivity disorder has been neglected. Aims: To determine the effectiveness of storytelling therapy based on daily executive actions on improving cognitive emotion regulation in children with attention deficit / hyperactivity disorder. Method: The research was semi-experimental with pre-test-post-test design and control group. The statistical population included 11-9 year old children with Attention Deficit / Hyperactivity Disorder with the support of Hazrat Ali Asghar (AS) Day Clinic in Rey in 2018. Were appointed. Research data collection tools include: Conners-Children's Parental Behavioral Problem Scale (Gwyneth, Connors and Allerich, 1973), Structured Clinical Interview (Researcher Made, 2018), Children's Cognitive-Form of Cognitive Formulation Questionnaire (Garnefsky et al. (2007) and Interventions of Moradian et al.'s story therapy intervention (2014). Data were analyzed using Levine test and analysis of covariance. Results: Storytelling based on daily executive actions on improving cognitive emotion regulation in children with attention deficit disorder / Hyperactivity had a significant effect (p< 0/01). Hbrdhay less maladaptive and adaptive cognitive emotion regulation strategies gained more. Conclusions: Children with ADHD who participated in story therapy sessions had fewer maladaptive strategies and more adaptive emotional cognitive regulatory strategies.

Aim and Background: Eating disorders are a category of mental / psychiatric disorders that cause many problems in physical health and mental functioning. The aim of the present study was to investigate the effectiveness of acceptance and commitment therapy on the Bulimia nervosa of overweight women. Methods and Materials: The present study is a Semi-experimental with pre-test and post-test design with control group. In this study, 40 overweight women with BMI greater than 30 in area 1 of Tehran were selected by available sampling method and were randomly divided into experimental and control groups. Subjects responded to the Garner et al (1982) Eating Questionnaire in two stages of pre-test and post-test. The experimental group received 8 sessions of 60 min of acceptance and commitment-based therapy in the group, while the control group received no treatment. Data were analyzed using descriptive statistics, univariate and multivariate analysis of covariance and SPSS software version 25. Findings: Comparison of experimental groups with control group showed that Bulimia nervosa and its sub-scales (diet, overeating and mental health with food and oral restraint) were significantly reduced in experimental group compared to control group and the efficacy of acceptance and commitment-based treatment on Bulimia nervosa was confirmed at post-test (p

Background: Numerous studies have studied the importance of basic psychological needs in students and have investigated the role of basic psychological needs in creating hope, efficiency, resilience and optimism, academic performance, burnout and academic inefficiency. But there is a research gap on the relationship between self-supportive environment and academic well-being with the mediating role of basic psychological needs. Aims: The relationship between self-adherence supportive environment and academic well-being with the mediating role of basic psychological needs. Method: The research was correlated with structural equation modeling. The statistical population consisted of all male high school students in Qaenat city in the academic year of 2018-2019. Research tools include the. Research tools include the Self Assessment of Self Assessment Questionnaire of Assor et al (2002), the Tominin-Sweeney et al (2012) academic well-being scale, and the Lagardia et al(2000). Data were analyzed using Pearson correlation, regression, factor analysis, and structural equations. Results: Self-supporting environment has a direct and significant effect on basic psychological needs and academic well-being and basic psychological needs also has a direct and significant effect on academic well-being (P

Background: Studies have shown that there is a gap between theory and practice in the use of learning analytics in educational settings. Some researchers attribute this gap to not taking learning theories into consideration in the use of learning analytics in educational contexts. This study was conducted to address the role of learning theory in applying learning analytics in educational contexts. Methods: This is a qualitative study and the study design is content analysis. Thematic analysis was used as the research method. Data for this study was collected through an interview with 14 experts in the fields of learning analytics and learning theory who were selected purposefully. Theoretical saturation method was used to determine the sample size. Content analysis techniques were used to analyze data and content validity index (CVI) and Cohen’s kappa coefficient were performed to measure the validity and reliability of the findings. Results: Data analysis was performed to identify three main roles for learning theory in learning analytics including underpinning role, guiding role, and sense-making role. Conclusion: The results suggest that first, learning theory should underlie learning analytics (where to begin). Second, application of learning analytics in educational settings should be guided by learning theory (what and how to do), and third, learning analytics’ reports should be interpreted based on the learning theory implications for education (answer to question why).

Background: The main feature in the diagnosis of autism spectrum disorder is the existence of challenging patterns, tendencies, or behaviors. Challenging behaviors are behaviors that endanger or distance the child from social relationships. The question now is, does a painting therapy based mindfulness help with challenging behaviors in children with high function Autism? Aims: The purpose of this study was to evaluating the effectiveness of painting therapy program based mindfulness on challenging behaviors of high-functioning autism children Method: The research method was experimental with pretest-posttest design with control group. The statistical population of this research is all studets with high function autism the exceptional schools of Ardebil city in the academic year of 2018-2019, among which 30 students with high function autism were selected through available sampling method and was replaced randomly assigned to the experimental group (n= 15) and control group (n= 15). Participants in the experimental group received 10 sessions of painting therapy based mindfulness. Challenging Behavior Scale Bourke-Taylor, Howie & Law (2010), was used to collect data. Data were analyzed using statistical analysis of covariance. Results: The results showed that the research hypothesis of the effectiveness of a painting therapy based mindfulness program on the challenging behaviors of children with high function autism was confirmed and the children with high function autism in the experimental group compared to students with high function autism in the control group had significantly less challenging behaviors in post-test (p

AbstractThis study was conducted to evaluate the effectiveness of time perspective training on cohesive self-knowledge and stress management in Gypsy students in Tehran. The research method was semi-experimental pre-test-post-test with control and follow-up group. The statistical population of the study included 59 Gypsy students in Tehran who were studying in the sixth grade of elementary school in the academic year of 2019-2020. Thirty-two of these students were selected by targeted sampling and randomly divided into two groups (16 experiments and 16 controls). For this purpose, first the self-cognitive coherence questionnaires of Ghorbani et al (2008) and stress management of Wang et al (2007) were distributed among the mentioned students, then 32 people who had the lowest score were selected as the sample. The experimental group was exposed to the time perspective program for 10 meeting of 75 minute sessions. the control group received no training. In order to evaluate the stability measurement, the follow-up test group was followed up 2 months after the post-test run. . The results showed that the training of the time perspective training package had an effect on the self-awareness of the students of Gypsy in the post-test and follow-up stages (p < 0.001). Teaching time-saving eye training packages affected the stress management Gypsy students in the post-test and follow-up stages (p < 0.001). Based on the results of this study, it can be concluded that Gypsy students in Tehran have problems in the field of cohesive self-knowledge and stress management, in which time perspective training can be effective.

The purpose of this study was to identify and prioritize the factors affecting the empowerment of technical and vocational school managers in Kerman province in 2015-2016. This research was a mixed method. The statistical population in the qualitative section was informed persons in the field of empowerment of technical and vocational conservatory managers who were selected by purposive sampling and chained 20 individuals. In the quantitative section, the statistical population consisted of all managers of technical and vocational schools of Kerman province, who were selected by using sample size determination formula (Sarai, 2014). The data collection tool was qualitative, semi-structured interviews and focus group discussions, and in the quantitative part, a researcher-made questionnaire. The validity of this questionnaire was confirmed by expert opinion and its reliability was calculated. Cronbach's alpha coefficient for the 5 components ranged from 0.83 to 0.91. In qualitative part, using open and axial coding, 5 main components and 17 sub components of manager empowerment were identified and in quantitative part of research, Friedman rank test was performed to prioritize managers' empowerment components and respectively Executive, organizational, professional, communication and personal skills ranks first to fifth. Given the identified skills and their order of importance, it is recommended that these skills be given priority and importance in executive and training plans to empower managers at different levels.

Nowadays, many housewives are using smart phones messging.The purpose of this paper mobile messging effects on personality traits of housewives. Method:The study was all housewives in Tehran,that numer is 3039863 and volume of example according to Morgan table ,is 384 selected housewives which expleations how women were housewive users statistical society included all house wives in Tehran using multi-stage stratified sampling of 22 districts of Tehran . The technique to gather information of survey.Tofind the answer , The hypothesis proposed based Researcher-made qustionnair to investigate aspects of behavior disordes and tool with 18 questions and scl90 scale. The groups were compard based on independent t-test . the most important The effect of mobile messaging on personality traits of housewives. findings:In the end, there was significant relationship between two groups interm of physical complaints ,obsession,coercion, sentivity in interpersonal relationships , Axiety paranoid thouts , psychosis , aggression ,Depression(P0/05) . According to the results it is suggested the arrangement for managing this tool communication is previded among house wives users.Because according to thir positions in the management of formily in case of damage ,these people will affect the family.

This study aims to test the proposed model of the relationship of some cognitive and motivational variables. The research method was correlational and structural equation modeling. The statistical population consisted of all female highschool students in Bandar Abbas in the academic year of 2018-2019 (1633 students) and the sampling method was multi-stage. The sample size was 600 people. Data collection tools were Hosseinchari and Dehghanizadeh Academic Well-being Questionnaire, and Human-Vogel & Rabe Academic Commitment Scale, and high school final exam score. Spearman correlation test and factor analysis were used for analysis. Results indicated significant relationship between academic commitment and academic achievement (r = 0.097, P≤0.05), academic achievement and investment dimension (R = 0.129, P≤ 0.01), and academic satisfaction and academic achievement dimension(R = 0.098, P≤0.05) and academic commitment with academic achievement level(R = 0.147, P≤0.01). There was also a significant relationship between dimension of commitment replacement and academic achievement (r = 0.132, P≤0.01). The analysis of standard and non-standard coefficients showed that except for the relationship between the dimensions of commitment and the overall score of commitment that was expected, other paths were not significant. Despite the results above, the model fit indices were good and indicated the moderate model fitness.

This study has been conducted with the aim of designing, constructing, and standardizing a life satisfaction scale from the viewpoint of Islam; thus, the main components of life satisfaction were extracted from Islamic sources by an analytical-descriptive method and then 62 statements were provided by the data and experts' ideas. Some of those statements were omitted after its primary performance in a 30-people sample and finally, a factor analysis of a 48-statement scale called LS (Life Satisfaction) was carried out in a 255-people sample and three factors were obtained. These factors, with a total alpha of 0.92, are, respectively, as follows: satisfactory benevolence (Cronbach's alpha: 0.90), satisfactory performance (Cronbach's alpha: 0.84), and satisfactory realism (Cronbach's alpha: 0.77). According to the results, these three factors can be considered as the three sides of a triangle that the triangle of life satisfaction is based on the principle of satisfaction realism