Institute of Educational

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The problems in identifying effective strategies to improve the mental health and emotional well-being of hearing-impaired children and the emotional and psychological problems that most of these children face in their daily lives make clear the need for research and increased attention to this area. Therefore, the purpose of this research was to investigate the effectiveness of play therapy based on Axline's approach on the mental health and emotional well-being of primary hearing impaired children based on the ABC method. The current research was a semi-experimental design of single case type with baseline, intervention and follow-up design. Using available sampling method, 3 hearing impaired primary school children were selected from Pajhwok Family and Hearing Impaired Child Rehabilitation Center in Tehran. The measurement tools in this research were the children's mental health questionnaire by Jelink et al., the mental well-being questionnaire by Diener et al., and the record sheet. First, the questionnaires were administered 3 times with an interval of 3 days as a baseline. It was found that there is a relative stability in the grades. Then the intervention was implemented in 8 sessions. After each session, the participants were evaluated once and 2 weeks later, the same questionnaire was administered 3 times with a time interval of 2 days as a follow-up phase. The data were analyzed using Excel and SPSS 26 software and by intra-site and inter-site analysis. The results indicated that mental health and emotional well-being increased in each of the subjects after the intervention. 8 intervention sessions have been held, after which the frequency of variables was recorded in the session. According to the graphs, the increasing trend of the variables can be seen, and in the final part of the graph, 3 follow-up sessions, which are considered two weeks after the last intervention, still show the approximate stability trend of the variables.
 

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Aim and Background: The aim of the current research was to investigate the effectiveness of Quist's parenting toolkit on intimacy in the family, parents' interactive skills, social problem solving, and discipline of 8-12-year-old moladaptive children.
Methods and Materials: The research method was a semi-experimental design with a pre-test, post-test and follow-up period with a control groupThe research population included all mothers with maladjusted children aged 8 to 12 in the spring of 2012 in Isfahan city. The research sample was selected by available sampling method and 40 people were randomly assigned to two experimental and control groups (20 people in each group). The research tools include 3 Connors behavioral problems grading scale (especially for parents) (1978), Alexis et al.'s Intimacy Questionnaire (1983), Pianta's Parent-Child Interaction Questionnaire (2014), Dzurila et al.'s Social Problem Solving Questionnaire (2002) and Children's Organizational Skills Scale , the parent form was Abikov and Gallacker (2009). Quist's parenting toolbox program (2012) was implemented on the experimental group during 12 90-minute sessions twice a week; But the control group did not receive any intervention.
Findings: The data were analyzed through the analysis of variance test with repeated measurements. The results showed that the parenting toolkit is effective on intimacy in the family, interactive skills of parents, social problem solving and discipline of 8-12 year old maladjusted children.
Conclusions: According to the findings of the research, It can be concluded that this intervention is effective in increasing intimacy in the family, parents' interactive skills, social problem solving, and discipline of 8-12-year-old maladjusted children.
 

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The purpose of this research was to study the role of learning skills and social problem solving in the social creativity.The participants of the research were 46 girls & 133 boys from elementary students who were selected by random cluster sampling. The research tools were learning skills scale (Ahmadi, 2016), social problem solving inventory (D’Zurilla&Nezu, 2002) and social creativity task (Mouchiroud& Lubart, 2002).The results showed a significant relationship between social creativity with observation (r= 0.14), hypothesizing( r = 0.35), interpretation (r=0.11) and communication (r=0.21). There was a correlation between social creativity and constructive problem solving (r=0.34) and non-constructive problem solving (r=-0.28). The regression results showed that hypothesizing predicted 26% and hypothesizing and communication skills together predicted 32% of the variance of social creativity. Constructive problem solving explained 35% and constructive problem solving and non-constructive problem solving together explained 38% of the variance of social creativity. Finally, the results showed 30% of the variance of social creativity explained through hypothesizing, communication and constructive problem solving.
 

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This study aimed to investigate the relationship between psychological cohesion and distress tolerance with a tendency to high-risk behaviors in high school students. The research method was applied in terms of purpose and terms of data collection, it was descriptive correlational research. The statistical population included all high school students in the city of Anar, which according to the statistics of the Pomegranate Education Department was 1400 people. The sampling method was available and the number of samples was 302 based on Krejcie and Morgan's table. After selecting two girls 'schools and two boys' secondary schools, the samples were taken with the cooperation of the school principal and teachers. Subjects answered the questionnaires about high-risk behavior, feeling of cohesion, and tolerance of anxiety. Testing the research hypotheses, inferential statistical methods including correlation coefficient and regression were used. Findings showed that there is an inverse relationship between psychological cohesion and anxiety tolerance with high-risk behaviors. In other words, by strengthening psychological cohesion and anxiety tolerance in students, the tendency to high-risk behaviors can be reduced.

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In recent decades, unethical behaviors such as cheating and academic dishonesty have become so common among students; that it can be considered a social phenomenon. The main purpose of this research was to identify the mediating role of moral motivation in the relationship between moral identity and the academic dishonesty of students. The method of this research was a descriptive survey of correlation type and from the point of view of practical purpose. This research's statistical population included all Yasouj University students in the academic year 2021-2022. According to the purpose of the research, 400 students from this community were selected by multi-stage cluster sampling. They answered the academic dishonesty questionnaires of McCabe & Trevino (1996), the moral identity of Aquino & Reed (2002), and moral motivation. Answered by Janoff Bulman & Carnes (2016). The analysis of research data has been done through the method of path analysis using IMOS software. The results of the research showed that the mediating role of moral motivation was significant in the relationship between moral identity and academic dishonesty. Also, moral identity has a significant negative relationship with academic dishonesty, moral motivation has a significant negative relationship with academic dishonesty, and moral identity has a significant positive relationship with moral motivation. The moral identity is related to students' academic dishonesty behaviors both directly and through moral motivation, therefore, to increase moral motivation and also reduce their academic dishonesty, paying attention to increasing students' moral identity can be useful and effective.
 

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The aim of the present study was to investigate the emotion regulation strategies of teachers based on the James Grass model of emotion regulation in the face of students' misbehavior. This research was conducted using a qualitative method and a phenomenological strategy was used. The study population of the current research was all the male teachers of the first secondary school in Kermanshah city in 1403-1404. The sampling of the research was non-random and purposeful based on heterogeneity in teaching. To achieve the goal of the research, an in-depth and semi-structured interview was conducted with the teachers.
. The results of the research showed that emotion regulation strategies, cognitive remarketing and situation modification are successful strategies with high job satisfaction that reduce negative emotions, and suppression, situation selection, and expansion of attention are unsuccessful strategies that increase negative emotions and job burnout and decrease Job satisfaction of teachers.

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Abstract
The aim of the present study was to investigate the relationship between school attachment and academic hardiness, considering the mediating role of cognitive flexibility and motivational structure of second-year high school students in the academic year 1400-1401. The method of the present study was descriptive-correlational in terms of purpose and applied in terms of nature, and survey in terms of method. The statistical population was 2000 second-year high school students in Tabriz, of which 300 were selected as samples based on the Morgan table using multi-stage cluster random sampling. To collect data, the Rezai Sharif School Attachment Questionnaire, Martin and Robbins' cognitive flexibility, Benishek et al.'s academic hardiness, and Cox and Klinger's motivational structure were used. The data were analyzed using Smart-Pls-3 and SPSS 23. The results showed that the path of school connection with academic hardiness (r=0.239, t=299.3), school connection with cognitive flexibility (r=0.309, t=684.5), school connection with motivational structure (r=0.279, t=5.009), cognitive flexibility with academic hardiness (r=0.229, t=965.2) and motivational structure with academic hardiness (r=0.282, t=133.5) was significant (P<0.05). Also, the results of the Sobel test showed that cognitive flexibility plays a mediating role in the relationship between school connection with academic hardiness (Z=2.608) and cognitive flexibility can mediate 22.9% of the relationship between school connection with academic hardiness. Also, motivational structure can play a mediating role in the relationship between school attachment and academic hardiness (Z=3.539) and motivational structure can mediate 24.8% of the relationship between school attachment and academic hardiness.
 

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The aim of the current research was to investigate the relationship between social/emotional competence and quality of life in school students with the mediation of academic participation in elementary school female students in Khorram Abad city. In terms of goal, the research is part of applied research, and in terms of method, it is a type of correlational studies. The statistical population of the present study includes all the female students of the elementary level of Khorram Abad city in the year 1402-403 in the number of 1900 people, of which 435 people were selected using cluster random sampling method. became Data were collected using Social/Emotional Competence Questionnaire (SECQ), Zhu and Ji (2012), Rio's academic participation (2013) and Anderson and Burke's (2000) quality of life at school. and were analyzed using the method of structural equations. The results of structural equation modeling analysis showed that social/emotional competence has a direct and significant role on students' quality of life in school (p<0.001). Also, social/emotional competence has a significant effect on students' quality of life in school indirectly through academic participation (p<0.001). Therefore, the results of the research show that academic participation can play a mediating role in the relationship between social/emotional competence and quality of life in school.
 

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 This study aimed to evaluate the structural model of the relationship between critical thinking and religious identity with the mediating role of spiritual intelligence. A descriptive-correlational design and structural equation modeling (SEM) were employed. The statistical population consisted of all female high school students in District 4 of Mashhad during the 2023–2024 academic year. A sample of 327 students was selected using a non-random sampling method based on inclusion criteria and accessibility during the data collection period. Data were collected using Ricketts’ Critical Thinking Disposition Assessment (CTDA), Khoushabi’s Religious Identity Questionnaire, and King’s Spiritual Intelligence Self-Report Inventory (SISRI). Data analysis was performed using Pearson correlation and SEM with SPSS and AMOS software. The results indicated that the proposed model fit the data well. A positive and significant relationship was observed between critical thinking and spiritual intelligence, as well as between spiritual intelligence and religious identity. Additionally, the mediating role of spiritual intelligence in the relationship between critical thinking and religious identity was confirmed. Based on these findings, focusing on enhancing critical thinking and spiritual intelligence can be effective in promoting religious identity.

 

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The present study was conducted with the aim of investigating the pattern of structural relationships of academic engagement in students based on resilience and implicit beliefs of intelligence with the mediating role of self- handicapping in students of high school in Yazd city in the academic year of 2022-2023. From the statistical population, 375 people were selected by multi-stage cluster sampling method. The data were collected using Schwinger and et al academic engagement, Abdul Fattah and Yates implicit theory of intelligence, and Connor and Davidson resilience questionnaires. The collected data were analyzed with AMOS 24 software. The results of structural equation modeling showed that resilience, inherent intelligence beliefs and intelligence enhancement beliefs, had a direct, positive and significant effect on academic involvement. Also, the results showed that self-handicapping played a mediating role in the relationship between resilience and academic engagement, as well as in the relationship between the beliefs inherent in intelligence and academic engagement. According to the results, in general, psychologists and counselors can take a step towards increasing students' academic engagement by teaching resilience to students and changing their implicit beliefs about intelligence.

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The present study aims to investigate the prediction of obsessive-compulsive disorder based on perfectionism and extreme responsibility in students with symptoms of obsessive-compulsive disorder. The statistical population of this research includes undergraduate students in the field of psychology at Islamic Azad University, Tehran branch. They were in the West who are studying in 2023-2024. Sampling method was available of which 150 people were selected as a sample. Questionnaires were extracted and analyzed using Kalmograf-Smirnov tests and multiple regression in SPSS software to measure the distribution of data and the desirability of variables. The results confirmed the hypotheses of the research and showed obsessive-compulsive disorder based on perfectionism and Extreme responsibility is predicted in students with symptoms of obsessive-compulsive disorder.

 

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Background: Storytelling has a special role in curriculum and provides real and practical experiences for the pupils. Purpose: The purpose of this study was to investigate the effect of storytelling based of skill training on anger control and reduction of behavioral problems in preschool children. Method: The purpose of this study was quasi-experimental with pre-test, post-test, and follow-up with control group. Statistical population is all preschool children. From the target population, 20 children with behavioral problems were selected using available questionnaire results and were randomly assigned into two experimental and control groups. The experimental group received twelve sessions of treatment program and the control group followed its normal schedule. Data were analyzed by repeated measures.Results: The results showed that storytelling based on skill training had a positive effect on the aggressive thoughts, feelings and behavior of preschool children. It also reduced behavioral problems in preschool children. The results of this study also showed that the positive effect of intervention on reducing behavioral problems and anger control was stable over time.
Conclusion: These findings show that storytelling is a simple, hassle-free and inexpensive way of teaching skills and intervention for preschool children.