هلاقم یراتساریو

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Comparative Studying of Educational Games Impacts on Learning of Mathematic Qualitative Concepts of Hyperactive Children/ Attention Deficit in Pre-elementary School Ages Batool Sabze ‫ ویراستاری مقاله‬:]1.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ Abstract: Introduction: Hyperactivity/ attention deficit disorders are of the frequent behavioral disorders in pre-elementary school children which become chronic and persistent over time and will be a dangerous powerful issue for learning and behavioral dilemmas. Mathematical learning disorder is relatively common in such children and the usage of educational purposeful games, as a consistent method with pre-elementary school children’s characteristics will be beneficial in teaching of mathematical qualitative concepts to them. So, the purpose of this research is comparative studying of the impacts of educational games on learning of mathematical qualitative concepts in pre-elementary school children with hyperactivity/ attention deficit disorder. Methodology: By using of semi-empirical research methodology, a sample of total 30 male children by the available sampling method, among the 5 to 6 years old pre-elementary school children of’ th 5 district of Tehran who were infected to hyperactivity/attention deficit disorder were chosen and placed accidentally in experimental (15 persons) and control (15 persons) groups. Findings: Results indicated that the attention time duration rate of children who have received educational mathematic qualitative concepts games was larger than the children who haven’t received such these games, it also showed that mean of educational mathematic qualitative concept included of spatial and location, similarities and differences recognition, communication, classification, arranging and one by one corresponding concepts in children with hyperactivity/attention deficit disorder who have received educational games was higher than children who haven’t received such these games. Results: It is possible to say that, not only, educational games are effective ways in teaching of different mathematical qualitative concepts to pre-elementary school children, but also, are considered as effective items in the improvement of hyperactivity/attention deficit disorder. Keywords: Educational games, mathematical qualitative concepts, pre-elementary school children, hyperactivity/attention deficit Introduction: Most of the educational psychologists and scientists believe that the beginning years of child’s life is the most important period of their growth, greater than what occurs in this period of time is mainly effective on child’s growth, in fact, the recognition of the importance of the pre-elementary school education for creation of welfare for children was extremely emphasized in the several decades ago, since, the fundamental personality of the individual is formed in the pre-elementary school period, offering of the ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.2]: the Comment [‫ن‬.‫ا‬.‫ف‬.3]: were selected Comment [‫ن‬.‫ا‬.‫ف‬.4]: a sample of total 30 male children was selected by convenience sampling from among 5 -to-6 -year-old children of the 5 th district in Tehran. Comment [‫ن‬.‫ا‬.‫ف‬.5]: such Comment [‫ن‬.‫ا‬.‫ف‬.6]: a new sentence should begin Comment [‫ن‬.‫ا‬.‫ف‬.7]: is included of Comment [‫ن‬.‫ا‬.‫ف‬.8]: very ambiguous Comment [‫ن‬.‫ا‬.‫ف‬.9]: educational games are not only effective ways in … effective training for the subsequence growth of the child is absolutely essential in this period (Talebzadeh Nobariyan, 2006, P. 16) Comment [‫ن‬.‫ا‬.‫ف‬.10]: why in persian??!! Mathematic teaching as a powerful, credible, clear communication medium and also as tool for explanation and prediction of various sciences is very important and causes the flourishing of the logical thinking in children (Mahdipour, 1378, P. 26). As the acknowledgment of Stanford, mathematic has surrounded all around us and children are involved with the mathematical concepts and phenomena of their environment since the beginning of their childhood. (Stanfford, 2010). One of the issues which is highly take into consideration today, is the teaching of elementary and preliminary concepts of mathematic, for the reason why, mathematics can be taught in higher ages when it is possible to make it objectively for children, in order to enable them to completely understand the concept, in the case of unsuccessfulness, it can never be expected that children learn the advanced mathematic in higher levels (Torkaman, 2007, cited from Ghasemtabar and Zade Mohammadi, 2011, P. 2) In pre-elementary school period, mathematic has a crucial role in the knowledge learning and its communication with other life knowledge and skills. So that the overall objective of teaching mathematic in the pre-elementary school period, is to make the necessary preparation for any child in any dimension of life, which can be included of potential for calculation of simple mathematic in daily life, capability of precise thinking, potential of application of knowledge in life, ability of solving daily issue and nourishing of innovator and creative minds. According to the pre-elementary school period, teaching of simple and qualitative mathematical concepts which is the introduction of understanding of complex and quantitative ones are considered for learning and on the other hand, child-centered methods that involves the usage of various strategies which are depending on the individual characteristics and abilities of children, in the form of stories, games, paintings, crafts, children's plays and poems, offering various opportunities to different groups of children in order to earn experience with their active participation and reach to the understanding of mathematical concepts and developing logical, mathematical knowledge. Therefore, the modality of acquaintance of child and the manner with which mathematic is taught to, can have a very important role in higher levels of education (Ghasemtabar and Mofidi and Zadeh Mohammadi and Ghasemtabar, 2011, P. 2) The results of different researches show that the educational games are from effective methods in teaching of mathematical concepts to children. Educational games improve different social skills (Ball, 1976) and learning of mathematical concepts is facilitated through educational games (Adams, 1973, heastad, 1991). Different researches in recent years also emphasized on children learning scale and in addition to suggest games as powerful educational mediums, they were also named as mediums for cure which should be established in the fields of education and research (Lau Whelan D. , 2005). Comment [‫ن‬.‫ا‬.‫ف‬.11]: capital Thus, as we are dealing with different groups of children in terms of intelligence, talents, interests, capabilities, and mental and emotional specifications and also with children with different behavioral disorders such as aggression, isolation, depression and hyperactivity in pre-elementary school ages, we are obliged to use different methods for teaching of any groups of children including hyperactive children. The attention deficit-hyperactivity disorder is one of the most frequent children and teenagers problems and their reasons to meet psychiatrist and clinical specialists and advisors. This disorder begins at the age of about 2 to 4 (Conner, 2002) and is one of the frequent neurological-behavioral disorders of childhood which has been infected a great part of population (3 to 8 %) of children (American Psychiatric association, 2000) (Faraone, Sergeant, Gillberg, Biederman, 2005). This disorder which has deeply impacts on life of thousands of children and their families, is included of inappropriate symptoms (hyperactivity, attention deficit and impulsivity) (Faraone and Biederman). Boys are infected to the attention deficit disorder or Comment [‫ن‬.‫ا‬.‫ف‬.12]: problems of children an teenagers hyperactivity three times more than the girls so that they are referred to advisors more than the girls (Klassen A/F/Miller A/Fine, 2004, P. 114). ADHD disorder can cover of three subsets that are included of: 1. ADHD-I, which the attention disorder is the featured aspect in it and in some cases is being studied as ADD (Attention Deficit Disorder) and the infected individual is usually without the symptoms of impulsivity and hyperactivity, 2. ADHD-HI, which has lesser attention deficit disorder and the featured aspects are hyperactivity and impulsivity. And, 3. ADHD-C or the combination kind, in which the three specification symptoms of attention deficit, hyperactivity, impulsivity are observed (Sandra Rieff, 2008, P. 23). Attention deficit disorder and hyperactivity which emerge in the years before school, is chronic and persistent in the period of time and is a powerful dangerous matter for learning failures and consequences attitudes in the years of elementary school (Dali, 2006). Children with hyperactivity and attention deficit symptoms are exposed to other different kinds of damages such as educational failures, behavioral disorders and also the dangers associated with other disorders, based on researches, this disorder effects on cognitive, social, emotional and familial performances of the children and in consequence, on their occupation and marital performances in adulthood. (Alizadeh and others, 2008, P. 117) (Gilbert, 2003). The attention deficit disorder or hyperactivity is associated with excessive difficulties in diverse themes of education such as weak school performance, repetition of the level, leaving of school, weak family and friends relations, nervousness, depression, aggression, violation, drug misuse in basic years, great law breaking. In addition, this disorder may consist of other disorders like aggression in adolescence or stubbornness and defiance disorder. Study conclusions have specified that 71% of children with attention deficit disorder/ hyperactivity have learning difficulties and represent that 26% of these children have special mathematical problem. These foundations recommend that it should be created deeper understanding between attention deficit disorder/hyperactivity and mathematical difficulties. (Mayes and Calhon, 2006, cited form Sheikhizadeh and Alizadeh and Ghobari Bonab, 2012, P. 2). In a research which was performed on 476 hyperactive children in school years in order to study the learning disorders in children infected with attention deficit disorder/hyperactivity is relatively more frequent and mostly it is associated with reading disorder (Capano L, Minden D, Chen SX, Schacher RJ, Lckowicz A, 2008). Since now, very rare researches have been done for studying and mathematical performance improvements, including a research of Sheikhizadeh, Alizadeh and Ghobari Bonab (2012) in which with the usage of Token economy in performance improvement in dictation and mathematic assignments of children with attention deficit disorder/ hyperactivity has been done which shown that implementation of Token economy is effective according to the performance improvement in dictation and mathematic assignments of these children and the employment of multi-line basis approach is also effective according to spontaneous doing of dictation and mathematic and spontaneous use of these two approaches is effective according the performance of individual in one of the behaviors. Also, in a research which was done about management of behavior and educational strategies of students with attention deficit disorder/ hyperactivity in the classroom, methods which are used about the behavior management of children and teenagers with this disorder are known as positive and negative reinforcement, transformation of behavior, adjacency, exclusion and cognitive behavior therapy (Nouri, 2011) and also, in study which was performed on 40 third year elementary school students in the city of Tabriz by Moradi, Hashemi, Farzad, Keramati, Beirami and Kavousian (2008), results showed that teaching of motivational behavior self control strategies and verbal self training have positive meaningful impacts on self efficacy realizations of students with attention deficit disorder accompanied with hyperactivity. It is also presented that the teaching of attention behavior self control strategies have positive meaningful impacts on mathematical performance of students with attention deficit disorder accompanied with hyperactivity. And also, in a research which was done on 57 children with attention deficit represented that teaching of memorization has affect on children mathematical progress and children’s mathematic performance would Comment [‫ن‬.‫ا‬.‫ف‬.13]: Self-control Comment [‫ن‬.‫ا‬.‫ف‬.14]: Comment [‫ن‬.‫ا‬.‫ف‬.15]: Comment [‫ن‬.‫ا‬.‫ف‬.16]: - Comment [‫ن‬.‫ا‬.‫ف‬.17]: effect improve after 5 weeks of teaching (Karin I. E Dahlin, 2013). Researches results also show that according to the special essence of attention deficit disorder/ hyperactivity, educational involvements, should be done, based on multi-dimensional education patterns, means that patterns which emphasize on individual, environment and educational issues (Shokouhi yekta and Motevalipour and Prand, 2010, P. 65) Predictability of high School students' self concept based on mother's self concept and attachment style 1 2 Sedigheh Safaie , Imanollah Bigdeli , Mahnaz Ghiasi 3 ‫ ویراستاری مقاله‬:]18.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. Abstract Self-concept and attachment styles are very important in mental health, so that any problems can lead to psychological damage. Therefore, the aim of this study was to evaluate the predictability of self-concept of students with regard to mother and attachment. The population was consisted of all high school girl students (public, private) in Semnan that 180 ones were selected by multistage cluster sampling method. Tennessee Self Concept Scale (TSCS) and Adult Attachment Inventory (AAI) were used. Data were analyzed with using SPSS 20 and multiple regression analysis with stepwise method was used. The Results showed that mother’s self concept and child’s self concept were associated positively as well as mother’s self concept with child’s attachment styles and self concept. In conclusion avoidant and anxiety attachment styles could predict child's self concept. Self satisfaction and physical self concept is also appropriate predictor for child's self concept. Key words: Self concept, Attachment style, Self esteem ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.19]: Self-concept Comment [‫ن‬.‫ا‬.‫ف‬.20]: , out of which a sample of 180 individuals was selected Comment [‫ن‬.‫ا‬.‫ف‬.21]: Should be deleted Comment [‫ن‬.‫ا‬.‫ف‬.22]: wrong Comment [‫ن‬.‫ا‬.‫ف‬.23]: - Introduction Family is the first place for child training and the most essential factor in formation of his/her personality. Parents are the main designers of the children and adolescents’ personality structure. Parents’ training attitudes and methods have a major effect on the children’s personality and self-concept. Self-concept determines the material, spiritual, personal and social relations since it are as a basis for the Comment [‫ن‬.‫ا‬.‫ف‬.24]: Comment [‫ن‬.‫ا‬.‫ف‬.25]: Were positively associated Comment [‫ن‬.‫ا‬.‫ف‬.26]: Comment [‫ن‬.‫ا‬.‫ف‬.27]: Comment [‫ن‬.‫ا‬.‫ف‬.28]: , Comment [‫ن‬.‫ا‬.‫ف‬.29]: Comment [‫ن‬.‫ا‬.‫ف‬.30]: Comment [‫ن‬.‫ا‬.‫ف‬.31]: Comment [‫ن‬.‫ا‬.‫ف‬.32]: Comment [‫ن‬.‫ا‬.‫ف‬.33]: Comment [‫ن‬.‫ا‬.‫ف‬.34]: In the Comment [‫ن‬.‫ا‬.‫ف‬.35]: ???!!! it is Relationship between Social Development, Competence Perception & Responsibility in students 1 2 3 4 Kheirollah Jafari , Majid Ahmadi , Mahmood Kazemi , Somayeh Jafari 1- M. A. In Educational Psychology, Islamic Azad University of Saveh branch, Saveh, Iran 2-M. A. In Family Counselling, Kharazmi University, Tehran, Iran 3-Assistant Professor, Department of Psychology, Zanjan University,Zanjan, Iran 4-Bachelor of Education, Education Management orientation ‫ ویراستاری مقاله‬:]36.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. ‫وُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ ‫ذکس شدٌ ي وٍ ت‬ ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ Corresponding Author Email: [email protected] ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ Abstract Introduction: Considering the complexity of social relations in modern societies, the need to address students' social characteristics and factors associated with it can be felt more than ever. The purose of the present research was to study the relationsheep between social development, competence perception and responsibility of students in Abhar city. The Method of this research in regard to its target is descriptive and of correlational type. Statistical population of the study includes all boys and girls' guidance schools in the city abhar academic year 91-90 students from whom 200(100 boys & 100 girls) students were selected through multi-stage cluster sampling. Vineland social development Questionnaires, Harter perception competence questionnaire and Nemati responsibility questionnaire were used as research tools. Descriptive statistics methodes and inferential statistics (Pearson correlation coefficien) were used for data analysis and reviewing hypotheses. The results of the investigation show that there is a positive and significant relationship between social development, perception competence and responsibility variables in the 0/01 level. .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.37]: purpose Comment [‫ن‬.‫ا‬.‫ف‬.38]: relationship Comment [‫ن‬.‫ا‬.‫ف‬.39]: why capital Comment [‫ن‬.‫ا‬.‫ف‬.40]: with regard to Comment [‫ن‬.‫ا‬.‫ف‬.41]: all the boys and girls of Comment [‫ن‬.‫ا‬.‫ف‬.42]: junior high schools Comment [‫ن‬.‫ا‬.‫ف‬.43]: Abhar City Comment [‫ن‬.‫ا‬.‫ف‬.44]: In the school year of Comment [‫ن‬.‫ا‬.‫ف‬.45]: 2011-2012 Comment [‫ن‬.‫ا‬.‫ف‬.46]: !!!not here Key words: social development, perception competence, responsibility Comment [‫ن‬.‫ا‬.‫ف‬.47]: method Comment [‫ن‬.‫ا‬.‫ف‬.48]: coefficient Introduction Social behavior constitutes the basics of life for everyone and social development cause to enhancing the mental development and other aspects of individual development. Social development is associated to a balanced set of acquired social skills and adaptive behaviors that enable person to make the desired mutual relations with others, posses the positive responses and avoid from those behaviors that have negative consequences. The social development is the most important aspect of existence in anyone because, it is assumed that without social development and having the necessary skills students cannot do their tasks in a social interaction with other people. The social development in boys passes through three stages including mimicry, personality honor and social balance, and in girls, it passes through four stages including obedience, anxiety, mimicry and social balance. In passing through mentioned stages, several agents such as family, social group and school are effective (Fatehizadeh, 2002). Teachers and trainers have a significant role in social development of students. In this regard, school has a vital role in transferring the norms and social values to students (Shoarinejad, 1990). Comment [‫ن‬.‫ا‬.‫ف‬.49]: testing Comment [‫ن‬.‫ا‬.‫ف‬.50]: .01 Do not use “/’ Use “.” instead Comment [‫ن‬.‫ا‬.‫ف‬.51]: enhances Comment [‫ن‬.‫ا‬.‫ف‬.52]: pose Impact of sex education on family health among student 2 1 3 Fariborz Jabbari Fard * Hamid Reza Saeidi aboeshghi Shiva kad Khoda Zadeh Soheila Massoudi 4 ‫ ویراستاری مقاله‬:]53.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ :Abstract Background and Objective: Sex education can help people learn ideas and skills. Nowadays, human’s life has undergone rapid and dramatic changes in all aspects. Marriage, married life and sexual relationship are no exception. Sex education provides opportunity to learn about sex and to prevent some of relevant problems. People experiences different problems due to various reasons, including insufficient knowledge of each other, sexuality, and spousal relationship. Sex education provides people with sexual information and awareness needed for creating a common goal, satisfying the needs, and balancing personal, family and social life. Investigating the effects of sex education on the prevention of sexual disorders, healthy sexual behavior, health behaviors, mental health, family health, and gender identity are of the objectives of the present study. Materials and Methods: This study is a quasi-experimental research and of posttest study with one group. Statistical sample of the study consists of 122 individuals (46 females and 76 males) of students in Applied-Scientific University of Lordegan, who were selected by stratified random sampling method. The tool to gather data was a questionnaire based on a five-point Likert scale. The reliability of tool was calculated Cronbach's alpha method (=85%). Results: In the present study, six hypotheses were tested. Results showed that: 1) Sex education is effective in the health behavior (p<0. 0001), 2) Sex education is effective in safe and healthy sexual behavior (p<0. 0001), 3) Sex education affects mental health and prevents sexual disorders (p<0. 0001), 4) Sex education is effective in family Health (p<0. 0001), 5) Sex education is effective in appropriate gender identity (p<0. 0001), and 6) Effect of sex education is not different between male and female students (p<0. 0001). Conclusion: Sex education can be used to prevent sexual disorders, mental health, health behavior and gender identity appropriate for different social levels, especially the youth. .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫س اش‬ ‫ پ‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.54]: capital Comment [‫ن‬.‫ا‬.‫ف‬.55]: experience Comment [‫ن‬.‫ا‬.‫ف‬.56]: by Cronbach’s alpha method Keywords: sex education, family health, students Introduction: Sexual behavior is an important aspect of quality of marital relations. It means by sexual behavior a combination of concepts, attitudes, experiences, activities, feelings and thoughts associated with it (1). Sexual activity is physically beneficial to the health in marital relations. Sexual activity increases the testosterone secretion, helps muscles and bones strengthened, facilitates the endorphin secretion, and decreases physical pains (2). Such activity is also associated with couple’s tranquility, closeness, intimacy, increased satisfaction, reduced depression symptoms, and enhanced self-confidence (3). In today society, human life has changed rapidly and dramatically in all aspects. Marriage, married life, and sex is no exception. Sex education provides opportunities to learn sexuality and sexual issues and to prevent some problems. People experiences several problems because of various reasons, including inadequate knowledge of each other, sexuality, and spousal relationship. Sex education and family planning can help people achieve information, ideas and skills. Sex education provides people information about sexual subjects necessary for a common purpose, satisfies the needs and balances personal, family, and social Comment [‫ن‬.‫ا‬.‫ف‬.57]: reference should be mentioned here Comment [‫ن‬.‫ا‬.‫ف‬.58]: references should be mentioned Comment [‫ن‬.‫ا‬.‫ف‬.59]: references should be mentioned Comment [‫ن‬.‫ا‬.‫ف‬.60]: experience life.comprehensive sex education programs can be effective in preventing of sexual disorders, healthy sexual behavior, increasing healthy behaviors, providing mental health, gender identity and establishing family health (4, 5). Sexual health education has faced many challenges in most of cultures. Despite the fact that adolescents know the sexual health education as one of the most important educational needs, however, it is often controversial. School administrators indicate the fear of disapproval of parents or community as a major roadblock to provide sexual health education (6). Many people, including teachers, principals and education officials are still not convinced about the need for sex education and preclude such trainings or not able to teach sexual issues because they lack the necessary skills for such trainings. There are very few people around the world prepared for their sex life and it contributes to their vulnerability to rape, sexual abuse, pregnancy, sexually transmitted disease and AIDS (7). Most people around the world starts their sexual activity at early adolescence. Reduction in age of sexual maturity and increase in age of marriage result in the increased period when teenagers are engaged in premarital sexual activity, and this may result in a lower age of onset of sexual activity and exposes them to various risks (8). In our society and because of cultural and not religious reasons, most youth and teenagers don’t get proper information about the physical and psychological changes during puberty and perhaps due to the acquisition of such information from uncertain and unsafe resources, they encounter serious sexual and psychological problems during their family life (9). Despite this popular belief that sexual health education encourages teenagers to have sexual relations, the results from various studies show that the absence of sex education doesn’t prevent only the sexual relations, but establishes and forms also wrong beliefs and improper views among Iranian youths. In absence of sex education, young people come to provocative magazines, websites and TV programs to receive sexual information (10). In Iran, studies on parents’ views toward the sex education to teenagers and young adults has shown mixed results. Some studies indicate the parents’ consent (11) and the other represents the parents’ negative attitude to such teachings to youths (12). According to the reports from World Health Organization, sexual education programs are considered as a necessity both for people who have not yet started their sexual activity and for those who have started it. Comprehensive sex education both reduces the number of unwanted and unplanned births and prevents diseases that are transmitted through sexual activity and sexual relationship. Considering the content of a comprehensive sex education, it should be discussed six areas: 1) human development, including the anatomy and physiology of human reproduction, 2) relationships, including relationships with friends and family, and marital relations, 3) personal skills, including values, decision making, communication and negotiation with others, 4) sexual behavior, including sexual desire and prevention of sexual relations, 5) sexual health, including preventive methods for pregnancy, HIV, sexual abuse and sexually transmitted diseases, 6) culture and society, including gender roles, gender and religion (13). Since most cases of mortalities, sexual diseases and abnormalities in mothers and their babies are preventable, and most of disorders are resulted from the lack of information by mothers on various fields of women health, thus mothers’ unawareness of sexual issues before, during and after the childbirth, child care and family planning is the problem which affects directly the development of every country (14). Sex education programs and family planning are of the discussions proposed to enhance the public’s knowledge and awareness on family health and to decrease sexual risks at all social levels, so it is natural that the procedure of sex education and family planning depends on the knowledge and awareness of every particular social group. The sex education will vary in schools, universities and industries in terms of content and format. Education for students in different disciplines in universities is considered as important training, because they can transfer and teach these training methods and skills to others in the community (15). The objectives of sex education is to Comment [‫ن‬.‫ا‬.‫ف‬.61]: references should be mentioned Comment [‫ن‬.‫ا‬.‫ف‬.62]: references should be mentioned Comment [‫ن‬.‫ا‬.‫ف‬.63]: references should be mentioned Comment [‫ن‬.‫ا‬.‫ف‬.64]: references should be mentioned Comment [‫ن‬.‫ا‬.‫ف‬.65]: references should be mentioned Comment [‫ن‬.‫ا‬.‫ف‬.66]: references should be mentioned Comment [‫ن‬.‫ا‬.‫ف‬.67]: references should be mentioned Comment [‫ن‬.‫ا‬.‫ف‬.68]: references should be mentioned Comment [‫ن‬.‫ا‬.‫ف‬.69]: references should be mentioned Comment [‫ن‬.‫ا‬.‫ف‬.70]: references should be mentioned The Relationship between Occupational Skills and Organizational Learning with Principals' Occupational Quality of Life in Birjand Primary Schools ‫ ویراستاری مقاله‬:]71.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ 1 Dr. Hossein Jena Abadi , Mohammad Reza Ghaderi Gask 2 ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ Abstract The present study aims to investigate the relationship between occupational skills and organizational learning with principals' occupational quality of life in Birjand primary schools. A correlational-descriptive method was used and statistical population included all primary school principals in Birjand during educational year 92-93 making a population of 92 participants. Standard Neefe questionnaire including five dimensions (Employee Skills and Capabilities, Mental Models, Shared Mission and Vision, Team Work and Team Learning, and Systems Thinking), Whoqol-bref questionnaire of occupational quality of life including 26 questions, and occupational skills questionnaire from principals' occupational skills questionnaire (Farhang, 1997) including 30 questions were used in the research. Questionnaire validity was content type and the reliability of each questionnaire was estimated 0. 91, 0. 95, 0. 87 respectively, using Cronbach's alpha coefficient. Redundancy, percentage, mean, and standard deviation were used in order to describe data, while Pearson Correlation Coefficient, independent-t test, and one-way variance analysis (f-test) were used to analyze data. Results from Pearson correlation Coefficient show that there is a significant and direct relation between dimensions of occupational skills (technical, conceptual and human) and occupational quality of life. Moreover, there is a direct and significant relation between occupational quality of life and employee skills and capabilities, shared mission and vision, and systems thinking. There is also a significant and direct relation between principals' technical skills with mental models and systems thinking, employee skills and capabilities with human skills, and conceptual skills with mental models and systems thinking. According to the results, there is no significant relation between technical skills with employee skills and capabilities, shared mission and vision, and team work. There is no significant relation between conceptual skills with organizational models, shared mission and vision, and team work either. Moreover, there is no significant relation between human skills with mental models, shared mission and vision, team work and team learning, and systems thinking. The results show that (according to t test) the rate of occupational skills and occupational quality of life is equal among male and female principals. In addition, the results of f test shows similar occupational skills and quality of life with respect to education. Keywords: occupational skills, organizational learning, occupational quality of life. ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.72]: School year Comment [‫ن‬.‫ا‬.‫ف‬.73]: 2013-2014 Comment [‫ن‬.‫ا‬.‫ف‬.74]: , out of which a sample of 92 participants was selected Comment [‫ن‬.‫ا‬.‫ف‬.75]: Should be in capital letter Comment [‫ن‬.‫ا‬.‫ف‬.76]: 26 -item occupational quality questionnaire Comment [‫ن‬.‫ا‬.‫ف‬.77]: 30 -item occupational skills questionnaire Comment [‫ن‬.‫ا‬.‫ف‬.78]: Were estimated to be Comment [‫ن‬.‫ا‬.‫ف‬.79]: and Comment [‫ن‬.‫ا‬.‫ف‬.80]: relationship Comment [‫ن‬.‫ا‬.‫ف‬.81]: relationship Comment [‫ن‬.‫ا‬.‫ف‬.82]: comma not with Comment [‫ن‬.‫ا‬.‫ف‬.83]: write it in three separated sentences. Your sentence is very vague. Comment [‫ن‬.‫ا‬.‫ف‬.84]: relationship Comment [‫ن‬.‫ا‬.‫ف‬.85]: show Comment [‫ن‬.‫ا‬.‫ف‬.86]: vague Comparison of Attachment Styles in men and women with infidelity 1 2 Elham Fathi , Abolfazl Hatami Varzaneh , Masumeh Esmaeily 1 2 phd in counseling, Allameh Tabataba’i university, Department of counseling, Dehkadeh olympic blvd. , Tehran. P. O. Box: 1489684511, Iran phd in counseling, Allameh Tabataba’i university, Department of counseling, Dehkadeh olympic blvd. , Tehran. P. O. Box: 1489684511, Iran. 3 ‫ ویراستاری مقاله‬:]87.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ 3 Associate Professor of Allameh Tabataba’i University, Department of counseling, Dehkadeh Olympic Blvd. , Tehran. P. O. Box: 1489684511, iran Corresponding Author Email: [email protected] ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Abstract Marital infidelity is one of the major reasons of divorce and disruption of marital life. The purpose of the present study was to compare the parenting styles and attachment styles in those who had infidelities in their marital life. 90 participants (48women and42 men) who came to the welfare centers in Tehran province for infidelity completed the questionnaires. The instruments of current study were Adult Attachment style Questionnaire (AAQ), which were completed by them. The result of analyzing the data showed that the attachment style of those who had infidelity in their marital life were avoidant attachment style. Comment [‫ن‬.‫ا‬.‫ف‬.88]: Was, you only have one questionnaire Comment [‫ن‬.‫ا‬.‫ف‬.89]: was Comment [‫ن‬.‫ا‬.‫ف‬.90]: had Keywords: infidelity; attachment styles. Introduction In the united States, majority of the people expect to be monogamous in their marital life(Wiederman & Allgeier, 1996)and people greatly disagree with extra marital sexual relationships (Johnson et. Al. , 2002) couple therapists consequently encounter with the problem of infidelity in their clinical works; Infidelity can be a confusing and heart breaking for all those involved in this problem including therapists who have their own fears and personal values about infidelity(Shackelford et. Al, 2008). Furthermore infidelity is one of the major causes of divorce and the collapse of marital life(Shackelford et. Al, 2008, Amato & Previti,2003). Many specialists posit that insecure attachment style can be mentioned for explaining infidelity(Jeanfreau,2009) and those with secure attachment style are more likely to be against infidelity and less attracted to it. The reason may be that these people feel more comfortable in their marital relationships that can be an appropriate barrier against the start of sexual extra marital relationships (Jeanfreau, 2009). On the other hand, some researches have indicated that those with insecure attachment style are more likely to end up with divorce and have short time relationships (Campbell, 2009). Comment [‫ن‬.‫ا‬.‫ف‬.91]: space Comment [‫ن‬.‫ا‬.‫ف‬.92]: space Attachment style is an almost deep affective connection that is formed between the child and mother or the person responsible for caring the child consistently (Paplia, 2002). Those people with positive feeling toward themselves(low anxiety) and have positive understanding of others (low avoidance) are secure in their relationships and have high self-confidence in society and are more successful in their life(Cann, A; Norman, Welbourne, and Calhoun, 2008). These adults are more likely to have positive look at their spouse and themselves. These people are comfortable with both belonging and independent (Bogaerts, Dallder, Knnap, Kunst, & Buschman, 2008). The adults with avoidant attachment styles see themselves as self-sufficient. Also they ignore their vulnerability and claim that they don’t need close relationships and are likely to avoid intimacy (Wearden et. Al, 2008); it has been found that these people are doubtful in investment in their romantic relationships and consequently have the lowest degree of marital commitment (Morgan, Shaver, 1990). Anxious attachment reflects the personal level of person’s comfort in search of intimacy with other people based upon a personal value (Cann et. Al, 2008). These adults tend to have a less positive image of themselves. They often are doubtful about themselves as a spouse and blame themselves for not being responsive enough of their spouse (Bogaerts et. Al, 2008). Comment [‫ن‬.‫ا‬.‫ف‬.93]: comma not Comment [‫ن‬.‫ا‬.‫ف‬.94]: Comment [‫ن‬.‫ا‬.‫ف‬.95]: and Comment [‫ن‬.‫ا‬.‫ف‬.96]: lives Comment [‫ن‬.‫ا‬.‫ف‬.97]: not in the format of the journal The results of Cohen(2005) study with the purpose of the relationship between attachment and infidelity in romantic relationships indicated that people with the secure attachment style in comparison with those with unsecure attachment style show less infidelity. The study done by Fricker, 2006 and Cohen, Alexis, 2005 indicated that people with secure attachment style in comparison with those with insecure attachment styles, has less infidelity. No research was found which studied the attachment styles in people with infidelity and as the relationships being away from infidelity is extremely important in satisfied marriages this research seems to be important. This study is to study the attachments styles in those with infidelity. Comment [‫ن‬.‫ا‬.‫ف‬.98]: have!!!not has The purpose of the present study was to answer this question: People with infidelity tend more to which attachment styles? Method The community of the present study was the married male and female who referred to the centers of divorce reducing centers of welfare organization, in Tehran, Iran. The sample consisted of 90 male and female in Tehran city (Iran) that voluntarily came to the welfare counseling centers for the problem of infidelity. The sample was chosen by asking the manager of the welfare center to ask them to fill the questionnaire and any of them who accepted to fill, was asked to fill and data were collected. Correlation method was used. Comment [‫ن‬.‫ا‬.‫ف‬.99]: what?? Male and female ….???? Instrument: The instrument used were: AAQ (Adult Attachment styles Questionnaire) made by Hazan and Shavar. The Iranian version of this questionnaire was used which was normed on the students of Tehran university. This questionnaire has 15 questions and 3 styles of attachment (Avoidant, Secure, anxious) is determined by it. Comment [‫ن‬.‫ا‬.‫ف‬.100]: was made Comment [‫ن‬.‫ا‬.‫ف‬.101]: wrong!!! Results Figure 1. Mean and STD deviation Comment [‫ن‬.‫ا‬.‫ف‬.102]: below the shape not above it mean of attachment styles 25 20 15 10 5 0 avoidant secure anxious Table 1. Mean and STD. Deviation Variable Mean SD Avoidant 22. 66 7. 60 Secure 14. 47 2. 44 Anxious 13. 65 2. 99 Comment [‫ن‬.‫ا‬.‫ف‬.103]: why capital??? The first Question of this study was: people with infidelity tend more to which attachment style? In order to answer this question, first The Mean and standard Deviation of different attachment styles were obtained which is shown in Table 1. The results indicated that the Mean of avoidant attachment style is higher than the Mean of Secure and anxious attachment style. Multi variable variance analysis of repeated measure was used to determine whether there was a significant difference among the Mean of the attachment styles. Analysis indicated that there was significant differences among the 3 attachment styles (F(2,88)=53. 85, sig= <. 01). The Result of F indicated that there was a significant differences between at least 2 attachment styles. To follow up the difference correlated T Test was used. The result of T-test indicated that there is a significant difference between the mean of avoidant attachment style and secure attachment style and Avoidant attachment style and anxious attachment style. Consequently as the mean of the scores of people in avoidant attachment style was higher than secure and anxious attachment style had significant differences and the result of t-test also revealed that the difference is significant, this can be concluded that those people with infidelity are more likely to have avoidant attachment style. Comment [‫ن‬.‫ا‬.‫ف‬.104]: why capital Comment [‫ن‬.‫ا‬.‫ف‬.105]: why capital Comment [‫ن‬.‫ا‬.‫ف‬.106]: were Comment [‫ن‬.‫ا‬.‫ف‬.107]: a significant difference Discussion The result of present study indicated that the mean of avoidant attachment style was much higher than secure and anxious attachment style. This result was congruent with the study of Hazen, Zeifman, & Middleton, (1994) and the study of Allen & Baucom (2004) and Amidon, (2008) that showed that people with avoidant attachment style more get involve with marital infidelity. The result also was congruent with the study of Pistol and lorance (1999) that considered the attachment styles and commitment in people and indicated that people with anxious and secure attachment style were more loyal in comparison with those with avoidant attachment style. People with avoidant attachment style have problem in trusting and relying on other people, they can’t get close to other people easily(Bogaert& Sadava,2002). These people consider the emotional distance and are doubtful in investment in their romantic relationships (Thomas, 2008). The experiences of the people with avoidant attachment styles includes people whose needs has not been satisfied with important people of their life so it is more possible that these people seek support from people who are less intimate and committed in their relationships (Jeanfreau, 2009) and use extra marital relationship as a way to get away from the threat of getting close and intimacy. Comment [‫ن‬.‫ا‬.‫ف‬.108]: capital Challenges Faced in Applying Modern Techniques of Electronic Learning (Mobile and Ubiquitous Learning) in Education and Presenting Solutions for that 1 2 3 Mohammad Zare ,Raheleh Sarikhani , Mostafa Salari , moslem azarbakhsh 4 ‫ ویراستاری مقاله‬:]109.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیوی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫مقالٍ ی شما بسیاز تحت الفظی تسجمٍ شدٌ است‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. Abstract Purpose: The main purpose of this research has been to investigate the challenges faced in applying modern techniques of electronic learning (mobile and ubiquitous Learning), and to present solutions for removing worries about it, and to promote society cooperation and particularly training and education society in this regard. Design: In respect of practical purpose and methodology, this research has been descriptive-correlational. Subjects of this research have been 300 teachers of Malayer universities, from which 160 have been selected by random sampling. Instruments: For data collection a questionnaire devised by the researcher, named "Challenges and Solutions in Applying Mobile and Ubiquitous Learning in Education", has been applied. Reliability co efficiency of the questionnaire has been calculated 84 % by Kronbakh's Alpha technique. For data analysis SPSS software has been applied. Conclusion: The result derived from data analysis identifies 7 challenges: human, pedagogic, Administrative infrastructures and supportive, cultural, social and ethical system, management and Leadership, technological and economical as the challenges applied in mobile and ubiquitous learning. These 7 infrastructures takes 61. 8 % of the whole variance related to challenges faced in applying mobile and ubiquitous learning variables. ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضمىا‬.‫متسجم حزفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.110]: is Comment [‫ن‬.‫ا‬.‫ف‬.111]: the confronted challenges or faced challenges Comment [‫ن‬.‫ا‬.‫ف‬.112]: unnecessary Comment [‫ن‬.‫ا‬.‫ف‬.113]: to Comment [‫ن‬.‫ا‬.‫ف‬.114]: employs a Comment [‫ن‬.‫ا‬.‫ف‬.115]: method Keywords: Electronic Learning, Mobile Learning, Ubiquitous Learning, challenge Comment [‫ن‬.‫ا‬.‫ف‬.116]: are Comment [‫ن‬.‫ا‬.‫ف‬.117]: were randomly selected Comment [‫ن‬.‫ا‬.‫ف‬.118]: a researcher-made questionnaire was applied for data collection Comment [‫ن‬.‫ا‬.‫ف‬.119]: should be deleted Comment [‫ن‬.‫ا‬.‫ف‬.120]: coefficient Comment [‫ن‬.‫ا‬.‫ف‬.121]: was calculated to be %84 Comment [‫ن‬.‫ا‬.‫ف‬.122]: wrong spellign Comment [‫ن‬.‫ا‬.‫ف‬.123]: SPSS software was used for data analysis Comment [‫ن‬.‫ا‬.‫ف‬.124]: Why capital Comment [‫ن‬.‫ا‬.‫ف‬.125]: explain Comment [‫ن‬.‫ا‬.‫ف‬.126]: total The Effectiveness of teaching problem solving skill on the coupl's psychological well-being and conflicts Ommolbanin Baghernejad ‫ ویراستاری مقاله‬:]127.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ Abstract Introduction:: This study aimed to investigate the effectiveness of teaching problem solving skill on coupls' psychological well-being and conflicts, living in Babol city, Mazandaran, Iran, in the year 2013. Method: The present study is a quasi-experimental study with pre-test, post-test design with control croup and the population in this study include the whole women with marrital problems who refered to consulting centers of Babol. From this population, 30 people were selected from three consulting centers, using randomization sampling method and were assigned into two groups of control and experimental, each of which included 15 participants. The measurement instruments include problem-solving skill training package and Reef's psychological well being questionnaire, as well as marrital adjustment scale (DAS) questionnaire, which were completed by all of the subjects in both groups in pre-test and post-test phases. The participants in experimental group were under problem solving skill training for a month, during four 120 minuets sessions, while the control group didn't recieve this intervention. Results: The findings in this study showed that the impact of teaching problem solving skill on psychological well being and marital adjustment didn't make significant difference between the two groups under the study in pre-test phase considering subscales of couples' satisfaction, couples' relationship, Couples' agreement and couples' expression of love. However, after receiving intervention, and after post-test, significant difference was observed between the two groups. It was also found that teaching problem solving skill had a significant impact on couples' adjustment. Keywords: problem solving skill, psychological well-being, couple’s conflict ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.128]: Should be deleted Comment [‫ن‬.‫ا‬.‫ف‬.129]: in Comment [‫ن‬.‫ا‬.‫ف‬.130]: couples’ Comment [‫ن‬.‫ا‬.‫ف‬.131]: with pre-test, post-test and control group design Comment [‫ن‬.‫ا‬.‫ف‬.132]: the study popluation Comment [‫ن‬.‫ا‬.‫ف‬.133]: all the women Comment [‫ن‬.‫ا‬.‫ف‬.134]: marital Comment [‫ن‬.‫ا‬.‫ف‬.135]: referred Comment [‫ن‬.‫ا‬.‫ف‬.136]: counseling Comment [‫ن‬.‫ا‬.‫ف‬.137]: 30 people were randomly selected Comment [‫ن‬.‫ا‬.‫ف‬.138]: Should be deleted Comment [‫ن‬.‫ا‬.‫ف‬.139]: Experimental and control groups Comment [‫ن‬.‫ا‬.‫ف‬.140]: Well-bding Comment [‫ن‬.‫ا‬.‫ف‬.141]: marital Comment [‫ن‬.‫ا‬.‫ف‬.142]: for four 120 -minute sessions Comment [‫ن‬.‫ا‬.‫ف‬.143]: Comment [‫ن‬.‫ا‬.‫ف‬.144]: A very complicated and ambiguous sentence, correct it. The Effectiveness of Teaching Courageous Behavioral Skills on Social Anxiety and Social Self-efficacy of Adolescents Ommolbanin Baghernejad ‫ ویراستاری مقاله‬:]145.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ Abstract Aim of the study: This study aimed to investigate the effectiveness of Teaching Courageous behavioral skills on Social anxiety and social self-efficacy of boy adolescents, living in Babol city, Mazandaran, Iran in the year 2013. Method: The present study is a quasi-experimental study with pre-test, post-test design including control group. The population include all boy high school students in Babol city. Using cluster-randomization sampling method, 45 students from three educational fields were selected from among this population and completed the questionnaire of social anxiety. 15 of them who had high anxiety level were selected for the experimental group and the other 15 for the control group. Measurement instruments included courageous behavioral skills training package, adolescent's social self-efficacy questionnaire and also lybvyts' social anxiety questionnaire (LSAS-SR), which were completed by the subjects in both groups in pre-test and post-test phases. The participants in the experimental group were under courageous behavioral skills training for a month and during four 120 minuets sessions. However, the control group didn't receive this intervention. Results: The findings in this study showed that courageous behavioral skills training in the subscales of adolescents' self-efficacy, Social assertiveness, performance in social situations, participation in social groups, aspects of friendship and intimacy, to help or get help, and also in the subscale of performance anxiety and social anxiety of the subjects caused no significant difference between the two groups in the pre-test phase. However after receiving the intervention and after the administration of the post-test, significant difference was observed between the two groups and it was also observed that the courageous behavioral skills training had a significant impact on increasing adolescents' social self-efficacy and decreasing their social anxiety. Keywords: Teaching Courageous Behavioral Skills, Social Anxiety, Social Self-efficacy, Adolescents. ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.146]: Should be deleted Comment [‫ن‬.‫ا‬.‫ف‬.147]: Lower case Comment [‫ن‬.‫ا‬.‫ف‬.148]: Should be deleted Comment [‫ن‬.‫ا‬.‫ف‬.149]: included Comment [‫ن‬.‫ا‬.‫ف‬.150]: all the boy Comment [‫ن‬.‫ا‬.‫ف‬.151]: 45 students were selected from 3 educational fields using random cluster sampling Comment [‫ن‬.‫ا‬.‫ف‬.152]: Assigned to the Comment [‫ن‬.‫ا‬.‫ف‬.153]: To the Comment [‫ن‬.‫ا‬.‫ف‬.154]: Wrong spelling Comment [‫ن‬.‫ا‬.‫ف‬.155]: And for four 120 minute sessions Comment [‫ن‬.‫ا‬.‫ف‬.156]: Of this study Comment [‫ن‬.‫ا‬.‫ف‬.157]: lower Comment [‫ن‬.‫ا‬.‫ف‬.158]: a completely wrong and ambiguous sentence Students' health promotion: role of cognitive distortions and negligence on social adjustment Ommolbanin Baghernejad1, Nasir pourali kordi2 ‫ ویراستاری مقاله‬:]159.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ Abstract Introduction: Cognitive distortions and negligence on the many aspects of our lives, such as choosing the targets, decision, effort, stable and level surface with the dream of challenging issues that affect our community and have some consistency in practice. The present study was an attempt to examine the relationships among cognitive distortions, social adjustment and negligence of students at University. Method: This research was of a descriptive – correlative one. The population in the study consisted of 811 male and female students from Noshirvani University of Babolin the academic year of 1391-1392. Based on Krejcie and Morgan table, 260 students out of the total were randomly selected as the sample of the present study. To collect the required data, The Inventory of Cognitive Distortions (ICD), Tuchmen negligence questionnaire, and social adjustment scale(SAS) were used. Results: To analyze the collected data, descriptiveand inferential statistics like T test and Pearson correlation were used. The findings showed that there were significant relationships among cognitive distortion, negligence, and social adjustment of the students. The results of this research also displayed that there were significant differences among social adjustment, cognitive distortions and negligence in male and female students. Overall. Conclusion: The research results indicate that cognitive distortions and negligence can make an impact on social harmony and consistency in community college affect interpersonal relationships. Keywords: cognitive distortions, negligence, social adjustment ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.160]: Should be deleted Comment [‫ن‬.‫ا‬.‫ف‬.161]: Completely wrong!!! Cognitive distortions and negligence affect many aspects of our lives such as….. Comment [‫ن‬.‫ا‬.‫ف‬.162]: between Comment [‫ن‬.‫ا‬.‫ف‬.163]: merge these two sentences Comment [‫ن‬.‫ا‬.‫ف‬.164]: in the academic Comment [‫ن‬.‫ا‬.‫ف‬.165]: 2012-2013 Comment [‫ن‬.‫ا‬.‫ف‬.166]: 260 students were randomly selected based on …..table Comment [‫ن‬.‫ا‬.‫ف‬.167]: Delete it Introduction Thoughts, are either facts and expressed truth or hallucinations, either healthy and appropriate values or not, since thoughts can be true or false. If a though doesn't be re-assessed and reviewed, it will be converted into its opposite and instead of solving the problem and leading to growth, it will create stagnation. And the one who has a bad life and bad feeling is under the oppression and bondage of unconsidered, irrational and negative thoughts. Cynical illogical attitude is the onset of depression and its durability. Strongly negative thinking is always associated with major depression or disorders and is the basis of ten cognitive distortion depression. Depression is always the result of a distorted mind. Being in sorrow mood, your thoughts interpret events negatively. During the depression, thoughts are always irrational, tarnished, unrealistic and in a very simple words, are wrong [1]. Nowadays, Many people in the course of their thinking because of lack of familiarity with the principles of correct rational thinking, make cognitive errors unwantedly. Maybe most of our people's suffering are due to contamination of our thoughts with this kind of errors. It seems that depression, restlessness, violence, aggression, and many of our unusual behaviors are not irrelevant to cognitive errors [2]. Those people with illogical thoughts or those whose cognitive errors on their minds are evident, in many cases are not informed about these errors. Perhaps the lack of information is the reason of the contamination of thoughts and the emergence of cognitive errors. Sometimes data analysis in our minds get distorted. These kinds of distortions which Comment [‫ن‬.‫ا‬.‫ف‬.168]: Delete it Comment [‫ن‬.‫ا‬.‫ف‬.169]: And descriptive and inferential statistics like ….were used to analyze the data Comment [‫ن‬.‫ا‬.‫ف‬.170]: ???!!! Comment [‫ن‬.‫ا‬.‫ف‬.171]: Indicated that Comment [‫ن‬.‫ا‬.‫ف‬.172]: impact Comment [‫ن‬.‫ا‬.‫ف‬.173]: delete it Comment [‫ن‬.‫ا‬.‫ف‬.174]: and affects Comment [‫ن‬.‫ا‬.‫ف‬.175]: not in the format of the journal Effectiveness of cognitive behavioral therapy on fatigue in patients with multiple sclerosis 1 2 Emrah Tajeddini , Mohammad Hatami , Robabe Nouri 3 ‫ ویراستاری مقاله‬:]176.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. Abstract Introduction: fatigue is one of the most common problems in patients with multiple sclerosis that has several negative effects on their life. The aim of this study was to investigate the effectiveness of cognitive behavioral therapy on fatigue in patients with multiple sclerosis. Materials and Methods: in this study a single subject design with multiple baselines was used. The sample of this study consisted of 3 patients with multiple sclerosis fatigue were referred to Iran MS society and had inclusion and exclusion criteria of the study. The instruments used in this study consisted of fatigue severity scale and fatigue impact scale. In order to analyze the data, effect size and percent of improvement were used. Results: The results of data analysis indicated that effect size on fatigue severity scale after treatment was. /94 and 45 days after treatment was. /93. Effect size on fatigue impact scale after treatment was. /95 and 45 days after treatment was. /94. Rate of this effect size is high and indicates the effectiveness of cognitive behavioral therapy on fatigue in patient with multiple sclerosis. Conclusion: due to the problems with fatigue for these patients, finding ways to reduce fatigue in these patients was necessary. This study indicates that cognitive behavioral therapy can be used as an effective manner in reducing fatigue in patients with multiple sclerosis. Keywords: Multiple sclerosis, fatigue, Cognitive behavioral therapy Introduction Multiple sclerosis (MS) is a chronic disabling disease with economic and social consequences. Social costs related to MS are so high because of long period of the illness, early loosing of efficacy, needing for others help in daily actions, immune adjusting treatments and health care (Pugliatti et al, 2006). Fatigue is one of the most common symptoms of this illness. Fatigue has been experienced by more than 90% of people with MS and 50% to 60% of patients recognize this problem as the worst one which is highly effectual on activity, daily works and life quality of patients (Kesselring, 2001). Different studies have presented various definitions of MS related fatigue; say, feeling exhaustion toward ability and used energy, disability in producing enough muscular energy (Schwid, Thornton and Pandya, 1999) and disability in maintaining of mental functions (Krupp and Elkins, 2000). In 1998, clinical guideline of the MS society presented following definition from MS related fatigue: “lack of enough physical and mental energy which have been encountered by patient or his care-giver and affect daily and favored activities of patient. ” ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.177]: in Comment [‫ن‬.‫ا‬.‫ف‬.178]: of Comment [‫ن‬.‫ا‬.‫ف‬.179]: delete it Comment [‫ن‬.‫ا‬.‫ف‬.180]: in Comment [‫ن‬.‫ا‬.‫ف‬.181]: delete it Comment [‫ن‬.‫ا‬.‫ف‬.182]: who Comment [‫ن‬.‫ا‬.‫ف‬.183]: .94 Comment [‫ن‬.‫ا‬.‫ف‬.184]: And was .93 after the treatment Comment [‫ن‬.‫ا‬.‫ف‬.185]: Like the sentence above Comment [‫ن‬.‫ا‬.‫ف‬.186]: Delete it Comment [‫ن‬.‫ا‬.‫ف‬.187]: Finding ways to reduce fatigue in these patients is necessary due to the problems with fatigue for them Comment [‫ن‬.‫ا‬.‫ف‬.188]: is Comment [‫ن‬.‫ا‬.‫ف‬.189]: method Comment [‫ن‬.‫ا‬.‫ف‬.190]: wrong Comment [‫ن‬.‫ا‬.‫ف‬.191]: needing others’ help Comment [‫ن‬.‫ا‬.‫ف‬.192]: illness and is experienced by Comment [‫ن‬.‫ا‬.‫ف‬.193]: that have presented…..say that An investigation into the relationship between the Personality Features, Mental Health and loneliness with Facebook usage 1 2 Soodabeh Rostami *, omid ghasemi , and hamed maghrebi sinaki 3 ‫ ویراستاری مقاله‬:]194.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. Abstract ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ Objective: This study examined the relationship between personality characteristics, mental health and loneliness with using virtual social networks (Facebook). Methods: The study population of male and female students in Tehran in 1391, who were enrolled across the university or Open University. Amongthe205samplesfrom129women,76of whomwere men. Three instrumentusedto collectthe required information from. Neo personalitycharacters Short Form of Costa and Mac carre, Mental Health Questionnaire(GHQ) Goldberg and Hiller, loneliness questionnaireof Schimdt and Sermat. Results: Dataanalysiswas performedwithdescriptive and inferentialstatistical methods. For data description,descriptive statistics and totest the research hypothesisregressionanalysiswere used. The dataanalysisshowed thatregressionrelationshipbetweenconscientiousnessanduse Facebookis a positiveandregressionrelationshipbetweenfeel aloneandusing Facebook isnegative correlation. Conclusion: According to the conscientious features people who are looking for a specific purpose in social networks more than other people do not pursue their goals of virtual social networks on Facebook and is often used. And also people who feel loneliness use facebook less than other people because they think they aren’t popular among other people. ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مهابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Keywords: Facebook-Loneliness-Mental Health-Personality-Social network sites Introduction In the world that is becoming complicated day by day, it is necessary to use internet by adolescents th and youth. Internet is a phenomenon that was raised at the last decade of 20 century and changed into the widest, fastest and the most available information facility (Shahnazari, 2006). Figurative space is a wide and complicated world in which different groups and individuals live with different believes and tendencies and personalities. Word of "life" has not been used in this space incorrectly because this world affect on essence of human and his believes more than real world simultaneously. Figurative space is a place that an individual can bring activities of real world in it. Clear figures of this space are timeless and being without place. Waste of local distance and increase of man power in relation with each other have changed process of personality finding of some people (Montazer Ghaem, 2002). Comment [‫ن‬.‫ا‬.‫ف‬.195]: the use of the internet by adolescents and the youth is necessary Comment [‫ن‬.‫ا‬.‫ف‬.196]: emerged Comment [‫ن‬.‫ا‬.‫ف‬.197]: in Comment [‫ن‬.‫ا‬.‫ف‬.198]: beliefs Comment [‫ن‬.‫ا‬.‫ف‬.199]: comma not and Comment [‫ن‬.‫ا‬.‫ف‬.200]: affects Comment [‫ن‬.‫ا‬.‫ف‬.201]: the Comment [‫ن‬.‫ا‬.‫ف‬.202]: beliefs Comment [‫ن‬.‫ا‬.‫ف‬.203]: place in which an individual can bring his activities of the real world Comment [‫ن‬.‫ا‬.‫ف‬.204]: do not have any place Comment [‫ن‬.‫ا‬.‫ف‬.205]: the process of Comment [‫ن‬.‫ا‬.‫ف‬.206]: shaping the personality Stigation of the influence of Big Five Personality traits on Psychological Hardiness (Case study: Family-head Women in Yasouj City) 1 2 3 Reza Fallahchai , Ataallah Paghoosh , Ali Nedaei , and Saeed Ahmadi Nasrabad 4 ‫ ویراستاری مقاله‬:]207.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ Abstract The present research tries to investigate influence of big five personality traits on psychological hardiness in Yasoujfamily-head women. 100 women who were family head in Yasouj city were selected as sample size by means of accessible sampling method. Research instrument in this research was NEO Personality Inventory (Costa & mccrae, 1992) and Ahwaz psychological hardiness scale. Correlation and step-by-step regression analyses were used to investigate relationships between variables and prediction of the influence share of NEO on hardiness. Results of analysis showed that there is a negative and significant relationship between psychological hardiness and neuroticism sub-construct in p<0. 01 level. Further, there is a positive and significant relationship between psychological hardiness and conscientiousness in p<0. 01 level. Results of the research also showed that there is no significant relationship between psychological hardiness and “extroversion and openness” sub-constructs. A positive and significant relationship between psychological hardiness and agreeableness was also verified in p<0. 01 level. These results support the idea that psychological hardiness is a sign of healthy character and also indicate that psychological hardiness has direct relationship with Big Five Personality traits. ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.208]: investigation Comment [‫ن‬.‫ا‬.‫ف‬.209]: the Comment [‫ن‬.‫ا‬.‫ف‬.210]: family heads Comment [‫ن‬.‫ا‬.‫ف‬.211]: using convenience sampling Comment [‫ن‬.‫ا‬.‫ف‬.212]: instruments Comment [‫ن‬.‫ا‬.‫ف‬.213]: were Comment [‫ن‬.‫ا‬.‫ف‬.214]: spelling Comment [‫ن‬.‫ا‬.‫ف‬.215]: the relationship Keywords: Big Five Personality traits, Psychological Hardiness, Family-headed Women Yasouj City Comment [‫ن‬.‫ا‬.‫ف‬.216]: influencing contribution Comment [‫ن‬.‫ا‬.‫ف‬.217]: subscale Comment [‫ن‬.‫ا‬.‫ف‬.218]: a positive and significant relationship was also found Comment [‫ن‬.‫ا‬.‫ف‬.219]: persoanlity Comment [‫ن‬.‫ا‬.‫ف‬.220]: it also indicates that Religiosity and coping with stress styles ‫ ویراستاری مقاله‬:]221.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ Marzie Rezaee ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ Abstract Introduction: Since exposure to many environmental stressors is inevitable, psychological and other skills enable a person to suffer less damage in such a condition. Purpose: The aim of this study was to investigate the relationship between dimensions of religiosity, including religious belief, commitment and practice of religious duties and religious emotions and coping styles (problem solving strategy, reference to others and coping strategy which is not effective). ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ Methods: The study sample included all undergraduate students in the University of Tehran. To perform the study, 100 students (50 girls and 50 boys) were selected by random sampling method. In this study, the questionnaires “coping with stress” and “religiosity scale” were used. The design was comparative-scientific. Results: Pearson correlation test showed a significant positive correlation between religiosity and coping strategy of problem solving. There was also a significant positive correlation between religiosity and coping strategy of referring to others. There was a negative relationship between religiosity and ineffective coping strategy. ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.222]: Moreover, there was a…. Conclusion and Discussion: Considering the relationship between religiosity and problem-solving and emotion-focused coping strategies, and also considering that Iranian society has formed a religious people, it seems to develop a "wind religious approaches to coping with stress can help people in stressful situations. Comment [‫ن‬.‫ا‬.‫ف‬.223]: Comma not and Keywords: coping with stress strategies, religiosity Comment [‫ن‬.‫ا‬.‫ف‬.227]: ?? Comment [‫ن‬.‫ا‬.‫ف‬.224]: Comma not and Comment [‫ن‬.‫ا‬.‫ف‬.225]: comprise Comment [‫ن‬.‫ا‬.‫ف‬.226]: developing Comment [‫ن‬.‫ا‬.‫ف‬.228]: For coping Introduction One of the variables that affect students’ general health promotion is their coping with stressful situations. Stress related to the age in which they live, biological and maturity problems, to adapt to a new way of life and education, behavior with peers, participating in groups and being away from family are factors that cause increased stress on students (Levinson, 1978). Appropriate dealing with these factors can have a huge impact on their health promotion. Lazarus & Folkman define stress as a dynamic, two-way relationship between the person and the environment. They divide coping with stress strategies into two main categories that is problem-focused and emotion-focused. Andler and Parker (1990) raised "Interaction model of anxiety, stress and coping style" based on their research topic to investigate the coping strategies. Based on the study they performed to investigate the general coping process, they divided people in terms of their coping styles : problem-focused coping style, emotional-focused coping style, and avoidant coping styles. In problem-focused coping, the individual tries to eliminate or minimize the stress of work or activity. This coping can be done in the following format: seeking information and strategies, creating alternative prizes , focus on proactive problem solving. Problem-focused strategies are placed versus emotion-focused strategies by which a person tries to regain his calmness which is lost because of stress. Special excitements caused by stress prevent clear thinking and proper decision to Comment [‫ن‬.‫ا‬.‫ف‬.229]: Is related Comment [‫ن‬.‫ا‬.‫ف‬.230]: That increase Comment [‫ن‬.‫ا‬.‫ف‬.231]: of Comment [‫ن‬.‫ا‬.‫ف‬.232]: It’s another sentence. Separate it from the previous sentence solve the problem and relieve the stress. Sothe individual should release himself from thesenegative emotions and excitements. This type of coping can be applied as follows: setting the mood and emotions, censorious behavior, preoccupation, and fantasy. Finally, avoidant strategies involve activities and cognitive changes that aim to avoid the stressful situation. Avoidant coping strategies may appear as switching on and engaging in a new activity or turning to the community and other persons (Vilting, Sabic and Tween, 2010). The coping that relieves emotional stress is defined as emotion-driven, and the coping strategy in which the person tries to alter emotional factors causing the pressure is defined as problemfocused coping (Lazarus and Folkman, 1984). Religion plays an active role in preventing or reducing psychological disorders. These disorders include anxiety, stress and depression (Francis, et al. , 2004). Religiosity is a practical system based on religious beliefs in the realm of the personal and social dimensions of the Lord God sent to guide humanity on the path of growth and perfection, including opinions, beliefs, attitudes, and behaviors which are joined together and it provides a universality feeling for the individual (Arian, 1387). James and Pratt conceived religion as cognition, emotion and behavior perceived from knowledge or interaction with numinous world which are hypothesized to play an important role inhuman affairs (Mccullough and Michael). Spiritual aspects of religion, focusing on positive emotions may be related to the close relationship and increased social support both of which will increase the level of mental health. Aspylka and Shower and Kirk Patrick (1985) showed that religion has three roles in the process of dealing with disasters and problems: 1) providing meaning to life, 2) helping people to have a feeling of control when faced with different situations and 3) creating a sense of confidence to the people. The research studies that have been done in Iran show that religious orientation has correlation with increasing mental health and decreasing mental disorders and is able to positively predict the positive religious coping style (Arian, 1378; Bahrami Ehsan and Tashk, 1383; Salehi et al. , 1386; Rezapour Mirsaleh et al. , 1390). Comment [‫ن‬.‫ا‬.‫ف‬.233]: Why are some of the sections bold? Comment [‫ن‬.‫ا‬.‫ف‬.234]: 2011 In view of theabove, theaim of the present study is to answer the question whether there is a relationship between coping with stress strategies and the level of religiosity? Method Participants andstudydesign Comment [‫ن‬.‫ا‬.‫ف‬.235]: ? The present study has been conducted with a comparative-scientific method. The study sample included all undergraduate students in the University of Tehran. To perform the study, 100 students (50 girls and 50boys) were selected by random sampling method. In this study, the questionnaires "coping with stress" and "religiosity scale" were used. Nasirzzade, Razie; Rasoulzade Tabatabee, seyyed Kazem. (1388). The relationship between DASS scale psychological structures and coping with stress strategies. Azad Islamic university, Branch of Arsanjan. Journal of Behavioral Sciences. Rezapour Mirsaleh, Yaser; Khabbaz; Mahmoud; Safi, Muhammad Hadi; Abdi, Kianoush; Yavari, Maryam; Behjati, Zahra. (1390). Investigating the correlation between religious orientation, personality dimensions, self-efficacy and coping styles of nurses students. Nursing Research, 64-53,22(6). Comment [vr236]: not in the format of the journal A survey of the tripleidentity dimensions (local, national and global) among the youths and its role in cultural development ‫ ویراستاری مقاله‬:]237.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ Abstract The main objective of this paper is the survey of the triple identity dimensions (local, national and global), among the youth in the azerbaijansharghi province in the year 1391. Methods ofresearch are survey and the way of doing it is through correlation. The statistical population is composed of all theyouths,from11to 25 years old which are residential of this province, and through the Cochran formula, the sample size of430participants were selected by multi-stage clustersampling. The measurement tool is researcher made questionnaire which its validity is obtained through experts and professors' feedbacks inthe field of identity and its reliability is measured by Cronbach's alpha and acceptable results is obtained. The research shows that each local and national identity is classified in six indices and the global identity in five indices. Datawere analyzed using thestatistical packagespssversion13, and unidirectional variance analysistests, the correlation coefficient of Pearson's, the T test and the Friedman test. The results show that the dominantidentity among young people is the ethnic identity and the national and global identities are their next priorities. There was a direct correlation between ethnic identity and national and global identities, but between national and global identities, the correlation was reverse. Keywords: Identity, collective identity, local identity, national identity, global identity, the youth. .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ .‫مقالٍ ی شما بسیاز تحت الفظی تسجمٍ شدٌ است‬. ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬ ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.238]: Is to survey Comment [‫ن‬.‫ا‬.‫ف‬.239]: Should be written in capital letter Comment [‫ن‬.‫ا‬.‫ف‬.240]: 2012 Comment [‫ن‬.‫ا‬.‫ف‬.241]: The research method Comment [‫ن‬.‫ا‬.‫ف‬.242]: is Comment [‫ن‬.‫ا‬.‫ف‬.243]: correlational Comment [‫ن‬.‫ا‬.‫ف‬.244]: the youth Comment [‫ن‬.‫ا‬.‫ف‬.245]: who Comment [‫ن‬.‫ا‬.‫ف‬.246]: a sample of 430 participants were selected through the Cochran formula Comment [‫ن‬.‫ا‬.‫ف‬.247]: the researcher-made Comment [‫ن‬.‫ا‬.‫ف‬.248]: were Comment [‫ن‬.‫ا‬.‫ف‬.249]: data were Comment [‫ن‬.‫ا‬.‫ف‬.250]: the statistical Comment [‫ن‬.‫ا‬.‫ف‬.251]: analysis test Comment [‫ن‬.‫ا‬.‫ف‬.252]: Pearson correlation coefficient Comment [‫ن‬.‫ا‬.‫ف‬.253]: Ethnic identity is dominant among the young people Comment [‫ن‬.‫ا‬.‫ف‬.254]: However, the correlation was reverse between…. The relationship between personality characteristics, And coping styles with achievement goals in students of Tehran Azad University. 1 2 Nasrin Salehi nejad , Suzan Emami pour , Parisa Tajalli 3 ‫ ویراستاری مقاله‬:]255.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ Abstract In modern education psychology, goal orientation theory is one of the most effective approaches in motivation, and has important motivational implications in learning and performance. The theorists believe that individual difference in personality is one of important factors which affected motivation in behavior, performance and learning. Also nowadays every one experience stress in life and tries to take effective way to deal with stressful situation. The purpose of our research was study the relationship between personality characteristics and coping stress styles with achievement goals. The subjects were 200 students (110 girls & 90 boys) of three faculty in Tehran Azad university (central branch), selected by multistage cluster sampling were assessed by three questionnaire, “personality characteristics (NEO, FFI)”, “coping stress styles (CISS)”, and “achievement goals (AGQ)”. Results were analyzed using Pearson Correlation and Multiple Regression. Our results showed that significant correlation was found between personality characteristics elements and coping stress styles with achievement goals. Moreover, the exact studies showed that agreeableness, neuroticism, consciousness and task-oriented copying were predictors of approach-achievement goals, and neuroticism and task-oriented copying were negative predictors of avoidance-achievement goals in students. The results show that positive characteristics and efficient coping ways, leads students to choice better goals and actions, and the relationship between these factors shows the important role of parents and educational officials in training. ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.256]: capital Comment [‫ن‬.‫ا‬.‫ف‬.257]: affects Comment [‫ن‬.‫ا‬.‫ف‬.258]: comma Comment [‫ن‬.‫ا‬.‫ف‬.259]: was to study the … Comment [‫ن‬.‫ا‬.‫ف‬.260]: comma not and Comment [‫ن‬.‫ا‬.‫ف‬.261]: and not with Comment [‫ن‬.‫ا‬.‫ف‬.262]: plural s Comment [‫ن‬.‫ا‬.‫ف‬.263]: who were selected by Comment [‫ن‬.‫ا‬.‫ف‬.264]: and were assessed Comment [‫ن‬.‫ا‬.‫ف‬.265]: questionnaires of … Comment [‫ن‬.‫ا‬.‫ف‬.266]: lower case Keywords: personality characteristics, coping styles, achievement goals, students. Comment [‫ن‬.‫ا‬.‫ف‬.267]: as our results showed, significant correlation was found betwee.. Comment [‫ن‬.‫ا‬.‫ف‬.268]: comma not and Comment [‫ن‬.‫ا‬.‫ف‬.269]: and not with Introduction In modern education psychology, goal orientation theory is one of the most effective approaches for motivation and has important motivational implications for learning and performance (Elliot,1999,Pintrich & Schank,2002,Vandewall,2001). Elliot (1997,cited by khormaei,2006) considered goal orientation as a method by which an individual justifies his or her competencies, It includes cognitive representation on the reasons for being involved in behaviors, linked with progress and norms utilized for performance justification or evaluation. Thus, Elliot and mcgregor (2001) introduce a new perspective on objective orientation. They believe that the main concept in goal orientation is “competency “. In this theory, the frame work of goal orientation is divided based on two dimensions, one of them is based on the notion that how competency is defined and the other one is that how competency is valued. In this model by combination of definition and value dimensions in competency, introduced four kinds of orientation which include: masteryapproach,mastery-avoidance, performance-approach and performance-avoidance. For goal orientation of mastery-approach, the individual emphasized on such objectives as learning, overcoming the Comment [‫ن‬.‫ا‬.‫ف‬.270]: lead Comment [‫ن‬.‫ا‬.‫ف‬.271]: set better goals challenges and increasing competency. In mastery-avoidance goals, the individual try to avoid not to lack of knowledge or failure in learning. They fears of not understanding the courses or forgetting the learned materials. Those with performance-approach orientation seek to prove themselves as being capable and Those with performance-avoidance orientation fear of being considered as insufficient or disable and they will try their best to avoid failure. On the other hand, many theorists of motivation believe that the emerging five factors theory has provided many researchers with interest in studying the role of personality characteristics in individual’s motivational performances. They also believe that the personality differences of the individuals is one of the main factors which impact on their motivations in behavior, performance and learning (Zweing & Webester,2004). The personal and social psychology background Indicate that the structures of goals bring integrated justification for motivation, interest and performance of individuals (Dweek & Legget,1988). For the relationship between personality characteristics and goal orientation, Elliot and Thrash (2002) suggest that personality characteristics and goal orientation will lead to sequential function through the process of motivation. The personality characteristics are considered as energizing potential tendencies while goal orientation is defined as certain cognitive regulations orienting these general orientations. Therefore, personality characteristics influence on individuals’ goal orientation (Wang & Erdiheim, 2007). Also, psychological well-being, physical health and cognitive ability of the learners are challenged by stress when trying to do more effectively their tasks (Clark & Reiker,1986, cited by Shokri, 2010). The results of studies showed that the learners have different reaction in face with stressors in the terms of behavioral, cognitive, emotional and physiological (Hirokava, Yagi & Miata, 2002, cited by Fadaei, 2010). Individual differences in cognitive processes depend on their coping styles. An individuals’ perception of a situations’ stress changes his or her responses. In general, coping style refers to behavioral and cognitive efforts for prevention, management and reduction of stress (Lazarus & Folkman, 1994). Endler and Parker (1990) by surveying the general copying styles, divide individuals in three basic types: Task-oriented coping style, Emotional-oriented coping style and avoidance-oriented coping style. The Task-oriented coping style describe methods by which the individual considers the actions need to be dine in order to remove or reduce stress. The Taskoriented behaviors include searching more information about the problem, changing the structure of the problem in the terms of cognitive and giving priority to steps for facing the problem. Conversely, Emotional-oriented coping style describe the methods by which the individuals focuses their selves and mostly regards reduction of one’s own unpleasant emotions. Emotional-oriented coping reactions include; Crying, become angry and considering censorious behaviors. . . And avoidance coping behaviors may emerge as getting involved in a new activity or shifting toward the society and other individuals (Halamandaris & Power,1999). Stress is associated with different negative results including weak academic achievement (Strathers, Perry & Menec, 2000). Also, an individual experiences stress in modern life and tries to respond to the factors by unique methods. The researchers of cognitive assessment believe that individuals’ cognitive evaluation patterns differ from stressor situation based on creation of different personality characteristics with different rational or emotional responses such as anger, feeling guilty, proud, planning a map and doing effort to reduce unpleasant emotions (Penely & Tomaka,2002,cited by Fadaei 2010). In addition, based on one’s personality characteristics and by optimally using the time, an individual tries to effectively and timely react to critical situations. The personality variables show a long history of influencing on the coping styles and subjective well-being. Heren and Mishel (2003) found that individuals’ personality types plays an important Comment [‫ن‬.‫ا‬.‫ف‬.272]: to do their tasks more effectively Comment [‫ن‬.‫ا‬.‫ف‬.273]: facing role in their coping stress style. Therefore, simultaneously controlling big five characteristics can be helpful and effective for cognition, coping style and goal orientation. Many studies have been done about these variables and their relationships. Elliot & Thrash (2002) find that Extroversion predicts Mastery-approach goal orientation. Also, they confirm the positive relationship between Neuroticism and Performance-approach orientation and Performance-avoidance orientation and Finally, The found that Extroversion is positively related to Mastery-approach orientation. Also, Zweing and Webester (2004) contended that Conscientiousness, Performance-approach orientation, and Agreeableness, Openness and Mastery-approach orientation are positively and significantly correlated. They emphasized the positive relationship between Openness and learning orientations. Comment [‫ن‬.‫ا‬.‫ف‬.274]: why capital??? Assessment of income inequality in Kerman province and comparison with appropriate indices at the National level: 1989-2011 (as an important factor in the spread of social damages) Mehdi Nosratabadi ‫ ویراستاری مقاله‬:]275.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای پریسش‬ ٌ‫چىد اشتبا‬. .‫اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫عالمت گرازی شدٌ تىُا بٍ عىًان مثال ذکس شدٌ ي وٍ تىُا‬ ‫ایه اشتباَات بلکٍ کل مقالٍ ی شما ویاش بٍ يیساستازی‬ Abstract Introduction: Since income distribution increases the welfare level of society and reduce the prevalence of social harms, therefore Therefore, the fair distribution of income has been as a a major goals of developmental program in any country such as Iran, this article tends to investigate the changes of inequality in income status during 1989-2011 in urban and rural areas of Kerman province, furthermore comparing of this trend with corresponding values in National level is examined. Methods: In this Descriptive-Analytical study we used the statistical data on Household budgets for measuring income inequality indices (Gini and Theil). The study is conducted for both urban and rural Areas of Kerman province with considering National measures, for analyzing data we used STATA and SPSS Software. Results: The Trend of income inequality in both rural and urban areas have been large fluctuations, and in the last years, especially in rural areas, has been somewhat declining. Using independent t test we found that amount of income inequality between urban and rural areas are the same (p>0. 05), there was no statistically significant differences in distribution of income between urban areas of Kerman province and the urban areas of the country.comparing the rural areas of Kerman province with the rural areas of country in terms of inequality did not show any significant difference (p>0. 05). Conclusion: Severe fluctuations in some years and the general increasing trend of indices show that the economic policies and organization actions have not fairly been regulated. High level of inequality in rural areas require policy makers to pay more attention to the development of productive capacities, employment and the fair distribution of income. At the end considering to research findings, some recommendations have been offered. ‫ لطفا مقالٍ تًسط یک متسجم حسفٍ ای يیساستازی‬. ‫دازد‬ ‫ مىابع ي سایس قسمت َا‬،‫ پس اش يیساستازی‬،‫ ضمىا‬.‫شًد‬ ‫(پازاگساف بىدی َا ي جدايل ) بس اساس فسمت وشسیٍ تىظیم‬ .‫شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.276]: reduces Comment [‫ن‬.‫ا‬.‫ف‬.277]: ???!!! Comment [‫ن‬.‫ا‬.‫ف‬.278]: ???!!! Comment [‫ن‬.‫ا‬.‫ف‬.279]: goal Comment [‫ن‬.‫ا‬.‫ف‬.280]: . not , Comment [‫ن‬.‫ا‬.‫ف‬.281]: attempts Comment [‫ن‬.‫ا‬.‫ف‬.282]: worng!!! Comment [‫ن‬.‫ا‬.‫ف‬.283]: Why capital? Comment [‫ن‬.‫ا‬.‫ف‬.284]: Lower case Comment [‫ن‬.‫ا‬.‫ف‬.285]: lower Comment [‫ن‬.‫ا‬.‫ف‬.286]: it’s a new sentence and should be separated from the previous sentence Comment [‫ن‬.‫ا‬.‫ف‬.287]: has had Comment [‫ن‬.‫ا‬.‫ف‬.288]: completely wrong Keywords: Gini coefficient,Theil Measure,Income Inequality, Social Harms. Comment [‫ن‬.‫ا‬.‫ف‬.289]: is Comment [‫ن‬.‫ا‬.‫ف‬.290]: the distribution Comment [‫ن‬.‫ا‬.‫ف‬.291]: capital Comment [‫ن‬.‫ا‬.‫ف‬.292]: have not been fairly regulated Comment [‫ن‬.‫ا‬.‫ف‬.293]: should be eliminated Prediction of Internet Addiction based on the Identity Style, Feeling of Loneliness and Fear of Intimacy 1 2 Helaleh Qadri , Ahmad Esmaili Kurane , Ali Khademi 3 ‫ ویراستاری مقاله‬:]294.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. Abstract With the public release of the Internet since the early nineties, the problem of excessive and pathological use of this technology has attracted the attention of psychologists. Since then, the phenomenon of Internet addiction has been studied in various countries. The aim of the present study is to investigate identity style, loneliness and fears of intimacy with Internet addiction in students. The present descriptiveanalytic correlation study; consisted of 300 students (150 female and 150 male) who had been selected by cluster sampling method among all Urmia Islamic Azad University students. Four tools Identity Styles questionnaire (ISI), Loneliness Scale (UCLA), fear of intimacy questionnaire, and Internet Addiction Test (IAT) were used for data gathering. The gathered data is analyzed by SPSS-20 and descriptive statistic indexes, Cronbach's Alpha coefficient, T-test, Pearson Correlation and Regression. There was a significant correlation between identity styles (informational, normative commitment), feelings of loneliness, fear of intimacy, with internet addiction. The results of regression analysis indicated that the identity styles (informational, normative commitment), feelings of loneliness and fear of intimacy were able to predict %51 of the variance Internet addiction. Finally, the findings of this study indicate that the identity styles (informational, normative), loneliness and fear of intimacy could very well be predicting Internet addiction. Identity styles, loneliness, and fear of intimacy can be considered as risk factors for Internet addiction and these factors can significantly reduce the risk of Internet addiction and effective on treatment strategies. Keywords: Internet addiction, identity styles, loneliness and fear of intimacy Introduction Using from modern technologies is one of the aspects of our world. Internet as one of the rising aspects and dimensions of these technologies in the modern contemporary world has a significant role in revolution and changes in the lives of the people society. Nowadays using from internet is one of the most important part of the people's lives, in such a way that for purchasing, data collection, chatting and talking with the others and some other activities, internet is used widely. Using from internet has increased significantly in last 50 years. It seems that all of the people's lives aspects have been affected by this Global Village. Although using from internet has many positive aspects in the communication era, but lack of proper use from internet or excessive use from it will have many negative consequences (Odacı, Çelik, 2013) ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.295]: The problem of excessive and pathological use of Intenet has attracted the attention of psychologist with the public release of the internet sicnce the early nineties. Comment [‫ن‬.‫ا‬.‫ف‬.296]: Comma not and Comment [‫ن‬.‫ا‬.‫ف‬.297]: And not with Comment [‫ن‬.‫ا‬.‫ف‬.298]: Should be deleted Comment [‫ن‬.‫ا‬.‫ف‬.299]: From anong Comment [‫ن‬.‫ا‬.‫ف‬.300]: Four tools of Comment [‫ن‬.‫ا‬.‫ف‬.301]: Variance of Comment [‫ن‬.‫ا‬.‫ف‬.302]: indicated Comment [‫ن‬.‫ا‬.‫ف‬.303]: predict Comment [‫ن‬.‫ا‬.‫ف‬.304]: ?!?! vague Comment [‫ن‬.‫ا‬.‫ف‬.305]: using Comment [‫ن‬.‫ا‬.‫ف‬.306]: using Comment [‫ن‬.‫ا‬.‫ف‬.307]: using The relationship between Personality Characteristics and Divorce in Women Referred Vanak Family Clinic Vahid Hatami Kasvaee1-, Mohammad babaraeisi2 Soroush Mohammadi Kalhori 3 Mojtaba ali Shirazi 5 Mohammad Haji Mohammad Farshchi4, 1. Abstract Marriage is a sacred covenant by which the family is formed. Family is the first social organization in which the individual lives and in general it is a core of help, relief and healing. Overall, statistics show the growth rate of divorces over the past decades (9. 3 divorces per 100 marriages). If a divorce occurs in a family, it not only influences families negatively but also society as a whole. In the present study, the Standard NEO Personality Inventory (NEO-FFI) containing 60 items was used to determine the relationship between personality characteristics of women with divorce. Totally, 100 women referred to Vanak family clinic were selected for the study. The results showed a significant difference between the mean of women demanding for divorce in the personality traits including neuroticism, extraversion, openness to experience, agreeableness and conscientiousness and the mean of women in the society. The present study suggest psychological counselling to improve emotional conditions for women. Keywords: marriage, divorce rates, Standard NEO Personality Inventory, Consulting ‫ ویراستاری مقاله‬:]308.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫اشتب عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬ ٌ‫چىد ا‬. ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تهظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.309]: Referred to Comment [‫ن‬.‫ا‬.‫ف‬.310]: Merge these two sentences……is formed and family is the… Comment [‫ن‬.‫ا‬.‫ف‬.311]: Growing rate Comment [‫ن‬.‫ا‬.‫ف‬.312]: Comes through Comment [‫ن‬.‫ا‬.‫ف‬.313]: The 60 -item standard NEO personality inentory Comment [‫ن‬.‫ا‬.‫ف‬.314]: and Comment [‫ن‬.‫ا‬.‫ف‬.315]: applying for, or filing for or suing for but not demanding for Comment [‫ن‬.‫ا‬.‫ف‬.316]: the whole sentence is ambiguous!! Comment [‫ن‬.‫ا‬.‫ف‬.317]: suggensts Relationship between Meta-Emotion and Addiction Potential in University Students 1 2 Nader Hajloo , Karim Babayi Nadinloei , Hasan Sadeghi 3 ‫ ویراستاری مقاله‬:]318.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ Abstract ‫مقال تًسط یک‬ ٌ ‫ لطفا‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ Studies have shown that a high percentage of people are affecting with emotional problems. Emotional problems can include depression, anxiety, hostility, interpersonal sensitivity, and as a result of them the emergence of high-risk behaviors such as drug abuse, alcoholism and crime. The purpose of this study was to determine the relationship between meta-emotion and addiction potential in university students and the contribution of meta-emotion dimensions in predicting addiction potential in students. A descriptive-correlation method was applied in this study. The Statistical population consisted of all students of Mohaghegh Ardabili University of which a sample including 84 students were selected randomly by multistage cluster sampling. Addiction Potential Scale and Weed's questionnaire were used to assess addiction potential. Also, metaemotion was assessed by Meta emotion scale. The data so collected was analyzed using multiple regression analysis by simultaneous data entry method. The results of this study revealed that addiction potential of students could be predicted by having their meta-emotional components scores. It was also shown that among six components of meta-emotion, the following three components are significantly important in predicting the addiction potential of students including anger, humiliation and shame/sin. Emphasizing the necessity of the concentration of psychologists on meta-emotion concept, as one of the variables relating to high risk behaviors, the results of this study significantly implied the importance of the attention of student consultants to meta-emotion dimensions in order to prevent their tendency to addiction. ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.319]: Are affected by Comment [‫ن‬.‫ا‬.‫ف‬.320]: and Comment [‫ن‬.‫ا‬.‫ف‬.321]: and the emergence of high risk behaviors such as drug abuse, alcoholism and crime is the results of emotional problems Comment [‫ن‬.‫ا‬.‫ف‬.322]: is Comment [‫ن‬.‫ا‬.‫ف‬.323]: from Comment [‫ن‬.‫ا‬.‫ف‬.324]: a sample of 84 was selected Comment [‫ن‬.‫ا‬.‫ف‬.325]: randomly Comment [‫ن‬.‫ا‬.‫ف‬.326]: that were collected were analyzed using Comment [‫ن‬.‫ا‬.‫ف‬.327]: unnecessary Key words: Students, Meta-Emotion, Addiction Potential Introduction To days, substance use disorders and its serous and unpleasant consequences are of the most important public health problems across the world. Such disorders are related to many serious medical, psychological, family, occupational, legal, financial, spiritual and ethical problems. They not only impose pain and affliction to the consumer but also encounter his/her family with serious damages (Dalley and Marlatt, 2005). According to pervious studies and investigations, addiction procedures are influenced by patients' beliefs and attitudes (Birch, Stewart & Zeck, 2004). A group of studies have shown that emotional and cognitive responses of individuals are correspondent to their attitudes (Farhoudian, 2003). Comment [‫ن‬.‫ا‬.‫ف‬.328]: to debriefing the students about meta-cognitive Comment [‫ن‬.‫ا‬.‫ف‬.329]: meta-cognitive Comment [‫ن‬.‫ا‬.‫ف‬.330]: today, Comparison of perceived social support and mental health of gifted students and students with average intelligence 1 2 3, Hossein Taghizadeh , Gholam Ali Afrooz , Afsaneh Darabi Ahmad Aramon 4 ‫ ویراستاری مقاله‬:]331.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫مقال ی شما مًزد باشبیىی قساز گسفت ي بسای‬ ٌ ‫کل‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. Abstract Students’ brightness consists of vast range of abilities and different grades from average that may influence their social, emotional, educational and psychological adaptability. Moreover, studies have shown that enjoying from favorable social support leads to physical health and psychological well-being. The purpose of the present study was to compare perceived social support and mental health of gifted students and students with average intelligence. The sample of this study was selected randomly and consisted of 100 students (50 gifted student and 50 students with average intelligence) in Babol city. The information needed, was obtained using a Multidimensional Scale of Perceived Social Support, General Health Questionnaire and raven intelligence test (Adult forms). One-way analysis of variance, Pearson's correlation Coefficient and multivariate regression analysis test was used to analyze the data. Research findings showed that between mental health (p<0/004) and perceived social support (p<0/001) of gifted students and students with average intelligence, there are significant differences. Also, between perceived social support with mental health in gifted students and students with average intelligence, there are significant relationships (p<0/01). Finally, the perceived social support predict changes in mental health with a coefficient of %63. In this way, the social support from family 0/53, social support from friends 0/41, social support of important people in life 0/34, predict changes in mental health. According to research findings, it seems that perceived social support and its dimensions cause mental health of gifted students and students with average intelligence to increase. ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ ‫ پس اش‬،‫ ضموا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.332]: the Keywords: Perceived social support, mental health, gifted students, students with average intelligence Introduction Human health issues consistently have been considered from its inception, and for many centuries, but whenever we have mentioned this issue, generally in (health) the psychological basis rather than physical are considered. The World Health Organization mental health knows the mental health of the individual capabilities in harmonious communication with others, and the ability to change their social environment and solving the emotional conflicts of the appropriate and reasonable on their own initiative (Mohammad Amini, 1386). According to Kaplan (1991), mental health consists of continuous adaptation to changing conditions and strives to achieve balance between the changing internal contradictions and environment Comment [‫ن‬.‫ا‬.‫ف‬.333]: have consistently been considered requirements. Also, Ventis (1995) knows mental health depends on the seven criterions: Appropriate social behavior, freedom from worrisome and guilt, lack of mental illness, self-sufficiency and appropriate social behavior, freedom from worrisome and guilt, lack of mental illness, self-sufficiency and selfavoidance, self-acceptance and self-actualization, unity and organization of the base character, looking happy and flexibility. Comment [‫ن‬.‫ا‬.‫ف‬.336]: consider mental health to be dependent on In the survey of different resources in the field of mental health and adjustment of gifted students, the views expressed are entirely different. In the one of these views is believed that psychological disorders are more common in the gifted students than those with average brightness, especially in the teens and adults; because these individuals because of their cognitive abilities are more sensitive towards the interpersonal conflicts, and experience more sense of alienation and mental pressure. (Sheikhol Eslmi & Comment [‫ن‬.‫ا‬.‫ف‬.334]: vague sentence Comment [‫ن‬.‫ا‬.‫ف‬.335]: !!!!2007 Comment [‫ن‬.‫ا‬.‫ف‬.337]: in one of these views it’s believed that Latifiyan, 1381). Also, one of the most common misconceptions about gifted students in occurrence of unacceptable behaviors, such as moodiness, isolationism, individualism and not helping others, aggression, emotional instability, are social conflict and lack attractiveness of them (Malekpur, 1386). Gifted students must cope with many problems. One of the problems is demands and expectations of parents, teachers and others that impose them explicitly or implicitly (Hallahan & Kauffman, 2003). Gifted students also usually feel a lot of stress to get the high score, or to obtain specific jobs. They usually for being perfect in all areas feel forced and dutiful, this condition is called perfectionism syndrome (AderholtElliott, 1987, quoted from Hallahan & Kauffman, 2003). Comment [‫ن‬.‫ا‬.‫ف‬.338]: 2002 Comment [‫ن‬.‫ا‬.‫ف‬.339]: 2007 This is one of the affecting factors in the mental health, social support, which is in two forms of social support received, and perceived, to be studied (Hesam & et al, 1390). In the social support received, the protections amount gained by the individual is emphasized and the perceived social support, individual assessments of the availability of the necessary support needed to be checked (Gülaçt, 2010). More precisely “perceived social support” can be defined as follows: Perception or experience of a person that somebody likes him, to care of him, Respect him, and knows him as part of a social network with the assistance and commitment (Taylor et al, 2004). Several studies have proven that the increased level of social protection because the health level as well increases and vice versa. From this perspective, health condition is to have a social protection (Ghodsi, 1382). Perceived social support on physical health, mental health, life satisfaction and various aspects of quality of life has a great impact and is known as a moderating factor influencing the deal and cope with stressful life situations (Friedlander Laura, 2007). Comment [‫ن‬.‫ا‬.‫ف‬.340]: 2003 Using Mindfulness Based Interventions in Family and Couples: Effect of Mindfulness-Based Relationship Enhancement on Marital Satisfaction in Isfahan Couples ‫ ویراستاری مقاله‬:]341.‫ف‬.‫ا‬.‫ [ن‬Comment ‫با سالم و احترام‬ ‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬ .‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬ 1 2 3 Majid Jahanian , Maryam Fatehizade , Ahmad Ahmadi , Fateme Bahrami 4 ‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬. ‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬ ‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬ Abstract: Marital satisfaction is a personal experience in marriage which oneself in response to the pleasure of marital relationship, only may be assessed. Given the importance of marriage and family and marital stability, marital enrichment approaches is needed. In this research, mindfulness based marital relationship enhancement training program has been used. Mindfulness simply defined as purposeful and non -judgmental awareness with regard to the present moment. This study examines the impact of marital enhancement program based on mindfulness training on marital satisfaction in Isfahan couples. For this purpose, the semi-experimental pretest-posttest control group was used and 20 couples were selected and randomly assigned to experimental and control groups. 90 min, a training session was conducted over eight weeks. Participants in both groups before and after training, ENRICH couple Scale (Short Form 35 questions) were completed. The findings of the study were derived with using multivariate analysis, showed that mindfulness-based marital relationship enhancement program upon couple ENRICH scale dimensions, including marital satisfaction, communication and conflict resolution has a significant positive effect, but a significant effect didn’t found in the ideal distortion dimension. Overall, the findings indicate a positive impact on marital satisfaction by a mindfulness-based relationship enhancement program. ‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬ ‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬ .‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬ ‫با تشکر‬ Comment [‫ن‬.‫ا‬.‫ف‬.342]: deleted Comment [‫ن‬.‫ا‬.‫ف‬.343]: wrong!! Comment [‫ن‬.‫ا‬.‫ف‬.344]: Your sentence is vague and ambiguous!! Comment [‫ن‬.‫ا‬.‫ف‬.345]: Mindfulness-based Comment [‫ن‬.‫ا‬.‫ف‬.346]: Is simply defined as Comment [‫ن‬.‫ا‬.‫ف‬.347]: of Comment [‫ن‬.‫ا‬.‫ف‬.348]: in couples living in Isfahan Comment [‫ن‬.‫ا‬.‫ف‬.349]: the semi-experimental method with pre-test, post-test and control group design was used Comment [‫ن‬.‫ا‬.‫ف‬.350]: 90 -minute training sessions were conducted over eight weeks Comment [‫ن‬.‫ا‬.‫ف‬.351]: unnecessary Comment [‫ن‬.‫ا‬.‫ف‬.352]: mindfulness-based relationship enhancement has a significant effect upon…. Comment [‫ن‬.‫ا‬.‫ف‬.353]: Wasn’t