University of Mohaghegh Ardabili Journal of School Psychology 22520821 10 4 2022 01 21 Relationship of hope, life satisfaction, self-esteem and mental health with mediating role of cognition, metacognition and progress motivation in students Relationship of hope, life satisfaction, self-esteem and mental health with mediating role of cognition, metacognition and progress motivation in students 6 20 1459 10.22098/jsp.2022.1459 FA Taghi Akbari Associate Professor,Department of Educational Sciences, Faculty of Psychology and Educational Sciences,University of Mohaghegh Ardabili, Ardabil, Iran Shahram Mehravar Giglou Ph.D. in Higher Education Management, Allameh Tabatabaei University, Tehran, Iran. 0000-0002-1959-7439 Journal Article 2022 01 23 Objective: The purpose of this study was to predict mental health of students based on the hope, life satisfaction and self-esteem variables with the mediating role of cognition, metacognition, and motivation for progress. Methods: The research method was correlational and 256 students were selected through randomized multistage cluster sampling. They answered the questionnaire of hope, life satisfaction, self-esteem, general health, cognition, metacognition, and progression motivation. Results: Findings showed that the standardized coefficient is the path of direct effects of hope, life satisfaction and self-esteem with cognition, metacognition, progress motivation and mental health, and the direct effects of cognition, metacognition, and progress motivation with mental health are significant at 0.01 alpha level (p 0/01). Also, the indirect coefficient related to the hope, life satisfaction and self-esteem relationship with mental health by variables of cognition, metacognition and progress motivation are at 0.01alpha level. Conclusion: In general, findings show the effect of hope, life satisfaction and self-esteem in promoting cognitive, metacognitive and student motivation for achieving mental health. Objective: The purpose of this study was to predict mental health of students based on the hope, life satisfaction and self-esteem variables with the mediating role of cognition, metacognition, and motivation for progress. Methods: The research method was correlational and 256 students were selected through randomized multistage cluster sampling. They answered the questionnaire of hope, life satisfaction, self-esteem, general health, cognition, metacognition, and progression motivation. Results: Findings showed that the standardized coefficient is the path of direct effects of hope, life satisfaction and self-esteem with cognition, metacognition, progress motivation and mental health, and the direct effects of cognition, metacognition, and progress motivation with mental health are significant at 0.01 alpha level (p 0/01). Also, the indirect coefficient related to the hope, life satisfaction and self-esteem relationship with mental health by variables of cognition, metacognition and progress motivation are at 0.01alpha level. Conclusion: In general, findings show the effect of hope, life satisfaction and self-esteem in promoting cognitive, metacognitive and student motivation for achieving mental health.

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University of Mohaghegh Ardabili Journal of School Psychology 22520821 10 4 2022 01 21 Identifying the components of experience management in educational organizations Identifying the components of experience management in educational organizations 21 32 1462 10.22098/jsp.2022.1462 FA Sardar Bahramnia PhD student, Department of educational sciences ,,Ardabil branch, Islamic Azad University, Ardabil, Iran. Sadraddin Sattari Associate professor, Department of Educational sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran Asghar Nakhostin Goldoost, Assistant Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran Journal Article 2022 01 23 Objective: The aim of this study was to identify the components of experience management in educational organizations. Methods:The present study is a qualitative and data-based method.The statistical population includes 24 people of all documentation experts located in education departments and educational management specialists. The sampling method is theoretical and purposeful sampling. The number of samples in the qualitative method includes 19 people of documentation trustees located in education areas and Training as well as training management specialists in a gradual selection method until to the extent of theoretical saturation of the experts in charge of documentation and educational management specialists will be done. Research tools was through semi-structured interviews and with the interpretation of information. To analyze the qualitative data, qualitative content analysis using systematic research design was used. Results: The results showed that causal and contextual factors, pivotal, cultural and social phenomena, management and strategies and consequences are among the components of experience management in educational organizations. Conclusion:Therefore, in educational organizations, attention to the components of experience management can be important. Objective: The aim of this study was to identify the components of experience management in educational organizations. Methods:The present study is a qualitative and data-based method.The statistical population includes 24 people of all documentation experts located in education departments and educational management specialists. The sampling method is theoretical and purposeful sampling. The number of samples in the qualitative method includes 19 people of documentation trustees located in education areas and Training as well as training management specialists in a gradual selection method until to the extent of theoretical saturation of the experts in charge of documentation and educational management specialists will be done. Research tools was through semi-structured interviews and with the interpretation of information. To analyze the qualitative data, qualitative content analysis using systematic research design was used. Results: The results showed that causal and contextual factors, pivotal, cultural and social phenomena, management and strategies and consequences are among the components of experience management in educational organizations. Conclusion:Therefore, in educational organizations, attention to the components of experience management can be important.

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University of Mohaghegh Ardabili Journal of School Psychology 22520821 10 4 2022 01 21 The effectiveness of self-Encouragement training on students' psychological toughness and social health The effectiveness of self-Encouragement training on students' psychological toughness and social health 33 44 1458 10.22098/jsp.2022.1458 FA Hossein Jenaabadi Professor, Department of Educational, Faculty of Educational and Psychology, Sistan and Baluchestan University, Zahedan, Iran Abbas Sandgol M.Sc. in Educational Psychology, Faculty of Educational and Psychology, Sistan and Baluchestan University, Zahedan, Iran Journal Article 2022 01 23 Objective: The aim of this study was to evaluate the effectiveness of self-improvement training on students' psychological toughness and social health. Methods: This quasi-experimental study followed by a two-group pretest-posttest design. The current study had a statistical population constituting of all male six-grade elementary school students in Zahedan in the academic year 2016-2017. To collect data, a corpus of 30 students was selected using a multistage random sampling method. Data collection tools applied to achieve the objectives of carrying out this study were Kiyameri et al. Psychological Hardiness Scale (1998) and Keyes and Shapiro Social Health Inventory (2004). Data were analyzed using both descriptive statistics, like calculating means and standard deviations, and inferential statistics, including a multivariate analysis of covariance. Results: Results of the analysis of covariance indicated that self-encouragement training was effective in increasing mean scores of the experimental group on social health (P≤0.001) and psychological hardiness (P≤0.005) compared to the control group. Conclusion: Self-encouragement techniques can be taught to students. These techniques are effective in maintaining their social health and psychological hardiness. Objective: The aim of this study was to evaluate the effectiveness of self-improvement training on students' psychological toughness and social health. Methods: This quasi-experimental study followed by a two-group pretest-posttest design. The current study had a statistical population constituting of all male six-grade elementary school students in Zahedan in the academic year 2016-2017. To collect data, a corpus of 30 students was selected using a multistage random sampling method. Data collection tools applied to achieve the objectives of carrying out this study were Kiyameri et al. Psychological Hardiness Scale (1998) and Keyes and Shapiro Social Health Inventory (2004). Data were analyzed using both descriptive statistics, like calculating means and standard deviations, and inferential statistics, including a multivariate analysis of covariance. Results: Results of the analysis of covariance indicated that self-encouragement training was effective in increasing mean scores of the experimental group on social health (P≤0.001) and psychological hardiness (P≤0.005) compared to the control group. Conclusion: Self-encouragement techniques can be taught to students. These techniques are effective in maintaining their social health and psychological hardiness.

https://jsp.uma.ac.ir/article_1458_3945b86704f017fad7f965d36d8fea65.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 10 4 2022 01 21 The effectiveness of the self- regulated, metacognitive strategies training on the components of positive and negative emotions in education The effectiveness of the self- regulated, metacognitive strategies training on the components of positive and negative emotions in education 45 58 1456 10.22098/jsp.2022.1456 FA Abdollah Rashidzade Ph.D Educational Psychology, faculty of Education Sciences, , Tabriz university. Tabriz. Iran. Rahim Badri Professor, Educational Psychology, Faculty of Psychology and Educational Sciences, Tabriz university. Tabriz. Iran Eskandar Fathiazar Professor, Educational Psychology, Faculty of Psychology and Educational Sciences, Tabriz university. Tabriz. Iran Touraj Hashemi Professor, Educational Psychology, Faculty of Psychology and Educational Sciences, Tabriz university. Tabriz. Iran Journal Article 2022 01 22 Objective: The present study was conducted to determine the effectiveness of teaching Self-regulated metacognitive learning strategies on Negative Academic Emotions and Positive Academic Emotions of secondary school students in Tabriz. Methods: The research method was a semi-experimental design with pretest-posttest design with control group. The statistical population of this study was all male primary school pupils in Tabriz in the academic year of 2017-2018-randomly selected cluster random sampling and assigned to two groups (40 people) and control (40 people), Participants in the experimental group received Self-regulated education metacognitive strategies training in twelve sessions of 90minutes. The data were collected using the Pekrun, Goetz & Perry Academic Emotions Questionnaire and analyzed by multivariate covariance analysis. Results: the results of the covariance that 75% of the variance in the post-test scores of the experimental group was due to the effect of Self-regulated education metacognitive strategies and relation- ships with peers. Therefore, it can be concluded that Self-regulated education metacognitive strategies affects the improvement of positive emotions (frill, expectance, pride) and the quality of relationships with peers (p<0/001). Conclusion: Self- regulated education metacognitive strategies education is effective in reducing the dimensions of academic 'negative emotions (bagginess, ager, boredom, dis- appointed, shame) of students. Objective: The present study was conducted to determine the effectiveness of teaching Self-regulated metacognitive learning strategies on Negative Academic Emotions and Positive Academic Emotions of secondary school students in Tabriz. Methods: The research method was a semi-experimental design with pretest-posttest design with control group. The statistical population of this study was all male primary school pupils in Tabriz in the academic year of 2017-2018-randomly selected cluster random sampling and assigned to two groups (40 people) and control (40 people), Participants in the experimental group received Self-regulated education metacognitive strategies training in twelve sessions of 90minutes. The data were collected using the Pekrun, Goetz & Perry Academic Emotions Questionnaire and analyzed by multivariate covariance analysis. Results: the results of the covariance that 75% of the variance in the post-test scores of the experimental group was due to the effect of Self-regulated education metacognitive strategies and relation- ships with peers. Therefore, it can be concluded that Self-regulated education metacognitive strategies affects the improvement of positive emotions (frill, expectance, pride) and the quality of relationships with peers (p<0/001). Conclusion: Self- regulated education metacognitive strategies education is effective in reducing the dimensions of academic 'negative emotions (bagginess, ager, boredom, dis- appointed, shame) of students.

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University of Mohaghegh Ardabili Journal of School Psychology 22520821 10 4 2022 01 21 Psychometric properties of school climate scale among secondary school students Psychometric properties of school climate scale among secondary school students 59 72 1461 10.22098/jsp.2022.1461 FA Ali Rezaeisharif Associate Professor; Department of Counseling, University of Mohaghegh Ardabili, Ardabil, Iran Ghafar Karimianpour PhD in Educational Management; Young and Elite Researchers Club, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran Husein Taqavi Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran Mansour Amini PhD in Translation Studies; School of Languages, Literacies and Translation, Universiti Sains Malaysia, Penang, Malaysia Faranak Alafasghari M.A. in Clinical Psychology, Geshm Branch, Islamic Azad University, Geshm, Iran Journal Article 2022 01 23 Objective: School climate reflects students' collective perceptions of the environment and the way they interact with each other at school. The purpose of this study was to determine the validity and reliability of the Persian version of the School Climate Questionnaire. Methods: Overall, 390 high school students from Sallas Babajani in Iran were selected using cluster random sampling to complete the translated questionnaire. Back translation method was used for the accuracy of the translated version of the questionnaire to Persian. To determine the construct validity of the Persian version of school climate questionnaire, a confirmatory factor analysis based on the structural equation model was processed. The internal consistency of the instrument was determined using Cronbach's alpha coefficient and test-retest design. Results: The results showed that confirmatory factor analysis of the first order and the desirability of all fit indices with Cronbach's alpha coefficients (α = 0.95) supported the four-factor structure, the 31 items of the main questionnaire, and confirmed their validity and reliability. Conclusion: It could be concluded that considering the reliability, validity, and the required time to complete the questionnaire and scoring, the school climate questionnaire is a suitable tool for measuring the school climate among students. Therefore, it can be used as a tool for researchers, educators, and counselors to identify the school climate and improve school performance. Objective: School climate reflects students' collective perceptions of the environment and the way they interact with each other at school. The purpose of this study was to determine the validity and reliability of the Persian version of the School Climate Questionnaire. Methods: Overall, 390 high school students from Sallas Babajani in Iran were selected using cluster random sampling to complete the translated questionnaire. Back translation method was used for the accuracy of the translated version of the questionnaire to Persian. To determine the construct validity of the Persian version of school climate questionnaire, a confirmatory factor analysis based on the structural equation model was processed. The internal consistency of the instrument was determined using Cronbach's alpha coefficient and test-retest design. Results: The results showed that confirmatory factor analysis of the first order and the desirability of all fit indices with Cronbach's alpha coefficients (α = 0.95) supported the four-factor structure, the 31 items of the main questionnaire, and confirmed their validity and reliability. Conclusion: It could be concluded that considering the reliability, validity, and the required time to complete the questionnaire and scoring, the school climate questionnaire is a suitable tool for measuring the school climate among students. Therefore, it can be used as a tool for researchers, educators, and counselors to identify the school climate and improve school performance.

https://jsp.uma.ac.ir/article_1461_d7215c02f67f29e1cf7875c1106af363.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 10 4 2022 01 21 The role of resilience and parenting styles in predicting parental stress of mothers of students with ADHD / Attention Deficit Hyperactivity Disorder The role of resilience and parenting styles in predicting parental stress of mothers of students with ADHD / Attention Deficit Hyperactivity Disorder 73 85 1454 10.22098/jsp.2022.1454 FA Akbar Rezaeefard Assistant Professor of Educational Sciences, Farhangian University. Iran. Journal Article 2022 01 22 Objective: The aim of this study was to predict parental stress based on resilience and parenting styles of mothers of students with ADHD. Methods: The research method is descriptive and correlational. The statistical population of the study included all mothers with students with Attention Deficit / Hyperactivity Disorder aged 7-12 years. They had received attention. The sample of this study was 125 mothers of students with attention deficit / hyperactivity disorder aged 7-12 years who were selected from the centers (Delgsha and Hafez) using purposive sampling. In addition to psychiatrist diagnosis and diagnostic interview, Abdin (1990) Parental Stress Scale Questionnaire, Her and Don Resilience Questionnaire (2003) and Diana Bamrind (1972) Parenting Styles Questionnaire were used to collect data. Results Pearson correlation coefficient and multiple regression analysis were used to analyze the obtained data. The results showed that there was a significant negative relationship between resilience and parental stress (r = -0.574) and authoritarian parenting style and parental stress (r = -0.478), so that with increasing sway Parenting stress is reduced. There was also a significant positive relationship between authoritarian and negligent parenting and parental stress. Also, the results of regression analysis showed that 37% of the total variance of parental stress was explained by the variables entered in the model. Conclusion: Therefore, by teaching resilience to mothers of students with ADHD, as well as choosing an authoritative parenting style, it can help reduce the severity and incidence of parental stress. Objective: The aim of this study was to predict parental stress based on resilience and parenting styles of mothers of students with ADHD. Methods: The research method is descriptive and correlational. The statistical population of the study included all mothers with students with Attention Deficit / Hyperactivity Disorder aged 7-12 years. They had received attention. The sample of this study was 125 mothers of students with attention deficit / hyperactivity disorder aged 7-12 years who were selected from the centers (Delgsha and Hafez) using purposive sampling. In addition to psychiatrist diagnosis and diagnostic interview, Abdin (1990) Parental Stress Scale Questionnaire, Her and Don Resilience Questionnaire (2003) and Diana Bamrind (1972) Parenting Styles Questionnaire were used to collect data. Results Pearson correlation coefficient and multiple regression analysis were used to analyze the obtained data. The results showed that there was a significant negative relationship between resilience and parental stress (r = -0.574) and authoritarian parenting style and parental stress (r = -0.478), so that with increasing sway Parenting stress is reduced. There was also a significant positive relationship between authoritarian and negligent parenting and parental stress. Also, the results of regression analysis showed that 37% of the total variance of parental stress was explained by the variables entered in the model. Conclusion: Therefore, by teaching resilience to mothers of students with ADHD, as well as choosing an authoritative parenting style, it can help reduce the severity and incidence of parental stress.

https://jsp.uma.ac.ir/article_1454_279f68613b075e0ca0c0c29dc072bb44.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 10 4 2022 01 21 The Role of Metacognitive Knowledge, Metacognitive State and Metacognitive Beliefs on Emotional Creativity The Role of Metacognitive Knowledge, Metacognitive State and Metacognitive Beliefs on Emotional Creativity 86 98 1503 10.22098/jsp.2022.1503 FA Mohammad Hossion Salarifar Assistant Professor of Psychology, University of Birjand, Birjnd, Iran Mansur Salehi Associate Professor of Psychiatry, Mental Health Research Center, Psychiatry Department, Iran University of Medical Sciences, Tehran, Iran Marzieh Mozdi MSc Educational Psychology, South Khorasan Education Department, Sarayan, Iran Journal Article 2022 02 19 Objective: The current study aimed to explore the role of metacognitive knowledge, metacognitive state and metacognitive beliefs on emotional creativity. Methods: The method of the present study is descriptive-correlational. The samples consisting of 233 high school students (124 girls & 109 boys) were selected by cluster sampling method. Data were collected by questionnaires of metacognitive knowledge, metacognitive beliefs, metacognitive state, and emotional creativity. Data were analyzed by Pearson correlation and multiple regression. Results: The results of coefficient showed that metacognition knowledge and metacognition state are positively related to emotional creativity (P <0.1). However, metacognition beliefs are negatively related to emotional creativity (P<0.1). Multiple regression analyses confirmed that 36% of the variance of emotional creativity could be predicted by metacognitive knowledge, metacognitive state and metacognitive beliefs (P <0.1). Metacognitive knowledge and metacognitive state positively predicted the variance of emotional creativity since metacognitive beliefs negatively predicted the variance of emotional creativity. Conclusion: Based on the results, it is fair to indicate that addressing hurtful metacognition beliefs with the goals being reducing or removing them altogether and enhancing metacognitive knowledge and metacognitive state in students, leads to a boost to their emotional creativity. Objective: The current study aimed to explore the role of metacognitive knowledge, metacognitive state and metacognitive beliefs on emotional creativity. Methods: The method of the present study is descriptive-correlational. The samples consisting of 233 high school students (124 girls & 109 boys) were selected by cluster sampling method. Data were collected by questionnaires of metacognitive knowledge, metacognitive beliefs, metacognitive state, and emotional creativity. Data were analyzed by Pearson correlation and multiple regression. Results: The results of coefficient showed that metacognition knowledge and metacognition state are positively related to emotional creativity (P <0.1). However, metacognition beliefs are negatively related to emotional creativity (P<0.1). Multiple regression analyses confirmed that 36% of the variance of emotional creativity could be predicted by metacognitive knowledge, metacognitive state and metacognitive beliefs (P <0.1). Metacognitive knowledge and metacognitive state positively predicted the variance of emotional creativity since metacognitive beliefs negatively predicted the variance of emotional creativity. Conclusion: Based on the results, it is fair to indicate that addressing hurtful metacognition beliefs with the goals being reducing or removing them altogether and enhancing metacognitive knowledge and metacognitive state in students, leads to a boost to their emotional creativity.

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University of Mohaghegh Ardabili Journal of School Psychology 22520821 10 4 2022 01 21 The structural model of relationship between patience and social competence in secondary high school students The structural model of relationship between patience and social competence in secondary high school students 99 110 1455 10.22098/jsp.2022.1455 FA Marziyeh Sadeghzadeh Assistant Professor, Department of Psychology, Faculty of literature and Humanities, Salman Farsi University of Kazerun, Kazerun, Iran. Leila Shameli Assistant Professor, Department of Psychology, Faculty of literature and Humanities, Salman Farsi University of Kazerun, Kazerun, Iran Farhad Khormaei Associate Professor, Department of Psychology, Faculty of Education and Psychology, Shiraz University, Shiraz, Iran Journal Article 2022 01 22 Objective: The purpose of this study was to investigate the role of patience in predicting secondary high school students’ social competence. Method: The research method was descriptive and correlational. The statistical population included all high school students in Kazerun city in the academic year 2017-2018. Among them, 250 girl and boy students were selected as a sample group by stepwise cluster sampling. The instruments used in this study were the Patient Scale and Social Competence Questionnaire. The collected data were analyzed using SPSS and AMOS software version 22. Results: The results showed that the model has a good fit. Also, research findings showed that the patience of adolescent students is a significant and powerful predictor of their high social competence score (p<0.001). Thus, the components of patience have positive and significant effects on all four components of social competence entitles as behavioral skills, cognitive skills, emotional adequacy and, motivational skills. However, findings have shown the greatest impact on the components of behavioral skills. Conclusion: The results of this research support the role of the moral virtue of patience in positive psychological outcomes and have implicit implications for improving social competence in adolescents. Objective: The purpose of this study was to investigate the role of patience in predicting secondary high school students’ social competence. Method: The research method was descriptive and correlational. The statistical population included all high school students in Kazerun city in the academic year 2017-2018. Among them, 250 girl and boy students were selected as a sample group by stepwise cluster sampling. The instruments used in this study were the Patient Scale and Social Competence Questionnaire. The collected data were analyzed using SPSS and AMOS software version 22. Results: The results showed that the model has a good fit. Also, research findings showed that the patience of adolescent students is a significant and powerful predictor of their high social competence score (p<0.001). Thus, the components of patience have positive and significant effects on all four components of social competence entitles as behavioral skills, cognitive skills, emotional adequacy and, motivational skills. However, findings have shown the greatest impact on the components of behavioral skills. Conclusion: The results of this research support the role of the moral virtue of patience in positive psychological outcomes and have implicit implications for improving social competence in adolescents.

https://jsp.uma.ac.ir/article_1455_33b5c920c31d7521f458e4dc1c227d9c.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 10 4 2022 01 21 Comparing of attachment style, happiness and anxiety in students with epilepsy and normal Comparing of attachment style, happiness and anxiety in students with epilepsy and normal 111 122 1463 10.22098/jsp.2022.1463 FA Jahangir Karami Associate Professor of Public Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran. Hossien Najafi Assistant Professor Department of Educational Sciences, Payam Noor university, Tehran, Iran Ali Ahmadian Young Researchers and Elite Club, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran Majid Eydi Young Researchers and Elite Club, Torbate-Heydarieh Branch, Islamic Azad University, Torbate-Heydarieh, Iran Yahya Akbari M.A. in Clinical Psychology, Faculty of Education and Psychology, Shahid Chamran University, Ahwaz, Iran Bahman Zarezadegan Ph.D Student, Faculty of Social Sciences, Razi University, Kermanshah, Iran Issa Mohammadi Department of Health Psychology,Faculty of Psychology and Educational Sciences, Islamic Azad University, Karaj Branch, Alborz, Iran Journal Article 2022 01 23 Objective: The study aimed to compare attachment style, happiness and anxiety of students adolescent with epilepsy and Non-epileptic. Methods: Its design was descriptive and casual-comparative. The population consisted of all high school and guidance students 12 to 18 years old in 2016-2017. 48 (24 students with epilepsy and 24 Non-epileptic) students were selected via purposive sampling. The data were collected by attachment style, happiness and anxiety Questionnaire and analyzed by multivariate analysis of variance. Results:The results showed there are significant differences between the students with epilepsy and non-epileptic students in the happiness (p<0/05). There was nosignificant differencebetween thetwogroupsin terms ofanxiety. Conclusion: So students with epilepsy in terms of happiness were poorer and more in dire situation. The risk of epileptic seizures can Influence adolescent happiness. Also increase anxiety and attachment disorders in people with epilepsy. It seems that epileptic adolescents need more attention of health assistants, especially those of mental health field. Objective: The study aimed to compare attachment style, happiness and anxiety of students adolescent with epilepsy and Non-epileptic. Methods: Its design was descriptive and casual-comparative. The population consisted of all high school and guidance students 12 to 18 years old in 2016-2017. 48 (24 students with epilepsy and 24 Non-epileptic) students were selected via purposive sampling. The data were collected by attachment style, happiness and anxiety Questionnaire and analyzed by multivariate analysis of variance. Results:The results showed there are significant differences between the students with epilepsy and non-epileptic students in the happiness (p<0/05). There was nosignificant differencebetween thetwogroupsin terms ofanxiety. Conclusion: So students with epilepsy in terms of happiness were poorer and more in dire situation. The risk of epileptic seizures can Influence adolescent happiness. Also increase anxiety and attachment disorders in people with epilepsy. It seems that epileptic adolescents need more attention of health assistants, especially those of mental health field.

https://jsp.uma.ac.ir/article_1463_feb307c5739cfe06ab83777c9d8bd0fa.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 10 4 2022 01 21 Structural model of emotional stiffness dissolution and academic boredom: The mediating role of academic self-disability in students Structural model of emotional stiffness dissolution and academic boredom: The mediating role of academic self-disability in students 123 138 1460 10.22098/jsp.2022.1460 FA Hossein Nik Andam Kermanshahi PhD Student in Psychology, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran Iraj Safaei Rad Assistant Professor, Department of Psychology, Hamedan Branch, Islamic Azad University, Hamedan, Iran Nasrullah Erfani Associate Professor, Department of Educational Psychology, Payame Noor University, Iran. Yahya Yar Ahmadi Assistant Professor, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran Journal Article 2022 01 23 Objective: Excitement is an integral part of human life that human beings experience according to the conditions and environment in which they are placed. One of the thrills of students in the school environment is the feeling of academic boredom. Therefore, the purpose of this study is the role of negative perfectionism, difficulty in emotional regulation and self-disability in predicting academic boredom of high school male students in the second year of Kermanshah. Methods: The research method is descriptive-correlational modeling of structural equations. The statistical population of the study included all students studying in the second year of high school in Kermanshah. The number was 3821. 600 people were selected as a sample using multi-stage cluster sampling. Academic boredom, self-disability, negative perfectionism scale and emotion regulation difficulty questionnaire were used to collect data. Results: The results of Pearson correlation coefficient showed that there is a positive and significant relationship between the dimensions of emotional regulation difficulties, negative perfectionism and self-disability with academic boredom (P≥0.001). Also, the results of multiple regression by stepwise method showed that 65% of the variance of academic boredom is explained by the components of emotional regulation difficulties and self-disability. Conclusion: Therefore, it is suggested that the necessary coordination between counseling centers and school counselors be emphasized more while improving emotion regulation, self-disability and perfectionism, to provide the ground for reducing academic boredom. Objective: Excitement is an integral part of human life that human beings experience according to the conditions and environment in which they are placed. One of the thrills of students in the school environment is the feeling of academic boredom. Therefore, the purpose of this study is the role of negative perfectionism, difficulty in emotional regulation and self-disability in predicting academic boredom of high school male students in the second year of Kermanshah. Methods: The research method is descriptive-correlational modeling of structural equations. The statistical population of the study included all students studying in the second year of high school in Kermanshah. The number was 3821. 600 people were selected as a sample using multi-stage cluster sampling. Academic boredom, self-disability, negative perfectionism scale and emotion regulation difficulty questionnaire were used to collect data. Results: The results of Pearson correlation coefficient showed that there is a positive and significant relationship between the dimensions of emotional regulation difficulties, negative perfectionism and self-disability with academic boredom (P≥0.001). Also, the results of multiple regression by stepwise method showed that 65% of the variance of academic boredom is explained by the components of emotional regulation difficulties and self-disability. Conclusion: Therefore, it is suggested that the necessary coordination between counseling centers and school counselors be emphasized more while improving emotion regulation, self-disability and perfectionism, to provide the ground for reducing academic boredom.

https://jsp.uma.ac.ir/article_1460_ccd799f5a7780fce97e1444213b6f265.pdf