University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 1 2025 03 21 The structural relationship model of academic engagement based on moral disengagement with the mediation of academic self-efficacy in students The structural relationship model of academic engagement based on moral disengagement with the mediation of academic self-efficacy in students 1 10 3870 10.22098/jsp.2025.16904.6087 FA Zahra Akhavi Samarein Associate Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Shahram Tahmasebi Head of Virtual Education Department, Kharazmi University Journal Article 2025 03 02 The present study aimed to model the structural relationships of academic engagement based on moral disengagement with the mediation of academic self-efficacy in students. Methods: The present research method was descriptive and structural equation modeling.The statistical population included male students of the second year of high school in Ardabil city in the first semester of the academic year 2024.185 of these individuals were selected from the above statistical population using convenience sampling and responded to the scales of academic engagement, moral disenchantment, and academic self-efficacy. SPSS.25 and smartPLS.3 software were used to analyze the collected data. Results: The results of the structural relationship model showed that moral disinterest is directly and indirectly related to academic engagement, mediated by academic self-efficacy. The model fit indices also indicate the suitability of the model. Conclusion: Finally, the practical implications of the findings of this research can help examine the underlying factors of academic engagement from ethical, social, and clinical psychology perspectives and provide a more comprehensive perspective in this field. The present study aimed to model the structural relationships of academic engagement based on moral disengagement with the mediation of academic self-efficacy in students. Methods: The present research method was descriptive and structural equation modeling.The statistical population included male students of the second year of high school in Ardabil city in the first semester of the academic year 2024.185 of these individuals were selected from the above statistical population using convenience sampling and responded to the scales of academic engagement, moral disenchantment, and academic self-efficacy. SPSS.25 and smartPLS.3 software were used to analyze the collected data. Results: The results of the structural relationship model showed that moral disinterest is directly and indirectly related to academic engagement, mediated by academic self-efficacy. The model fit indices also indicate the suitability of the model. Conclusion: Finally, the practical implications of the findings of this research can help examine the underlying factors of academic engagement from ethical, social, and clinical psychology perspectives and provide a more comprehensive perspective in this field.

https://jsp.uma.ac.ir/article_3870_0e818cd8d4f9822d6d77b75833d0f54d.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 1 2025 03 21 Pre-Service Teachers’ Reasons For Using Euphemisms In Classroom Interactions: A Qualitative Content Analysis Study Pre-Service Teachers’ Reasons For Using Euphemisms In Classroom Interactions: A Qualitative Content Analysis Study 11 23 3430 10.22098/jsp.2024.15525.5908 FA Azimeh Takrimi Assistant Professor, Department of Language and Literature, Farhangian University, Ahvaz, Iran Journal Article 2024 07 29 Objectives: Euphemism, the substitution of unpleasant expressions with less embarrassing terms to mitigate the negativity of the message, is one the functions of language which can positively influence both the teachers’ discourse and students’ learning. This study was set up to investigate the pre-service teachers’ reasons for using euphemistic expressions. Materials and Methods: A purposive sample of 78 female students at Farhangian University of Ahvaz, were asked to complete a euphemism survey. The survey consisted of 40 items, asking the participants to select between two choices of euphemistic/noneuphemistic expressions as well as to provide potential reasons for their decision. Findings: Frequency counts and percentage rates revealed that participants had failed to choose many of the euphemistic expressions implying they needed instruction. Content analysis of the reasons provided by the participants revealed that cognitive and social implications were involved in the use of euphemistic expressions including attempts to introduce and maintain a positive face of the self (establishing positive relations, respecting the self, attempting to be polite), support for the other (e.g., respecting the other, avoiding offence, mitigating negative influence, inducing confidence in other, avoiding judgement, and showing sympathy for the vulnerable), and personal aesthetic reasons (e.g., conformity with social media, and avoiding taboo words). Conclusion: Subthemes were also identified explaining the participants’ reasons for preferring direct non-euphemistic expressions such as clarity of the message, punishing the unpleasant other, and personal cognitive judgement. Implications for the inclusion of euphemisms lessons in teacher education curricula to enhance teacher-student interactions are discussed. Objectives: Euphemism, the substitution of unpleasant expressions with less embarrassing terms to mitigate the negativity of the message, is one the functions of language which can positively influence both the teachers’ discourse and students’ learning. This study was set up to investigate the pre-service teachers’ reasons for using euphemistic expressions. Materials and Methods: A purposive sample of 78 female students at Farhangian University of Ahvaz, were asked to complete a euphemism survey. The survey consisted of 40 items, asking the participants to select between two choices of euphemistic/noneuphemistic expressions as well as to provide potential reasons for their decision. Findings: Frequency counts and percentage rates revealed that participants had failed to choose many of the euphemistic expressions implying they needed instruction. Content analysis of the reasons provided by the participants revealed that cognitive and social implications were involved in the use of euphemistic expressions including attempts to introduce and maintain a positive face of the self (establishing positive relations, respecting the self, attempting to be polite), support for the other (e.g., respecting the other, avoiding offence, mitigating negative influence, inducing confidence in other, avoiding judgement, and showing sympathy for the vulnerable), and personal aesthetic reasons (e.g., conformity with social media, and avoiding taboo words). Conclusion: Subthemes were also identified explaining the participants’ reasons for preferring direct non-euphemistic expressions such as clarity of the message, punishing the unpleasant other, and personal cognitive judgement. Implications for the inclusion of euphemisms lessons in teacher education curricula to enhance teacher-student interactions are discussed.

https://jsp.uma.ac.ir/article_3430_bb2fdba331a64a65cc4529eed822c7ae.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 1 2025 03 21 Effectiveness of positive parenting program training on antisocial behavior and aggression of children with Disruptive mood dysregulation disorder Effectiveness of positive parenting program training on antisocial behavior and aggression of children with Disruptive mood dysregulation disorder 24 35 3824 10.22098/jsp.2025.16239.5998 FA Zohreh Ramazani MSc of psychology, Department of Clinical Psychology, Shiraz Branch, Islamic Azad University, Fars, Iran. Nezamoddin Ghasemi Assistant Professor, Department of Psychology, Salman Farsi University, Kazerun, Iran Journal Article 2024 11 22 Objective: This study aimed to investigate the effectiveness of positive parenting program training on antisocial behavior and aggression in children with disruptive mood disorder. Methods: The research method was a quasi-experimental method and a pre-test-post-test design with a control group. The statistical population of this study consisted of all 7-12 year-old female students in Shiraz city along with their parents who were studying in schools in this city in the academic year 2023-2024. The research sample consisted of 30 female students aged 7-12 years with disruptive mood disorder along with their parents who were selected from among the female students who scored high on the Burton et al. Disruptive Mood Disorder Questionnaire through purposive sampling from the education districts of Shiraz city and were randomly assigned to two experimental and control groups. The research tools were structured clinical interview, Burton et al.'s Disruptive Mood Disorder Questionnaire, Rutter et al.'s Antisocial Behaviors Questionnaire, and Bass and Perry's Aggression Questionnaire. The collected data were statistically analyzed using SPSS version 23 and multivariate analysis of covariance test. Findings: The results showed that teaching positive parenting program to parents leads to a reduction in antisocial behaviors and aggression of students with disruptive mood disorder (p<0.001). Conclusion: Therefore, by teaching parents of children with disruptive mood disorder, the symptoms of this disorder, especially antisocial behaviors and aggression in children, can be reduced Objective: This study aimed to investigate the effectiveness of positive parenting program training on antisocial behavior and aggression in children with disruptive mood disorder. Methods: The research method was a quasi-experimental method and a pre-test-post-test design with a control group. The statistical population of this study consisted of all 7-12 year-old female students in Shiraz city along with their parents who were studying in schools in this city in the academic year 2023-2024. The research sample consisted of 30 female students aged 7-12 years with disruptive mood disorder along with their parents who were selected from among the female students who scored high on the Burton et al. Disruptive Mood Disorder Questionnaire through purposive sampling from the education districts of Shiraz city and were randomly assigned to two experimental and control groups. The research tools were structured clinical interview, Burton et al.'s Disruptive Mood Disorder Questionnaire, Rutter et al.'s Antisocial Behaviors Questionnaire, and Bass and Perry's Aggression Questionnaire. The collected data were statistically analyzed using SPSS version 23 and multivariate analysis of covariance test. Findings: The results showed that teaching positive parenting program to parents leads to a reduction in antisocial behaviors and aggression of students with disruptive mood disorder (p<0.001). Conclusion: Therefore, by teaching parents of children with disruptive mood disorder, the symptoms of this disorder, especially antisocial behaviors and aggression in children, can be reduced

https://jsp.uma.ac.ir/article_3824_c5205751f361a0b8a477524b79d77d0b.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 1 2025 03 21 The effectiveness of parent management training (PMT) for mothers on self-injurious behaviors and depression in adolescent girls who attempted suicide in Kazerun city. The effectiveness of parent management training (PMT) for mothers on self-injurious behaviors and depression in adolescent girls who attempted suicide in Kazerun city. 36 46 3781 10.22098/jsp.2025.16758.6073 FA Nazanin Darang Department of Clinical Psychology, Yasuj Branch, Islamic Azad University, Yasuj, Iran Moslem Abbasi Associate Professor Department of Psychology, Faculty of Humanities, Salman Farsi University of Kazerun, Kazerun, Iran Journal Article 2025 02 08 Objectives: This study aimed to determine the effectiveness of parent management training (PMT) for mothers on self-injurious behaviors and depression of adolescent female suicide attempts in Kazerun city. Materials and Methods: The research method was a semi-experimental pre-test-post-test with a control group. The statistical population included all female students aged 14-18 who attempted suicide along with their mothers who referred to the education and training counseling centers in Kazerun city. The research sample was 30 female students aged 14-18 who attempted suicide along with their mothers who were randomly assigned to two groups of 15 (experimental group and control group). The research instruments were structured clinical interviews, Beck Depression Inventory (Beck et al., 1996) and Sanson et al. Self-Harm Inventory (Sansone et al., 1994). The collected data were statistically analyzed using multivariate analysis of covariance. Findings: The results showed that parent management training for mothers had an effect on self-injurious behaviors and depression of teenage girls who attempted suicide in Kazerun city. As the results showed, parent management training had a greater effect on depression (P≥0.001). Conclusion: Therefore, it can be concluded that training for mothers can increase their awareness of the signs and possible causes of suicide and self-injurious behavior in teenagers. This awareness can help them identify the signs of psychological or behavioral crises in time and take action before the crisis reaches a dangerous level. Objectives: This study aimed to determine the effectiveness of parent management training (PMT) for mothers on self-injurious behaviors and depression of adolescent female suicide attempts in Kazerun city. Materials and Methods: The research method was a semi-experimental pre-test-post-test with a control group. The statistical population included all female students aged 14-18 who attempted suicide along with their mothers who referred to the education and training counseling centers in Kazerun city. The research sample was 30 female students aged 14-18 who attempted suicide along with their mothers who were randomly assigned to two groups of 15 (experimental group and control group). The research instruments were structured clinical interviews, Beck Depression Inventory (Beck et al., 1996) and Sanson et al. Self-Harm Inventory (Sansone et al., 1994). The collected data were statistically analyzed using multivariate analysis of covariance. Findings: The results showed that parent management training for mothers had an effect on self-injurious behaviors and depression of teenage girls who attempted suicide in Kazerun city. As the results showed, parent management training had a greater effect on depression (P≥0.001). Conclusion: Therefore, it can be concluded that training for mothers can increase their awareness of the signs and possible causes of suicide and self-injurious behavior in teenagers. This awareness can help them identify the signs of psychological or behavioral crises in time and take action before the crisis reaches a dangerous level.

https://jsp.uma.ac.ir/article_3781_4eefe09ad5229a73d18a55eb73b211eb.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 1 2025 03 21 Effectiveness of education based on the modeling for prediction of bullying victim on self- esteem and Students' Sacrifice Feeling in high schools of Boukan city. Effectiveness of education based on the modeling for prediction of bullying victim on self- esteem and Students' Sacrifice Feeling in high schools of Boukan city. 47 58 3962 10.22098/jsp.2025.5098.3275 FA Hossein Salimi Assistant Professor, Department of Psychology, Farhangian University, Urmia, Iran Ezatollah Ghadampour Professor,Department of Psychology, Lorestan University, Khorramabad, Iran Fatemeh Rezaei Associate Professor, Department of Psychology, Lorestan University , Khorramabad, Iran Journal Article 2018 07 29 objective: The goal the present study was to investigate the effect of education based on the modeling for prediction of bullying victim on self-esteem and Students' Sacrifice Feeling. Method: Research method was quasi-experimental with pre-test, post-test and a control group.Population included the female middle school students The first is Boukan city in 2017-2018 school year. Among which a school was selected through cluster sampling with 350 people. After distribution of Cooper Smith self-esteem questionnaire and the Iranian version of Moradi victimization bulling scale (2009) among all students, in order to determine the sample, 40 The number of students who scored the highest scores from the victim scale and the lowest scores from self-esteem scale were selected and were randomly allocated to two groups of experiment and control. After the pre-test, the experimental group was subjected to 2 sessions per week for 12 sessions of 60 minutes a week. After completing the educational program, both post-tests were performed in both groups. Data were analyzed using covariance analysis method. Results: Therefore, according to the findings, it can be stated that there is a significant difference between the modified mean of the experimental and control group at the confidence level of 0.95. Conclusions: According to the results of this study, using the model-based education can increase students' self-esteem while reducing the bullying effects on victim. objective: The goal the present study was to investigate the effect of education based on the modeling for prediction of bullying victim on self-esteem and Students' Sacrifice Feeling. Method: Research method was quasi-experimental with pre-test, post-test and a control group.Population included the female middle school students The first is Boukan city in 2017-2018 school year. Among which a school was selected through cluster sampling with 350 people. After distribution of Cooper Smith self-esteem questionnaire and the Iranian version of Moradi victimization bulling scale (2009) among all students, in order to determine the sample, 40 The number of students who scored the highest scores from the victim scale and the lowest scores from self-esteem scale were selected and were randomly allocated to two groups of experiment and control. After the pre-test, the experimental group was subjected to 2 sessions per week for 12 sessions of 60 minutes a week. After completing the educational program, both post-tests were performed in both groups. Data were analyzed using covariance analysis method. Results: Therefore, according to the findings, it can be stated that there is a significant difference between the modified mean of the experimental and control group at the confidence level of 0.95. Conclusions: According to the results of this study, using the model-based education can increase students' self-esteem while reducing the bullying effects on victim.

https://jsp.uma.ac.ir/article_3962_139814610efd1a7a7157087b38f0b669.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 1 2025 03 21 Investigating the psychometric properties of the Online Trolling Scale in students Investigating the psychometric properties of the Online Trolling Scale in students 59 70 3532 10.22098/jsp.2024.15948.5959 FA Ali Sheykholeslami Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. 0000-0002-7700-7206 Nastaran Seyedesmaili Ghomi Assistant Professor of Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. Bahman Zardi Gikloo M.A. of Psychology, Ardabil, Iran. Saeed Khakdal Ghojebeyglou Ph.D. Student of Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. Journal Article 2024 10 04 Objective: The present study was conducted with the aim of investigating the psychometric properties of the Online Trolling Scale in students. Method: The present research method was descriptive and of the type of psychometric studies. The statistical population of the research was made up of all the students of the second high school of Garmi city in the academic year of 2023-2024, from which 328 people were selected as a sample using available sampling method. To collect data, the Online Trolling Scale of Hamarta et al, the scale of Dark Tetrad of Atadokht et al, the emotional intelligence questionnaire of Bradbury-Graves and Sukhodolsku et al,s Anger Rumination scale were used. Internal consistency coefficient method (Cronbach's alpha) was used to check reliability, and confirmatory factor analysis and divergent validity were used to check validity. Results: The results of the internal consistency coefficient showed that the 3-factor scale of Online Trolling has good reliability so that the Cronbach's alpha coefficient for the Harm-Based Trolling factor is (α=0/92), for the Provocation-Based Trolling factor was (α=0/86), for the Fraudulent Based Trolling was (α=0/78) and (α=0/94) for the total scale. Also, the results of the confirmatory factor analysis indicate the appropriate construct validity of the current scale. Conclusion: Therefore, it can be said that the Online Trolling Scale has sufficient validity and reliability to measure this construct in samples of Iranian students. Objective: The present study was conducted with the aim of investigating the psychometric properties of the Online Trolling Scale in students. Method: The present research method was descriptive and of the type of psychometric studies. The statistical population of the research was made up of all the students of the second high school of Garmi city in the academic year of 2023-2024, from which 328 people were selected as a sample using available sampling method. To collect data, the Online Trolling Scale of Hamarta et al, the scale of Dark Tetrad of Atadokht et al, the emotional intelligence questionnaire of Bradbury-Graves and Sukhodolsku et al,s Anger Rumination scale were used. Internal consistency coefficient method (Cronbach's alpha) was used to check reliability, and confirmatory factor analysis and divergent validity were used to check validity. Results: The results of the internal consistency coefficient showed that the 3-factor scale of Online Trolling has good reliability so that the Cronbach's alpha coefficient for the Harm-Based Trolling factor is (α=0/92), for the Provocation-Based Trolling factor was (α=0/86), for the Fraudulent Based Trolling was (α=0/78) and (α=0/94) for the total scale. Also, the results of the confirmatory factor analysis indicate the appropriate construct validity of the current scale. Conclusion: Therefore, it can be said that the Online Trolling Scale has sufficient validity and reliability to measure this construct in samples of Iranian students.

https://jsp.uma.ac.ir/article_3532_860c7c45e17211bff21ecaade990a9da.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 1 2025 03 21 The effectiveness of acceptance and commitment-based training on cognitive emotion regulation and self-criticism among adolescents in Abadeh city The effectiveness of acceptance and commitment-based training on cognitive emotion regulation and self-criticism among adolescents in Abadeh city 71 81 3825 10.22098/jsp.2025.16190.5989 FA Marjan Abedi MSc of Psychology, Department of Psychology, Shiraz Branch, Islamic Azad University, Fars, Iran Ali Naseri Assistant Professor; Department of Psychology, Firozabad Branch, Islamic Azad University, Firozabad, Fars, Iran Journal Article 2024 11 14 Aim: The present study aimed to investigate the effectiveness of acceptance and commitment-based education on cognitive emotion regulation and self-criticism of adolescents in Abadeh city. Methods: This study was conducted with a quasi-experimental method and a pre-test-post-test design with a control group and a two-month follow-up. The statistical population included all female students aged 14 to 18 in Abadeh city in 2023. The research sample included 68 female students in Abadeh city who were in the age range of 14 to 18 and were selected through purposive sampling. Then, 34 people were randomly assigned to the experimental group and 34 people to the control group. Both groups completed the Thompson and Zaroff Self-Criticality Questionnaire and the Garnevsky Cognitive Emotion Regulation Questionnaire at the pre-test, post-test, and follow-up stages. The experimental group underwent acceptance and commitment training for 8 sessions. Finally, the collected data were analyzed using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA). Findings: The findings from univariate and multivariate analysis of covariance tests confirmed the effectiveness of acceptance and commitment training on both dependent variables of the present study at both post-test and follow-up with a significant coefficient (p<0.05). Conclusion: Based on the findings of the present study, it can be concluded that acceptance and commitment therapy using techniques such as the use of mental techniques, self-observation as a context, cognitive decompression techniques, value statement, and committed action can be used as an effective treatment to improve cognitive emotion regulation and self-criticism in young people. Aim: The present study aimed to investigate the effectiveness of acceptance and commitment-based education on cognitive emotion regulation and self-criticism of adolescents in Abadeh city. Methods: This study was conducted with a quasi-experimental method and a pre-test-post-test design with a control group and a two-month follow-up. The statistical population included all female students aged 14 to 18 in Abadeh city in 2023. The research sample included 68 female students in Abadeh city who were in the age range of 14 to 18 and were selected through purposive sampling. Then, 34 people were randomly assigned to the experimental group and 34 people to the control group. Both groups completed the Thompson and Zaroff Self-Criticality Questionnaire and the Garnevsky Cognitive Emotion Regulation Questionnaire at the pre-test, post-test, and follow-up stages. The experimental group underwent acceptance and commitment training for 8 sessions. Finally, the collected data were analyzed using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA). Findings: The findings from univariate and multivariate analysis of covariance tests confirmed the effectiveness of acceptance and commitment training on both dependent variables of the present study at both post-test and follow-up with a significant coefficient (p<0.05). Conclusion: Based on the findings of the present study, it can be concluded that acceptance and commitment therapy using techniques such as the use of mental techniques, self-observation as a context, cognitive decompression techniques, value statement, and committed action can be used as an effective treatment to improve cognitive emotion regulation and self-criticism in young people.

https://jsp.uma.ac.ir/article_3825_66f53f32ecf3744ca47ccd19d58a0cf5.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 1 2025 03 21 The effectiveness of effective communication skills training on academic hope and psychological well-being in students prone to high-risk behaviors The effectiveness of effective communication skills training on academic hope and psychological well-being in students prone to high-risk behaviors 82 95 3667 10.22098/jsp.2025.16465.6043 FA Mohammad Narimani Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Ali Salmani PhD Student, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Aysan Sharei PhD student of Counseling, Faculty of Educational Sciences and Psychology, University of Kharazmi, Tehran, Iran Journal Article 2024 12 30 Objective: The present study aimed to investigate the effectiveness of effective communication skills training on academic hope and psychological well-being in students prone to high-risk behaviors. Methods: The present research method was a pre-test-post-test experiment with a control group. The statistical population of this study included all female students prone to risky behavior in the second year of high school in Ardabil in the academic year 2024-2025. For this purpose, 30 students prone to risky behavior were selected according to the study entry criteria using purposive sampling and randomly assigned to two experimental and control groups (15 people in each group). After conducting a pre-test using the Iranian Adolescent Risk-taking Scale, the Khormai and Kamri Academic Hope Scale, and the Riff Psychological Well-Being Scale, the experimental group received 10 sessions (3 sessions per week) of 75 minutes of effective communication skills training. While the control group did not receive any intervention program. The data obtained were analyzed using the multivariate analysis of covariance method. Results: The results showed that the average scores of the experimental and control groups in the variables of academic hope and psychological well-being were significantly different. This means that after implementing effective communication skills training, the average scores of students prone to high-risk behaviors in the experimental group increased significantly compared to the control group. (P<0.001). Conclusion: Effective communication skills training has had a positive impact on academic hope and psychological well-being in students prone to high-risk behaviors. Objective: The present study aimed to investigate the effectiveness of effective communication skills training on academic hope and psychological well-being in students prone to high-risk behaviors. Methods: The present research method was a pre-test-post-test experiment with a control group. The statistical population of this study included all female students prone to risky behavior in the second year of high school in Ardabil in the academic year 2024-2025. For this purpose, 30 students prone to risky behavior were selected according to the study entry criteria using purposive sampling and randomly assigned to two experimental and control groups (15 people in each group). After conducting a pre-test using the Iranian Adolescent Risk-taking Scale, the Khormai and Kamri Academic Hope Scale, and the Riff Psychological Well-Being Scale, the experimental group received 10 sessions (3 sessions per week) of 75 minutes of effective communication skills training. While the control group did not receive any intervention program. The data obtained were analyzed using the multivariate analysis of covariance method. Results: The results showed that the average scores of the experimental and control groups in the variables of academic hope and psychological well-being were significantly different. This means that after implementing effective communication skills training, the average scores of students prone to high-risk behaviors in the experimental group increased significantly compared to the control group. (P<0.001). Conclusion: Effective communication skills training has had a positive impact on academic hope and psychological well-being in students prone to high-risk behaviors.

https://jsp.uma.ac.ir/article_3667_3fcc7b3f6207c01e1cb6de94d571bae7.pdf