University of Mohaghegh ArdabiliJournal of School Psychology2252082114320250923Effectiveness of working memory training on number sense of preschool childrenEffectiveness of working memory training on number sense of preschool children141429110.22098/jsp.2025.11098.5327FAElhamAmirizadPhD Student in General Psychology, Department of Psychology & Consulting, Islamic Azad University of Bushehr, Bushehr, Iran.MoloudKeykhosrrovaniAssociate Professor, Department of Psychology & Consulting, Islamic Azad University of Bushehr, Bushehr, Iran.NaserAminiAssociate Professor, Department of Psychology & Consulting, Islamic Azad University of Bushehr, Bushehr, Iran.KeyvanKakabraeeAssociate Professor, Department of clinical Psychology, Islamic Azad University of Kermanshah, Kermanshah, Iran.Journal Article20220705Objective: The present study was conducted with the aim of the effectiveness of Working memory training on preschool children's number sense.<br /><br />Methods: The design of the current research was of an experimental type in the form of pre-test-post-test and follow-up with a control group. The statistical population of the research included all preschool children in Kermanshah city in the academic year 2008-2019. The sampling method of this research is a multi-stage cluster random, 20 students from 2 preschools were randomly selected based on the list of the entire preschool and Jordan's number sense test (2008) was administered as a pre-test on the entire sample. After conducting the tests, 34 children with medium to high IQ and with the lowest scores in the number sense test were selected as the main sample and randomly replaced in two groups of 15 people (experimental group and control group). The data was analyzed using SPSS.26 software and single-variable variance test with repeated measurements.<br /><br />Results: The findings showed that there is a significant difference between the post-test scores (intervention effect), experimental and control groups (P≥0.001). The results of single-variable analysis of variance with repeated measurements showed that Working memory training has led to a significant increase in number sense in preschool students (P<0.001).<br /><br />Conclusion: Therefore, the effectiveness of Working memory training can be used to strengthen preschool children's understanding of numbersObjective: The present study was conducted with the aim of the effectiveness of Working memory training on preschool children's number sense.<br /><br />Methods: The design of the current research was of an experimental type in the form of pre-test-post-test and follow-up with a control group. The statistical population of the research included all preschool children in Kermanshah city in the academic year 2008-2019. The sampling method of this research is a multi-stage cluster random, 20 students from 2 preschools were randomly selected based on the list of the entire preschool and Jordan's number sense test (2008) was administered as a pre-test on the entire sample. After conducting the tests, 34 children with medium to high IQ and with the lowest scores in the number sense test were selected as the main sample and randomly replaced in two groups of 15 people (experimental group and control group). The data was analyzed using SPSS.26 software and single-variable variance test with repeated measurements.<br /><br />Results: The findings showed that there is a significant difference between the post-test scores (intervention effect), experimental and control groups (P≥0.001). The results of single-variable analysis of variance with repeated measurements showed that Working memory training has led to a significant increase in number sense in preschool students (P<0.001).<br /><br />Conclusion: Therefore, the effectiveness of Working memory training can be used to strengthen preschool children's understanding of numbershttps://jsp.uma.ac.ir/article_4291_4c76dcc75456f3d63b3b43b6b4a8ae4c.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082114320250923Career-related programs in school: a strategy for planning the process of students' career developmentCareer-related programs in school: a strategy for planning the process of students' career development2715429010.22098/jsp.2025.14968.5838FAMojtabaHaghani ZemeydaniPhD in Counseling, Department of Educational Sciences, University of Guilan, Guilan,IranSHAHRIARDargahiDepartment of Psychology and Counseling, Farhangian University, Tehran, IranArmanSalimi KochiPhD Candidate in Counseling, Kharazmi University, Tehran, Iran.FirozehAshoriMaster of Career Counseling, Allameh Tabatabai University, Tehran, IranJournal Article20240427Aim: The present study was conducted with the aim of investigating the role of the school system in planning the career development process of students. Methods: The research was a qualitative type of thematic analysis. The studied community included two groups: 1) documents,; 2) Specialists and experts in the field of school counseling and career counseling,.In the section of documents, using the purposeful sampling method and and pay attention to the entry criteria, 7 books and 14 related articles were used in the field of students' career development. 21 people (9 experts in the field of career and school counseling and 12 school counselors) were selected to participate in the research by using a purposive sampling method. The collected data were analyzed using the 6-step thematic analysis method of Braun and Clark . Results: Analysis of the content of books and articles led to the identification of 2 comprehensive themes; 4 organizing themes and 152 basic themes. The overarching themes were: " Career-related programs at school and national and macro actions” the themes of the organizer include "Establishment of a conscious system of vocational training; providing educational platforms and enriching career learning; Strategies related to the Ministry of Education; and promoting the culture of work and employment”. Conclusion: As a result, it can be said that facilitating the growth and career guidance of students is one of the ways to achieve integrated and all-round development, and it prepares them to enter the world of work and fill the skill gapAim: The present study was conducted with the aim of investigating the role of the school system in planning the career development process of students. Methods: The research was a qualitative type of thematic analysis. The studied community included two groups: 1) documents,; 2) Specialists and experts in the field of school counseling and career counseling,.In the section of documents, using the purposeful sampling method and and pay attention to the entry criteria, 7 books and 14 related articles were used in the field of students' career development. 21 people (9 experts in the field of career and school counseling and 12 school counselors) were selected to participate in the research by using a purposive sampling method. The collected data were analyzed using the 6-step thematic analysis method of Braun and Clark . Results: Analysis of the content of books and articles led to the identification of 2 comprehensive themes; 4 organizing themes and 152 basic themes. The overarching themes were: " Career-related programs at school and national and macro actions” the themes of the organizer include "Establishment of a conscious system of vocational training; providing educational platforms and enriching career learning; Strategies related to the Ministry of Education; and promoting the culture of work and employment”. Conclusion: As a result, it can be said that facilitating the growth and career guidance of students is one of the ways to achieve integrated and all-round development, and it prepares them to enter the world of work and fill the skill gaphttps://jsp.uma.ac.ir/article_4290_efca9c90f0b3ed8d881ccc131ed47043.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082114320250923Development of structural equations of food craving based on self-control mediated by emotional eating in obese studentsDevelopment of structural equations of food craving based on self-control mediated by emotional eating in obese students3728431510.22098/jsp.2025.9329.4921FASabaRezazadePhD in Medicine, Tabriz Medical Sciences Branch,, Islamic Azad University, Tabriz, IranAtosaHomafarTabriz Medical Sciences Branch, Islamic Azad University, Tabriz, Iran.ZRostamoghliPhD in Psychology, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.Journal Article20210802Objective: The present study aimed to develop and test a structural equation model of food craving based on self-control, with emotional eating as a mediating variable among obese students.<br />Method: This applied research employed a descriptive–correlational design. The statistical population consisted of all obese students in the second level of secondary education during the 2019–2020 academic year in Ardabil, Iran. After obtaining ethical approval from the Deputy of Research and Technology of Tabriz Islamic Azad University of Medical Sciences and written informed consent from participants, 400 students were initially selected using cluster sampling to enhance diagnostic accuracy. Based on self-reported height and weight data, students at or above the 95th percentile (BMI ≥ 28) were identified as obese, resulting in a final sample of 250 students who participated online. Data were collected using standardized questionnaires, including the Food Craving Questionnaire (Cepeda-Benito et al., 2000), the Self-Control Scale (Tangney et al., 2004), and the Emotional Eating Scale (Arnow et al., 1995). Data analysis was conducted using SPSS 23 and LISREL 8.8.<br />Results: The results indicated that self-control had a significant negative effect on food craving, while emotional eating had a significant positive effect on food craving. Furthermore, model fit indices supported the proposed structural model, demonstrating that emotional eating played a significant mediating role in the relationship between self-control and food craving.<br />Conclusion: Overall, the findings emphasize the importance of designing and implementing educational and psychological interventions aimed at enhancing self-control and reducing emotional eating within obesity prevention and treatment programs for adolescents.Objective: The present study aimed to develop and test a structural equation model of food craving based on self-control, with emotional eating as a mediating variable among obese students.<br />Method: This applied research employed a descriptive–correlational design. The statistical population consisted of all obese students in the second level of secondary education during the 2019–2020 academic year in Ardabil, Iran. After obtaining ethical approval from the Deputy of Research and Technology of Tabriz Islamic Azad University of Medical Sciences and written informed consent from participants, 400 students were initially selected using cluster sampling to enhance diagnostic accuracy. Based on self-reported height and weight data, students at or above the 95th percentile (BMI ≥ 28) were identified as obese, resulting in a final sample of 250 students who participated online. Data were collected using standardized questionnaires, including the Food Craving Questionnaire (Cepeda-Benito et al., 2000), the Self-Control Scale (Tangney et al., 2004), and the Emotional Eating Scale (Arnow et al., 1995). Data analysis was conducted using SPSS 23 and LISREL 8.8.<br />Results: The results indicated that self-control had a significant negative effect on food craving, while emotional eating had a significant positive effect on food craving. Furthermore, model fit indices supported the proposed structural model, demonstrating that emotional eating played a significant mediating role in the relationship between self-control and food craving.<br />Conclusion: Overall, the findings emphasize the importance of designing and implementing educational and psychological interventions aimed at enhancing self-control and reducing emotional eating within obesity prevention and treatment programs for adolescents.https://jsp.uma.ac.ir/article_4315_236d8dea85eddc3b670aea36571501c5.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082114320250923The role of self-concept, hope and academic support in predicting students' academic self-handicappingThe role of self-concept, hope and academic support in predicting students' academic self-handicapping4738428910.22098/jsp.2025.15430.5895FAAliSheykholeslamiProfessor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran0000-0002-7700-7206MasoumehBagherikhahM.A. of Educational Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, IranAliRezaisharifProfessor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, IranJournal Article20240709Objective: The present study was conducted with the aim of investigating the role of self-concept, hope and academic support in predicting students' academic self-disability.<br />Method: The research method was descriptive and correlational. The statistical population of the present study was made up of all the ninth grade female students of the first year of Soumesara city in the academic year of 2022-2023. The statistical sample consisted of 133 ninth grade female students who were selected through available sampling and answered the academic self-handicapping questionnaire, academic self-concept questionnaire, academic hope questionnaire and academic support questionnaire. The data obtained from the research was analyzed using Pearson's correlation coefficient and multiple regression and using SPSS 22 software.<br />Results: The results showed that there is a significant negative correlation between academic self-concept, academic hope and academic support with students' academic self-handicapping. Also, there is a negative and significant correlation between the academic support component from parents and students' academic self-disability. The results of simultaneous regression analysis showed that academic self-concept and academic hope play a significant role in predicting academic self-handicapping of students, but academic support did not play a significant role in predicting academic self-handicapping.<br />Conclusion: It can be concluded that by increasing academic self-concept, academic hope and academic support, students' academic self-handicapping decreases.Objective: The present study was conducted with the aim of investigating the role of self-concept, hope and academic support in predicting students' academic self-disability.<br />Method: The research method was descriptive and correlational. The statistical population of the present study was made up of all the ninth grade female students of the first year of Soumesara city in the academic year of 2022-2023. The statistical sample consisted of 133 ninth grade female students who were selected through available sampling and answered the academic self-handicapping questionnaire, academic self-concept questionnaire, academic hope questionnaire and academic support questionnaire. The data obtained from the research was analyzed using Pearson's correlation coefficient and multiple regression and using SPSS 22 software.<br />Results: The results showed that there is a significant negative correlation between academic self-concept, academic hope and academic support with students' academic self-handicapping. Also, there is a negative and significant correlation between the academic support component from parents and students' academic self-disability. The results of simultaneous regression analysis showed that academic self-concept and academic hope play a significant role in predicting academic self-handicapping of students, but academic support did not play a significant role in predicting academic self-handicapping.<br />Conclusion: It can be concluded that by increasing academic self-concept, academic hope and academic support, students' academic self-handicapping decreases.https://jsp.uma.ac.ir/article_4289_fbaefe807b98a448820e186d8118bed4.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082114320250923Psychometric Properties of the Persian Version of the Digital Competence Scale in the Educational Community (Teachers, Students, and Parents) and for all Educational Levels (Elementary, Secondary and University)Psychometric Properties of the Persian Version of the Digital Competence Scale in the Educational Community (Teachers, Students, and Parents) and for all Educational Levels (Elementary, Secondary and University)5948428710.22098/jsp.2025.18046.6240FAEzatollahGhadampourDepartment of Psychology, Lorestan University, Khorramabad, IranShirinEmami Al AghaDepartment of Psychology, Lorestan University, Khorramabad, IranErfanBahramiDepartment of Psychology, Lorestan University, Khorramabad, IranJournal Article20250811Objective: The aim of study was to investigate the psychometric properties of the Digital Competence Scale in the educational community (teachers, students, and parents) and at all levels (elementary, secondary, and university) in Iran.<br />Methods & Materials: The method of the present research was factor analysis. The statistical population of the study included all students, parents, and teachers in Kermanshah in the academic year 2024-2025, of which 240 people were selected using convenience sampling method. The research tool was the Digital Competence Scale by Sorina-Alcantara et al. (2025). After collecting the necessary data, analyses were performed at two levels: descriptive (frequency, frequency percentage, mean, standard deviation, skewness, and kurtosis) and inferential (confirmatory factor analysis, Cronbach's alpha coefficient, Pearson correlation, and convergent and divergent validity) using SPSS-27 and AMOS-24 software.<br />Results: The results of the confirmatory factor analysis showed that the goodness-of-fit indices of the six-factor model were satisfactory and acceptable. The reliability based on Cronbach's alpha coefficient was 0.96 for the entire scale and between 0.80 and 0.93 for the factors. Also, using the AVE index, the condition for convergent validity was met.<br />Conclusion: Based on the results of the present study, the Digital Competence Scale is a suitable tool with acceptable psychometric properties for measuring digital competence in the educational community (teachers, students, and parents) and at all levels (elementary, secondary, and university) in Iran. This scale can be used to accurately assess the digital competence of the target population and implement relevant programs for them.Objective: The aim of study was to investigate the psychometric properties of the Digital Competence Scale in the educational community (teachers, students, and parents) and at all levels (elementary, secondary, and university) in Iran.<br />Methods & Materials: The method of the present research was factor analysis. The statistical population of the study included all students, parents, and teachers in Kermanshah in the academic year 2024-2025, of which 240 people were selected using convenience sampling method. The research tool was the Digital Competence Scale by Sorina-Alcantara et al. (2025). After collecting the necessary data, analyses were performed at two levels: descriptive (frequency, frequency percentage, mean, standard deviation, skewness, and kurtosis) and inferential (confirmatory factor analysis, Cronbach's alpha coefficient, Pearson correlation, and convergent and divergent validity) using SPSS-27 and AMOS-24 software.<br />Results: The results of the confirmatory factor analysis showed that the goodness-of-fit indices of the six-factor model were satisfactory and acceptable. The reliability based on Cronbach's alpha coefficient was 0.96 for the entire scale and between 0.80 and 0.93 for the factors. Also, using the AVE index, the condition for convergent validity was met.<br />Conclusion: Based on the results of the present study, the Digital Competence Scale is a suitable tool with acceptable psychometric properties for measuring digital competence in the educational community (teachers, students, and parents) and at all levels (elementary, secondary, and university) in Iran. This scale can be used to accurately assess the digital competence of the target population and implement relevant programs for them.https://jsp.uma.ac.ir/article_4287_ad189fa8eb8d1a597767f4679ce8d8c1.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082114320250923The effectiveness of Positive Psychotherapy with Emphasis on Religious Teachings on the Quality of Life and Happiness of Students of SeminaryThe effectiveness of Positive Psychotherapy with Emphasis on Religious Teachings on the Quality of Life and Happiness of Students of Seminary7160413410.22098/jsp.2025.17671.6192FAMohammadaminMikaeiliAssistant professor of islamic history, Department of islamic science, University of Mohaghegh Ardabili, Ardabil, Iran0000-0002-0444-3939Journal Article20250614Aim: The purpose of this study was to Effectiveness of positive psychotherapy with emphasis on religious teachings on the quality of life and happiness of students of Ardabil Seminary.<br />Methods: The current research design was experiment with pre-test-post-test and control group. The statistical population of the present study included all students of religious schools in Ardabil in 2025. 40 of these people were selected by purposeful sampling and randomly replaced in experimental and control group (20 people in each group). Data were collected using the quality of life Inventory and happiness Inventory. The experimental group received the positive psychotherapy with emphasis on religious teachings for 10 days, once a week. The control group did not receive any intervention. Data analysis was done with SPSS version 25 software and with covariance analysis <br />Results: The results showed that there is a significant difference between the groups in quality of life and happiness. The experimental group had higher quality of life and happiness compared to the control group (P<0.05).<br />Conclusion: According to the results, it can be said that positive psychotherapy with an emphasis on Islamic teachings was effective on the quality of life and happiness of religious school students. Therefore, this intervention can be used inside other methods to improve the quality of life and happiness of these students.Aim: The purpose of this study was to Effectiveness of positive psychotherapy with emphasis on religious teachings on the quality of life and happiness of students of Ardabil Seminary.<br />Methods: The current research design was experiment with pre-test-post-test and control group. The statistical population of the present study included all students of religious schools in Ardabil in 2025. 40 of these people were selected by purposeful sampling and randomly replaced in experimental and control group (20 people in each group). Data were collected using the quality of life Inventory and happiness Inventory. The experimental group received the positive psychotherapy with emphasis on religious teachings for 10 days, once a week. The control group did not receive any intervention. Data analysis was done with SPSS version 25 software and with covariance analysis <br />Results: The results showed that there is a significant difference between the groups in quality of life and happiness. The experimental group had higher quality of life and happiness compared to the control group (P<0.05).<br />Conclusion: According to the results, it can be said that positive psychotherapy with an emphasis on Islamic teachings was effective on the quality of life and happiness of religious school students. Therefore, this intervention can be used inside other methods to improve the quality of life and happiness of these students.https://jsp.uma.ac.ir/article_4134_1f61ad47467a0b0e7634a6de10f49200.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082114320250923The effect of compassion on perfectionism and obsession of mothers with students suffering from academic anxietyThe effect of compassion on perfectionism and obsession of mothers with students suffering from academic anxiety8472429210.22098/jsp.2025.16317.6019FAAbolghasemYaghoobiProfessor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, IranAmirhosseinYavariProfessor Assistant of Clinical Psychology Department, Medical Science Faculty, Hamedan Branch, Islamic Azad University, Hamedan, IranMinaYaghoobiMaster's student in clinical psychology .Islamic Azad University, Hamedan, IranJournal Article20241206Objective: The purpose of this research was to investigate the effect of compassion on perfectionism and obsession of mothers with students suffering from academic anxiety.<br />Methods: This research was applied in terms of its purpose and was conducted in a semi-experimental pre-test-post-test manner with two experimental and control groups. The statistical population of the research included mothers of students admitted to the educational counseling centers of Hamadan District 1 in the academic year 1402-1403 who were diagnosed with academic anxiety. The sample size was 40 people, who were selected by convenience sampling and randomly assigned to two experimental (20 people) and control (20 people) groups. To collect data, the Terry-Short et al. (1995) perfectionism questionnaire and Yale-Browne's (1986) obsessive-compulsive disorder (OCD) questionnaire and Gilbert's (2009) self-compassion-based treatment protocol were used for 8 sessions, 50 minutes each week. Multivariate analysis of covariance was used to analyze the data. SPSS 25 software was used for statistical analyses.<br />Results: The findings showed that compassion education increased positive perfectionism and decreased negative perfectionism and obsession in mothers of students with academic anxiety (P<0.05).<br />Conclusion: Compassion training was able to significantly reduce negative perfectionism and obsession and increase positive perfectionism, compared to the control group.Objective: The purpose of this research was to investigate the effect of compassion on perfectionism and obsession of mothers with students suffering from academic anxiety.<br />Methods: This research was applied in terms of its purpose and was conducted in a semi-experimental pre-test-post-test manner with two experimental and control groups. The statistical population of the research included mothers of students admitted to the educational counseling centers of Hamadan District 1 in the academic year 1402-1403 who were diagnosed with academic anxiety. The sample size was 40 people, who were selected by convenience sampling and randomly assigned to two experimental (20 people) and control (20 people) groups. To collect data, the Terry-Short et al. (1995) perfectionism questionnaire and Yale-Browne's (1986) obsessive-compulsive disorder (OCD) questionnaire and Gilbert's (2009) self-compassion-based treatment protocol were used for 8 sessions, 50 minutes each week. Multivariate analysis of covariance was used to analyze the data. SPSS 25 software was used for statistical analyses.<br />Results: The findings showed that compassion education increased positive perfectionism and decreased negative perfectionism and obsession in mothers of students with academic anxiety (P<0.05).<br />Conclusion: Compassion training was able to significantly reduce negative perfectionism and obsession and increase positive perfectionism, compared to the control group.https://jsp.uma.ac.ir/article_4292_c6e453eb79e054e4d19d26362a49ecf2.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082114320250923Effectiveness of Solution-Focused Brief Therapy on Life Expectancy and Interpersonal Needs in Students with Suicidal IdeationEffectiveness of Solution-Focused Brief Therapy on Life Expectancy and Interpersonal Needs in Students with Suicidal Ideation9585428810.22098/jsp.2025.17446.6162FAMohammadrezaYaghubiDepartment of Psychology, University of Mohaghegh Ardabili, Ardabil, IranMohammadNarimaniDepartment of Psychology, University of Mohaghegh Ardabili, Ardabil, IranSajjadBasharpourDepartment of Psychology, University of Mohaghegh Ardabili, Ardabil, IranJournal Article20250515Objective: This study aimed to investigate the effectiveness of intensive solution-focused therapy on life expectancy and interpersonal needs in students with suicidal thoughts.<br />Materials and Methods: This applied study used an experimental design with a pre-test and post-test, including a control group. The statistical population consisted of all secondary school students (first and second cycles) with suicidal thoughts in Ardabil during the 2024-2025 academic year who referred to educational counseling centers. From this population, 30 individuals were purposively selected and randomly assigned to two groups of 15 (experimental and control). Both groups completed the Schneider Hope Scale and the Interpersonal Needs Questionnaire as a pre-test. The experimental group received intensive solution-focused therapy in 8 individual 45-minute sessions (weekly), while the control group received no intervention. After the treatment, both groups completed the same scales as a post-test. Data were analyzed using SPSS 27 and multivariate analysis of covariance.<br />Findings: The results showed a significant difference in the mean scores of life expectancy and interpersonal needs between the experimental and control groups. After the intervention, the experimental group’s scores significantly increased compared to the control group (p<0.01).<br />Conclusion: Intensive solution-focused therapy is effective in improving life expectancy and interpersonal needs in students with suicidal thoughts.Objective: This study aimed to investigate the effectiveness of intensive solution-focused therapy on life expectancy and interpersonal needs in students with suicidal thoughts.<br />Materials and Methods: This applied study used an experimental design with a pre-test and post-test, including a control group. The statistical population consisted of all secondary school students (first and second cycles) with suicidal thoughts in Ardabil during the 2024-2025 academic year who referred to educational counseling centers. From this population, 30 individuals were purposively selected and randomly assigned to two groups of 15 (experimental and control). Both groups completed the Schneider Hope Scale and the Interpersonal Needs Questionnaire as a pre-test. The experimental group received intensive solution-focused therapy in 8 individual 45-minute sessions (weekly), while the control group received no intervention. After the treatment, both groups completed the same scales as a post-test. Data were analyzed using SPSS 27 and multivariate analysis of covariance.<br />Findings: The results showed a significant difference in the mean scores of life expectancy and interpersonal needs between the experimental and control groups. After the intervention, the experimental group’s scores significantly increased compared to the control group (p<0.01).<br />Conclusion: Intensive solution-focused therapy is effective in improving life expectancy and interpersonal needs in students with suicidal thoughts.https://jsp.uma.ac.ir/article_4288_845d11d5948cbcf8936a15e6d65f40cb.pdf