انور دست باز

The aim of the present study was to investigate the fit of the structural model of academic self-handicapping based on perfectionism and academic burnout with the mediating role of fear of negative evaluation and emotion dysregulation in female students in the second year of secondary school. The research method was descriptive and correlational, using structural equation modeling. The statistical population of this study included female students in the second year of secondary school in Kermanshah in the academic year 1403-1404. From the aforementioned population, 310 people were finally selected based on Klein's rule in structural equations.For this study, the standard self-handicapping questionnaire of Schwinger and Steinsmer-Plaster (2011), the Frost Multidimensional Perfectionism Questionnaire (1990), the Watson and Friend Fear of Negative Evaluation Scale (1969), the Pekraan, Tietz, and Perry Academic Burnout Questionnaire (2002), and the Kaufman et al. Emotion Dysregulation Questionnaire (2016) were used. In this study, SPSS-26 and AMOS software were used to analyze the data. Based on the results of data analysis, the overall research model had a good fit and the direct effect of academic burnout, perfectionism, fear of negative evaluation, and emotion dysregulation on academic self-handicapping was positive and significant.Also, the indirect effect of academic burnout on academic self-disability with the mediating role of fear of negative evaluation showed no significance, and the indirect effect of perfectionism on academic self-disability with the mediating role of fear of negative evaluation was positive and significant, and the indirect results of perfectionism on academic self-disability with the mediating role of emotional dysregulation were positive and significant, and the indirect effect of academic burnout on academic self-disability with the mediating role of emotional dysregulation was positive and significant. Therefore, it can be concluded that the relationship and effect between academic burnout, perfectionism, fear of negative evaluation, and emotional dysregulation provide valuable insight for understanding and explaining academic self-disability in students.

The present study aimed to predict academic procrastination based on family communication patterns and academic self-concept, with the mediating role of difficulties in emotion regulation and the moderating role of school belonging among middle school students. This research was fundamental in purpose, employed a descriptive-correlational design, and utilized structural equation modeling (SEM) for data analysis. The statistical population included all middle school students in Sanandaj during the 2023–2024 academic year, aged 13 to 15 years, from which 300 students were selected through cluster random sampling. The study instruments consisted of the Tuckman Procrastination Scale (TPS; Tuckman & Sexton, 1989), the Revised Family Communication Patterns Scale (RFCP; Fitzpatrick & Koerner, 2004), the Academic Self-Concept Questionnaire (ASCQ; Liu & Wang, 2005), the Difficulties in Emotion Regulation Scale (DERS; Gratz & Roemer, 2004), and the Sense of School Community Scale (SSCS; Battistich, Beti, & Wat, 2004). Data were analyzed using descriptive statistics, Pearson correlation, and structural equation modeling through SPSS 26, Process Model 7, and AMOS 24. The findings indicated that the overall model demonstrated a good fit. Conversational orientation and academic self-concept had a direct negative effect on academic procrastination (p < .05), whereas conformity orientation showed no significant impact (p > .05). Difficulties in emotion regulation directly increased procrastination and mediated the relationship between both conversational orientation and academic self-concept with academic procrastination. This suggests that higher levels of academic self-concept and conversational orientation are likely associated with reduced difficulties in emotion regulation and, consequently, lower academic procrastination. The moderated model results showed that the indirect effect of academic self-concept on academic procrastination through difficulties in emotion regulation was not significant across levels of school belonging. However, the indirect effects of positive conversational orientation and negative conformity orientation on academic procrastination through emotion regulation difficulties were significant at different levels of school belonging. These findings highlight that both individual factors (e.g., academic self-concept) and family factors (e.g., conversational orientation) contribute to academic procrastination. Therefore, educational and psychological interventions may benefit from addressing both domains to effectively reduce academic procrastination among students.

The present study aimed to predict loneliness in second-grade high school students based on attachment styles, parent-child conflict, and perception of school climate, with the mediating role of difficulties in emotion regulation. This research was a descriptive-correlational study conducted using the Structural Equation Modeling (SEM) approach. The statistical population included all second-grade high school students in Marivan city during the academic year 1403-1404 (2024-2025), from whom 399 students were selected using multi-stage cluster random sampling. Data collection instruments included the UCLA Loneliness Scale (version 3) by Russell, the Experiences in Close Relationships (ECR) questionnaire by Collins and Read, the Parent-Child Conflict Tactics Scale (CTSPC) by Fine et al., the California School Climate Survey (CSCS) by Bear et al., and the Difficulties in Emotion Regulation Scale (DERS) by Gratz and Roemer. Data were analyzed using SPSS 28 and AMOS 28 software. The findings indicated that the proposed structural model demonstrated a good fit with the data and was able to explain 74.2% of the variance in loneliness among students. The results showed that difficulties in emotion regulation played a significant mediating role in the relationship between attachment styles (β=0.145, p<0.001), parent-child conflict (β=0.119, p<0.001), and perception of school climate (β=-0.046, p<0.024) with loneliness. The strongest direct effect on loneliness was related to the perception of school climate (β=-0.523), while the strongest indirect effect was associated with attachment styles. The study concludes that loneliness in adolescents is a multifactorial phenomenon, and difficulties in emotion regulation act as a key mechanism in these relationships. These findings emphasize the importance of designing multidimensional interventions to reduce loneliness in adolescents, focusing on improving emotion regulation skills, strengthening family relationships, and fostering a supportive school climate.

The present study examines the structural model of academic buoyancy based on the perception of school counselor services and academic self-concept with the mediating role of achievement motivation. The present study is a descriptive correlational study that used the structural equation method to examine the relationships between variables. The statistical population of the study included all students aged 12 to 17 in the first high school of Sanandaj in the academic year 2024-2025, among whom 450 people (197 girls and 253 boys) Based on Klein's rule in the structural equation model, they were selected using sampling available. To collect data, questionnaires were used for academic buoyancy (Martin and Marsh, 2008), perception of school counselor services (Ohert et.al, 2022), academic self-concept (Yesen-Chen, 2004), and achievement motivation (Hermans, 1970). The data were analyzed using structural equations using SPSS-27 and AMOS-24 software. The findings of this study showed that the structural model of academic buoyancy based on the perception of school counselor services and academic self-concept with the mediating role of achievement motivation in students had a satisfactory fit. The direct effect of perception of school counselor services, academic self-concept, and achievement motivation on academic buoyancy was positive and significant. The direct effect of perception of school counselor services and academic self-concept on achievement motivation was positive and significant. The indirect effect of perception of school counselor services and academic self-concept on academic buoyancy through achievement motivation was positive and significant. Based on the results of this study, it seems that improving and strengthening the perception of school counselor services and academic self-concept provides a suitable platform for increasing motivation for progress. This process ultimately leads to increased academic buoyancy in students.

Academic well-being is one of the important factors in increasing students' academic performance. Therefore, the present study aimed to develop an academic well-being model based on family communication patterns and psychological capital and the mediating role of emotional self-awareness and was conducted using a descriptive survey method. The statistical population of the study included all female students of the second year of high school in Rasht in the academic year 1402-1403. A total of 327 people were determined based on Klein's rule in the structural equation model and selected using cluster random sampling. The research tools included the academic well-being questionnaires of Pietrinen et al. (2014), the emotional self-awareness questionnaire of Grant et al. (2002), the Luthans Psychological Capital Questionnaire (PCQ), and the Ritchie and Fitzpatrick Family Communication Model (1996). The data were analyzed using SPSS26 and Smart PLS software. The results of the structural equation model analysis showed that the overall research model had a good fit and the direct effect of the variables of conversational orientation and psychological capital on academic well-being and emotional self-awareness, as well as emotional self-awareness on academic well-being, was positive and significant. The results of the indirect effect of the variables of conversational orientation and psychological capital through emotional self-awareness were positive and significant (p<0.05), but the direct effect of conformity orientation on academic well-being and emotional self-awareness and the indirect effect of conformity orientation through emotional self-awareness were not significant (p<0.05). Therefore, it can be concluded that students' academic well-being is affected by conversational orientation, psychological capital, and emotional self-awareness, and their identification can be very useful in the process of helping the future builders of society. It is suggested that school-based and family-based educational programs be developed, developed, and implemented with the aim of improving adolescents' psychological capital and emotional self-awareness and family communication patterns.

The present study aimed to examine the relationship between emotional-behavioral problems in students based on cognitive bias, symptoms of addiction to social networks and the internet, and negative self-concept, with the mediating role of emotion dysregulation. This research employed a correlational design and was conducted using structural equation modeling (SEM). The statistical population consisted of all secondary school students in the city of Sanandaj and their parents during the 2024–2025 academic year. A multistage stratified sampling method was used, and a total of 290 participants were included in the analysis. Data were collected using the Achenbach Youth Self-Report (1991), the Cognitive Bias Questionnaire (1997), the Self-Concept Scale (1957), the Difficulties in Emotion Regulation Scale (2004), and Young’s Internet Addiction Questionnaire (1999), and were analyzed using AMOS version 24 and SPSS version 26. Findings revealed that internet addiction had a significant direct effect on students' emotional-behavioral problems (β = 0.671, p < 0.0001), cognitive bias (β = 0.713, p < 0.0001), negative self-concept (β = 0.617, p < 0.0001), and emotion dysregulation (β = 0.711, p < 0.0001). Moreover, the indirect effect of internet addiction on emotional-behavioral problems through the mediating role of emotion dysregulation was significant (β = 0.325, p = 0.006). Negative self-concept also exerted a significant indirect effect on emotional-behavioral problems via emotion dysregulation (β = 0.311, p = 0.005), whereas the indirect effect of cognitive bias through emotion dysregulation was not significant (β = 0.219, p = 0.513). Overall, the final revised model demonstrated a good fit, and all direct and indirect paths were confirmed. These findings indicate that both internet addiction and negative self-concept—directly and indirectly through increased emotion dysregulation—play a critical role in the emergence of emotional-behavioral problems among students.

The overlap of professional demands and domestic responsibilities often leads to increased vulnerability to marital burnout among married working women. This study aimed to predict marital burnout based on work-family conflict, mediated by psychological distress and moderated by resilience. This correlational study, based on structural equation modeling, investigated married working women in Sanandaj's administrative offices in 2024. A convenience sample of 290 participants was selected, and data were collected using the Connor-Davidson Resilience Scale (2003), Carlson et al.'s Work-Family Conflict Questionnaire (2000), Pines' Standard Marital Burnout Questionnaire (1996), and Cohen's Perceived Stress Questionnaire (1983). Data analysis using Amos v24 and SPSS v26 revealed that work-family conflict had a significant positive effect on both marital burnout (β=0.382, P<0.0001) and psychological distress (β=0.406, P<0.001) in married working women. Furthermore, psychological distress significantly and positively affected marital burnout (β=0.494, P<0.001). The indirect effect of work-family conflict on marital burnout, mediated by psychological distress, was also significant (β=0.189, P<0.05). However, resilience did not play a significant moderating role in these relationships (P>0.05). Ultimately, these findings indicate that work-family conflict contributes to marital burnout in married working women by increasing psychological distress. Future research should investigate the long-term effects of psychological distress reduction training programs on marital burnout in this demographic.

The purpose of this study was to determine the fit of the structural model of academic sustainability based on academic enthusiasm and motivation to progress with the mediating role of academic resilience and academic vitality in second secondary students of Sanandaj city. The descriptive research method was of correlation type and was carried out using structural equation method. The statistical population of the research was all students of the second secondary level of Sanandaj city in the academic year of 1402-1403. About 300 people were selected from the mentioned society based on Klein's rule in the structural equation model. For this research, the academic persistence questionnaires of Martin and Marsh (2008), Fredericks academic enthusiasm questionnaire, Blumenfield, Paris (2004), Hermans achievement motivation questionnaire (1970), Samuels academic resilience questionnaire (2004) and Martin and Marsh academic vitality questionnaire (2008) was used in person and online. Data were analyzed using SPSS-26 and AMOS-24 software. The results showed. The results of data analysis showed that the general model of the research has a favorable fit and the direct effect of academic enthusiasm, motivation for progress, academic resilience and academic vitality on academic persistence was positive and significant, as well as the direct effect of academic enthusiasm and motivation for progress on academic resilience and academic vitality was positive and significant. are the indirect results of academic enthusiasm on academic sustainability through academic resilience showed a lack of significance, and the indirect results of academic enthusiasm on academic sustainability through academic vitality were positive and significant, and the indirect results of motivation to progress on academic sustainability through academic resilience were positive and significant. and also, the indirect effect of progress motivation on academic persistence through academic vitality was positive and significant. Therefore, it can be concluded that the relationship and effect between academic enthusiasm, progress motivation, academic resilience, academic vitality and academic persistence provides valuable insight to understand and explain academic persistence in students.

Teachers' leadership in teaching and learning has always been one of the most challenging and important issues in the field of educational management. The explanation of the term teaching leadership and its relationship with other variables in the classroom, including educational goals, student learning progress, and its relationship with the teacher's management and classroom techniques, is considered an important and studyable phenomenon. The subject of teaching leadership of teachers in Iran's primary schools is one of the practical subjects that can open the way for teachers in teaching and training. The current research is based on the interpretation paradigm. The method used in this type of research is qualitative and exploratory in nature. The statistical population of this research includes 27 teachers and specialists in the field of educational sciences at the 4th level of Kermanshah, Kurdistan, Tehran and Hormozgan provinces. which were determined using purposeful and snowball sampling methods. The type of interview taken is semi-structured, which includes 10 questions about teacher leadership and its relationship with the advancement of educational goals. The results of the present study show that the teacher's guiding behavior in teaching has an effect on the use of effective techniques in the classroom teaching-learning process. This research shows a comprehensive model of teacher leadership in teaching and learning, which includes important factors such as factors influencing the adoption of teacher leadership styles, the relationship between the concept of teacher leadership and the six stages of classroom management, and internal and external organizational barriers affecting teacher leadership and management. And it shows its impact on student learning progress and how to achieve educational goals. Also, this model has been compared with the Chahani standards of teacher leadership, and the quantity and shortcomings of its application at the country level have been explained with international standards.

Introduction: The vital role of school counselors in helping students and improving the psychological atmosphere of the social school, according to the growing needs of students in this era, has been developed as a response to the changing needs of students and their growth and adaptation to the changing society be. The purpose and method of research: The purpose of this research was to investigate the needs and challenges of counseling in elementary schools from the perspective of teachers, administrators, counselors, and parents of elementary school students. The present research is the result of a qualitative study and semi-structured interviews with 9 primary school principals, 12 primary school teachers, 10 school counselors and 7 parents of primary school students in Saqqez city and Ziviyeh region in 1402-1403 with sample methods. purposeful And according to the criteria for entering the research, they were selected. Brown and Clark (2006) thematic analysis was used to analyze the data, which were analyzed by entering the text of the interviews in the MAXQDA 2020 software. The findings: After coding and analyzing the data multiple times by the researcher, the number of 5 main themes related to the needs of counseling in elementary schools including: issues related to the growth of students, emotional-psychological issues of students, behavioral issues of students, academic issues of students and system problems Family and 3 main themes related to counseling challenges in elementary schools including: individual factors, environmental factors and organizational factors were extracted and in total, 8 main themes, 43 sub-themes and 150 primary codes were extracted from a total of 38 interviews. Draw conclusions: The results of the present study indicated that from the point of view of teachers and administrators, counselors and parents of elementary school students, children aged 6 to 12 years are facing various challenges and issues in terms of development, emotional, behavioral, academic and family, and this Issues have provided the conditions for the emergence of behavioral, emotional and academic disorders in elementary school children, it is necessary and necessary that regular and organized interventions in the form of mental health services and social harm prevention programs to identify and investigate various problems students by the school and an expert consultant in the field of children to reduce the severity of mental disorders and injuries of students in higher grades. According to the participants in the interviews and considering the sensitivity of this course, it is necessary to make the presence of counselors in elementary schools compulsory and mandatory, as in other educational courses, as well as the official presence and activity of counselors in elementary schools, itself with various limitations and challenges. From an individual, environmental and organizational point of view, there is a need for serious measures to remove these limitations.

The aim of the present research was to compare the role of university education in entrepreneurship, self-efficacy, and employment generation among graduates from technical and vocational universities and graduates from other universities. In this study, adopting a cognitive-action orientation and research hypotheses, a research design with a quantitative approach was implemented. The research strategy was descriptive and quasi-experimental. The statistical population in this research included all graduates from 1395 to 1400 (Electrical and Computer Engineering) of the Technical and Vocational University and Kurdistan University, totaling 1043 individuals in the Kurdistan province. Considering the study type and data collection tools, a subset of graduates from 1395 to 1400 (Electrical and Computer Engineering) in these two universities was selected as the sample using a relative stratified random sampling method, and the required sample size of 281 individuals was determined based on Kerjcie and Morgan's table (1970). To collect data, the Entrepreneurship Attitude Questionnaire by Bahramzadeh et al. (2009), General Self-Efficacy Questionnaire by Sherer et al. (1982), and Employment Enabling Factors Questionnaire from the perspective of Nargesi et al. (2018) were used. Descriptive statistics, including mean and standard deviation, were used for data analysis in the descriptive section, and inferential statistical methods (independent t-test and analysis of variance) were employed to test the research hypotheses using SPSS-26 software, while observing their preconditions. The results of data analysis in the descriptive section showed that the overall mean of entrepreneurship and the means of its components (creativity, progress motivation, and risk-taking) for graduates of the Technical and Vocational University were higher than those for graduates from Kurdistan University. However, in the foresight component, the mean for graduates of Kurdistan University was higher than that for Technical and Vocational University graduates. Additionally, the mean of self-efficacy and its components for graduates of the Technical and Vocational University were higher than those for graduates from Kurdistan University, and the mean of employment generation in all components, except for post-graduation employment opportunities, was higher for Technical and Vocational University graduates. Furthermore, the results of the t-test showed that there is no significant difference in the entrepreneurship variable and its components, including creativity, risk-taking, and foresight, at the 0.05 level of significance. However, in the progress motivation component, the difference is significant at the 0.05 level. In the self-efficacy variable, the components of educational self-efficacy and occupational self-efficacy are significant at the 0.05 level, but social self-efficacy is not significant at the 0.05 level. Moreover, in the employment generation variable, all components are significant at the 0.05 level.

Psychology of literature is one of the important interdisciplinary fields in the realms of literature and psychology. The novels "The Taste of Yellow Apple" by Naser Yousufi and "Call Me Beautiful" by Farhad Hassanzadeh, targeted for adolescent readers (12 to 18 years old), exhibit distinctive features such as the psychological and emotional challenges faced by the characters, the similarities in the themes of both stories involving the formation of their complexes of resentment toward their "fathers," internal contradictions and struggles of the adolescent subjects in both novels, their personal and societal frustrations, the nature of their complexes of resentment, and the unique lifestyles that take shape in connection with these issues in their fictional worlds. Also, the theme of "Neglected Children" in the world of children's and young adult literature provides reliable subjects for research in the field of the psychology of literature. This is particularly noteworthy because the mentioned issues are important and influential components in the biological and personal development of adolescents, as presented in these two novels within a narrative framework. Alfred Adler's individual psychology, distancing itself from psychoanalytic approaches based on inner impulses and the unconscious, elucidates the process of an individual's personality development within their social life. Emphasizing principles such as "feelings of inferiority" as the main catalyst and motivation for personal growth and development, Adler's approach focuses on the social nature of humans and their intellectual and personality evolution within the context of social relationships. The individual's ultimate goal in this process of personality development, shaping their overall "lifestyle," becomes a reliable foundation for the psychological critique of these two novels. In this thesis, we delve into the critique and examination of the characters presented in two novels, "The Taste of Yellow Apple" by Naser Yousufi and "Call Me Beautiful" by Farhad Hassanzadeh, relying on Alfred Adler's theory. The results of the analysis indicate that in these stories, the issue of abandoned or marginalized adolescent subjects and their complexes of inferiority is raised as their most important issue in dealing with the external environment beyond the home. Among the factors creating inferiority complexes in adolescent subjects in both stories, the situation of "abandoned or neglected adolescents" is an important factor in creating their inferiority complexes. Among these, confronting the outside environment provides an opportunity for adolescent self-awareness and a better understanding of their inferiority complexes. The sense of superiority in adolescents and the effort to create social interests develop in a self-aware manner during this confrontation with the external environment, prompting them to directly confront their psychological problems and crises. Consequently, their lifestyle takes shape in a self-aware and self-recognizing manner.