Gholamreza Rajabi Department of Counseling, Faculty of Educational Sciences and Psychology. Shahid Chamran University, Ahwaz, Iran author Soheila Gheisary Gheisary Department of Counseling, Shahid Chamran University of Ahvaz author Abas Amanollahi Department of Counseling, Faculty of Educational Sciences and Psychology. Shahid Chamran University, Ahwaz, Iran author Mansour Sodani Department of Counseling, Faculty of Educational Sciences and Psychology. Shahid Chamran University, Ahwaz, Iran author text article 2021 per This purpose of this study was to investigate the effectiveness of the Adlerian-based premarital education program on female students’ constraining beliefs regarding mate selection. The statistical population included high school female students in the 2nd grade living in Jam (located in Bushehr province) during the academic year of 2018-19. The study was a quasi-experiment, using pre/post-test and a control group. The sample included 52 female students who scored 1.5 standard deviation higher than average. The participants were assigned to the experimental (n=26) and the control group (n=26). The experimental group received seven 90-minute sessions of Adlerian-based premarital training while the control group received no intervention. The participants completed the Attitudes about Romance and Mate Selection Scale (ARMSS). The data analyzed using the repeated measures ANOVA, and the results showed that the program reduced five of the six constraining beliefs about mate selection, such as "cohabitation", "one and only one", "opposing complement each other", "idealism", and "ease of effort". The program had no effect on “perfect confidence”. According to the results, the findings of the study can be used to improve the process of mate-selection. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 1 22 https://japr.ut.ac.ir/article_79706_627a4520b95907c11babfe9c65012103.pdf dx.doi.org/10.22059/japr.2021.305063.643555 Hoshang Geravand Department of Psychology, Lorestan University, Khorramabad, Iran author text article 2021 per The present study was done with the aim of presenting the causal model of the effect of intrinsic and extrinsic aspirations on life satisfaction and the mediating role of mental health. The population included all students studying at Allameh Tabatabaei University during the 2011-2012 academic year, from which 250 students were selected using the available sampling method. The scales for assessment used in the study were Satisfaction with Life Scale (SWLS), General Health Questionnaire (28- GHQ), and Aspiration Index (AI). Structural equation modeling was used to analyze the data. The results showed that intrinsic aspirations predicted mental health positively, and external aspirations predicted mental health negatively; intrinsic and extrinsic aspirations had no direct effect on life satisfaction; rather, intrinsic aspirations increased student life satisfaction through the mediation of mental health. External aspirations reduced life satisfaction through the mediation of mental health. Mental health also had a direct and an indirect effect on life satisfaction. According to the results, to improve life satisfaction and mental health, we need to highlight values, desires, basic needs, meaning, and purpose in life. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 23 46 https://japr.ut.ac.ir/article_79469_08e5a51d9607816dec97aaad30e9b24b.pdf dx.doi.org/10.22059/japr.2021.301863.643509 Kamran Sheivandi Cholicheh Department of Educational Psychology , Faculty of Education and Psychology, Allame Tabataba University, Tehran, Iran. author Zahra Nafar PhD student of Educational Psychology, Education and Psychology Faculty, Allame Tabataba’i University, Tehran, Iran. author Fazlollah Hasanvand PhD student of Educational Psychology, Education and Psychology Faculty, Allame Tabataba’i University, Tehran, Iran. author Ali Musavi PhD student of Educational Psychology, Education and Psychology Faculty, Allame Tabataba’i University, Tehran, Iran. author text article 2021 per The purpose of this study was to determine the effectiveness of life skills training (problem-solving and decision-making) on teacher-student relationships, academic buoyancy, and academic optimism in sixth grade elementary students. The method was quasi-experimental with pre/post-test and a control group. The statistical population was sixth-graders in Hasanabad city schools during the academic year of 2019-20. The sample consisted of 50 sixth grade male students who were assigned to the experimental or control group (25 students in each group). Assessment tools included standard questionnaires of teacher-student relationship quality, academic optimism, and academic buoyancy. Also, students who had much higher scores in buoyancy, optimism, and/or the quality of relationship with their teacher were excluded from the sample due to statistical reasons. The participants were educated in a problem-solving and decision-making training for ten sessions. Following the training, the post test was administered. Multivariate analysis of covariance (MANCOVA) was used to analyze the data. The results showed that the quality of teacher-student relationship, academic buoyancy and academic optimism were higher in the experimental group than those of the control group. As a result, problem-solving and decision-making trainings can be used as part of students’ empowerment programs. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 47 67 https://japr.ut.ac.ir/article_79470_c7f8cc51fc43e145bd1102ded27eb2e3.pdf dx.doi.org/10.22059/japr.2021.300406.643483 Morad Abdivarmazan PhD Student in Psychology, Psychology and Educational Science Faculty, University of Kharazmi, Tehran, Iran author Mohammadnaghi Farahani Department of Psychology, Psychology and Educational Science Faculty, University of Kharazmi, Tehran, Iran author Hamid Khanipour Department of Psychology, Psychology and Educational Science Faculty, University of Kharazmi, Tehran, Iran author Majid Saffarinia Department of Psychology, University of Payam-e-Noor, Tehran, Iran author text article 2021 per The purpose of this study was to investigate the relationship between the electricity saving behavior in the heads of households in Tehran, and moral norms and various energy saving  motivations. The present study use a descriptive-correlational design. The statistical population consisted of all the heads of households in Tehran in 2019. In addition, the convenience sampling method was used (N=366). The research instruments consisted of items for assessing Demographic and Housing Characteristics (DHC), the Problem Awareness Scale (PAS), the Ascription of Responsibility and Outcome Efficacy Scale (AROES), the Personal Norms Scale (PNS), the Energy Saving Behavior Scale (ESBS), and the Motivation toward Saving Energy Scale (MTSES). In total, there were 44 items in this survey. The data were collected online and  via a paper-pencil form. Structural Equation Modeling (SEM), SPSS ver. 25 and Smart PLS ver. 3 were used to analyze the data. The findings showed that of the demographic variables, only marital status was connected with the electricity saving behavior. The problem awareness, and ascription of responsibility and outcome efficacy had a direct and significant relationship with personal norms; and personal norms were directly related to the electricity saving behavior. According to the findings, problem awareness, ascription of responsibility and outcome efficacy, and personal norms were connected with the electricity saving behavior through partial mediation of motivation. Lastly, the results showed that integrated, intrinsic, identified and introjected motivations had the most significant relationships with the electricity saving behavior. By strengthening motivation, the components of norm activation model could be transformed into the electricity saving behavior. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 69 91 https://japr.ut.ac.ir/article_78902_a5b9f95b9a819e5b86f500ef49345fc2.pdf dx.doi.org/10.22059/japr.2020.301645.643505 Fatemeh Keshvari Department of Psychology, Karaj Branch. Islamic Azad University, Karaj, Iran author Ahmad Karbalaee Mohammad Meigouni استادیار گروه روانشناسی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران author Hosein Rezabakhsh Department of Psychology, Islamic Azad University, Karaj Branch, Karaj, Iran author Sara Pashang Department of Psychology, Islamic Azad University, Karaj Branch, Karaj, Iran author text article 2021 per The purpose of the study was to predict adolescent girls' anxiety based on early maladaptive schemas of their mothers with the mediation of their self-differentiation and early maladaptive schemas. The statistical population of this study included all adolescent girls in the 7th, 8th, and 9th grade in Fardis City (located in Alborz Province) during the first semester of 2019-2020. The sample was selected using the convenience sampling method, and included 300 participants. The measurement tools included Beck Anxiety Inventory (BAI)); Differentiation of Self Inventory (DSI), and Young Schema Questionnaire (YSQ).  Structural equation modeling was utilized to analyze the data. The results showed that the direct coefficient path between maternal maladaptive schemas and anxiety was positive and significant. The indirect coefficient path between maternal maladaptive schemas and anxiety was positive and significant with the mediation role of self-differentiation and early maladaptive schemas. Educating parents, especially mothers, to reduce the manifestations of their maladaptive schemas in their relationships with their children, as well as focusing on personality preparations in treating anxiety is recommended to therapists and clinicians. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 93 112 https://japr.ut.ac.ir/article_79785_ef4cf9f1454ba03252b856ab0f7c8c0e.pdf dx.doi.org/10.22059/japr.2021.305503.643564 Talieh Saeidi Rezvani Department of Counseling and Educational Psychology, Faculty of Educational sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran author Farhad Tanhaye Reshvanloo Department of Counseling and Educational Psychology, Faculty of Educational sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran author Hadi Samadiye Department of Counseling and Educational Psychology, Faculty of Educational sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran author Hossein kareshki Associate Professor in Educational Psychology, Department of Counseling and Educational Psychology, Faculty of Educational sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran author text article 2021 per The purpose of the present study was to validate and evaluate the psychometric properties of the General Belongingness Scale in students. This applied study was adopted a psychometric design and its statistical population consisted of the students of the Birjand University in for the 2017-18the academic year1396-97. In two studies, 164 (108 girls females and 56 boysmales) and 236 (156 girls females and 80 boysmales) students of the Birjand University were selected through multi-stage random sampling. The dData were collected through using the General Belongingness Scale (GBS), The the Social and Emotional Loneliness Scale for Adults (Ditommaso, & [HE1] et al, 2004), the Depression, Anxiety, Stress  Scales (Lovibond & Lovibond,1995), and the Life satisfaction Test (Diener & et al,1985). The iInternal consistency, as well as the exploratory and  and confirmatory factor analyses, and the criterion, predictivefactor analysis, criterion, predictive and constructive validity was were evaluated using the SPSS.16 and AMOS.24 software. The results showed that this scale had a two-factor structure with the an explained variance explainedof 56.61%. In addition, t The second-order confirmatory factor analysis was confirmed. The convergent and divergent validity was confirmed in relation tofor social loneliness [HE2] and its predictive validity in relation tofor depression and life satisfaction were all confirmed. There wereas no significant differences based onin terms of age and gender. It seems that the General Belongingness Scale (GBS) has good reliability and validity in with students.   University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 113 130 https://japr.ut.ac.ir/article_79611_47eea83ba6702d05b0079b3caa01a1b5.pdf dx.doi.org/10.22059/japr.2021.299681.643490 Narges Pourtaleb Department of Educational Science, Educational Science and Psychology Faculty, Tabriz University, Tabriz,, Iran author Rahim Badri Gargari Department of Educational Science, Educational Science and Psychology Faculty, Tabriz University, Tabriz,, Iran author Shahrooz Nemati Department of Educational Science, Educational Science and Psychology Faculty, Tabriz University, Tabriz,, Iran author Touraj Hashemi Department of Psychology, Educational Science and Psychology Faculty, Tabriz University, Tabriz,, Iran author text article 2021 per The purpose of the present study was to examine the effect of acceptance and commitment training program on the level of academic resilience in students with specific learning disabilities. In terms of methodology, this study was a pre-test/post-test quasi-experiment. The research population consisted of female students with specific learning disabilities who were studying in the sixth grade during the academic year of 2019-2020 in Tabriz. The sample consisted of 34 students with special learning disabilities who were first selected using cluster sampling and then purposefully included in the experimental and the control group. The data were collected using the Academic Resilience Inventory and Raven’s intelligence test. Data analysis was performed using multivariate analysis of covariance. 21-SPSS software were used for data analysis. According to the results of the data analysis, the effect of acceptance and commitment-based training seemed to increase the amount of academic resilience in students with specific learning disabilities. The effectiveness of the training appeared to be significant in relation to future orientation, problem-centeredness, and optimism at the level of p <0.05, but not significant as it relates to communication skills. The findings of the present research will hopefully pave the way for further research addressing psychological challenges of students with specific learning disabilities.   University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 131 147 https://japr.ut.ac.ir/article_79704_2b5b230445fb8bc7509b79fc4e62ec5c.pdf dx.doi.org/10.22059/japr.2021.301283.643504 Farnaz Roshani Department of Psychology. Psychology and Educational Science Faculty. Shahid Beheshti University, Tehran, Iran author Vahid Nejati Department of Psychology. Psychology and Educational Science Faculty. Shahid Beheshti University, Tehran, Iran author Jalil Fathabadi Department of Psychology. Education and Psychology Faculty. Shahid Beheshti University, Tehran, Iran author text article 2021 per The aim of this study was to evaluate the effect of the Program for Attentive Remediation of Memory Inclination (PARMIN) on remediation behavioral symptoms and memory impairment in patients with mild to severe depression and apply its results into the depression treatment. This study is a semi-experimental trial that involves a clinical intervention with three-stage evaluation (pre-test, post-test and a three-month follow-up), which lasted from November 2016 until the summer of 2017. The statistical population consisted of the patients who were referred to Shahid Beheshti University clinics. Based on the convenience sampling method, 15 individuals were randomly selected from 35 patients who had previously been diagnosed with symptoms of depression by a psychiatrist. These diagnoses were then confirmed through structured diagnostic interviews. The research instruments included the Beck Depression Inventory (BDI-II), the Symptom Checklist (SCL-90-R), and the N-Back Test (Face and Word) (N-BT). The results were analyzed using SPSS v. 23 and the output of the one-way analysis of variance with repeated measures showed that the intervention had a significant effect on improving the working memory and memory bias caused by depression (p <0.05). In addition, the effect of memory modification on reducing the patients' temperamental symptoms was significant, and after a three-month follow-up, these results proved to be stable (P<0.001). According to the findings, modification of the memory bias regardless of the severity of depression can be effective in reducing the cognitive and behavioral symptoms of depression. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 149 164 https://japr.ut.ac.ir/article_79612_3e98d915ede62a029262ed66f15b65e3.pdf dx.doi.org/10.22059/japr.2021.301388.643502 Hamzeh Mohammadi Department of Psychology, Psychology and Educational Science Faculty, University of Tehran, Tehran, Iran author Javad Hatami Department of Psychology, Faculty of Psychology and Educational Sciences. University of Tehran, Tehran, Iran author Reza Kormi-Nouri Professor of Psychology, Faculty of Psychology, University of Umea, Umea, Sweden author Jamil Mansouri Department of Psychology, Psychology and Educational Science Faculty, University of Tehran, Tehran, Iran author Davod Mafakhery Department of Psychology and education of Exceptional Children, psychology and Educational Science Faculty, University of Allameh-Tabatabaei, Tehran, Iran author Hanieh khademi Department of Psychology, Psychology and Educational Science Faculty, Azad University of Kermanshah, Kermanshah, Iran author text article 2021 per The present study is done to compare working memory in monolingual and bilingual children with special learning disability. Design of research was causal-comparative. Statistical society of the research was elementary students in Tehran and Javanroud in the 1392-1393 years. A number of 60 children including 30 (15 gilrs and 15 boys) monolingual (Persian) and 30 (15 gilrs and 15 boys) bilinguals (Kurdish-Persian) were recruited from special learning disability rehabilitation centers by accessible sampling. Data were collected with Wechsler intellectual scale for children-revised (shahim,1390) and Wechsler’s subscale of working memory test (WWM). To analysis of data, descriptive and inferential statistic methods including average, standard deviation, independent t-test and Friedman test were done and analyzed by Spss 16. Results show that there is significant differences in spatial working memory (p < 0.05, t=-2.17) and working memory (p < 0.05, t=-2.14) between monolinguals and bilinguals. There was no significant difference in the letter-number sequence (p>0.05, t=-1.09). Based on the findings of the present study, it can conclude that bilingualism is associated with better working memory functions in bilingual children with SLD. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 165 179 https://japr.ut.ac.ir/article_79957_78422a308f345534df6e8fa0e8bcf9ce.pdf dx.doi.org/10.22059/japr.2021.294000.643394 hossein habibalahzadeh PhD. Candidate in counseling, Department of Counseling, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran author abdolah shafiabadi Professor, Department of Counseling, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran author Mohammad Ghamari Associate Professor, Department of Counseling,Faculty of Psychology and Educational Sciences, Abhar Azad University, Abhar,Iran author text article 2021 per The purpose of this study was to compare the effectiveness self-regulated couple therapy that was done through dialectical behavioral therapy on reducing couple burnout in divorce applicants. In term of purpose, this is an applied research which adopted the quasi-experimental design for data collection, and was carried out in two pre-test-post-test stages with a two-month follow-up period with the control group. The statistical population included couples applying for divorce who had been referred to the family court of Bahonar branch in Tehran in 2018. Of this population, 24 couples were selected based on the convenience sampling method and were randomly divided into two groups of experimental (8 couples in each group) and control (8 couples). The subjects   responded to the  standard Pines (1996) Couple Burnout Measure (CBM) questionnaire in three stages of pre-test, post-test, and follow-up. The experimental groups were trained for the dialectical behavioral therapy and self-regulatory couple therapy in eight 90-minutes sessions. No interventions were used for the control group. A data analysis in SPSS ver. 22 using repeated measures analysis of variance and an LSD analysis showed that self-regulatory couple therapy and dialectical behavioral therapy were effective in reducing couple burnout in the post-test and follow-up stages (P <0.01). However, the effect of dialectical behavioral therapy was greater on reducing couple burnout. Therefore, dialectical behavioral therapy and self-regulated couple therapy can be used as practical methods for reducing couple burnout, and hence preventing divorce. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 181 199 https://japr.ut.ac.ir/article_79720_6599825fc522a8931726323b4f0c049f.pdf dx.doi.org/10.22059/japr.2021.300483.643516 fakhrisadat hosseini دانشجوی دکتری روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران. author Esmaeil Sadipour Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran author Fariborz Dortaj Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran author Siavash Talepasand Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran author Asghar Minai Associate Professor, Department of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran author text article 2021 per The aim of the present study was to investigate the structural relationship between mathematical self-schemas and math Enthusiasm with the mediating role of ability-expectation beliefs and task value. This study was a correlational research using structural equation modeling. The sample included 500 female students in the 11th grade studying mathematics and science courses in Tehran. The participants were selected through multi-stages clustering method. All subjects completed the Math Self-Schemas, Semnan Expectancy-Value Questionnaire, Task Cost and Math Enthusiasm Questionnaires. The internal relationships of the variables were tested using the structural equation modeling method. The findings showed that mathematical self-schemas had a direct and positive effect on ability-expectancy beliefs. The effect of self-schemas on task value was also mediated by ability-expectancy beliefs. Ability-expectancy beliefs also directly affected the math task value. Although the direct effect of mathematical self-schemas on math enthusiasm was not significant; its indirect effect seemed to be significant. The effect of ability-expectancy beliefs on math enthusiasm was also mediated by task value. The path indicating the direct effect of the math task value on math enthusiasm was also significant. Thus, based on the findings, math self-schemas seem to influence math enthusiasm through beliefs about the ability to expect, and the math task value. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 201 225 https://japr.ut.ac.ir/article_79845_47ceaef6ae4f98c47384977f79c44db3.pdf dx.doi.org/10.22059/japr.2021.302377.643518 Mahtab sadat Hosseini Department of Psychology , Islamic Azad University, South Tehran Branch, Tehran, Iran author Marzieh Hajizadegan PhD Psychology. payame Noor University, Employee of University of Tehran, Tehran, Iran author Zahra Taherifar Department of psychology, Faculty of Psychology and Educational Science, university of tehran, Tehran, Iran author text article 2021 per The purpose of this study was to investigate the mediating role of thinking styles in the relationship between intelligence and creativity in 12-to-16-year-old male and female students using descriptive-correlational and multiple regression analyses. The statistical population included all male and female students aged 12-16 years old in the 12th district of Tehran during the second semester of 1396-97. At the end of sampling process, 200 students were selected. The measurement tools were Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV), Torrance Tests of Creative Thinking (TTCT), and Thinking Styles Inventory (TSI).  Data analysis was performed using Multiple Regression. 21-SPSS software were used for data analysis. The results showed the positive effect of intelligence in predicting creativity (0.142), and the negative role of legislative thinking (-0.145) and judgment (-0.165). According to the results, there was no mediating role for legislative and judiciary thinking; however, executive thinking mediated the relationship between intelligence and creativity (0.165). University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 227 243 https://japr.ut.ac.ir/article_79468_c53a808d57ead472d389653c7501a312.pdf dx.doi.org/10.22059/japr.2021.295897.643418 Farhad Shafiepoor Motlagh Assistant Professor of Educational administration, Mahallat,Islamic Azad University,Mahallat,Iran author Zohre Naderi Assistant professor of Pulmonary Disease ,Department of internal Medicine,Isfahan university of medical science ,isfahan,iran author Simin Naghsh Doctoral of Distance Educational Planning, Sama Organization, Isfahan, Iran author text article 2021 per The purpose of this study was to identify psychological empowerment strategies to cope with challenges during the COVID-19 pandemic through a systemic review of the related literature. The inclusion criteria for the reviewed sources were relevance of the topic and the date of publication. Therefore, the sources published since 2005 to 2020 were included. The data collected up to the point of saturation from sources addressing the strategies for psychological empowerment to cope with challenges associated with respiratory diseases. The data was analyzed using the content analysis method. Data analysis method was performed using NVIVO software version 10. The results showed that the strategies for psychological empowerment for managing the pandemic challenges included five primary themes. The 5 primary themes emerged from the results were: self-care, attitude change and improvement, self-mastery, knowledge sharing, and keeping to healthy routine. Moreover, 78 open codes emerged from the analysis. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 245 261 https://japr.ut.ac.ir/article_79705_71ec5cad37623d9746a70800d9e89042.pdf dx.doi.org/10.22059/japr.2021.302093.643511 Majedeh Khosravi Larijani Department of Psychology, Faculty of Humanities and Social Sciences, Ardakan University. yazd. Iran author Azra Mohammadpanah Ardakan Department of psychology . facullity of humanities and social sciences. Ardakan university, Yazd, Iran author Azadeh Choobforoush-zadeh Department of Psychology, Faculty of Humanities and Social Sciences, Ardakan University, Yazd, Iran author Ebrahim Dehghani Ashkezari Department, of Counseling, Faculty of Humanities, Islamic Azad University, Yazd Branch, Yazd, Iran author text article 2021 per The purpose of this study was to examine the validity and reliability of the Persian version of the Empathy Questionnaire for Children and Adolescents. In terms of methodology, this study was a correlational analysis for the purpose of test validation. The statistical population included all 9-to-16-year-old male & female students in Yazd during the academic year of 2017-2018, the sample consisted of 912 students selected through the random sampling process. Confirmatory factor analysis (CFA) and exploratory factor analysis (EFA) were used to examine the Persian version of the test. The findings showed that the questionnaire included 3 subscales (community empathy, cognitive empathy, and effective empathy). The indices of the confirmatory factor analysis seemed to be a fit model, and the instrument explains the 48.81 percentage of the variance in empathy in children and adolescents. Also, the value of Cronbach's alpha was 0.72. The results of this study confirms the overall validity and reliability of the Persian version of the questionnaire. Therefore, this tool may be used for clinical and research purposes. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 263 280 https://japr.ut.ac.ir/article_79846_175ebed101aacdc538b224d709120891.pdf dx.doi.org/10.22059/japr.2021.304312.643543 nastaran mortezaei PhD in Health psychology, Department of Psychology, Psychology and Educational Science Faculty, University of Tehran, Tehran, Iran author Seyyed Mohammad-Reza Rezazade Assistant professor, Department of psychology, Psychology and Educational Science Faculty, University of Tehran, Tehran, Iran author text article 2021 per The present study aims to investigate the mediating role of marital commitment in the relationship between equity and marital satisfaction. To do this, by using research method of correlation of the type of path analysis, 103 married female employees and owner of child at University of Tehran were randomly selected and administered Perry equity Inventory (PEM), Adams & Jones Marital commitment (DCI) and Spanier marital satisfaction (DAS). 16-SPSS and 18-Amos software were used for data analysis. Using Pearson correlation and path analysis results showed there is a positive and significant relationship between the Equity and marital satisfaction, marital commitment and its components personal, moral and structural commitment. Additionally, marital commitment and its components had a significant positive relationship with marital satisfaction. Also, the results of path analysis indicated that the indirect effect of equity on marital satisfaction by establishing marital commitment was significant. In general, the findings of this study indicated that the equity in through the creation of marital commitments plays an important role in marital satisfaction. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 281 292 https://japr.ut.ac.ir/article_79954_eb30444b12da5a1dde879ef96f3394dc.pdf dx.doi.org/10.22059/japr.2021.304979.643553 Roya Aftab , Ph.D. in General Psychology, Psychology department, Karaj branch, Islamic Azad University, Karaj, Iran author Hamed Bermas Department of Psychology, Karaj branch, Islamic Azad University, Karaj Iran. author Khadijeh Abolmaali Alhosseini Department of Psychology, Roodehen Branch, Islamic Azad University, Roodehen, Iran author text article 2021 per The purpose of this study was to determine the mediating role of defense mechanisms and feeling of guilt in the relationship between personality traits with dissociation experiences. The research method was a descriptive-correlational type. The population of the study consisted of all citizens living in Karaj selected from recreational, cultural, and art centers using cluster sampling (241 females and 207 males: N=550). The measurement scales used in the study NEO Five-Factor (NEO), Defense Style-40 (DSQ-40), Guilt Inventory (GI), and Dissociative Experiences (DES). The structural equation modeling and Amos-24 software were used to analyze the data. The results of the present study showed the existence of an indirect coefficient path between neuroticism and dissociation experiences (β=0.044, p < 0.01); openness and dissociation experiences (β=0.040, p < 0.01); neuroticism and feeling of guilt (β=0.72, p < 0.05); openness and feeling of guilt (β=-0.081, p < 0.05), and maladaptive defense mechanisms and dissociation experiences (β=0.068, p < 0.01). Clinicians and therapists are advised to target the defense mechanisms leading to excessive feelings of blame and guilt, and also dissociation experiences. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 293 316 https://japr.ut.ac.ir/article_79467_49a274a19a03dafcb09f0f32f256ee25.pdf dx.doi.org/10.22059/japr.2021.298565.643454 Mahnaz Joukar KamalAbadi Department of Psychology , Literature and Human Science Faculty, Persian Gulf University, Bushehr, Iran author Soran Rajabi Department of Psychology , Literature and Human Science Faculty, Persian Gulf University, Bushehr, Iran author Fatemah Savabet Department of Psychology , Literature and Human Science Faculty, Persian Gulf University, Bushehr, Iran author text article 2021 per The purpose of this study was to investigate the effectiveness of cognitive behavioral training on perfectionism and anxiety symptoms on the student elite community using cyber-psychology. The population of the study consisted of elite and ordinary secondary school students in Bushehr. The sample size in the first stage was 411 people (215 boys and 196 girls) who were selected by cluster sampling method. The second stage sample consisted of 26 individuals in the first group with the highest score of perfectionism and anxiety. Identity and Felt perfectionism questionnaires (1991) and Beck anxiety inventory (1988) were used. Cognitive behavioral training was conducted in six weeks (90 min session). Weekly sessions were followed by WhatsApp home exercises and bugs. Data were analyzed using SPSS-23 software and multivariate analysis of covariance.  Results: There was a significant difference between the two groups in the component of self-oriented perfectionism (p <0.001). Also, cognitive-behavioral training with cyber-psychology improved students' perfectionism and anxiety (p <0.01). Conclusion: The results indicate the need for planners and psychologists to pay attention to the subject of perfectionism and anxiety in the student elite community. The ability of cognitive-behavioral therapy and communication software was confirmed as a teaching aid in between sessions. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 317 336 https://japr.ut.ac.ir/article_79963_2ecd3e0abd549a1790168a797a4ca4ac.pdf dx.doi.org/10.22059/japr.2021.287176.643339 Zahra Mousavi Department of Psychology, Educational Science and Psychology Faculty, University of Tabriz,, Tabriz, Iran author Abbas Bakhshipour Roudsari Department of Psychology, Educational Science and Psychology Faculty, University of Tabriz,, Tabriz, Iran author Majid Mahmood Alilou Department of Psychology, Educational Science and Psychology Faculty, University of Tabriz,, Tabriz, Iran author Mehdi Feizi Department of Economics, Ferdowsi University of Mashhad, Mashhad, Iran author Seyed Farshad Fatemi Department of Economics, Sharif University of Technology, Tehran, Iran author text article 2021 per The purpose of this study was to investigate the effect of religion on charitable donation of atheists. We used experimental method utilizing a post-test and a control group. The population of the present study was 314 students at Sharif University of Technology recruited in the second half of 2018 semester and randomly assigned to either the experimental (n=27) or the control (n=26) group. Then subjects answered some demographic questions (i.e., age, gender, and income) and some questions from the NEO Five-Factor Inventory, and were also primed using a research-made Religious Priming Tool. Then they were given an opportunity to donate money to Mahak Charity, while keeping the record of donation amounts. At the end, they reported their religious orientation again and answered questions to check their knowledge of the objectives of the experiment. Finally, we compared the median of the donations in two groups. The data analyzed using the non-parametric Mann-Whitney test due to the abnormality of data distribution. The results showed that highlighting religion had no effect on donation of the atheists. The experiment warrants further research for the purpose of a better understanding of mechanisms influencing prosocial behavior. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 337 351 https://japr.ut.ac.ir/article_79610_9d553818ae9fad3c15d8edb961063879.pdf dx.doi.org/10.22059/japr.2021.292568.643380 Mojtaba Jahanifar Department of Educational science and psychology faculty, Shahid Chamran University of Ahvaz, Ahvaz, Iran author text article 2021 per This study was conducted to assess the validity and reliability of the Maryland Physics Expectations QuestionnaireSurvery, which is one of the most widely used instruments forto measuringe attitudes and expectations in the physics course. This is an applied research and its statistical population is consists of Iranian students who take had taken physics lessons in high school. The sample was included 423 high school students (197 girls males and 226 boysfemales) in from both the Experimentalthe science Sciences and mMathematics-Physicsal course fields of study in the academic yearduring 1399-13992019-20 . A cConfirmatory factor analysis was conducted to examine the factor structure, and while the IRT theory’s graded-response model in IRT theory was used to analyze the items of this questionnaire. The LISREL and IRTPro softwares  were used to analyze the data. The content validity of the scale was 0.93 and the reliability coefficient of each factor of the questionnaire was between 0.74 and 0.89. The fFactor analysis confirmed the structures predicted in the original questionnaire., In addition, and the questionnaire items, while having a suitable fit with the polytomous model of the graded response, the questionnaire items had the desired discriminant parameters and thresholds. The researcher recommends the use of the Persian version of this questionnaire to explore expectations and attitudes about physics. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 353 380 https://japr.ut.ac.ir/article_79613_a54173fd9048bb1b067efa53558e7d0b.pdf dx.doi.org/10.22059/japr.2021.302274.643515 Masoumeh Safari Department of Counseling, Rudehen Branch, Islamic Azad University, Rudehen, Iran. author Simindokht Rezakhani Department of Counseling, Rudehen Branch, Islamic Azad University, Rudehen, Iran. author Farideh Dokaneh Department of Counseling, Rudehen Branch, Islamic Azad University, Rudehen, Iran. author text article 2021 per The aim of this study was to explain the relationship between mindfulness, self-compassion, and social competence in female students based on the mediating role of interpersonal forgiveness. The statistical population of this study included all female students at the University of Tehran in all disciplines during the second half of the 2019-2020 academic year, from which 378 participants were selected using available sampling. The self-report tools included Social Competence Questionnaire (SCQ), Kentucky Inventory of Mindfulness Skills (KIMS), Self-Compassion Scale, and Interpersonal Forgiveness Scale (IFS). The data were analyzed using structural equation modeling. The results showed that the indirect coefficient path between mindfulness (p < 0.01, β=0.185) and self-compassion (p < 0.01, β=0.227) to social competence were significant (p < 0.01). The finding indicated that self-compassion, mindfulness, and interpersonal forgiveness explain 64% of the variance in social competence in female students. It seems that being mindful of the present, and having compassion for oneself, could lead to forgiveness towards others, and consequently improve social competency. University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. 2251-8126 11 v. 4 no. 2021 381 396 https://japr.ut.ac.ir/article_79847_c1726d2184252c72ea5e32231a1f4385.pdf dx.doi.org/10.22059/japr.2021.309197.643625