Psychological Achievements

Abstract Aim: The aim of the present study was to investigate th Causal  relationship between core self-evaluation, information processing styles and job compatibility, and the mediation of integrative self-knowledge in secondary school (second stage) teachers
Methods:The statistical population was all Man and Woman secondary school teachers in Ramhormoz City in the academic year 1402-1401. The statistical sample included 420 people and were selected by one-stage cluster sampling method.To collect data, questionnaires of information processing styles (REI), central self-evaluations (CSES), integrated self-knowledge (ISK) and occupational adaptation of Shahrabi teachers were used. 55 questionnaires were excluded from the study due to incompleteness and outlier data of several variables. And the information of 366 people was subjected to final analysis using SPSS 26 and Amos 24 software. Descriptive statistics methods were used to calculate the mean and standard deviation, and inferential statistics and path analysis methods were used to test the hypotheses. Also, a significance level of 0.05 and in the form of two domains has been considered for all research analyses.
Results:The results of the fitted model showed that information processing styles of rationalism and central self-evaluations had a direct, positive and  significan effect on Integrative self-knowledge. Experiential information processing style had a direct, negative and significant effect on Integrative self-knowledge. And Integrative self-knowledge also had a significant direct effect on job compatibility. Also, the information processing style of rationalism and central self-evaluations with the mediation of Integrative self-knowledge had an indirect, positive and significant effect on job compatibility.
Discussion: According to the fitted model, the two variables of central self-evaluation and rationalistic information processing style can increase the level of coherent Integrative self-knowledge. And the increase of Integrative self-knowledge as a mediating variable increases job compatibility in teachers. The results of this research can help to increase the quality of work and improve teachers' work interactions by identifying the variables that affect the job compatibility of teachers. and help education in order to attract more adaptable teachers and also hold in-service courses for current teachers to improve their level

Abstract Aim: The present research aimed to investigate the role of self-esteem and social anxiety in predicting problematic smartphone use (PSU) in middle school and high school students.
Methods: This research was of descriptive-correlational type. The research statistical population included all male and female secondary school students in the city of Kazerun in the academic year 2022-2023. The research sample consisted of 333 students selected and assessed using a cluster sampling method. The Cell-Phone Over-Use Scale (COS), the Social Anxiety Questionnaire (SAQ), and the Self-Esteem Scale (SES) were used to measure the research variables. Research data were analyzed by Pearson’s correlation coefficient and multiple regression methods.
Results: The research results indicated that self-esteem and social anxiety symptoms were correlated with PSU (P>0.05). On the other hand, the multiple regression analysis results demonstrated that 55% of PSU was explained by self-esteem and social anxiety. Moreover, according to the data analysis results, self-esteem was negatively and inversely related to PSU in such a way that by decreasing the self-esteem score, the amount of PSU increased.
Conclusion: These findings denote that self-esteem and social anxiety play a substantial role in predicting PSU in students. Given that PSU is a serious problem that profoundly affects mental health, it is suggested that early intervention is essential in order to strengthen self-esteem and relieve social anxiety.

Abstract Aim:. The purpose of this study is to investigate mothers' experiences of collaborating with primary school teachers during the COVID-19 pandemic.
 
Methods: This research employs a qualitative approach using a phenol-menological method. The study population consists of mothers of elementary school students from the academic year 2013-2014. Sampling was purposive and included mothers who expressed their willingness to participate in interviews. Through semi-structured interviews and data saturation, a final sample size of 25 participants was determined. The interview data was analyzed using Paul Ricoeur's three-step method, which includes raw reading (simple comprehension), structural analysis, and total interpretation.
 
Results: The findings of the research reveal three main themes and seven sub-themes. The main themes identified are learning facilitation, maternal supportive tasks, and supportive feedback.
 
Conclusion: The cooperation between mothers and teachers has led to enhanced communication and empathy, allowing mothers to gain insight into the complexities of teachers' jobs and the challenges they face. Additionally, a mother serves as the first teacher and role model for her child. Numerous studies indicate that effective communication between parents (especially mothers) and teachers positively impacts students' academic performance. Establishing communication has helped mothers stay informed about their children's classroom and school-related issues, thereby strengthening and improving their education. Another key finding is the importance of collaborative feedback. Prior to the pandemic, families played a limited role in their children's education, as most learning and teaching activities occurred within the school. However, with the shift to online learning due to the pandemic, the roles of parents and mothers became significantly more prominent, transforming them into "teaching assistants." This new role requires acquiring additional skills and competencies, and the more effectively this role is carried out, the higher the quality of the educational process will be

Abstract Aim: Mental health is affected by stress and anxiety. Studies have shown that Yoga-based mindfulness interventions reduce anxiety and improve the performance of athletes. The present study aimed to investigate the effect of Yoga-based mindfulness on skilled Volleyball players' blood cortisol hormone levels and competitive state anxiety.
 
Methods: The participants consisted of 28 boy Volleyball players that randomly divided into experimental (M age = 17.71 ±0.91 y, M experience = 4.64 ± 0.84 y) and control (M age = 17.93 ±0.61 y, M experience = 4.71 ± 1.13 y) groups. Subjects completed the Competitive State Anxiety Inventory (CSAI-R2), and blood samples were also taken to measure cortisol hormone in the pre and post-test phase 30 minutes before a Volleyball match. The experimental group then participated in a Yoga-based mindfulness intervention for 12 sessions (each session 1.5 hours).
 
Results: The covariance analysis showed that Yoga-based mindfulness exercises caused significantly lower blood cortisol levels (p = 0.01), cognitive anxiety (p = 0.003), and somatic anxiety (p=0.0001) in the experimental group than the control group in the post-test. However, it did not significantly affect self-confidence (p=0.69) (p <0.05).
 
Conclusion: The present study suggested that sports psychologists and coaches can use Yoga-Based mindfulness intervention to improve cortisol levels and cognitive and somatic anxiety.

Abstract Aim: In recent years, cognitive-behavioral and psychoeducational interventions have been utilized in the treatment of love addiction (LA). Hence, the present study aimed to investigate the effectiveness of cognitive-behavioral and psycho-educational interventions on affective control of girl students with LA. Methods: The present study was semi-experimental research conducted using a pretest-posttest design with the control group and a 3-month follow-up phase. The study population consisted of 414 undergraduate students of Guilan University in 2023-2024. From among 120 female undergraduate students with scores higher than 16 on the Love Addiction Questionnaire, 30 students were randomly selected and placed into two experimental groups (each with 10 participants) and one control group (with 10 participants). Both groups completed Peabody's Love Addiction Questionnaire (2005) and Williams’ Affective Control Questionnaire (1997) as the pre-test. After ten sessions (two 45-minute sessions per week for five weeks) of cognitive-behavioral and psycho-educational interventions, the post-test was performed for the groups. The data were analyzed using descriptive statistical methods, including mean and standard deviation and inferential statistics including variance with repeated measures analysis through the SPSS- 26 software. Results: The study participants included 30 single girls. The mean age of the participants in the experimental and control groups was 0.99± 20.60, 1.49 ±22.00, 1.13 ±20.80, respectively. The results of the variance with repeated measures analysis indicated a significant difference in the mean scores of affective control from the pre-test to the post-test stage between the experimental group and the control group (P = 0.001). Specifically, in the experimental groups, the mean total score of affective control in the pre-test and post-test phases (cognitive-behavioral group) was equal to 151.70 and 118.10, 150.20 and 110.30 (psycho-educational group) respectively, while these values in the control group in the pre-test and post-test phases were 151.50 and 150.10, respectively. Also, in the experimental groups, the scores of four sub-scales of anger, depressed mood, anxiety, and positive affect revealed significant differences between the post-test stage and the pre-test stage (P =0.001). Therefore, the cognitive-behavioral and psycho-educational interventions was effective in improving the affective control of the student with LA. The results of Ben-Farooni's post hoc test indicated that there is no difference between the effectiveness of two cognitive-behavioral and psychological-educational interventions. Conclusion: Based on the results of the present study, it can be concluded that cognitive-behavioral and psycho-educational interventions can be utilized to increasing the construct of affective control in individuals with LA. Both interventions have an equal effectiveness on enhancing the construct of affective control.

Abstract Aim: This study explores the relationship between Iranian English Foreign Language (EFL) learners' agentic engagement and their psychological needs through the lens of Self-Determination Theory (SDT), focusing on learners' attitudes toward these concepts.
Methods: In this mixed-method research a pilot study was conducted with 15 participants to ensure reliability, evaluated by Cronbach's Alpha. In the main study, 300 homogenized learners from three language schools in Mahallat, Markazi Province, Iran, were selected through the OPT test, and they completed agentic engagement and psychological needs questionnaires. Additionally, semi-structured interviews were conducted with 20 EFL learners to gather qualitative data. The quantitative data were analyzed using structural equation modeling (SEM) to validate the study model and explore relationships between variables. The qualitative data were thematically analyzed, identifying key themes such as active participation, peer collaboration, teacher support, and diverse teaching strategies.
Results: The findings revealed a significant positive relationship between agentic engagement and psychological needs, with autonomy and relatedness as strong predictors. The study highlights the importance of creating supportive learning environments that address students' psychological needs and promote active engagement. Semi-structured interviews emphasized the importance of active participation, peer collaboration, teacher support, and diverse teaching strategies in fostering engagement. Overcoming barriers and addressing challenges in recognizing learners' efforts were highlighted as crucial for enhancing overall engagement.
Conclusion:  Pedagogical implications based on SDT suggest that fostering a supportive learning environment that meets students' psychological needs of autonomy, competence, and relatedness is essential for enhancing agentic engagement among Iranian EFL learners.

Abstract Aim: The present study was conducted to development of a cognitive empowerment training package based on the executive functions of the brain and its effectiveness on the cognitive empathy of underachievement gifted students of sixth grade elementary.
 
Methods: The research method was qualitative, Theme analysis according to Attride-Stirling (2001), and the research method in the quantitative part was semi-experimental with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population of the research included underachievement gifted students studying in the sixth grade of gifted elementary schools in Tehran in the academic year of 2021-2022. The sample in this study included 36 underachievement gifted students who were selected by purposeful sampling and randomly assigned to experimental and control groups (18 students in the experimental group and 18 students in the control group). The students in the experimental group received the cognitive empowerment training package based on the executive functions of the brain during 10 weeks in 10 sessions of 90 minutes. The applied questionnaire in this study included Cognitive Empathy Questionnaire (EQ) (Jolliffe, Farrington, 2006). The data from the study were analyzed through mixed variance analysis via SPSS23 software.
 
Results: The results showed that the cognitive empowerment training package based on the executive functions of the brain has sufficient content validity according to experts. Also, this training package had an impact on the ac cognitive empathy (F=43.91; Eta=0.56; P<0.001) of underachievement gifted students.
 
Conclusion: Based on this, cognitive empowerment training package based on the executive functions of the brain can be used as an efficient method to improve cognitive empathy of underachievement gifted students through employing techniques such as increasing attention, concentration and accurate, organizing activities, avoiding response, controlling impulsivity and planning training