Psychological Achievements

Abstract Employee well-being is fundamentally linked to a deeper understanding of life's existential challenges, including purpose, meaning, and interpersonal dynamics within organizational contexts. This study investigates the influence of ethical leadership on employee well-being, examines the moderating effects of individual characteristics (self-enhancement motivations and job involvement), and examines the mediating role of knowledge hiding. The aim is to provide insights into how leadership practices can foster a healthier work environment. Methodologically, this applied research adopts a descriptive-survey approach. The target population comprised 100 employees of the Shiraz Municipality in 1401 (Persian calendar, equivalent to 2022–2023 Gregorian). A census method ensured comprehensive coverage. Data were collected using the questionnaire developed by Agarwal et al. (2022), which assesses variables such as ethical leadership, knowledge hiding, and well-being. Analysis employed structural equation modeling (SEM), with SPSS for preliminary statistics and SmartPLS 3 for path testing and effect evaluation. Results showed that all constructs demonstrated adequate validity and reliability, with average variance extracted (AVE) and composite reliability surpassing established thresholds. Model fit was satisfactory, as indicated by indices including RMSEA, GFI, and CFI. Key findings reveal that ethical leadership diminishes knowledge hiding and directly augments well-being. It also exerts a positive indirect effect on well-being via knowledge hiding mediation, as information concealment fosters stress and reduced job satisfaction. However, the moderating effects of self-enhancement motivations (e.g., the pursuit of personal achievement) and job involvement were not substantiated, possibly due to cultural or organizational-specific factors. In practice, organizations should encourage prosocial behaviors such as knowledge sharing while curbing deviant ones. Leaders can bolster ethics through training and incentives. Furthermore, raising employee awareness of knowledge hiding's psychological impacts such as anxiety and lowered self-esteem is vital. These approaches can enhance morale, productivity, and retention in institutions like municipalities. Future studies could expand to diverse sectors or employ longitudinal designs. Future research may extend to other sectors or incorporate longitudinal designs.

Abstract The purpose of this study was to measure the effectiveness of the brain-centered teaching approach on the motivation to learn physics among second-year high school students. In this semi-experimental study, a pre-test-post-test design was used with a control group. The statistical population included female students of the twelfth grade of the second year of secondary school in the city of Takestan, with 50 people selected from among them as an available sample. The research tools included the brain-based educational package along with the learning motivation questionnaire for physics, daily writings and structured interviews of students. Initially, the subjects of both groups were pre-tested, after which the subjects of the experimental group were tested for eight weeks with the help of the brain-based method, whereby the subject of dynamics (Newton's laws) was taught. Meanwhile, the control group was subjected to common training at school. After the end of the intervention on the experimental group, the subjects of both groups were ascertained by the post-test. With the help of SPSS software, analysis of covariance was employed for data analysis. The findings indicated that the students of the experimental group had greater motivation to learn than the control group, and we observed their significant superiority in the subscales of internal motivation, goal and self-efficacy. Further, three motivational patterns were identified after the intervention: The first pattern of students' parallel motivation compared to pre-implementation of the experimental plan, the second pattern of students' motivation becoming positive after the experimental intervention, and the third pattern of students' motivation becoming negative following the experimental intervention. Overall, it can be concluded that brain-based education can be used by teachers and counselors as an effective intervention to boost motivation in second-secondary physics lessons.

Abstract The aim of this study was to compare emotional suppression, prosocial behavior, and perceived competence in adolescents with and without childhood abuse experience. This study was a descriptive causal-comparative study. The study population was all first and second grade female students in Gorgan in the academic year 2022-2023. From the research population, 100 students (50 students with childhood abuse experience and 50 students without childhood abuse experience) were selected as a multi-stage cluster sample. Among the research tools, the following can be mentioned: Emotional Suppression Questionnaire: This questionnaire has 84 items and 10 subscales and is used to measure three different constructs including distress, self-control, and defensiveness. The reliability of the questionnaire in the present study was obtained by Cronbach's alpha method of 0.79. Prosocial Behavior Questionnaire: This questionnaire has 30 items and seven subscales that basically measure two factors: empathy towards others and helping. The reliability of the questionnaire in the present study was obtained by Cronbach's alpha method of 0.93. Competence Perception Questionnaire: This questionnaire has 4 subscales and 27 questions in Likert format, which subscales are: behavioral competence, academic competence, social competence and physical competence. The reliability of the questionnaire in the present study was obtained by Cronbach's alpha method of 0.86. Self-Reported Child Abuse Questionnaire: This questionnaire was developed in 2000 and has 38 items that measure and evaluate a range of child abuse behavior. The reliability of the questionnaire in the present study was obtained by Cronbach's alpha method of 0.91. The findings showed that the components of emotional suppression, prosocial behavior, and perceived competence were significantly different in adolescents with and without experience of harassment (P<0.05). Accordingly, it can be concluded that adolescents who have been harassed are harassed because they think the outside world is unsafe and have a negative view of themselves, others, and the environment. They scored higher on the components of emotional suppression, and lower on the components of social behavior and perceived competence.

Abstract The purpose of this study was to investigate the effectiveness of mindfulness-based stress reduction training on the academic persistence of female students during the coronavirus pandemic. This research was a semi-experimental type with a pre-test-post-test design and a control group. The statistical population of the research included all female students of the 2nd high school of the 11th year of Marvdasht city in the academic year of 2019-2020. From this population, a sample of 30 people (15 people for each group) was selected by available sampling method and considering the study entry criteria, and randomly replaced in two experimental and control groups. The participants of two groups completed the Academic Hardiness Questionnaire (RAHS) in the pre-test and post-test stages, and meanwhile the experimental group was trained in mindfulness-based stress reduction during 8 sessions of 120 minutes. Inclusion criteria: Low level of academic rigor, 11th grade education, female gender, age range 16 to 19 years, willingness and satisfaction to participate in the project, and desirable physical and mental condition to participate in the research. Exclusion criteria were: receiving psychological treatments before entering the study, being married, the student's unwillingness to continue cooperation in any of the stages of the study, having a history of specific mental illness, having a history of significant physical illness, having missed even one session, and not wanting to continue participating for any reason. After obtaining permission to conduct the research from the Marvdasht City Education Department, the necessary arrangements were made to conduct the research. Data analysis was done using covariance analysis in SPSS-25 software. Data analysis showed that mindfulness-based stress reduction training led to an increase in the average scores of experimental group participants in academic tenacity and its components, including personal commitment, challenge, and emotion control compared to the control group (p<0.01). Therefore, it can be suggested that stress reduction training based on mindfulness is effective on the level of academic persistence and its components, including personal commitment, challenge, and emotion control in female students. According to the findings, stress reduction training based on mindfulness is an effective intervention to improve students' academic persistence.

Abstract Due to coexistence of borderline personality disorder with substance abuse, it is felt necessary to pay attention to interventions. People with borderline personality disorder are at high risk for substance abuse. Also, Borderline personality disorder is the only disorder for which self-injurious behavior is a criterion behavior Reduction of symptoms and the harm caused by addiction in society is most important that make research necessary. The present study was conducted with the aim of studying the effectiveness of schema therapy on emotional instability and self-injurious behaviors of people with borderline personality disorder and substance abuse. This research was a semi-experimental study with pre-test-post-test method and control group. statistical population was all addicts living in three addiction treatment camps in Tabriz and Ahar. Milon's multi-axis questionnaire was implemented and 30 people who had highest score of borderline disorder were selected as research sample and randomly divided into two experimental and control groups. data collection tool was Milon's multi-axis questionnaire, Sanson et al.'s (1998), self-harm questionnaire, and Gratz and Roemer's (2004) emotion regulation difficulty questionnaire. The experimental group received two schema therapy sessions in 12 sessions of 90 minutes each week. Mean and standard deviation and covariance analysis were used to analyze the data. Data analysis was done by SPSS software. In order to investigate the effectiveness of schema therapy on self- injurious behaviors and emotional instability, separately, covariance tests were used. Based on the results obtained from the analysis of variance tests, the observed differences (decrease) in the averages of schema treatment and control groups, in the post-test, are significant in both variables. Therapeutic intervention was effective in reducing the symptoms of self-injurious behaviors and emotional instability, and schema therapy it is effective in improving self-harming behavior and emotional instability. The effectiveness of schema therapy is due to the focus of this treatment on the cognitive function of the person with an emphasis on emotions based on inconsistent schemas, and since in addicted people, the problems are mainly interpersonal, schema therapy has been able to be effective.
 

Abstract The most valuable result of all training is the ability to get a person to do something when it needs to be done. Whether he likes it or not. The purpose of this study was to investigate and compare the effectiveness of behavioral activation therapy and schema therapy on reducing experiential avoidance in students with academic procrastination. The research design was a pre-test-post-test experiment with a control group. The statistical population included students of the first semester of the academic year 2021-2022 of Jundishapur University of Medical Sciences, Ahvaz. The first sample of the research included 152 students who were selected from among seven faculties by multi-stage cluster random sampling method. Then the selected people responded to Solomon and Rothblum’s Academic Procrastination Scale and those whose score was one score higher than the standard deviation were separated. Then 60 people were randomly selected from among them and placed in three groups of 20 people (two experimental groups and one control group). The experimental groups received behavioral activation and schema therapy, while the control group did not receive any intervention. In this research, Solomon and Rothblum’s Academic Procrastination Scale and Gámez et al. Multidimensional Experiential Avoidance Questionnaire were used to collect data. The data were analyzed using univariate covariance analysis (ANCOVA) and SPSS-25 software. The results showed that both behavioral activation therapy and schema therapy are effective in reducing the experiential avoidance of students with academic procrastination (F=29.71, p<0.0001); However, the effectiveness of schema therapy was higher than behavioral activation therapy (p<0.002). According to the results obtained in this research, it is suggested that early identification of students with academic procrastination and their timely treatment should be done to eliminate their experiential avoidance. According to the results obtained from this research, behavioral activation and schema therapy are recommended as useful treatments to help reduce the clinical symptoms of students with academic procrastination. Based on the results of this research, schema therapy and behavioral activation therapy can be used to reduce the experiential avoidance of students with academic procrastination.
 

Abstract The risk of suicidal behaviors grows with suicidal ideation. Thus, it is essential to examine this complex and multifactorial phenomenon in non-clinical samples, especially among women. This study aimed to develop a structural model of suicidal ideation based on perceived stress and self-silencing components, considering the mediating role of difficulties in emotion regulation in women. Using a multi-stage random sampling method, 350 female students from Shahid Chamran University of Ahvaz were selected as the sample. The participants, with full awareness and consent, completed the Beck Scale for Suicidal Ideation (Beck & Steer), the Perceived Stress Scale (Cohen et al.), the Self-Silencing Scale (Jack & Dill), and the Difficulties in Emotion Regulation Scale (Gratz & Roemer). Structural equation modeling was employed to ascertain the proposed relationships and analyze the collected data. According to the results, all direct and indirect paths embedded in the model were significant, with the model demonstrating acceptable fit (p < 0.001). These results indicate that perceived stress, self-silencing, and difficulties in emotion regulation have high predictive power for suicidal ideation in women. Further, the findings suggest that the predictor variables together account for 23% of the variance in suicidal ideation.

Abstract Wisdom is an important psychological characteristic that enhances psychological and social well-being. Indeed, there is an interaction between wisdom and moral development. Considering the significant role of intelligence in the definitions of wisdom, moral intelligence and emotional intelligence were chosen as influencings variables in wisdom. This research is important given lack of information about the structures that are effective on wisdom and its important role in solving various life problems of the society; it was conducted with the aim of determining the mediating role of moral and emotional intelligence in the relationship between moral development and wisdom of students. The population consisted of 15,000 students, with the sample size of 240students of Allameh Tabatabai University, who were selected via cluster sampling method. The tools used included: Schering's 1996 emotional intelligence- Lenik and Keel's 2005 moral intelligence- Webster's 2007 wisdom, Graham's moral foundations 2011. The findings were analyzed by SEM and using AMOS.v22 plus SPSS.v23 software. The results indicated that moral development (P=0.001), moral intelligence (P=0.001) and emotional intelligence (P=0.019) have a direct and significant relationship with wisdom. Further, the indirect relationship between moral development and wisdom through the mediation of moral intelligence was significant (P=0.01). Thus, the research model has a favorable fit and moral intelligence plays a mediating role in the relationship between moral development and wisdom. This research provided insights into the complex dynamics between moral development, emotional intelligence, and wisdom. In particular, it highlights the pivotal role of moral intelligence as a mediator in the relationship between moral development and wisdom. The results revealed that if the moral growth increases, the structure of wisdom will improve. with the increase of moral intelligence, moral growth is positively affected and wisdom grows thanks to accurate goal choices with the increase in emotional intelligence, human behavior and emotions are regulated whereby wisdom is ameliorated. In order to generalize the results, it is suggested to undertake further research on other samples. Ultimately, through holding workshops and classes related to wisdom and the structures that affect it, the psychological and social well-being of the society was increased.

Abstract The present study aimed to explore the role of family communication patterns, maladaptive schemas, and gender roles in resilience through a comprehensive causal model. Although previous studies have examined these variables separately, sparse research has explored their concurrent relationships within an integrated framework. Thus, this study attempted to provide a more comprehensive understanding of the psychological mechanisms underlying resilience by considering both internal and external influencing factors. The study utilized a correlational design using causal modeling. The statistical population consisted of students from Shiraz and Kerman universities. Based on Kline’s (2015) recommendation on sample size in structural equation modeling, 400 students were selected through a multistage cluster random sampling method. Data were collected through online questionnaires distributed virtually along the COVID-19 outbreak. Family communication patterns were considered external variables, while maladaptive schemas and gender roles were tested as internal variables affecting resilience. The findings indicated that family communication patterns significantly influenced resilience both directly and indirectly through maladaptive schemas and gender roles. Specifically, maladaptive schemas mediated the relationship between communication patterns and resilience. Further, male and female gender roles also played significant mediating roles in explaining resilience. The results further demonstrated that ineffective family communication patterns contribute to the formation of maladaptive schemas and dysfunctional gender role orientations, ultimately reducing individuals’ ability to cope effectively with stressful situations. Overall, the findings highlight the important role of family interactions, cognitive structures, and gender-related psychological factors in shaping resilience. The study provides an integrated framework for understanding resilience and offers useful implications for counseling, psychotherapy, as well as preventive interventions aimed at enhancing psychological well-being and adaptive functioning among university students.

Abstract According to the psychodynamic theory, major depressive disorder (MDD) is caused by a perceived real loss in relationships, leading to anger and guilt towards the other person. Short-term intensive dynamic psychotherapy aims to help patients bring their unconscious emotions to the conscious level, known as "Unlocking the Unconscious". This study aimed to determine the effectiveness of short-term intensive dynamic psychotherapy on objective relationships, anger, and guilt in women with MDD. Regarding the purpose, the present study was of applied type, and in terms of methodology, it was semi-experimental with pre-test - post-test - 3-month follow-up design with a control group. The statistical population consisted of all women with MDD who were referred to counseling centers and psychological services in Isfahan in the spring of 2023. A total of 32 women with MDD were selected via available sampling and randomly assigned to the experimental group (16 people) and the control group (16 people). Dovanloo's (1995) ISTDP protocol was performed only for the experimental group along 8 sessions of 90 minutes weekly, while the control group was placed on the waiting list. Subjects were evaluated in 3 stages (pre-test, post-test, and 3-month follow-up) through Bell's Object Relation Inventory (BORI), State-Trait Anger Expression Inventory 2 (STAXI-2), kugler and Jones Guilty Feelings ‘S Questionnaire (KJGFQ), and Beck Depression Inventory-II (BDI-II). Data analysis was undertaken via repeated measures analysis of variance and the Bonferroni post hoc test using SPSS-28 software. According to the results, ISTDP was effective on alienation, insecure attachment, the total score of subjective relationships, internal occurrence of anger, internal control of anger, trait guilt, as well as the total score of guilt and depression symptoms, and up to 3 months after the intervention was stable (p>0/05). ISTDP had the greatest impact on depression symptoms (ηp²=0.543), anger internalization ‌(ηp²=0.436), and anger internal control (ηp²=0.412). ISTDP enables patients with depression to access and re-experience repressed anger toward attachment figures. Through this process, along with therapeutic pressure to confront guilt, patients can amend their object relations, reduce guilt, and alleviate depressive symptoms.

Abstract This study explored the relationship between teachers’ perceived person-environment fit and social-contextual burnout, focusing on the mediating roles of self-regulation and co-regulation during the 2021-2022 academic year. The sample consisted of 386 teachers from 36 schools in Zahedan, selected via multi-stage cluster sampling. Data were collected using standardized questionnaires and analyzed through Structural Equation Modeling (SEM) in AMOS. Based on the results, perceived person-environment fit had a significant negative direct effect on burnout, meaning better alignment diminishes exhaustion. Further, self-regulation acted as a significant negative mediator, suggesting that good fit promotes self-management strategies that lower burnout. Conversely, co-regulation served as a significant positive mediator, revealing a complex interaction where collaborative efforts might correlate with higher burnout owing to interpersonal demands or conflict resolution in misaligned contexts. Despite this, perceived fit remained a critical determinant of agentic behavior. The findings highlight that teachers’ perception of organizational alignment directly influences their use of proactive coping mechanisms. When teachers feel valued and supported, they would be more empowered to engage in self-management and collaboration. This emphasizes the importance of both individual resilience and collective support systems in mitigating job exhaustion. The study confirms that burnout is deeply rooted in the structural and social conditions of the school environment, not just an individual psychological issue. Hence, educational administrators should prioritize improving the overall organizational climate rather than focusing solely on individual stress management. Interventions enhancing perceived fit—through better resource allocation, clearer communication, and stronger professional communities—are essential for fostering an environment where agentic strategies thrive. Through aligning institutional realities with teacher expectations, schools can achieve sustainable reductions in burnout. Ultimately, maintaining educator well-being requires a holistic approach addressing both individual agency and broader workplace factors. Understanding these dynamics would support targeted policy-making for the long-term health of the teaching workforce.

Abstract This study aimed to explore the mediating role of anxiety sensitivity in the relationship between connectedness with school and academic well-being. The research design was correlational and of structural equation modeling type. The study population consisted of all high school male and female students in Tehran in the academic year 2014-2015. The research sample consisted of 256 students who were selected through multi-stage cluster sampling. The sample individuals responded to questionnaires on connectedness with school (Brew et al.), anxiety sensitivity (Floyd et al.), and academic well-being (Tuominen–Soini et al.). Data analysis was conducted using the structural equation modeling method via SPSS and Amos version 26 software. The results revealed that anxiety sensitivity has a mediating role between connectedness with school and academic well-being and it has a negative as well as significant relationship (p<0.01). There was also a positive and significant relationship between the sense of connectedness with school and academic well-being (p<0.01). Based on the research findings, it was determined that the higher the level of connectedness with school, the lower the anxiety sensitivity, and as a result, the greater the academic well-being of students.

Abstract Effective social functioning in children with Autism Spectrum Disorder (ASD) requires not only the acquisition of social skills but also their successful transfer to natural contexts, a process that remains challenging. This study investigated the effects of a mobile multimedia learning environment on the acquisition and transfer of social skills in students with high-functioning ASD, with the aim of proposing an evidence-based model for special education technology. A single-subject quasi-experimental design with multiple baselines was employed. The population consisted of male students with high-functioning ASD in Ahvaz, Iran, during the 2020–2021 academic year. Four participants were selected through convenience sampling based on screening criteria (Autism Spectrum Screening Questionnaire score ≥ 110) and parental consent. Data were collected via the High-Functioning Autism Screening Questionnaire (Kasechi et al., 2013) and the Autism Social Skills Profile (Bellini & Hopf, 2007), appraising reciprocal social interaction, social participation/avoidance, and mature social behavior. The intervention, grounded in cognitive load theory and multimedia learning principles (segmentation, pretraining, personalization, signaling, dual-channel presentation, and immediate feedback), was implemented for four weeks (one hour daily) under parental supervision. Measurements were performed during baseline (four weekly assessments), learning (during and immediately after intervention), and transfer (one and two months post-intervention). Data analysis involved visual inspection, recovery percentage, and stable change index. The results indicated substantial improvements in total social skills and all subscales for three participants from baseline to learning, with maintenance during transfer and clinically significant change. For the fourth participant, learning gains were observed though they were not sustained at transfer. Overall, the findings support the effectiveness of systematically designed mobile multimedia environments in promoting both acquisition and transfer of social skills among most students with high-functioning ASD. Further research should include diverse populations and extended follow-up periods.

Abstract The purpose of this study was to examine the effectiveness of a sexual education curriculum on mental health and development of self-care among lower secondary school students. The research adopted a quantitative, quasi-experimental design. The statistical population consisted of students from public lower secondary schools in District 1 of Karaj city. Using convenience sampling, 30 seventh-grade female students were selected from a public school and assigned into two groups of 15 (experimental and control). The research instruments included three questionnaires: the Moghadessin Mental Health Questionnaire (2022), the Javidan Self-Care Questionnaire (2017), and a researcher-made checklist designed to appraise the effectiveness of the intervention program. The study was undertaken using a pre-test and post-test design with experimental and control groups. Data were analyzed using multivariate and univariate analysis of covariance (MANCOVA and ANCOVA). The findings revealed that the sexual education curriculum had a statistically significant impact on some components of mental health at the level of p < 0.01. Further, in the dimensions of self-care (physical, social, and spiritual), the sexual education program exhibited a significant effect on development of emotional, psychological, and physical self-care (p < 0.01). Also, the significant difference between the post-test scores of the experimental group compared to the control group demonstrated the effectiveness of the sexual education intervention program. Based on the findings, it is recommended that educational policymakers design a sexual education curriculum grounded in an Islamic-indigenous approach as well as based on the philosophical, social, and cultural foundations of Iran. They can also formally incorporate it as an essential educational and cultural skill in schools so that students can be protected from unintended and hidden social harms.

Abstract This study aimed to explore the effectiveness of Acceptance and Commitment Therapy (ACT) on body-social anxiety, impulsive behaviors, and emotional self-regulation in individuals with obesity. The statistical population of the study included all obese women aged 20 to 30 living in Tehran in 2022. The research method was a quasi-experimental design with a pretest–posttest and follow-up (one-month) with a control group whereby participants were randomly assigned. Two experimental groups and one control group were compared across three stages: pretest, posttest, and one-month follow-up. To measure the study variables, the Body-Social Anxiety Scale (SPA) by Hart et al. (1989), the Barratt Impulsiveness Scale (BIS-11) by Barratt et al. (2004), and the Emotion Self-Regulation Scale by Hofmann and Kashdan (2010) were employed. Initially, 30 participants were selected through convenience sampling and randomly assigned to the experimental and control groups (15 participants in each group). Then, the experimental group received Acceptance and Commitment Therapy over 8 weekly sessions, each lasting 90 minutes. Both groups were appraised at three time points. The data were analyzed using multivariate analysis of variance (MANOVA) with SPSS-22 software. The findings indicated that Acceptance and Commitment Therapy was effective on lowering body-social anxiety and impulsive behaviors, and on improving emotional self-regulation among obese women (p = 0.05). This effectiveness remained stable at follow-up. Thus, it can be concluded that Acceptance and Commitment Therapy can be considered an effective intervention for reducing body-social anxiety and impulsive behaviors, as well as ameliorating emotional self-regulation in individuals with obesity.

Abstract The increased use of the internet has introduced several behavioral patterns into the daily lives of adolescents, such as online rumors, disregard for others while using mobile phones, and media multitasking during homework. These common habits, if continued, can lead to cybernetic risks. In this context, socio-emotional competencies can act as protective factors against cybernetic risks. The aim of this study was to investigate the causal relationship between electronic social-emotional competencies and digital habitual behavior, with the mediating role of cognitive emotion regulation and the moderating role of gender. The statistical population included male and female high school students (first to third years) in Ahvaz city during the academic year 2022–2023. A sample of 610 participants (238 boys, 372 girls) was selected using multistage random sampling. Participants completed the Electronic Social-Emotional Competence Scale, the Digital Habitual Behavior Scale, and the Cognitive Emotion Regulation Questionnaire. The proposed model was evaluated using structural equation modeling, and multi-group comparisons were performed to test gender moderation. Correlation results showed that dimensions of social-emotional competence, except for electronic social competence, had a negative relationship with three subscales of digital habitual behavior. Moreover, electronic emotional awareness showed a stronger correlation with digital habitual behavior in boys than in girls (β = -0.23). Structural equation modeling revealed a positive relationship between electronic social-emotional competence and cognitive emotion regulation, and a negative relationship with digital habitual behavior. Additionally, cognitive emotion regulation was found to mediate the relationship between social-emotional competence and digital habitual behavior. Gender moderation indicated differences between the models for girls and boys, with the girls' model showing higher scores in terms of relationships. The findings suggest that electronic social-emotional competencies, along with cognitive emotion regulation, serve as protective factors against digital habitual behaviors, preventing their transformation into cybernetic risks.

Abstract The present study evaluated the psychometric properties of the Parent Rating Scales of the Behavior Assessment System for Children, Third Edition (BASC-3) among primary school students in Tehran. Establishing the reliability and validity of this instrument is essential for the accurate assessment of children's behavioral, emotional, and adaptive functioning. This applied psychometric validation study employed a descriptive research design. The study population consisted of parents of primary school students in Tehran during the 2022–2023 academic year. A total of 800 parents (400 mothers and 400 fathers) were selected by convenience sampling. Data were collected using the BASC-3 Parent Rating Scales and the Child Behavior Checklist (CBCL). Psychometric evaluation included analyses of internal consistency, inter-rater reliability, test–retest reliability, internal structure, and concurrent validity. The results demonstrated that the BASC-3 Parent Rating Scales possess satisfactory psychometric properties. Cronbach's alpha coefficients for all factors exceeded 0.70, indicating excellent internal consistency. Inter-rater reliability ranged from moderate to excellent. Test–retest reliability coefficients ranged from 0.76 to 0.90 for mothers and from 0.73 to 0.86 for fathers, demonstrating acceptable temporal stability. Analyses also supported the instrument's internal structure and revealed strong correlations among its subscales, providing evidence for its construct validity. Overall, the findings support the BASC-3 Parent Rating Scales as a reliable and valid instrument for assessing behavioral, emotional, and adaptive functioning among Iranian primary school children. The instrument can be used confidently in educational, clinical, and research settings to facilitate early identification of behavioral and emotional problems and to inform evidence-based interventions and educational planning.

Abstract Many employees are seeking meaning and purpose in their working lives. Some perceive that they have a calling, a pull to do work that serves a greater purpose for others and society. Individuals across different kinds of occupations may perceive that they have a calling. which is a significant personal resource and work orientation  outcomes across studies. Thus, societies and organisations may benefit greatly from having employees with a calling. job calling may lead some employees to enact strategies such as job crafting, which is manipulating the job demands and job resources in their work to enhance their work identities and to live out their job calling or be closely aligned to it in their work. Thus the purpose of this of study was to investigate the effect of job calling on job proactive behavior and thriving at work mediated by job crafting and promotion focus. The statistical population of the study consisted of 200 nurses from Ahvaz Hospitals, who were randomly selected. Research tools include CS (Calling Scale, Dobrow and Tosti, 2011), JCQ (Job Crafting Questionnaire, Laurence, 2010 ), RFS (Regulatory Focus Scale, Lockwood et al., 2002), PPS (Proactive Behavior Scale, Seibert et al., 1999), TAW (Thriving at Work Scale, Spreitzer et al, 2012). Structural Equation Modeling (SEM) and version 24 statistical methods AMOS showed that the proposed model fits well. The results showed that the direct paths of job calling to the mediating variables, ie jobcrafting and promotion focus, were significant. In addition, the paths of job calling to the consequences, ie job proactive behavior and thriving at work became meaningful. The indirect path of job calling to job proactive behavior was significant through the promotion focus, but the indirect path of job calling to thriving at work through job crafting was not significant. In practice, organizations should encourage job calling. In order to generalize the results, it is suggested to undertake further research on other samples. Recommendations are then made on further studies on the relationships of job calling with job crafting and thriving at work. Implications for employees, management and HR are also highlighted

Abstract Promoting students’ well-being and optimal functioning is among the foremost priorities of educational systems. Given that both individual and social factors substantially influence well-being, mental health, and academic functioning, implementing effective interventions to enhance these outcomes is essential. The present study aimed to examine the effectiveness of a Positive Psychology Intervention (PERMA model) on future orientation, self-efficacy, and time perspective among female high school students. This study employed a quasi-experimental design with pretest, posttest, and follow-up assessments alongside a control group. Participants in the experimental group received a PERMA-based intervention, whereas those in the control group were placed on a waiting list. The statistical population comprised all 11th-grade female students enrolled in public high schools in Yasuj, Iran, during the 2021–2022 academic year. Participants were selected using a multistage cluster sampling method. Data were collected using the Future Orientation Questionnaire developed by Di Maggio et al., the Self-Efficacy Questionnaire for Children (SEQ-C) by Muris, and the Zimbardo Time Perspective Inventory (ZTPI). The findings demonstrated that the PERMA-based intervention had a significant positive effect on future orientation at posttest compared with the control group, indicating that positive psychology training enhanced students’ future orientation (p < .05). Furthermore, the intervention significantly improved students’ self-efficacy, reflected in increases across its cognitive, motivational, and metacognitive dimensions (p < .05). However, no significant effects of the PERMA intervention were observed on students’ time perspective at either the post-test or follow-up assessment. The findings suggest that greater attention should be devoted to the planning and implementation of positive psychology interventions while integrating both positive and negative aspects of human functioning. Awareness-based positive psychology training may provide a valuable foundation for the development and implementation of evidence-based educational and psychological interventions.

Abstract The present study aimed to explore and understand the lived experiences of perfectionist adolescents in order to provide a phenomenologically grounded basis for designing Dialectical Behavior Therapy (DBT)-based interventions tailored to their psychological and developmental needs. A qualitative research approach was adopted using a descriptive phenomenological methodology. The study population comprised male junior high school students in Falavarjan County, Iran, during the 2021 academic year. Using purposive sampling based on predefined inclusion criteria, 20 male adolescents aged 13–16 years who demonstrated salient perfectionistic characteristics during the initial screening process were selected. Data were collected through in-depth, semi-structured individual interviews designed to elicit participants’ perceptions, emotions, thoughts, interpersonal experiences, and behavioral responses associated with perfectionism. Data collection continued until theoretical saturation was achieved. The interview data were analyzed using Colaizzi’s seven-step phenomenological method, which involved extracting significant statements, formulating meanings, organizing them into thematic structures, and integrating the findings into a comprehensive description of the phenomenon. The analysis resulted in six main themes, 13 first-level subthemes, and 28 second-level subthemes, reflecting the multidimensional nature of perfectionistic experiences during adolescence. The findings indicated that perfectionism extends beyond the pursuit of high standards and is intertwined with adolescents’ emotional, cognitive, academic, interpersonal, and personal experiences. Participants’ experiences revealed patterns involving heightened self-evaluation, fear of failure and negative evaluation, emotional distress, pressure related to academic and personal performance, difficulties in interpersonal relationships, and challenges in self-acceptance and emotion regulation. These dimensions highlight the complex interaction between perfectionistic cognitions, emotional vulnerability, behavioral responses, and interpersonal functioning during a critical developmental period. The findings provide a more comprehensive understanding of the subjective experience of adolescent perfectionism and identify clinically relevant domains that can be incorporated into DBT-based intervention frameworks. In particular, the results underscore the potential relevance of core DBT components, including emotion regulation, distress tolerance, mindfulness, interpersonal effectiveness, and acceptance-oriented skills, for addressing the psychological and behavioral difficulties associated with perfectionism. Overall, the study provides a phenomenological foundation for developing developmentally appropriate and experience-informed therapeutic interventions aimed at reducing maladaptive perfectionistic patterns and promoting psychological adjustment among adolescents