1. technology and computing
2. computer reviews

Comparative Studying of Educational Games Impacts on Learning of Mathematic Qualitative
Concepts of Hyperactive Children/ Attention Deficit in Pre-elementary School Ages
Batool Sabze
‫ ویراستاری مقاله‬:]1.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
Abstract:
Introduction: Hyperactivity/ attention deficit disorders are of the frequent behavioral disorders in
pre-elementary school children which become chronic and persistent over time and will be a
dangerous powerful issue for learning and behavioral dilemmas. Mathematical learning disorder is
relatively common in such children and the usage of educational purposeful games, as a
consistent method with pre-elementary school children’s characteristics will be beneficial in
teaching of mathematical qualitative concepts to them. So, the purpose of this research is
comparative studying of the impacts of educational games on learning of mathematical qualitative
concepts in pre-elementary school children with hyperactivity/ attention deficit disorder.
Methodology: By using of semi-empirical research methodology, a sample of total 30 male children
by the available sampling method, among the 5 to 6 years old pre-elementary school children of’
th
5 district of Tehran who were infected to hyperactivity/attention deficit disorder were chosen and
placed accidentally in experimental (15 persons) and control (15 persons) groups.
Findings: Results indicated that the attention time duration rate of children who have received
educational mathematic qualitative concepts games was larger than the children who haven’t
received such these games, it also showed that mean of educational mathematic qualitative
concept included of spatial and location, similarities and differences recognition, communication,
classification, arranging and one by one corresponding concepts in children with
hyperactivity/attention deficit disorder who have received educational games was higher than
children who haven’t received such these games.
Results: It is possible to say that, not only, educational games are effective ways in teaching of
different mathematical qualitative concepts to pre-elementary school children, but also, are
considered as effective items in the improvement of hyperactivity/attention deficit disorder.
Keywords: Educational games, mathematical qualitative concepts, pre-elementary school children,
hyperactivity/attention deficit
Introduction:
Most of the educational psychologists and scientists believe that the beginning years of child’s life is the
most important period of their growth, greater than what occurs in this period of time is mainly effective on
child’s growth, in fact, the recognition of the importance of the pre-elementary school education for
creation of welfare for children was extremely emphasized in the several decades ago, since, the
fundamental personality of the individual is formed in the pre-elementary school period, offering of the
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.2]: the
Comment [‫ن‬.‫ا‬.‫ف‬.3]: were selected
Comment [‫ن‬.‫ا‬.‫ف‬.4]: a sample of total 30 male
children was selected by convenience sampling from
among 5 -to-6 -year-old children of the 5 th district in
Tehran.
Comment [‫ن‬.‫ا‬.‫ف‬.5]: such
Comment [‫ن‬.‫ا‬.‫ف‬.6]: a new sentence should
begin
Comment [‫ن‬.‫ا‬.‫ف‬.7]: is included of
Comment [‫ن‬.‫ا‬.‫ف‬.8]: very ambiguous
Comment [‫ن‬.‫ا‬.‫ف‬.9]: educational games are not
only effective ways in …
effective training for the subsequence growth of the child is absolutely essential in this period (Talebzadeh
Nobariyan, 2006, P. 16)
Comment [‫ن‬.‫ا‬.‫ف‬.10]: why in persian??!!
Mathematic teaching as a powerful, credible, clear communication medium and also as tool for explanation
and prediction of various sciences is very important and causes the flourishing of the logical thinking in
children (Mahdipour, 1378, P. 26). As the acknowledgment of Stanford, mathematic has surrounded all
around us and children are involved with the mathematical concepts and phenomena of their environment
since the beginning of their childhood. (Stanfford, 2010). One of the issues which is highly take into
consideration today, is the teaching of elementary and preliminary concepts of mathematic, for the reason
why, mathematics can be taught in higher ages when it is possible to make it objectively for children, in
order to enable them to completely understand the concept, in the case of unsuccessfulness, it can never
be expected that children learn the advanced mathematic in higher levels (Torkaman, 2007, cited from
Ghasemtabar and Zade Mohammadi, 2011, P. 2)
In pre-elementary school period, mathematic has a crucial role in the knowledge learning and its
communication with other life knowledge and skills. So that the overall objective of teaching mathematic in
the pre-elementary school period, is to make the necessary preparation for any child in any dimension of
life, which can be included of potential for calculation of simple mathematic in daily life, capability of
precise thinking, potential of application of knowledge in life, ability of solving daily issue and nourishing of
innovator and creative minds.
According to the pre-elementary school period, teaching of simple and qualitative mathematical concepts
which is the introduction of understanding of complex and quantitative ones are considered for learning
and on the other hand, child-centered methods that involves the usage of various strategies which are
depending on the individual characteristics and abilities of children, in the form of stories, games,
paintings, crafts, children's plays and poems, offering various opportunities to different groups of children
in order to earn experience with their active participation and reach to the understanding of mathematical
concepts and developing logical, mathematical knowledge. Therefore, the modality of acquaintance of
child and the manner with which mathematic is taught to, can have a very important role in higher levels of
education (Ghasemtabar and Mofidi and Zadeh Mohammadi and Ghasemtabar, 2011, P. 2)
The results of different researches show that the educational games are from effective methods in
teaching of mathematical concepts to children. Educational games improve different social skills (Ball,
1976) and learning of mathematical concepts is facilitated through educational games (Adams, 1973,
heastad, 1991). Different researches in recent years also emphasized on children learning scale and in
addition to suggest games as powerful educational mediums, they were also named as mediums for cure
which should be established in the fields of education and research (Lau Whelan D. , 2005).
Comment [‫ن‬.‫ا‬.‫ف‬.11]: capital
Thus, as we are dealing with different groups of children in terms of intelligence, talents, interests,
capabilities, and mental and emotional specifications and also with children with different behavioral
disorders such as aggression, isolation, depression and hyperactivity in pre-elementary school ages, we
are obliged to use different methods for teaching of any groups of children including hyperactive children.
The attention deficit-hyperactivity disorder is one of the most frequent children and teenagers problems
and their reasons to meet psychiatrist and clinical specialists and advisors. This disorder begins at the age
of about 2 to 4 (Conner, 2002) and is one of the frequent neurological-behavioral disorders of childhood
which has been infected a great part of population (3 to 8 %) of children (American Psychiatric association,
2000) (Faraone, Sergeant, Gillberg, Biederman, 2005). This disorder which has deeply impacts on life of
thousands of children and their families, is included of inappropriate symptoms (hyperactivity, attention
deficit and impulsivity) (Faraone and Biederman). Boys are infected to the attention deficit disorder or
Comment [‫ن‬.‫ا‬.‫ف‬.12]: problems of children an
teenagers
hyperactivity three times more than the girls so that they are referred to advisors more than the girls
(Klassen A/F/Miller A/Fine, 2004, P. 114).
ADHD disorder can cover of three subsets that are included of: 1. ADHD-I, which the attention disorder is
the featured aspect in it and in some cases is being studied as ADD (Attention Deficit Disorder) and the
infected individual is usually without the symptoms of impulsivity and hyperactivity, 2. ADHD-HI, which has
lesser attention deficit disorder and the featured aspects are hyperactivity and impulsivity. And, 3. ADHD-C
or the combination kind, in which the three specification symptoms of attention deficit, hyperactivity,
impulsivity are observed (Sandra Rieff, 2008, P. 23). Attention deficit disorder and hyperactivity which
emerge in the years before school, is chronic and persistent in the period of time and is a powerful
dangerous matter for learning failures and consequences attitudes in the years of elementary school (Dali,
2006). Children with hyperactivity and attention deficit symptoms are exposed to other different kinds of
damages such as educational failures, behavioral disorders and also the dangers associated with other
disorders, based on researches, this disorder effects on cognitive, social, emotional and familial
performances of the children and in consequence, on their occupation and marital performances in
adulthood. (Alizadeh and others, 2008, P. 117) (Gilbert, 2003). The attention deficit disorder or hyperactivity
is associated with excessive difficulties in diverse themes of education such as weak school performance,
repetition of the level, leaving of school, weak family and friends relations, nervousness, depression,
aggression, violation, drug misuse in basic years, great law breaking. In addition, this disorder may consist
of other disorders like aggression in adolescence or stubbornness and defiance disorder. Study
conclusions have specified that 71% of children with attention deficit disorder/ hyperactivity have learning
difficulties and represent that 26% of these children have special mathematical problem. These
foundations recommend that it should be created deeper understanding between attention deficit
disorder/hyperactivity and mathematical difficulties. (Mayes and Calhon, 2006, cited form Sheikhizadeh
and Alizadeh and Ghobari Bonab, 2012, P. 2). In a research which was performed on 476 hyperactive
children in school years in order to study the learning disorders in children infected with attention deficit
disorder/hyperactivity is relatively more frequent and mostly it is associated with reading disorder (Capano
L, Minden D, Chen SX, Schacher RJ, Lckowicz A, 2008). Since now, very rare researches have been done
for studying and mathematical performance improvements, including a research of Sheikhizadeh, Alizadeh
and Ghobari Bonab (2012) in which with the usage of Token economy in performance improvement in
dictation and mathematic assignments of children with attention deficit disorder/ hyperactivity has been
done which shown that implementation of Token economy is effective according to the performance
improvement in dictation and mathematic assignments of these children and the employment of multi-line
basis approach is also effective according to spontaneous doing of dictation and mathematic and
spontaneous use of these two approaches is effective according the performance of individual in one of
the behaviors. Also, in a research which was done about management of behavior and educational
strategies of students with attention deficit disorder/ hyperactivity in the classroom, methods which are
used about the behavior management of children and teenagers with this disorder are known as positive
and negative reinforcement, transformation of behavior, adjacency, exclusion and cognitive behavior
therapy (Nouri, 2011) and also, in study which was performed on 40 third year elementary school students
in the city of Tabriz by Moradi, Hashemi, Farzad, Keramati, Beirami and Kavousian (2008), results showed
that teaching of motivational behavior self control strategies and verbal self training have positive
meaningful impacts on self efficacy realizations of students with attention deficit disorder accompanied
with hyperactivity. It is also presented that the teaching of attention behavior self control strategies have
positive meaningful impacts on mathematical performance of students with attention deficit disorder
accompanied with hyperactivity.
And also, in a research which was done on 57 children with attention deficit represented that teaching of
memorization has affect on children mathematical progress and children’s mathematic performance would
Comment [‫ن‬.‫ا‬.‫ف‬.13]: Self-control
Comment [‫ن‬.‫ا‬.‫ف‬.14]: Comment [‫ن‬.‫ا‬.‫ف‬.15]: Comment [‫ن‬.‫ا‬.‫ف‬.16]: -
Comment [‫ن‬.‫ا‬.‫ف‬.17]: effect
improve after 5 weeks of teaching (Karin I. E Dahlin, 2013). Researches results also show that according
to the special essence of attention deficit disorder/ hyperactivity, educational involvements, should be
done, based on multi-dimensional education patterns, means that patterns which emphasize on individual,
environment and educational issues (Shokouhi yekta and Motevalipour and Prand, 2010, P. 65)
Predictability of high School students' self concept based on
mother's self concept and attachment style
1
2
Sedigheh Safaie , Imanollah Bigdeli , Mahnaz Ghiasi
3
‫ ویراستاری مقاله‬:]18.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
Abstract
Self-concept and attachment styles are very important in mental health, so that any problems can
lead to psychological damage. Therefore, the aim of this study was to evaluate the predictability of
self-concept of students with regard to mother and attachment. The population was consisted of
all high school girl students (public, private) in Semnan that 180 ones were selected by multistage
cluster sampling method. Tennessee Self Concept Scale (TSCS) and Adult Attachment Inventory
(AAI) were used. Data were analyzed with using SPSS 20 and multiple regression analysis with
stepwise method was used. The Results showed that mother’s self concept and child’s self
concept were associated positively as well as mother’s self concept with child’s attachment styles
and self concept. In conclusion avoidant and anxiety attachment styles could predict child's self
concept. Self satisfaction and physical self concept is also appropriate predictor for child's self
concept.
Key words: Self concept, Attachment style, Self esteem
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.19]: Self-concept
Comment [‫ن‬.‫ا‬.‫ف‬.20]: , out of which a sample
of 180 individuals was selected
Comment [‫ن‬.‫ا‬.‫ف‬.21]: Should be deleted
Comment [‫ن‬.‫ا‬.‫ف‬.22]: wrong
Comment [‫ن‬.‫ا‬.‫ف‬.23]: -
Introduction
Family is the first place for child training and the most essential factor in formation of his/her
personality. Parents are the main designers of the children and adolescents’ personality structure. Parents’
training attitudes and methods have a major effect on the children’s personality and self-concept.
Self-concept determines the material, spiritual, personal and social relations since it are as a basis
for the
Comment [‫ن‬.‫ا‬.‫ف‬.24]: Comment [‫ن‬.‫ا‬.‫ف‬.25]: Were positively
associated
Comment [‫ن‬.‫ا‬.‫ف‬.26]: Comment [‫ن‬.‫ا‬.‫ف‬.27]: Comment [‫ن‬.‫ا‬.‫ف‬.28]: ,
Comment [‫ن‬.‫ا‬.‫ف‬.29]: Comment [‫ن‬.‫ا‬.‫ف‬.30]: Comment [‫ن‬.‫ا‬.‫ف‬.31]: Comment [‫ن‬.‫ا‬.‫ف‬.32]: Comment [‫ن‬.‫ا‬.‫ف‬.33]: Comment [‫ن‬.‫ا‬.‫ف‬.34]: In the
Comment [‫ن‬.‫ا‬.‫ف‬.35]: ???!!! it is
Relationship between Social Development, Competence Perception &
Responsibility in students
1
2
3
4
Kheirollah Jafari , Majid Ahmadi , Mahmood Kazemi , Somayeh Jafari
1- M. A. In Educational Psychology, Islamic Azad University of Saveh branch,
Saveh, Iran
2-M. A. In Family Counselling, Kharazmi University, Tehran, Iran
3-Assistant Professor, Department of Psychology, Zanjan University,Zanjan, Iran
4-Bachelor of Education, Education Management orientation
‫ ویراستاری مقاله‬:]36.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
‫وُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
‫ذکس شدٌ ي وٍ ت‬
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
Corresponding Author Email: [email protected]
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
Abstract
Introduction: Considering the complexity of social relations in modern societies, the need to
address students' social characteristics and factors associated with it can be felt more than ever.
The purose of the present research was to study the relationsheep between social development,
competence perception and responsibility of students in Abhar city.
The Method of this research in regard to its target is descriptive and of correlational type.
Statistical population of the study includes all boys and girls' guidance schools in the city abhar
academic year 91-90 students from whom 200(100 boys & 100 girls) students were selected
through multi-stage cluster sampling. Vineland social development Questionnaires, Harter
perception competence questionnaire and Nemati responsibility questionnaire were used as
research tools. Descriptive statistics methodes and inferential statistics (Pearson correlation
coefficien) were used for data analysis and reviewing hypotheses.
The results of the investigation show that there is a positive and significant relationship between
social development, perception competence and responsibility variables in the 0/01 level.
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.37]: purpose
Comment [‫ن‬.‫ا‬.‫ف‬.38]: relationship
Comment [‫ن‬.‫ا‬.‫ف‬.39]: why capital
Comment [‫ن‬.‫ا‬.‫ف‬.40]: with regard to
Comment [‫ن‬.‫ا‬.‫ف‬.41]: all the boys and girls of
Comment [‫ن‬.‫ا‬.‫ف‬.42]: junior high schools
Comment [‫ن‬.‫ا‬.‫ف‬.43]: Abhar City
Comment [‫ن‬.‫ا‬.‫ف‬.44]: In the school year of
Comment [‫ن‬.‫ا‬.‫ف‬.45]: 2011-2012
Comment [‫ن‬.‫ا‬.‫ف‬.46]: !!!not here
Key words: social development, perception competence, responsibility
Comment [‫ن‬.‫ا‬.‫ف‬.47]: method
Comment [‫ن‬.‫ا‬.‫ف‬.48]: coefficient
Introduction
Social behavior constitutes the basics of life for everyone and social development cause to enhancing
the mental development and other aspects of individual development. Social development is associated to
a balanced set of acquired social skills and adaptive behaviors that enable person to make the desired
mutual relations with others, posses the positive responses and avoid from those behaviors that have
negative consequences. The social development is the most important aspect of existence in anyone
because, it is assumed that without social development and having the necessary skills students cannot
do their tasks in a social interaction with other people. The social development in boys passes through
three stages including mimicry, personality honor and social balance, and in girls, it passes through four
stages including obedience, anxiety, mimicry and social balance. In passing through mentioned stages,
several agents such as family, social group and school are effective (Fatehizadeh, 2002). Teachers and
trainers have a significant role in social development of students. In this regard, school has a vital role in
transferring the norms and social values to students (Shoarinejad, 1990).
Comment [‫ن‬.‫ا‬.‫ف‬.49]: testing
Comment [‫ن‬.‫ا‬.‫ف‬.50]: .01
Do not use “/’
Use “.” instead
Comment [‫ن‬.‫ا‬.‫ف‬.51]: enhances
Comment [‫ن‬.‫ا‬.‫ف‬.52]: pose
Impact of sex education on family health among student
2
1
3
Fariborz Jabbari Fard * Hamid Reza Saeidi aboeshghi Shiva kad Khoda Zadeh Soheila Massoudi
4
‫ ویراستاری مقاله‬:]53.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
:Abstract
Background and Objective: Sex education can help people learn ideas and skills. Nowadays,
human’s life has undergone rapid and dramatic changes in all aspects. Marriage, married life and
sexual relationship are no exception. Sex education provides opportunity to learn about sex and to
prevent some of relevant problems. People experiences different problems due to various reasons,
including insufficient knowledge of each other, sexuality, and spousal relationship.
Sex education provides people with sexual information and awareness needed for creating a
common goal, satisfying the needs, and balancing personal, family and social life. Investigating
the effects of sex education on the prevention of sexual disorders, healthy sexual behavior, health
behaviors, mental health, family health, and gender identity are of the objectives of the present
study.
Materials and Methods: This study is a quasi-experimental research and of posttest study with one
group. Statistical sample of the study consists of 122 individuals (46 females and 76 males) of
students in Applied-Scientific University of Lordegan, who were selected by stratified random
sampling method. The tool to gather data was a questionnaire based on a five-point Likert scale.
The reliability of tool was calculated Cronbach's alpha method (=85%).
Results: In the present study, six hypotheses were tested. Results showed that:
1) Sex education is effective in the health behavior (p<0. 0001),
2) Sex education is effective in safe and healthy sexual behavior (p<0. 0001),
3) Sex education affects mental health and prevents sexual disorders (p<0. 0001),
4) Sex education is effective in family Health (p<0. 0001),
5) Sex education is effective in appropriate gender identity (p<0. 0001), and
6) Effect of sex education is not different between male and female students (p<0. 0001).
Conclusion: Sex education can be used to prevent sexual disorders, mental health, health behavior
and gender identity appropriate for different social levels, especially the youth.
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫س اش‬
‫ پ‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.54]: capital
Comment [‫ن‬.‫ا‬.‫ف‬.55]: experience
Comment [‫ن‬.‫ا‬.‫ف‬.56]: by Cronbach’s alpha
method
Keywords: sex education, family health, students
Introduction:
Sexual behavior is an important aspect of quality of marital relations. It means by sexual behavior a
combination of concepts, attitudes, experiences, activities, feelings and thoughts associated with it (1).
Sexual activity is physically beneficial to the health in marital relations. Sexual activity increases the
testosterone secretion, helps muscles and bones strengthened, facilitates the endorphin secretion, and
decreases physical pains (2). Such activity is also associated with couple’s tranquility, closeness, intimacy,
increased satisfaction, reduced depression symptoms, and enhanced self-confidence (3). In today society,
human life has changed rapidly and dramatically in all aspects. Marriage, married life, and sex is no
exception. Sex education provides opportunities to learn sexuality and sexual issues and to prevent some
problems. People experiences several problems because of various reasons, including inadequate
knowledge of each other, sexuality, and spousal relationship. Sex education and family planning can help
people achieve information, ideas and skills. Sex education provides people information about sexual
subjects necessary for a common purpose, satisfies the needs and balances personal, family, and social
Comment [‫ن‬.‫ا‬.‫ف‬.57]: reference should be
mentioned here
Comment [‫ن‬.‫ا‬.‫ف‬.58]: references should be
mentioned
Comment [‫ن‬.‫ا‬.‫ف‬.59]: references should be
mentioned
Comment [‫ن‬.‫ا‬.‫ف‬.60]: experience
life.comprehensive sex education programs can be effective in preventing of sexual disorders, healthy
sexual behavior, increasing healthy behaviors, providing mental health, gender identity and establishing
family health (4, 5).
Sexual health education has faced many challenges in most of cultures. Despite the fact that adolescents
know the sexual health education as one of the most important educational needs, however, it is often
controversial. School administrators indicate the fear of disapproval of parents or community as a major
roadblock to provide sexual health education (6). Many people, including teachers, principals and
education officials are still not convinced about the need for sex education and preclude such trainings or
not able to teach sexual issues because they lack the necessary skills for such trainings. There are very
few people around the world prepared for their sex life and it contributes to their vulnerability to rape,
sexual abuse, pregnancy, sexually transmitted disease and AIDS (7). Most people around the world starts
their sexual activity at early adolescence. Reduction in age of sexual maturity and increase in age of
marriage result in the increased period when teenagers are engaged in premarital sexual activity, and this
may result in a lower age of onset of sexual activity and exposes them to various risks (8).
In our society and because of cultural and not religious reasons, most youth and teenagers don’t get
proper information about the physical and psychological changes during puberty and perhaps due to the
acquisition of such information from uncertain and unsafe resources, they encounter serious sexual and
psychological problems during their family life (9).
Despite this popular belief that sexual health education encourages teenagers to have sexual relations, the
results from various studies show that the absence of sex education doesn’t prevent only the sexual
relations, but establishes and forms also wrong beliefs and improper views among Iranian youths.
In absence of sex education, young people come to provocative magazines, websites and TV programs to
receive sexual information (10).
In Iran, studies on parents’ views toward the sex education to teenagers and young adults has shown
mixed results. Some studies indicate the parents’ consent (11) and the other represents the parents’
negative attitude to such teachings to youths (12).
According to the reports from World Health Organization, sexual education programs are considered as a
necessity both for people who have not yet started their sexual activity and for those who have started it.
Comprehensive sex education both reduces the number of unwanted and unplanned births and prevents
diseases that are transmitted through sexual activity and sexual relationship. Considering the content of a
comprehensive sex education, it should be discussed six areas: 1) human development, including the
anatomy and physiology of human reproduction, 2) relationships, including relationships with friends and
family, and marital relations, 3) personal skills, including values, decision making, communication and
negotiation with others, 4) sexual behavior, including sexual desire and prevention of sexual relations, 5)
sexual health, including preventive methods for pregnancy, HIV, sexual abuse and sexually transmitted
diseases, 6) culture and society, including gender roles, gender and religion (13). Since most cases of
mortalities, sexual diseases and abnormalities in mothers and their babies are preventable, and most of
disorders are resulted from the lack of information by mothers on various fields of women health, thus
mothers’ unawareness of sexual issues before, during and after the childbirth, child care and family
planning is the problem which affects directly the development of every country (14). Sex education
programs and family planning are of the discussions proposed to enhance the public’s knowledge and
awareness on family health and to decrease sexual risks at all social levels, so it is natural that the
procedure of sex education and family planning depends on the knowledge and awareness of every
particular social group.
The sex education will vary in schools, universities and industries in terms of content and format.
Education for students in different disciplines in universities is considered as important training, because
they can transfer and teach these training methods and skills to others in the community (15). The
objectives of sex education is to
Comment [‫ن‬.‫ا‬.‫ف‬.61]: references should be
mentioned
Comment [‫ن‬.‫ا‬.‫ف‬.62]: references should be
mentioned
Comment [‫ن‬.‫ا‬.‫ف‬.63]: references should be
mentioned
Comment [‫ن‬.‫ا‬.‫ف‬.64]: references should be
mentioned
Comment [‫ن‬.‫ا‬.‫ف‬.65]: references should be
mentioned
Comment [‫ن‬.‫ا‬.‫ف‬.66]: references should be
mentioned
Comment [‫ن‬.‫ا‬.‫ف‬.67]: references should be
mentioned
Comment [‫ن‬.‫ا‬.‫ف‬.68]: references should be
mentioned
Comment [‫ن‬.‫ا‬.‫ف‬.69]: references should be
mentioned
Comment [‫ن‬.‫ا‬.‫ف‬.70]: references should be
mentioned
The Relationship between Occupational Skills and Organizational
Learning with Principals' Occupational Quality of Life in Birjand Primary
Schools
‫ ویراستاری مقاله‬:]71.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
1
Dr. Hossein Jena Abadi , Mohammad Reza Ghaderi Gask
2
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
Abstract
The present study aims to investigate the relationship between occupational skills and organizational
learning with principals' occupational quality of life in Birjand primary schools. A correlational-descriptive
method was used and statistical population included all primary school principals in Birjand during
educational year 92-93 making a population of 92 participants. Standard Neefe questionnaire including
five dimensions (Employee Skills and Capabilities, Mental Models, Shared Mission and Vision, Team
Work and Team Learning, and Systems Thinking), Whoqol-bref questionnaire of occupational quality of
life including 26 questions, and occupational skills questionnaire from principals' occupational skills
questionnaire (Farhang, 1997) including 30 questions were used in the research.
Questionnaire validity was content type and the reliability of each questionnaire was estimated 0. 91, 0.
95, 0. 87 respectively, using Cronbach's alpha coefficient. Redundancy, percentage, mean, and standard
deviation were used in order to describe data, while Pearson Correlation Coefficient, independent-t test,
and one-way variance analysis (f-test) were used to analyze data. Results from Pearson correlation
Coefficient show that there is a significant and direct relation between dimensions of occupational skills
(technical, conceptual and human) and occupational quality of life. Moreover, there is a direct and
significant relation between occupational quality of life and employee skills and capabilities, shared
mission and vision, and systems thinking. There is also a significant and direct relation between
principals' technical skills with mental models and systems thinking, employee skills and capabilities with
human skills, and conceptual skills with mental models and systems thinking.
According to the results, there is no significant relation between technical skills with employee skills and
capabilities, shared mission and vision, and team work. There is no significant relation between
conceptual skills with organizational models, shared mission and vision, and team work either. Moreover,
there is no significant relation between human skills with mental models, shared mission and vision,
team work and team learning, and systems thinking.
The results show that (according to t test) the rate of occupational skills and occupational quality of life is
equal among male and female principals. In addition, the results of f test shows similar occupational
skills and quality of life with respect to education.
Keywords: occupational skills, organizational learning, occupational quality of life.
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.72]: School year
Comment [‫ن‬.‫ا‬.‫ف‬.73]: 2013-2014
Comment [‫ن‬.‫ا‬.‫ف‬.74]: , out of which a sample
of 92 participants was selected
Comment [‫ن‬.‫ا‬.‫ف‬.75]: Should be in capital letter
Comment [‫ن‬.‫ا‬.‫ف‬.76]: 26 -item occupational
quality questionnaire
Comment [‫ن‬.‫ا‬.‫ف‬.77]: 30 -item occupational
skills questionnaire
Comment [‫ن‬.‫ا‬.‫ف‬.78]: Were estimated to be
Comment [‫ن‬.‫ا‬.‫ف‬.79]: and
Comment [‫ن‬.‫ا‬.‫ف‬.80]: relationship
Comment [‫ن‬.‫ا‬.‫ف‬.81]: relationship
Comment [‫ن‬.‫ا‬.‫ف‬.82]: comma not with
Comment [‫ن‬.‫ا‬.‫ف‬.83]: write it in three separated
sentences. Your sentence is very vague.
Comment [‫ن‬.‫ا‬.‫ف‬.84]: relationship
Comment [‫ن‬.‫ا‬.‫ف‬.85]: show
Comment [‫ن‬.‫ا‬.‫ف‬.86]: vague
Comparison of Attachment Styles in men and women with infidelity
1
2
Elham Fathi , Abolfazl Hatami Varzaneh , Masumeh Esmaeily
1
2
phd in counseling, Allameh Tabataba’i university, Department of counseling, Dehkadeh olympic blvd. ,
Tehran. P. O. Box: 1489684511, Iran
phd in counseling, Allameh Tabataba’i university, Department of counseling, Dehkadeh olympic blvd. ,
Tehran. P. O. Box: 1489684511, Iran.
3
‫ ویراستاری مقاله‬:]87.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
3
Associate Professor of Allameh Tabataba’i University, Department of counseling, Dehkadeh Olympic
Blvd. , Tehran. P. O. Box: 1489684511, iran
Corresponding Author Email: [email protected]
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Abstract
Marital infidelity is one of the major reasons of divorce and disruption of marital life. The purpose
of the present study was to compare the parenting styles and attachment styles in those who had
infidelities in their marital life. 90 participants (48women and42 men) who came to the welfare
centers in Tehran province for infidelity completed the questionnaires. The instruments of current
study were Adult Attachment style Questionnaire (AAQ), which were completed by them. The
result of analyzing the data showed that the attachment style of those who had infidelity in their
marital life were avoidant attachment style.
Comment [‫ن‬.‫ا‬.‫ف‬.88]: Was, you only have one
questionnaire
Comment [‫ن‬.‫ا‬.‫ف‬.89]: was
Comment [‫ن‬.‫ا‬.‫ف‬.90]: had
Keywords: infidelity; attachment styles.
Introduction
In the united States, majority of the people expect to be monogamous in their marital
life(Wiederman & Allgeier, 1996)and people greatly disagree with extra marital sexual relationships
(Johnson et. Al. , 2002) couple therapists consequently encounter with the problem of infidelity in their
clinical works; Infidelity can be a confusing and heart breaking for all those involved in this problem
including therapists who have their own fears and personal values about infidelity(Shackelford et. Al,
2008).
Furthermore infidelity is one of the major causes of divorce and the collapse of marital
life(Shackelford et. Al, 2008, Amato & Previti,2003).
Many specialists posit that insecure attachment style can be mentioned for explaining
infidelity(Jeanfreau,2009) and those with secure attachment style are more likely to be against infidelity
and less attracted to it. The reason may be that these people feel more comfortable in their marital
relationships that can be an appropriate barrier against the start of sexual extra marital relationships
(Jeanfreau, 2009). On the other hand, some researches have indicated that those with insecure
attachment style are more likely to end up with divorce and have short time relationships (Campbell, 2009).
Comment [‫ن‬.‫ا‬.‫ف‬.91]: space
Comment [‫ن‬.‫ا‬.‫ف‬.92]: space
Attachment style is an almost deep affective connection that is formed between the child and
mother or the person responsible for caring the child consistently (Paplia, 2002).
Those people with positive feeling toward themselves(low anxiety) and have positive
understanding of others (low avoidance) are secure in their relationships and have high self-confidence in
society and are more successful in their life(Cann, A; Norman, Welbourne, and Calhoun, 2008). These
adults are more likely to have positive look at their spouse and themselves. These people are comfortable
with both belonging and independent (Bogaerts, Dallder, Knnap, Kunst, & Buschman, 2008).
The adults with avoidant attachment styles see themselves as self-sufficient. Also they ignore their
vulnerability and claim that they don’t need close relationships and are likely to avoid intimacy (Wearden
et. Al, 2008); it has been found that these people are doubtful in investment in their romantic relationships
and consequently have the lowest degree of marital commitment (Morgan, Shaver, 1990). Anxious
attachment reflects the personal level of person’s comfort in search of intimacy with other people based
upon a personal value (Cann et. Al, 2008). These adults tend to have a less positive image of themselves.
They often are doubtful about themselves as a spouse and blame themselves for not being responsive
enough of their spouse (Bogaerts et. Al, 2008).
Comment [‫ن‬.‫ا‬.‫ف‬.93]: comma not
Comment [‫ن‬.‫ا‬.‫ف‬.94]:
Comment [‫ن‬.‫ا‬.‫ف‬.95]: and
Comment [‫ن‬.‫ا‬.‫ف‬.96]: lives
Comment [‫ن‬.‫ا‬.‫ف‬.97]: not in the format of the
journal
The results of Cohen(2005) study with the purpose of the relationship between attachment and
infidelity in romantic relationships indicated that people with the secure attachment style in comparison
with those with unsecure attachment style show less infidelity.
The study done by Fricker, 2006 and Cohen, Alexis, 2005 indicated that people with secure
attachment style in comparison with those with insecure attachment styles, has less infidelity. No research
was found which studied the attachment styles in people with infidelity and as the relationships being away
from infidelity is extremely important in satisfied marriages this research seems to be important. This study
is to study the attachments styles in those with infidelity.
Comment [‫ن‬.‫ا‬.‫ف‬.98]: have!!!not has
The purpose of the present study was to answer this question:
People with infidelity tend more to which attachment styles?
Method
The community of the present study was the married male and female who referred to the centers of
divorce reducing centers of welfare organization, in Tehran, Iran. The sample consisted of 90 male and
female in Tehran city (Iran) that voluntarily came to the welfare counseling centers for the problem of
infidelity. The sample was chosen by asking the manager of the welfare center to ask them to fill the
questionnaire and any of them who accepted to fill, was asked to fill and data were collected. Correlation
method was used.
Comment [‫ن‬.‫ا‬.‫ف‬.99]: what?? Male and female
….????
Instrument: The instrument used were: AAQ (Adult Attachment styles Questionnaire) made by Hazan and
Shavar. The Iranian version of this questionnaire was used which was normed on the students of Tehran
university. This questionnaire has 15 questions and 3 styles of attachment (Avoidant, Secure, anxious) is
determined by it.
Comment [‫ن‬.‫ا‬.‫ف‬.100]: was made
Comment [‫ن‬.‫ا‬.‫ف‬.101]: wrong!!!
Results
Figure 1. Mean and STD deviation
Comment [‫ن‬.‫ا‬.‫ف‬.102]: below the shape not
above it
mean of attachment styles
25
20
15
10
5
0
avoidant
secure
anxious
Table 1. Mean and STD. Deviation
Variable Mean
SD
Avoidant 22. 66 7. 60
Secure
14. 47 2. 44
Anxious 13. 65 2. 99
Comment [‫ن‬.‫ا‬.‫ف‬.103]: why capital???
The first Question of this study was: people with infidelity tend more to which attachment style?
In order to answer this question, first The Mean and standard Deviation of different attachment
styles were obtained which is shown in Table 1. The results indicated that the Mean of avoidant
attachment style is higher than the Mean of Secure and anxious attachment style. Multi variable variance
analysis of repeated measure was used to determine whether there was a significant difference among the
Mean of the attachment styles. Analysis indicated that there was significant differences among the 3
attachment styles (F(2,88)=53. 85, sig= <. 01). The Result of F indicated that there was a significant
differences between at least 2 attachment styles. To follow up the difference correlated T Test was used.
The result of T-test indicated that there is a significant difference between the mean of avoidant
attachment style and secure attachment style and Avoidant attachment style and anxious attachment
style.
Consequently as the mean of the scores of people in avoidant attachment style was higher than
secure and anxious attachment style had significant differences and the result of t-test also revealed that
the difference is significant, this can be concluded that those people with infidelity are more likely to have
avoidant attachment style.
Comment [‫ن‬.‫ا‬.‫ف‬.104]: why capital
Comment [‫ن‬.‫ا‬.‫ف‬.105]: why capital
Comment [‫ن‬.‫ا‬.‫ف‬.106]: were
Comment [‫ن‬.‫ا‬.‫ف‬.107]: a significant difference
Discussion
The result of present study indicated that the mean of avoidant attachment style was much higher
than secure and anxious attachment style. This result was congruent with the study of Hazen, Zeifman, &
Middleton, (1994) and the study of Allen & Baucom (2004) and Amidon, (2008) that showed that people
with avoidant attachment style more get involve with marital infidelity. The result also was congruent with
the study of Pistol and lorance (1999) that considered the attachment styles and commitment in people
and indicated that people with anxious and secure attachment style were more loyal in comparison with
those with avoidant attachment style. People with avoidant attachment style have problem in trusting and
relying on other people, they can’t get close to other people easily(Bogaert& Sadava,2002). These people
consider the emotional distance and are doubtful in investment in their romantic relationships (Thomas,
2008). The experiences of the people with avoidant attachment styles includes people whose needs has
not been satisfied with important people of their life so it is more possible that these people seek support
from people who are less intimate and committed in their relationships (Jeanfreau, 2009) and use extra
marital relationship as a way to get away from the threat of getting close and intimacy.
Comment [‫ن‬.‫ا‬.‫ف‬.108]: capital
Challenges Faced in Applying Modern Techniques of Electronic
Learning (Mobile and Ubiquitous Learning) in Education and
Presenting Solutions for that
1
2
3
Mohammad Zare ,Raheleh Sarikhani , Mostafa Salari , moslem azarbakhsh
4
‫ ویراستاری مقاله‬:]109.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیوی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫مقالٍ ی شما بسیاز تحت الفظی تسجمٍ شدٌ است‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
Abstract
Purpose: The main purpose of this research has been to investigate the challenges faced in
applying modern techniques of electronic learning (mobile and ubiquitous Learning), and to
present solutions for removing worries about it, and to promote society cooperation and
particularly training and education society in this regard. Design: In respect of practical purpose
and methodology, this research has been descriptive-correlational. Subjects of this research have
been 300 teachers of Malayer universities, from which 160 have been selected by random
sampling. Instruments: For data collection a questionnaire devised by the researcher, named
"Challenges and Solutions in Applying Mobile and Ubiquitous Learning in Education", has been
applied. Reliability co efficiency of the questionnaire has been calculated 84 % by Kronbakh's
Alpha technique. For data analysis SPSS software has been applied.
Conclusion: The result derived from data analysis identifies 7 challenges: human, pedagogic,
Administrative infrastructures and supportive, cultural, social and ethical system, management
and
Leadership, technological and economical as the challenges applied in mobile and ubiquitous
learning. These 7 infrastructures takes 61. 8 % of the whole variance related to challenges faced in
applying mobile and ubiquitous learning variables.
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضمىا‬.‫متسجم حزفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.110]: is
Comment [‫ن‬.‫ا‬.‫ف‬.111]: the confronted
challenges or faced challenges
Comment [‫ن‬.‫ا‬.‫ف‬.112]: unnecessary
Comment [‫ن‬.‫ا‬.‫ف‬.113]: to
Comment [‫ن‬.‫ا‬.‫ف‬.114]: employs a
Comment [‫ن‬.‫ا‬.‫ف‬.115]: method
Keywords: Electronic Learning, Mobile Learning, Ubiquitous Learning, challenge
Comment [‫ن‬.‫ا‬.‫ف‬.116]: are
Comment [‫ن‬.‫ا‬.‫ف‬.117]: were randomly selected
Comment [‫ن‬.‫ا‬.‫ف‬.118]: a researcher-made
questionnaire was applied for data collection
Comment [‫ن‬.‫ا‬.‫ف‬.119]: should be deleted
Comment [‫ن‬.‫ا‬.‫ف‬.120]: coefficient
Comment [‫ن‬.‫ا‬.‫ف‬.121]: was calculated to be
%84
Comment [‫ن‬.‫ا‬.‫ف‬.122]: wrong spellign
Comment [‫ن‬.‫ا‬.‫ف‬.123]: SPSS software was
used for data analysis
Comment [‫ن‬.‫ا‬.‫ف‬.124]: Why capital
Comment [‫ن‬.‫ا‬.‫ف‬.125]: explain
Comment [‫ن‬.‫ا‬.‫ف‬.126]: total
The Effectiveness of teaching problem solving skill on the coupl's
psychological well-being and conflicts
Ommolbanin Baghernejad
‫ ویراستاری مقاله‬:]127.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
Abstract
Introduction:: This study aimed to investigate the effectiveness of teaching problem solving skill
on coupls' psychological well-being and conflicts, living in Babol city, Mazandaran, Iran, in the
year 2013. Method: The present study is a quasi-experimental study with pre-test, post-test design
with control croup and the population in this study include the whole women with marrital
problems who refered to consulting centers of Babol. From this population, 30 people were
selected from three consulting centers, using randomization sampling method and were assigned
into two groups of control and experimental, each of which included 15 participants. The
measurement instruments include problem-solving skill training package and Reef's
psychological well being questionnaire, as well as marrital adjustment scale (DAS) questionnaire,
which were completed by all of the subjects in both groups in pre-test and post-test phases. The
participants in experimental group were under problem solving skill training for a month, during
four 120 minuets sessions, while the control group didn't recieve this intervention. Results: The
findings in this study showed that the impact of teaching problem solving skill on psychological
well being and marital adjustment didn't make significant difference between the two groups
under the study in pre-test phase considering subscales of couples' satisfaction, couples'
relationship, Couples' agreement and couples' expression of love. However, after receiving
intervention, and after post-test, significant difference was observed between the two groups. It
was also found that teaching problem solving skill had a significant impact on couples'
adjustment.
Keywords: problem solving skill, psychological well-being, couple’s conflict
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.128]: Should be deleted
Comment [‫ن‬.‫ا‬.‫ف‬.129]: in
Comment [‫ن‬.‫ا‬.‫ف‬.130]: couples’
Comment [‫ن‬.‫ا‬.‫ف‬.131]: with pre-test, post-test
and control group design
Comment [‫ن‬.‫ا‬.‫ف‬.132]: the study popluation
Comment [‫ن‬.‫ا‬.‫ف‬.133]: all the women
Comment [‫ن‬.‫ا‬.‫ف‬.134]: marital
Comment [‫ن‬.‫ا‬.‫ف‬.135]: referred
Comment [‫ن‬.‫ا‬.‫ف‬.136]: counseling
Comment [‫ن‬.‫ا‬.‫ف‬.137]: 30 people were
randomly selected
Comment [‫ن‬.‫ا‬.‫ف‬.138]: Should be deleted
Comment [‫ن‬.‫ا‬.‫ف‬.139]: Experimental and
control groups
Comment [‫ن‬.‫ا‬.‫ف‬.140]: Well-bding
Comment [‫ن‬.‫ا‬.‫ف‬.141]: marital
Comment [‫ن‬.‫ا‬.‫ف‬.142]: for four 120 -minute
sessions
Comment [‫ن‬.‫ا‬.‫ف‬.143]: Comment [‫ن‬.‫ا‬.‫ف‬.144]: A very complicated and
ambiguous sentence, correct it.
The Effectiveness of Teaching Courageous Behavioral Skills on
Social Anxiety and Social Self-efficacy of Adolescents
Ommolbanin Baghernejad
‫ ویراستاری مقاله‬:]145.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
Abstract
Aim of the study: This study aimed to investigate the effectiveness of Teaching Courageous
behavioral skills on Social anxiety and social self-efficacy of boy adolescents, living in Babol city,
Mazandaran, Iran in the year 2013. Method: The present study is a quasi-experimental study with
pre-test, post-test design including control group. The population include all boy high school
students in Babol city. Using cluster-randomization sampling method, 45 students from three
educational fields were selected from among this population and completed the questionnaire of
social anxiety. 15 of them who had high anxiety level were selected for the experimental group
and the other 15 for the control group. Measurement instruments included courageous behavioral
skills training package, adolescent's social self-efficacy questionnaire and also lybvyts' social
anxiety questionnaire (LSAS-SR), which were completed by the subjects in both groups in pre-test
and post-test phases. The participants in the experimental group were under courageous
behavioral skills training for a month and during four 120 minuets sessions. However, the control
group didn't receive this intervention. Results: The findings in this study showed that courageous
behavioral skills training in the subscales of adolescents' self-efficacy, Social assertiveness,
performance in social situations, participation in social groups, aspects of friendship and
intimacy, to help or get help, and also in the subscale of performance anxiety and social anxiety of
the subjects caused no significant difference between the two groups in the pre-test phase.
However after receiving the intervention and after the administration of the post-test, significant
difference was observed between the two groups and it was also observed that the courageous
behavioral skills training had a significant impact on increasing adolescents' social self-efficacy
and decreasing their social anxiety.
Keywords: Teaching Courageous Behavioral Skills, Social Anxiety, Social Self-efficacy, Adolescents.
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.146]: Should be deleted
Comment [‫ن‬.‫ا‬.‫ف‬.147]: Lower case
Comment [‫ن‬.‫ا‬.‫ف‬.148]: Should be deleted
Comment [‫ن‬.‫ا‬.‫ف‬.149]: included
Comment [‫ن‬.‫ا‬.‫ف‬.150]: all the boy
Comment [‫ن‬.‫ا‬.‫ف‬.151]: 45 students were
selected from 3 educational fields using random
cluster sampling
Comment [‫ن‬.‫ا‬.‫ف‬.152]: Assigned to the
Comment [‫ن‬.‫ا‬.‫ف‬.153]: To the
Comment [‫ن‬.‫ا‬.‫ف‬.154]: Wrong spelling
Comment [‫ن‬.‫ا‬.‫ف‬.155]: And for four 120 minute sessions
Comment [‫ن‬.‫ا‬.‫ف‬.156]: Of this study
Comment [‫ن‬.‫ا‬.‫ف‬.157]: lower
Comment [‫ن‬.‫ا‬.‫ف‬.158]: a completely wrong and
ambiguous sentence
Students' health promotion: role of cognitive distortions and
negligence on social adjustment
Ommolbanin Baghernejad1, Nasir pourali kordi2
‫ ویراستاری مقاله‬:]159.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
Abstract
Introduction: Cognitive distortions and negligence on the many aspects of our lives, such as
choosing the targets, decision, effort, stable and level surface with the dream of challenging
issues that affect our community and have some consistency in practice. The present study was
an attempt to examine the relationships among cognitive distortions, social adjustment and
negligence of students at University. Method: This research was of a descriptive – correlative one.
The population in the study consisted of 811 male and female students from Noshirvani University
of Babolin the academic year of 1391-1392. Based on Krejcie and Morgan table, 260 students out
of the total were randomly selected as the sample of the present study. To collect the required
data, The Inventory of Cognitive Distortions (ICD), Tuchmen negligence questionnaire, and social
adjustment scale(SAS) were used. Results: To analyze the collected data, descriptiveand
inferential statistics like T test and Pearson correlation were used. The findings showed that there
were significant relationships among cognitive distortion, negligence, and social adjustment of
the students. The results of this research also displayed that there were significant differences
among social adjustment, cognitive distortions and negligence in male and female students.
Overall. Conclusion: The research results indicate that cognitive distortions and negligence can
make an impact on social harmony and consistency in community college affect interpersonal
relationships.
Keywords: cognitive distortions, negligence, social adjustment
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.160]: Should be deleted
Comment [‫ن‬.‫ا‬.‫ف‬.161]: Completely wrong!!!
Cognitive distortions and negligence affect many
aspects of our lives such as…..
Comment [‫ن‬.‫ا‬.‫ف‬.162]: between
Comment [‫ن‬.‫ا‬.‫ف‬.163]: merge these two
sentences
Comment [‫ن‬.‫ا‬.‫ف‬.164]: in the academic
Comment [‫ن‬.‫ا‬.‫ف‬.165]: 2012-2013
Comment [‫ن‬.‫ا‬.‫ف‬.166]: 260 students were
randomly selected based on …..table
Comment [‫ن‬.‫ا‬.‫ف‬.167]: Delete it
Introduction
Thoughts, are either facts and expressed truth or hallucinations, either healthy and appropriate values or
not, since thoughts can be true or false. If a though doesn't be re-assessed and reviewed, it will be
converted into its opposite and instead of solving the problem and leading to growth, it will create
stagnation. And the one who has a bad life and bad feeling is under the oppression and bondage of
unconsidered, irrational and negative thoughts. Cynical illogical attitude is the onset of depression and its
durability. Strongly negative thinking is always associated with major depression or disorders and is the
basis of ten cognitive distortion depression. Depression is always the result of a distorted mind. Being in
sorrow mood, your thoughts interpret events negatively. During the depression, thoughts are always
irrational, tarnished, unrealistic and in a very simple words, are wrong [1]. Nowadays, Many people in the
course of their thinking because of lack of familiarity with the principles of correct rational thinking, make
cognitive errors unwantedly. Maybe most of our people's suffering are due to contamination of our
thoughts with this kind of errors. It seems that depression, restlessness, violence, aggression, and many
of our unusual behaviors are not irrelevant to cognitive errors [2]. Those people with illogical thoughts or
those whose cognitive errors on their minds are evident, in many cases are not informed about these
errors. Perhaps the lack of information is the reason of the contamination of thoughts and the emergence
of cognitive errors. Sometimes data analysis in our minds get distorted. These kinds of distortions which
Comment [‫ن‬.‫ا‬.‫ف‬.168]: Delete it
Comment [‫ن‬.‫ا‬.‫ف‬.169]: And descriptive and
inferential statistics like ….were used to analyze the
data
Comment [‫ن‬.‫ا‬.‫ف‬.170]: ???!!!
Comment [‫ن‬.‫ا‬.‫ف‬.171]: Indicated that
Comment [‫ن‬.‫ا‬.‫ف‬.172]: impact
Comment [‫ن‬.‫ا‬.‫ف‬.173]: delete it
Comment [‫ن‬.‫ا‬.‫ف‬.174]: and affects
Comment [‫ن‬.‫ا‬.‫ف‬.175]: not in the format of the
journal
Effectiveness of cognitive behavioral therapy on fatigue in
patients with multiple sclerosis
1
2
Emrah Tajeddini , Mohammad Hatami , Robabe Nouri
3
‫ ویراستاری مقاله‬:]176.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
Abstract
Introduction: fatigue is one of the most common problems in patients with multiple
sclerosis that has several negative effects on their life. The aim of this study was to
investigate the effectiveness of cognitive behavioral therapy on fatigue in patients with
multiple sclerosis. Materials and Methods: in this study a single subject design with
multiple baselines was used. The sample of this study consisted of 3 patients with
multiple sclerosis fatigue were referred to Iran MS society and had inclusion and
exclusion criteria of the study. The instruments used in this study consisted of fatigue
severity scale and fatigue impact scale. In order to analyze the data, effect size and
percent of improvement were used. Results: The results of data analysis indicated that
effect size on fatigue severity scale after treatment was. /94 and 45 days after treatment
was. /93. Effect size on fatigue impact scale after treatment was. /95 and 45 days after
treatment was. /94. Rate of this effect size is high and indicates the effectiveness of
cognitive behavioral therapy on fatigue in patient with multiple sclerosis. Conclusion: due
to the problems with fatigue for these patients, finding ways to reduce fatigue in these
patients was necessary. This study indicates that cognitive behavioral therapy can be
used as an effective manner in reducing fatigue in patients with multiple sclerosis.
Keywords: Multiple sclerosis, fatigue, Cognitive behavioral therapy
Introduction
Multiple sclerosis (MS) is a chronic disabling disease with economic and social consequences. Social
costs related to MS are so high because of long period of the illness, early loosing of efficacy, needing for
others help in daily actions, immune adjusting treatments and health care (Pugliatti et al, 2006). Fatigue is
one of the most common symptoms of this illness. Fatigue has been experienced by more than 90% of
people with MS and 50% to 60% of patients recognize this problem as the worst one which is highly
effectual on activity, daily works and life quality of patients (Kesselring, 2001). Different studies have
presented various definitions of MS related fatigue; say, feeling exhaustion toward ability and used
energy, disability in producing enough muscular energy (Schwid, Thornton and Pandya, 1999) and
disability in maintaining of mental functions (Krupp and Elkins, 2000). In 1998, clinical guideline of the MS
society presented following definition from MS related fatigue: “lack of enough physical and mental
energy which have been encountered by patient or his care-giver and affect daily and favored activities of
patient. ”
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.177]: in
Comment [‫ن‬.‫ا‬.‫ف‬.178]: of
Comment [‫ن‬.‫ا‬.‫ف‬.179]: delete it
Comment [‫ن‬.‫ا‬.‫ف‬.180]: in
Comment [‫ن‬.‫ا‬.‫ف‬.181]: delete it
Comment [‫ن‬.‫ا‬.‫ف‬.182]: who
Comment [‫ن‬.‫ا‬.‫ف‬.183]: .94
Comment [‫ن‬.‫ا‬.‫ف‬.184]: And was .93 after the
treatment
Comment [‫ن‬.‫ا‬.‫ف‬.185]: Like the sentence above
Comment [‫ن‬.‫ا‬.‫ف‬.186]: Delete it
Comment [‫ن‬.‫ا‬.‫ف‬.187]: Finding ways to reduce
fatigue in these patients is necessary due to the
problems with fatigue for them
Comment [‫ن‬.‫ا‬.‫ف‬.188]: is
Comment [‫ن‬.‫ا‬.‫ف‬.189]: method
Comment [‫ن‬.‫ا‬.‫ف‬.190]: wrong
Comment [‫ن‬.‫ا‬.‫ف‬.191]: needing others’ help
Comment [‫ن‬.‫ا‬.‫ف‬.192]: illness and is
experienced by
Comment [‫ن‬.‫ا‬.‫ف‬.193]: that have
presented…..say that
An investigation into the relationship between the Personality
Features, Mental Health and loneliness with Facebook usage
1
2
Soodabeh Rostami *, omid ghasemi , and hamed maghrebi sinaki
3
‫ ویراستاری مقاله‬:]194.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
Abstract
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
Objective: This study examined the relationship between personality characteristics, mental
health and loneliness with using virtual social networks (Facebook). Methods: The study
population of male and female students in Tehran in 1391, who were enrolled across the
university or Open University. Amongthe205samplesfrom129women,76of whomwere men. Three
instrumentusedto collectthe required information from. Neo personalitycharacters Short Form of
Costa and Mac carre, Mental Health Questionnaire(GHQ) Goldberg and Hiller, loneliness
questionnaireof Schimdt and Sermat. Results: Dataanalysiswas performedwithdescriptive and
inferentialstatistical methods. For data description,descriptive statistics and totest the research
hypothesisregressionanalysiswere
used.
The
dataanalysisshowed
thatregressionrelationshipbetweenconscientiousnessanduse
Facebookis
a
positiveandregressionrelationshipbetweenfeel aloneandusing Facebook isnegative correlation.
Conclusion: According to the conscientious features people who are looking for a specific
purpose in social networks more than other people do not pursue their goals of virtual social
networks on Facebook and is often used. And also people who feel loneliness use facebook less
than other people because they think they aren’t popular among other people.
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مهابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Keywords: Facebook-Loneliness-Mental Health-Personality-Social network sites
Introduction
In the world that is becoming complicated day by day, it is necessary to use internet by adolescents
th
and youth. Internet is a phenomenon that was raised at the last decade of 20 century and changed into
the widest, fastest and the most available information facility (Shahnazari, 2006). Figurative space is a
wide and complicated world in which different groups and individuals live with different believes and
tendencies and personalities. Word of "life" has not been used in this space incorrectly because this world
affect on essence of human and his believes more than real world simultaneously. Figurative space is a
place that an individual can bring activities of real world in it. Clear figures of this space are timeless and
being without place. Waste of local distance and increase of man power in relation with each other have
changed process of personality finding of some people (Montazer Ghaem, 2002).
Comment [‫ن‬.‫ا‬.‫ف‬.195]: the use of the internet
by adolescents and the youth is necessary
Comment [‫ن‬.‫ا‬.‫ف‬.196]: emerged
Comment [‫ن‬.‫ا‬.‫ف‬.197]: in
Comment [‫ن‬.‫ا‬.‫ف‬.198]: beliefs
Comment [‫ن‬.‫ا‬.‫ف‬.199]: comma not and
Comment [‫ن‬.‫ا‬.‫ف‬.200]: affects
Comment [‫ن‬.‫ا‬.‫ف‬.201]: the
Comment [‫ن‬.‫ا‬.‫ف‬.202]: beliefs
Comment [‫ن‬.‫ا‬.‫ف‬.203]: place in which an
individual can bring his activities of the real world
Comment [‫ن‬.‫ا‬.‫ف‬.204]: do not have any place
Comment [‫ن‬.‫ا‬.‫ف‬.205]: the process of
Comment [‫ن‬.‫ا‬.‫ف‬.206]: shaping the personality
Stigation of the influence of Big Five Personality traits on
Psychological Hardiness (Case study: Family-head Women in Yasouj
City)
1
2
3
Reza Fallahchai , Ataallah Paghoosh , Ali Nedaei , and Saeed Ahmadi Nasrabad
4
‫ ویراستاری مقاله‬:]207.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
Abstract
The present research tries to investigate influence of big five personality traits on psychological
hardiness in Yasoujfamily-head women. 100 women who were family head in Yasouj city were
selected as sample size by means of accessible sampling method. Research instrument in this
research was NEO Personality Inventory (Costa & mccrae, 1992) and Ahwaz psychological
hardiness scale. Correlation and step-by-step regression analyses were used to investigate
relationships between variables and prediction of the influence share of NEO on hardiness.
Results of analysis showed that there is a negative and significant relationship between
psychological hardiness and neuroticism sub-construct in p<0. 01 level. Further, there is a
positive and significant relationship between psychological hardiness and conscientiousness in
p<0. 01 level. Results of the research also showed that there is no significant relationship between
psychological hardiness and “extroversion and openness” sub-constructs. A positive and
significant relationship between psychological hardiness and agreeableness was also verified in
p<0. 01 level. These results support the idea that psychological hardiness is a sign of healthy
character and also indicate that psychological hardiness has direct relationship with Big Five
Personality traits.
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.208]: investigation
Comment [‫ن‬.‫ا‬.‫ف‬.209]: the
Comment [‫ن‬.‫ا‬.‫ف‬.210]: family heads
Comment [‫ن‬.‫ا‬.‫ف‬.211]: using convenience
sampling
Comment [‫ن‬.‫ا‬.‫ف‬.212]: instruments
Comment [‫ن‬.‫ا‬.‫ف‬.213]: were
Comment [‫ن‬.‫ا‬.‫ف‬.214]: spelling
Comment [‫ن‬.‫ا‬.‫ف‬.215]: the relationship
Keywords: Big Five Personality traits, Psychological Hardiness, Family-headed Women Yasouj
City
Comment [‫ن‬.‫ا‬.‫ف‬.216]: influencing contribution
Comment [‫ن‬.‫ا‬.‫ف‬.217]: subscale
Comment [‫ن‬.‫ا‬.‫ف‬.218]: a positive and
significant relationship was also found
Comment [‫ن‬.‫ا‬.‫ف‬.219]: persoanlity
Comment [‫ن‬.‫ا‬.‫ف‬.220]: it also indicates that
Religiosity and coping with stress styles
‫ ویراستاری مقاله‬:]221.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
Marzie Rezaee
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
Abstract
Introduction: Since exposure to many environmental stressors is inevitable, psychological and
other skills enable a person to suffer less damage in such a condition.
Purpose: The aim of this study was to investigate the relationship between dimensions of
religiosity, including religious belief, commitment and practice of religious duties and religious
emotions and coping styles (problem solving strategy, reference to others and coping strategy
which is not effective).
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
Methods: The study sample included all undergraduate students in the University of Tehran. To
perform the study, 100 students (50 girls and 50 boys) were selected by random sampling method.
In this study, the questionnaires “coping with stress” and “religiosity scale” were used. The
design was comparative-scientific.
Results: Pearson correlation test showed a significant positive correlation between religiosity and
coping strategy of problem solving. There was also a significant positive correlation between
religiosity and coping strategy of referring to others. There was a negative relationship between
religiosity and ineffective coping strategy.
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.222]: Moreover, there was
a….
Conclusion and Discussion: Considering the relationship between religiosity and problem-solving
and emotion-focused coping strategies, and also considering that Iranian society has formed a
religious people, it seems to develop a "wind religious approaches to coping with stress can help
people in stressful situations.
Comment [‫ن‬.‫ا‬.‫ف‬.223]: Comma not and
Keywords: coping with stress strategies, religiosity
Comment [‫ن‬.‫ا‬.‫ف‬.227]: ??
Comment [‫ن‬.‫ا‬.‫ف‬.224]: Comma not and
Comment [‫ن‬.‫ا‬.‫ف‬.225]: comprise
Comment [‫ن‬.‫ا‬.‫ف‬.226]: developing
Comment [‫ن‬.‫ا‬.‫ف‬.228]: For coping
Introduction
One of the variables that affect students’ general health promotion is their coping with stressful situations.
Stress related to the age in which they live, biological and maturity problems, to adapt to a new way of life
and education, behavior with peers, participating in groups and being away from family are factors that
cause increased stress on students (Levinson, 1978). Appropriate dealing with these factors can have a
huge impact on their health promotion. Lazarus & Folkman define stress as a dynamic, two-way
relationship between the person and the environment. They divide coping with stress strategies into two
main categories that is problem-focused and emotion-focused. Andler and Parker (1990) raised
"Interaction model of anxiety, stress and coping style" based on their research topic to investigate the
coping strategies. Based on the study they performed to investigate the general coping process, they
divided people in terms of their coping styles : problem-focused coping style, emotional-focused coping
style, and avoidant coping styles. In problem-focused coping, the individual tries to eliminate or minimize
the stress of work or activity. This coping can be done in the following format: seeking information and
strategies, creating alternative prizes , focus on proactive problem solving. Problem-focused strategies are
placed versus emotion-focused strategies by which a person tries to regain his calmness which is lost
because of stress. Special excitements caused by stress prevent clear thinking and proper decision to
Comment [‫ن‬.‫ا‬.‫ف‬.229]: Is related
Comment [‫ن‬.‫ا‬.‫ف‬.230]: That increase
Comment [‫ن‬.‫ا‬.‫ف‬.231]: of
Comment [‫ن‬.‫ا‬.‫ف‬.232]: It’s another sentence.
Separate it from the previous sentence
solve the problem and relieve the stress. Sothe individual should release himself from thesenegative
emotions and excitements. This type of coping can be applied as follows: setting the mood and emotions,
censorious behavior, preoccupation, and fantasy. Finally, avoidant strategies involve activities and
cognitive changes that aim to avoid the stressful situation. Avoidant coping strategies may appear as
switching on and engaging in a new activity or turning to the community and other persons (Vilting, Sabic
and Tween, 2010). The coping that relieves emotional stress is defined as emotion-driven, and the coping
strategy in which the person tries to alter emotional factors causing the pressure is defined as problemfocused coping (Lazarus and Folkman, 1984). Religion plays an active role in preventing or reducing
psychological disorders. These disorders include anxiety, stress and depression (Francis, et al. , 2004).
Religiosity is a practical system based on religious beliefs in the realm of the personal and social
dimensions of the Lord God sent to guide humanity on the path of growth and perfection, including
opinions, beliefs, attitudes, and behaviors which are joined together and it provides a universality feeling
for the individual (Arian, 1387). James and Pratt conceived religion as cognition, emotion and behavior
perceived from knowledge or interaction with numinous world which are hypothesized to play an
important role inhuman affairs (Mccullough and Michael). Spiritual aspects of religion, focusing on
positive emotions may be related to the close relationship and increased social support both of which will
increase the level of mental health. Aspylka and Shower and Kirk Patrick (1985) showed that religion has
three roles in the process of dealing with disasters and problems: 1) providing meaning to life, 2) helping
people to have a feeling of control when faced with different situations and 3) creating a sense of
confidence to the people. The research studies that have been done in Iran show that religious orientation
has correlation with increasing mental health and decreasing mental disorders and is able to positively
predict the positive religious coping style (Arian, 1378; Bahrami Ehsan and Tashk, 1383; Salehi et al.
, 1386; Rezapour Mirsaleh et al. , 1390).
Comment [‫ن‬.‫ا‬.‫ف‬.233]: Why are some of the
sections bold?
Comment [‫ن‬.‫ا‬.‫ف‬.234]: 2011
In view of theabove, theaim of the present study is to answer the question whether there is a relationship
between coping with stress strategies and the level of religiosity?
Method
Participants andstudydesign
Comment [‫ن‬.‫ا‬.‫ف‬.235]: ?
The present study has been conducted with a comparative-scientific method. The study sample included
all undergraduate students in the University of Tehran. To perform the study, 100 students (50 girls and
50boys) were selected by random sampling method. In this study, the questionnaires "coping with stress"
and "religiosity scale" were used.
Nasirzzade, Razie; Rasoulzade Tabatabee, seyyed Kazem. (1388). The relationship between DASS scale
psychological structures and coping with stress strategies. Azad Islamic university, Branch of Arsanjan.
Journal of Behavioral Sciences.
Rezapour Mirsaleh, Yaser; Khabbaz; Mahmoud; Safi, Muhammad Hadi; Abdi, Kianoush; Yavari, Maryam;
Behjati, Zahra. (1390). Investigating the correlation between religious orientation, personality dimensions,
self-efficacy and coping styles of nurses students. Nursing Research, 64-53,22(6).
Comment [vr236]: not in the format of the
journal
A survey of the tripleidentity dimensions (local, national and global) among the youths and its role
in cultural development
‫ ویراستاری مقاله‬:]237.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
Abstract
The main objective of this paper is the survey of the triple identity dimensions (local, national and
global), among the youth in the azerbaijansharghi province in the year 1391. Methods ofresearch
are survey and the way of doing it is through correlation. The statistical population is composed of
all theyouths,from11to 25 years old which are residential of this province, and through the Cochran
formula, the sample size of430participants were selected by multi-stage clustersampling. The
measurement tool is researcher made questionnaire which its validity is obtained through experts
and professors' feedbacks inthe field of identity and its reliability is measured by Cronbach's alpha
and acceptable results is obtained. The research shows that each local and national identity is
classified in six indices and the global identity in five indices. Datawere analyzed using
thestatistical packagespssversion13, and unidirectional variance analysistests, the correlation
coefficient of Pearson's, the T test and the Friedman test. The results show that the
dominantidentity among young people is the ethnic identity and the national and global identities
are their next priorities. There was a direct correlation between ethnic identity and national and
global identities, but between national and global identities, the correlation was reverse.
Keywords: Identity, collective identity, local identity, national identity, global identity, the youth.
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
.‫مقالٍ ی شما بسیاز تحت الفظی تسجمٍ شدٌ است‬.
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.238]: Is to survey
Comment [‫ن‬.‫ا‬.‫ف‬.239]: Should be written in
capital letter
Comment [‫ن‬.‫ا‬.‫ف‬.240]: 2012
Comment [‫ن‬.‫ا‬.‫ف‬.241]: The research method
Comment [‫ن‬.‫ا‬.‫ف‬.242]: is
Comment [‫ن‬.‫ا‬.‫ف‬.243]: correlational
Comment [‫ن‬.‫ا‬.‫ف‬.244]: the youth
Comment [‫ن‬.‫ا‬.‫ف‬.245]: who
Comment [‫ن‬.‫ا‬.‫ف‬.246]: a sample of 430
participants were selected through the Cochran
formula
Comment [‫ن‬.‫ا‬.‫ف‬.247]: the researcher-made
Comment [‫ن‬.‫ا‬.‫ف‬.248]: were
Comment [‫ن‬.‫ا‬.‫ف‬.249]: data were
Comment [‫ن‬.‫ا‬.‫ف‬.250]: the statistical
Comment [‫ن‬.‫ا‬.‫ف‬.251]: analysis test
Comment [‫ن‬.‫ا‬.‫ف‬.252]: Pearson correlation
coefficient
Comment [‫ن‬.‫ا‬.‫ف‬.253]: Ethnic identity is
dominant among the young people
Comment [‫ن‬.‫ا‬.‫ف‬.254]: However, the
correlation was reverse between….
The relationship between personality characteristics,
And coping styles with achievement goals in students of Tehran Azad
University.
1
2
Nasrin Salehi nejad , Suzan Emami pour , Parisa Tajalli
3
‫ ویراستاری مقاله‬:]255.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
Abstract
In modern education psychology, goal orientation theory is one of the most effective approaches in
motivation, and has important motivational implications in learning and performance. The theorists believe
that individual difference in personality is one of important factors which affected motivation in behavior,
performance and learning. Also nowadays every one experience stress in life and tries to take effective
way to deal with stressful situation. The purpose of our research was study the relationship between
personality characteristics and coping stress styles with achievement goals. The subjects were 200
students (110 girls & 90 boys) of three faculty in Tehran Azad university (central branch), selected by
multistage cluster sampling were assessed by three questionnaire, “personality characteristics (NEO,
FFI)”, “coping stress styles (CISS)”, and “achievement goals (AGQ)”. Results were analyzed using
Pearson Correlation and Multiple Regression. Our results showed that significant correlation was found
between personality characteristics elements and coping stress styles with achievement goals. Moreover,
the exact studies showed that agreeableness, neuroticism, consciousness and task-oriented copying were
predictors of approach-achievement goals, and neuroticism and task-oriented copying were negative
predictors of avoidance-achievement goals in students. The results show that positive characteristics and
efficient coping ways, leads students to choice better goals and actions, and the relationship between
these factors shows the important role of parents and educational officials in training.
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.256]: capital
Comment [‫ن‬.‫ا‬.‫ف‬.257]: affects
Comment [‫ن‬.‫ا‬.‫ف‬.258]: comma
Comment [‫ن‬.‫ا‬.‫ف‬.259]: was to study the …
Comment [‫ن‬.‫ا‬.‫ف‬.260]: comma not and
Comment [‫ن‬.‫ا‬.‫ف‬.261]: and not with
Comment [‫ن‬.‫ا‬.‫ف‬.262]: plural s
Comment [‫ن‬.‫ا‬.‫ف‬.263]: who were selected by
Comment [‫ن‬.‫ا‬.‫ف‬.264]: and were assessed
Comment [‫ن‬.‫ا‬.‫ف‬.265]: questionnaires of …
Comment [‫ن‬.‫ا‬.‫ف‬.266]: lower case
Keywords: personality characteristics, coping styles, achievement goals, students.
Comment [‫ن‬.‫ا‬.‫ف‬.267]: as our results showed,
significant correlation was found betwee..
Comment [‫ن‬.‫ا‬.‫ف‬.268]: comma not and
Comment [‫ن‬.‫ا‬.‫ف‬.269]: and not with
Introduction
In modern education psychology, goal orientation theory is one of the most effective approaches
for motivation
and has important
motivational implications for learning and performance
(Elliot,1999,Pintrich & Schank,2002,Vandewall,2001). Elliot (1997,cited by khormaei,2006) considered goal
orientation as a method by which an individual justifies his or her competencies, It includes
cognitive representation on the reasons for being involved in behaviors, linked with progress and
norms utilized for performance justification or evaluation. Thus, Elliot and mcgregor (2001) introduce a
new perspective on objective orientation. They believe that the main concept in goal orientation is
“competency “. In this theory, the frame work of goal orientation is divided based on two
dimensions, one of them is based on the notion that how competency is defined and the
other one is that how competency is valued. In this model by combination of definition and value
dimensions in competency, introduced four kinds of
orientation which include: masteryapproach,mastery-avoidance, performance-approach and performance-avoidance. For goal orientation
of mastery-approach, the individual emphasized on such objectives as learning, overcoming the
Comment [‫ن‬.‫ا‬.‫ف‬.270]: lead
Comment [‫ن‬.‫ا‬.‫ف‬.271]: set better goals
challenges and increasing competency. In mastery-avoidance goals, the individual try to avoid not
to lack of knowledge or failure in learning. They fears of not understanding the courses or forgetting
the learned materials. Those with performance-approach orientation seek to prove themselves as being
capable and Those with performance-avoidance orientation fear of being considered as insufficient
or disable and they will try their best to avoid failure.
On the other hand, many theorists of motivation believe that the emerging five factors theory
has provided many researchers with interest in studying the role of personality characteristics
in individual’s motivational performances. They also believe that the personality differences of the
individuals
is one of the main factors which impact on their motivations in
behavior,
performance and learning (Zweing & Webester,2004). The personal and social psychology background
Indicate that the structures of goals bring integrated justification for motivation, interest and
performance of individuals (Dweek & Legget,1988). For the relationship between personality
characteristics and goal orientation, Elliot and Thrash (2002) suggest that personality characteristics
and goal orientation will lead to sequential function through the process of motivation. The
personality characteristics are considered as energizing potential tendencies while goal orientation
is
defined as certain
cognitive regulations orienting these general orientations. Therefore,
personality characteristics influence on individuals’ goal orientation (Wang & Erdiheim, 2007).
Also, psychological well-being, physical health and cognitive ability of the learners are
challenged by stress when trying to do more effectively their tasks (Clark & Reiker,1986, cited by
Shokri, 2010). The results of studies showed that the learners have different reaction in face with
stressors in the terms of behavioral, cognitive, emotional and physiological (Hirokava, Yagi & Miata,
2002, cited by Fadaei, 2010). Individual differences in cognitive processes depend on their coping styles.
An individuals’ perception of a situations’ stress changes his or her responses. In general, coping style
refers to behavioral and cognitive efforts for prevention, management and reduction of stress
(Lazarus & Folkman, 1994). Endler and Parker (1990) by surveying the general copying styles, divide
individuals in three basic types: Task-oriented coping style, Emotional-oriented coping style and
avoidance-oriented coping style. The Task-oriented coping style describe methods by which the
individual considers the actions need to be dine in order to remove or reduce stress. The Taskoriented behaviors include searching more information about the problem, changing the structure of
the problem in the terms of cognitive and giving priority to steps for facing the problem.
Conversely, Emotional-oriented coping style describe the methods by which the individuals focuses
their selves and mostly regards reduction of one’s own unpleasant emotions. Emotional-oriented
coping reactions include; Crying, become angry and considering censorious behaviors. . . And
avoidance coping behaviors may emerge as getting involved in a new activity or shifting toward
the society and other individuals (Halamandaris & Power,1999).
Stress is associated with different negative results including weak academic achievement (Strathers,
Perry & Menec, 2000). Also, an individual experiences stress in modern life and tries to respond to
the factors by unique methods. The researchers of cognitive assessment believe that individuals’
cognitive
evaluation patterns differ from stressor situation based on creation of different
personality characteristics with different rational or emotional responses such as anger, feeling
guilty, proud, planning
a map and doing effort
to reduce unpleasant emotions (Penely &
Tomaka,2002,cited by Fadaei 2010). In addition, based on one’s personality characteristics and by
optimally using the time, an individual tries to effectively and timely react to critical situations.
The personality variables show a long history of influencing on the coping styles and subjective
well-being. Heren and Mishel (2003) found that individuals’ personality types plays an important
Comment [‫ن‬.‫ا‬.‫ف‬.272]: to do their tasks more
effectively
Comment [‫ن‬.‫ا‬.‫ف‬.273]: facing
role in their coping stress style. Therefore, simultaneously controlling big five characteristics can be
helpful and effective for cognition, coping style and goal orientation.
Many studies have been done about these variables and their relationships. Elliot & Thrash (2002) find
that Extroversion predicts Mastery-approach goal orientation. Also, they confirm the positive relationship
between Neuroticism and Performance-approach orientation and Performance-avoidance orientation
and Finally, The found that Extroversion is positively related to Mastery-approach orientation.
Also, Zweing and Webester (2004) contended that Conscientiousness, Performance-approach
orientation, and Agreeableness, Openness and Mastery-approach orientation are positively and
significantly correlated. They emphasized the positive relationship between Openness and learning
orientations.
Comment [‫ن‬.‫ا‬.‫ف‬.274]: why capital???
Assessment of income inequality in Kerman province and comparison
with appropriate indices at the National level: 1989-2011 (as an
important factor in the spread of social damages)
Mehdi Nosratabadi
‫ ویراستاری مقاله‬:]275.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای پریسش‬
ٌ‫چىد اشتبا‬. .‫اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫عالمت گرازی شدٌ تىُا بٍ عىًان مثال ذکس شدٌ ي وٍ تىُا‬
‫ایه اشتباَات بلکٍ کل مقالٍ ی شما ویاش بٍ يیساستازی‬
Abstract
Introduction: Since income distribution increases the welfare level of society and reduce the prevalence of
social harms, therefore Therefore, the fair distribution of income has been as a
a major goals of
developmental program in any country such as Iran, this article tends to investigate the changes of
inequality in income status during 1989-2011 in urban and rural areas of Kerman province, furthermore
comparing of this trend with corresponding values in National level is examined.
Methods: In this Descriptive-Analytical study we used the statistical data on Household budgets for
measuring income inequality indices (Gini and Theil). The study is conducted for both urban and rural
Areas of Kerman province with considering National measures, for analyzing data we used STATA and
SPSS Software.
Results: The Trend of income inequality in both rural and urban areas have been large fluctuations, and in
the last years, especially in rural areas, has been somewhat declining. Using independent t test we found
that amount of income inequality between urban and rural areas are the same (p>0. 05), there was no
statistically significant differences in distribution of income between urban areas of Kerman province and
the urban areas of the country.comparing the rural areas of Kerman province with the rural areas of
country in terms of inequality did not show any significant difference (p>0. 05).
Conclusion: Severe fluctuations in some years and the general increasing trend of indices show that the
economic policies and organization actions have not fairly been regulated. High level of inequality in rural
areas require policy makers to pay more attention to the development of productive capacities,
employment and the fair distribution of income. At the end considering to research findings, some
recommendations have been offered.
‫ لطفا مقالٍ تًسط یک متسجم حسفٍ ای يیساستازی‬. ‫دازد‬
‫ مىابع ي سایس قسمت َا‬،‫ پس اش يیساستازی‬،‫ ضمىا‬.‫شًد‬
‫(پازاگساف بىدی َا ي جدايل ) بس اساس فسمت وشسیٍ تىظیم‬
.‫شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.276]: reduces
Comment [‫ن‬.‫ا‬.‫ف‬.277]: ???!!!
Comment [‫ن‬.‫ا‬.‫ف‬.278]: ???!!!
Comment [‫ن‬.‫ا‬.‫ف‬.279]: goal
Comment [‫ن‬.‫ا‬.‫ف‬.280]: . not ,
Comment [‫ن‬.‫ا‬.‫ف‬.281]: attempts
Comment [‫ن‬.‫ا‬.‫ف‬.282]: worng!!!
Comment [‫ن‬.‫ا‬.‫ف‬.283]: Why capital?
Comment [‫ن‬.‫ا‬.‫ف‬.284]: Lower case
Comment [‫ن‬.‫ا‬.‫ف‬.285]: lower
Comment [‫ن‬.‫ا‬.‫ف‬.286]: it’s a new sentence and
should be separated from the previous sentence
Comment [‫ن‬.‫ا‬.‫ف‬.287]: has had
Comment [‫ن‬.‫ا‬.‫ف‬.288]: completely wrong
Keywords: Gini coefficient,Theil Measure,Income Inequality, Social Harms.
Comment [‫ن‬.‫ا‬.‫ف‬.289]: is
Comment [‫ن‬.‫ا‬.‫ف‬.290]: the distribution
Comment [‫ن‬.‫ا‬.‫ف‬.291]: capital
Comment [‫ن‬.‫ا‬.‫ف‬.292]: have not been fairly
regulated
Comment [‫ن‬.‫ا‬.‫ف‬.293]: should be eliminated
Prediction of Internet Addiction based on the Identity Style, Feeling of
Loneliness and Fear of Intimacy
1
2
Helaleh Qadri , Ahmad Esmaili Kurane , Ali Khademi
3
‫ ویراستاری مقاله‬:]294.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
Abstract
With the public release of the Internet since the early nineties, the problem of excessive and pathological
use of this technology has attracted the attention of psychologists. Since then, the phenomenon of
Internet addiction has been studied in various countries. The aim of the present study is to investigate
identity style, loneliness and fears of intimacy with Internet addiction in students. The present descriptiveanalytic correlation study; consisted of 300 students (150 female and 150 male) who had been selected
by cluster sampling method among all Urmia Islamic Azad University students. Four tools Identity Styles
questionnaire (ISI), Loneliness Scale (UCLA), fear of intimacy questionnaire, and Internet Addiction Test
(IAT) were used for data gathering. The gathered data is analyzed by SPSS-20 and descriptive statistic
indexes, Cronbach's Alpha coefficient, T-test, Pearson Correlation and Regression. There was a
significant correlation between identity styles (informational, normative commitment), feelings of
loneliness, fear of intimacy, with internet addiction. The results of regression analysis indicated that the
identity styles (informational, normative commitment), feelings of loneliness and fear of intimacy were
able to predict %51 of the variance Internet addiction. Finally, the findings of this study indicate that the
identity styles (informational, normative), loneliness and fear of intimacy could very well be predicting
Internet addiction. Identity styles, loneliness, and fear of intimacy can be considered as risk factors for
Internet addiction and these factors can significantly reduce the risk of Internet addiction and effective on
treatment strategies.
Keywords: Internet addiction, identity styles, loneliness and fear of intimacy
Introduction
Using from modern technologies is one of the aspects of our world. Internet as one of the rising aspects
and dimensions of these technologies in the modern contemporary world has a significant role in
revolution and changes in the lives of the people society.
Nowadays using from internet is one of the most important part of the people's lives, in such a way that
for purchasing, data collection, chatting and talking with the others and some other activities, internet is
used widely. Using from internet has increased significantly in last 50 years. It seems that all of the
people's lives aspects have been affected by this Global Village. Although using from internet has many
positive aspects in the communication era, but lack of proper use from internet or excessive use from it will
have many negative consequences (Odacı, Çelik, 2013)
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.295]: The problem of
excessive and pathological use of Intenet has
attracted the attention of psychologist with the public
release of the internet sicnce the early nineties.
Comment [‫ن‬.‫ا‬.‫ف‬.296]: Comma not and
Comment [‫ن‬.‫ا‬.‫ف‬.297]: And not with
Comment [‫ن‬.‫ا‬.‫ف‬.298]: Should be deleted
Comment [‫ن‬.‫ا‬.‫ف‬.299]: From anong
Comment [‫ن‬.‫ا‬.‫ف‬.300]: Four tools of
Comment [‫ن‬.‫ا‬.‫ف‬.301]: Variance of
Comment [‫ن‬.‫ا‬.‫ف‬.302]: indicated
Comment [‫ن‬.‫ا‬.‫ف‬.303]: predict
Comment [‫ن‬.‫ا‬.‫ف‬.304]: ?!?! vague
Comment [‫ن‬.‫ا‬.‫ف‬.305]: using
Comment [‫ن‬.‫ا‬.‫ف‬.306]: using
Comment [‫ن‬.‫ا‬.‫ف‬.307]: using
The relationship between Personality Characteristics and Divorce in
Women Referred Vanak Family Clinic
Vahid Hatami Kasvaee1-, Mohammad babaraeisi2 Soroush Mohammadi Kalhori 3 Mojtaba
ali Shirazi 5 Mohammad Haji Mohammad Farshchi4,
1.
Abstract
Marriage is a sacred covenant by which the family is formed. Family is the first social
organization in which the individual lives and in general it is a core of help, relief and
healing. Overall, statistics show the growth rate of divorces over the past decades (9. 3
divorces per 100 marriages). If a divorce occurs in a family, it not only influences families
negatively but also society as a whole. In the present study, the Standard NEO Personality
Inventory (NEO-FFI) containing 60 items was used to determine the relationship between
personality characteristics of women with divorce. Totally, 100 women referred to Vanak
family clinic were selected for the study. The results showed a significant difference
between the mean of women demanding for divorce in the personality traits including
neuroticism,
extraversion,
openness
to
experience,
agreeableness
and
conscientiousness and the mean of women in the society. The present study suggest
psychological counselling to improve emotional conditions for women.
Keywords: marriage, divorce rates, Standard NEO Personality Inventory, Consulting
‫ ویراستاری مقاله‬:]308.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫اشتب عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬
ٌ‫چىد ا‬.
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تهظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.309]: Referred to
Comment [‫ن‬.‫ا‬.‫ف‬.310]: Merge these two
sentences……is formed and family is the…
Comment [‫ن‬.‫ا‬.‫ف‬.311]: Growing rate
Comment [‫ن‬.‫ا‬.‫ف‬.312]: Comes through
Comment [‫ن‬.‫ا‬.‫ف‬.313]: The 60 -item standard
NEO personality inentory
Comment [‫ن‬.‫ا‬.‫ف‬.314]: and
Comment [‫ن‬.‫ا‬.‫ف‬.315]: applying for, or filing
for or suing for but not demanding for
Comment [‫ن‬.‫ا‬.‫ف‬.316]: the whole sentence is
ambiguous!!
Comment [‫ن‬.‫ا‬.‫ف‬.317]: suggensts
Relationship between Meta-Emotion and Addiction Potential
in University Students
1
2
Nader Hajloo , Karim Babayi Nadinloei , Hasan Sadeghi
3
‫ ویراستاری مقاله‬:]318.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
Abstract
‫مقال تًسط یک‬
ٌ ‫ لطفا‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
Studies have shown that a high percentage of people are affecting with emotional problems.
Emotional problems can include depression, anxiety, hostility, interpersonal sensitivity, and as a
result of them the emergence of high-risk behaviors such as drug abuse, alcoholism and crime.
The purpose of this study was to determine the relationship between meta-emotion and addiction
potential in university students and the contribution of meta-emotion dimensions in predicting
addiction potential in students. A descriptive-correlation method was applied in this study. The
Statistical population consisted of all students of Mohaghegh Ardabili University of which a
sample including 84 students were selected randomly by multistage cluster sampling. Addiction
Potential Scale and Weed's questionnaire were used to assess addiction potential. Also, metaemotion was assessed by Meta emotion scale. The data so collected was analyzed using multiple
regression analysis by simultaneous data entry method. The results of this study revealed that
addiction potential of students could be predicted by having their meta-emotional components
scores. It was also shown that among six components of meta-emotion, the following three
components are significantly important in predicting the addiction potential of students including
anger, humiliation and shame/sin. Emphasizing the necessity of the concentration of
psychologists on meta-emotion concept, as one of the variables relating to high risk behaviors, the
results of this study significantly implied the importance of the attention of student consultants to
meta-emotion dimensions in order to prevent their tendency to addiction.
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.319]: Are affected by
Comment [‫ن‬.‫ا‬.‫ف‬.320]: and
Comment [‫ن‬.‫ا‬.‫ف‬.321]: and the emergence of
high risk behaviors such as drug abuse, alcoholism
and crime is the results of emotional problems
Comment [‫ن‬.‫ا‬.‫ف‬.322]: is
Comment [‫ن‬.‫ا‬.‫ف‬.323]: from
Comment [‫ن‬.‫ا‬.‫ف‬.324]: a sample of 84 was
selected
Comment [‫ن‬.‫ا‬.‫ف‬.325]: randomly
Comment [‫ن‬.‫ا‬.‫ف‬.326]: that were collected were
analyzed using
Comment [‫ن‬.‫ا‬.‫ف‬.327]: unnecessary
Key words: Students, Meta-Emotion, Addiction Potential
Introduction
To days, substance use disorders and its serous and unpleasant consequences are of the most important
public health problems across the world. Such disorders are related to many serious medical,
psychological, family, occupational, legal, financial, spiritual and ethical problems. They not only impose
pain and affliction to the consumer but also encounter his/her family with serious damages (Dalley and
Marlatt, 2005). According to pervious studies and investigations, addiction procedures are influenced by
patients' beliefs and attitudes (Birch, Stewart & Zeck, 2004). A group of studies have shown that
emotional and cognitive responses of individuals are correspondent to their attitudes (Farhoudian, 2003).
Comment [‫ن‬.‫ا‬.‫ف‬.328]: to debriefing the
students about meta-cognitive
Comment [‫ن‬.‫ا‬.‫ف‬.329]: meta-cognitive
Comment [‫ن‬.‫ا‬.‫ف‬.330]: today,
Comparison of perceived social support and mental health of gifted
students and students with average intelligence
1
2
3,
Hossein Taghizadeh , Gholam Ali Afrooz , Afsaneh Darabi Ahmad Aramon
4
‫ ویراستاری مقاله‬:]331.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫مقال ی شما مًزد باشبیىی قساز گسفت ي بسای‬
ٌ ‫کل‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
Abstract
Students’ brightness consists of vast range of abilities and different grades from average that may
influence their social, emotional, educational and psychological adaptability. Moreover, studies have
shown that enjoying from favorable social support leads to physical health and psychological well-being.
The purpose of the present study was to compare perceived social support and mental health of gifted
students and students with average intelligence. The sample of this study was selected randomly and
consisted of 100 students (50 gifted student and 50 students with average intelligence) in Babol city. The
information needed, was obtained using a Multidimensional Scale of Perceived Social Support, General
Health Questionnaire and raven intelligence test (Adult forms). One-way analysis of variance, Pearson's
correlation Coefficient and multivariate regression analysis test was used to analyze the data. Research
findings showed that between mental health (p<0/004) and perceived social support (p<0/001) of gifted
students and students with average intelligence, there are significant differences. Also, between perceived
social support with mental health in gifted students and students with average intelligence, there are
significant relationships (p<0/01). Finally, the perceived social support predict changes in mental health
with a coefficient of %63. In this way, the social support from family 0/53, social support from friends 0/41,
social support of important people in life 0/34, predict changes in mental health. According to research
findings, it seems that perceived social support and its dimensions cause mental health of gifted students
and students with average intelligence to increase.
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
‫ پس اش‬،‫ ضموا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.332]: the
Keywords: Perceived social support, mental health, gifted students, students with average intelligence
Introduction
Human health issues consistently have been considered from its inception, and for many centuries, but
whenever we have mentioned this issue, generally in (health) the psychological basis rather than physical
are considered. The World Health Organization mental health knows the mental health of the individual
capabilities in harmonious communication with others, and the ability to change their social environment
and solving the emotional conflicts of the appropriate and reasonable on their own initiative (Mohammad
Amini, 1386). According to Kaplan (1991), mental health consists of continuous adaptation to changing
conditions and strives to achieve balance between the changing internal contradictions and environment
Comment [‫ن‬.‫ا‬.‫ف‬.333]: have consistently been
considered
requirements. Also, Ventis (1995) knows mental health depends on the seven criterions: Appropriate
social behavior, freedom from worrisome and guilt, lack of mental illness, self-sufficiency and appropriate
social behavior, freedom from worrisome and guilt, lack of mental illness, self-sufficiency and selfavoidance, self-acceptance and self-actualization, unity and organization of the base character, looking
happy and flexibility.
Comment [‫ن‬.‫ا‬.‫ف‬.336]: consider mental health
to be dependent on
In the survey of different resources in the field of mental health and adjustment of gifted students, the
views expressed are entirely different. In the one of these views is believed that psychological disorders
are more common in the gifted students than those with average brightness, especially in the teens and
adults; because these individuals because of their cognitive abilities are more sensitive towards the
interpersonal conflicts, and experience more sense of alienation and mental pressure. (Sheikhol Eslmi &
Comment [‫ن‬.‫ا‬.‫ف‬.334]: vague sentence
Comment [‫ن‬.‫ا‬.‫ف‬.335]: !!!!2007
Comment [‫ن‬.‫ا‬.‫ف‬.337]: in one of these views
it’s believed that
Latifiyan, 1381). Also, one of the most common misconceptions about gifted students in occurrence of
unacceptable behaviors, such as moodiness, isolationism, individualism and not helping others,
aggression, emotional instability, are social conflict and lack attractiveness of them (Malekpur, 1386).
Gifted students must cope with many problems. One of the problems is demands and expectations of
parents, teachers and others that impose them explicitly or implicitly (Hallahan & Kauffman, 2003). Gifted
students also usually feel a lot of stress to get the high score, or to obtain specific jobs. They usually for
being perfect in all areas feel forced and dutiful, this condition is called perfectionism syndrome (AderholtElliott, 1987, quoted from Hallahan & Kauffman, 2003).
Comment [‫ن‬.‫ا‬.‫ف‬.338]:
2002
Comment [‫ن‬.‫ا‬.‫ف‬.339]:
2007
This is one of the affecting factors in the mental health, social support, which is in two forms of social
support received, and perceived, to be studied (Hesam & et al, 1390). In the social support received, the
protections amount gained by the individual is emphasized and the perceived social support, individual
assessments of the availability of the necessary support needed to be checked (Gülaçt, 2010). More
precisely “perceived social support” can be defined as follows: Perception or experience of a person that
somebody likes him, to care of him, Respect him, and knows him as part of a social network with the
assistance and commitment (Taylor et al, 2004).
Several studies have proven that the increased level of social protection because the health level as
well increases and vice versa. From this perspective, health condition is to have a social protection
(Ghodsi, 1382). Perceived social support on physical health, mental health, life satisfaction and various
aspects of quality of life has a great impact and is known as a moderating factor influencing the deal and
cope with stressful life situations (Friedlander Laura, 2007).
Comment [‫ن‬.‫ا‬.‫ف‬.340]: 2003
Using Mindfulness Based Interventions in Family and Couples:
Effect of Mindfulness-Based Relationship Enhancement on Marital
Satisfaction in Isfahan Couples
‫ ویراستاری مقاله‬:]341.‫ف‬.‫ا‬.‫ [ن‬Comment
‫با سالم و احترام‬
‫کل مقالٍ ی شما مًزد باشبیىی قساز گسفت ي بسای‬
.‫پریسش اش لحاظ تسجمٍ ویاش بٍ ویراستاری دازد‬
1
2
3
Majid Jahanian , Maryam Fatehizade , Ahmad Ahmadi , Fateme Bahrami
4
‫چىد اشتباٌ عالمت گرازی شدٌ تىُا بٍ عىًان مثال‬.
‫ذکس شدٌ ي وٍ تىُا ایه اشتباَات بلکٍ کل مقالٍ ی‬
‫ لطفا مقالٍ تًسط یک‬.‫شما ویاش بٍ يیساستازی دازد‬
Abstract:
Marital satisfaction is a personal experience in marriage which oneself in response to the pleasure of
marital relationship, only may be assessed. Given the importance of marriage and family and marital
stability, marital enrichment approaches is needed. In this research, mindfulness based marital
relationship enhancement training program has been used. Mindfulness simply defined as purposeful
and non -judgmental awareness with regard to the present moment. This study examines the impact of
marital enhancement program based on mindfulness training on marital satisfaction in Isfahan couples.
For this purpose, the semi-experimental pretest-posttest control group was used and 20 couples were
selected and randomly assigned to experimental and control groups. 90 min, a training session was
conducted over eight weeks. Participants in both groups before and after training, ENRICH couple Scale
(Short Form 35 questions) were completed. The findings of the study were derived with using multivariate
analysis, showed that mindfulness-based marital relationship enhancement program upon couple
ENRICH scale dimensions, including marital satisfaction, communication and conflict resolution has a
significant positive effect, but a significant effect didn’t found in the ideal distortion dimension. Overall,
the findings indicate a positive impact on marital satisfaction by a mindfulness-based relationship
enhancement program.
‫ پس اش‬،‫ ضمىا‬.‫متسجم حسفٍ ای يیساستازی شًد‬
‫ مىابع ي سایس قسمت َا (پازاگساف بىدی‬،‫يیساستازی‬
.‫َا ي جدايل) بس اساس فسمت وشسیٍ تىظیم شًود‬
‫با تشکر‬
Comment [‫ن‬.‫ا‬.‫ف‬.342]: deleted
Comment [‫ن‬.‫ا‬.‫ف‬.343]: wrong!!
Comment [‫ن‬.‫ا‬.‫ف‬.344]: Your sentence is vague
and ambiguous!!
Comment [‫ن‬.‫ا‬.‫ف‬.345]: Mindfulness-based
Comment [‫ن‬.‫ا‬.‫ف‬.346]: Is simply defined as
Comment [‫ن‬.‫ا‬.‫ف‬.347]: of
Comment [‫ن‬.‫ا‬.‫ف‬.348]: in couples living in
Isfahan
Comment [‫ن‬.‫ا‬.‫ف‬.349]: the semi-experimental
method with pre-test, post-test and control group
design was used
Comment [‫ن‬.‫ا‬.‫ف‬.350]: 90 -minute training
sessions were conducted over eight weeks
Comment [‫ن‬.‫ا‬.‫ف‬.351]: unnecessary
Comment [‫ن‬.‫ا‬.‫ف‬.352]: mindfulness-based
relationship enhancement has a significant effect
upon….
Comment [‫ن‬.‫ا‬.‫ف‬.353]: Wasn’t