درخت حوزه‌های تخصصی

This study addresses the academic challenges faced by students with learning difficulties by examining the mediating role of psychological capital and achievement goals (mastery and performance) in the relationship between family emotional climate (FEC) and academic well-being. The study utilized a cross-sectional correlational design to assess contemporaneous associations between the investigated variables. The sample consisted of 150 high school students with a history of learning difficulties, selected from those who had recorded at special education centers in four districts of Ahvaz during elementary school. Data were collected using self-report questionnaires assessing FEC, psychological capital, achievement goals, and academic well-being. Structural equation modeling (SEM) was employed to analyze the hypothesized relationships. This study identified positive associations between psychological capital, mastery goals, and academic well-being (p<0.01), while performance goals showed a negative link to well-being (p<0.01). Interestingly, a positive FEC fostered psychological capital and mastery goals but discouraged performance goals, with no direct effect on well-being (p<0.01). results revealed that psychological capital and achievement goals significantly mediated the positive relationship between FEC and academic well-being (p<0.01). In other words, FEC fostered students' psychological capital and mastery goals, which in turn, led to greater academic well-being. Interestingly, this analysis suggests that the beneficial effect of a positive family environment on academic well-being is achieved indirectly, through its influence on these psychological resources. These results suggest that supportive family environments promote academic success by fostering specific psychological resources, rather than directly impacting well-being.

Marital infidelity is a deeply damaging interpersonal event that triggers cognitive, emotional, and behavioral responses in the affected spouse. This study aimed to examine the reactions and cognitive-behavioral-emotional coping mechanisms of women facing marital infidelity. The research methodology employed was applied both in its objective and qualitatively in its execution. The study sample comprised 18 women residing in Herat City, Afghanistan, who had experienced spousal infidelity and sought counseling in the year 2021. They were purposively selected and interviewed using a semi-structured approach. The interviews were analyzed using Braun and Clarke's (2021) thematic analysis method which resulted in the identification of three main themes chaos (initial reactions), involvement (secondary reactions), and revival, 11 subthemes (behavioral, psychological-emotional, mental, and psychosomatic response, changing circumstances, involvement in activities, companionship, adaptation, seeking therapy, self-care, and coerced continuation of the relationship) and 114 primary codes. The research findings indicated that the cognitive-behavioral-emotional process of Afghan women facing marital infidelity unfolds in three stages: chaos (initial reactions), involvement (secondary reactions), and revival. Furthermore, it was observed that affected women exhibit varied behaviors at each stage and undergo different emotions and thoughts. Factors such as the manner of infidelity disclosure, quality of marital relationship, religious beliefs, social and familial support, societal perspectives, limitations in choice, lifestyle, and the presence of children play significant roles in shaping their cognitive-behavioral-emotional responses. The practical implications of this research findings can be beneficial for counselors working with Afghan couples dealing with marital infidelity. Keywords: Behavioral-emotional reactions, Marital infidelity, Women, Afghanistan