سعید متولی

Purpose: Individuals going through adolescence faced a significant number of changes from biological, and cognitive to social and emotional. Due to the changes experienced by adolescents, it is susceptible for adolescents to experience a high level of loneliness. The correlation between loneliness and impulsivity and the association between impulsivity and self-harm as well as self-injurious behaviors puts adolescents in a vulnerable position in performing undesirable acts or behaviors. On the other hand, resilience plays a significant role in an individual’s ability to cope with an adverse situation or bounce back quickly after the undesired situation in order to maintain or regain mental health. Therefore, the objective of this study is to run review research through contemporary studies to summarize accumulative documents in the area of resilience, loneliness, and impulsivity among adolescents to investigate the mediating role of resilience. Methodology: For this, a search was carried out on the Web of Science, Google Scholar, and PubMed. Thus, a set of keywords was used, followed by filtering main keywords, resulting in a review of 99 articles published a decade ago. Findings: The results demonstrated that the number of adolescents having mental illness increased significantly over the years, and adolescents aged 16 and above are at risk of mental disorders. Besides that, this research revealed that adolescents in Malaysia are at risk of peer and social rejection, which is highly associated with loneliness and also has a correlation with aggression and impulsivity. Conclusion: It was seen that loneliness and impulsivity are essential risk factors for adolescents’ mental health and resilience can consider effective cognitive and coping skills for adolescents. It was also perceived that most of the papers focus on the investigation of the correlation between loneliness, impulsivity, and resilience, being necessary to develop more experimental studies on the effectiveness of resilience therapy for adolescents’ enrichment. These results serve as a source of reference for future research.

Purpose: The aim of this study was to explain the effectiveness of the model of established methods in autism (functional behavior analysis of ABA, Snowlen, and Dosa) based on the level of attention in children with autism spectrum disorder in Tehran. Methodology: The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population of this study was all children with autism spectrum disorder in Tehran in public and private educational and rehabilitation centers in 2018. By available sampling method, 48 people were selected and randomly divided into 4 intervention groups by applied behavior analysis method. , Snozelen, dosa and control group were divided. Data were collected based on the Connors Scale Scale (Parent Form) (1999), a modified review checklist, and the Wechsler intelligence test. Descriptive and inferential statistical methods and multivariate analysis of covariance were used to eliminate the pretest effect using SPSS software was used. Findings: The results showed that all three methods of functional behavior analysis of ABA, Snozlen and Dosa had a significant effect on increasing attention compared to the control group. Also, ABA applied behavior analysis method had a greater effect on improving attention in the three measurement stages than the other two experimental groups. Conclusion: The findings of the study showed that the use of these interventions and educational programs as a method in improving and rehabilitating children with this disorder is useful, so the use of this method is recommended. The results showed that the difference between the analysis of functional behavior of ABA, Snozlen and Dosa with the control group was significant at the level of 0.05, so it can be said that all three methods of functional behavior analysis of ABA, Snozlen and Dosa compared to the control group had a significant effect on increasing attention.

Purpose: The main purpose of this study was to develop a model of factors affecting students' creativity and to evaluate its validity. Methodology: The research design was an exploratory (qualitative-quantitative) mix. In the qualitative part of the target population, all teachers of the sixth grade of elementary school in the 5th district of Tehran and professors of psychology and educational sciences were prestigious universities in the country, which were selected by purposive sampling of 10 teachers and 10 specialists. In a small part of the population considered in this study, all female primary school students in the sixth grade of the 5th district of Tehran in the year 1998-97, 350 of them were selected as a sample and in random clusters. In the qualitative part of the research, a semi-structured interview was used to obtain information and in the quantitative part, a researcher-made questionnaire was used. The validity and reliability of the questionnaire were confirmed. Factors with very minor changes in exploratory and confirmatory factor analyze using LISREL software and SPSS / 26 were accepted. Findings: The research findings showed that seven main factors namely students' interests and abilities, teacher characteristics, textbook content, learning style, educational space and school facilities, family and management style and principals' attitudes are effective in students' creativity. Conclusion: In general, since the first step in upgrading and improving any structures is to identify the factors affecting it, the findings of the present study help to develop theories of creativity, design of educational interventions, and general policies.

The present study aimed to develop a model of identity styles based on emotional intelligence with the mediating role of self-concept. The statistical population of this study was 310 first and second-grade high school female students of Tehran in the academic year of 2018-2019. Standard questionnaires of Bar-On (1997) emotional intelligence, Berzonsky (1992) identity style, and Karami (2008) self-concept were used through structural equation modeling for analyzing data collected. The results showed that emotional intelligence had a positive relationship with normative identity, informational and commitment styles in high-school female students. On the other hand, it was found that self-concept has a positive relationship with commitment and informational identity styles and a negative relationship with diffuse identity style.Finally, regarding the mediating role of self-concept, the results showed that it mediated the relationship between emotional intelligence and commitment and informational identity styles positively, whereas negatively mediates the relationship between emotional intelligence and diffuse identity style. The results can be used to improve the social and individual status of students through the use of self-concept classes and workshops for students to enhance their level of critical thinking, as well as to change the attitude of families and society toward education on how to treat with their children.