زهرا نقش

Objective: The present study aimed to investigate the mediating role of emotional information processing in the relationship between attachment styles and positive feelings towards the spouse in infertile couples. Method: The method of the present research was a correlational description based on the practical purpose . The statistical population included infertile couples in Tehran, among whom 200 were selected by convenience sampling. The data were collected by the Experiences in Close Relationships (ECR) Scale (Brennan et al., 1998), Positive Feelings toward Spouse Questionnaire (The State University of New York., 1975), and Emotional Processing Scale (Baker et al., 2010) and analyzed by Pearson correlation and structural equation modeling using SPSS25 and AMOS24. The results of structural equation modeling demonstrated that avoidant and anxious attachments had a significant indirect effect, with effect sizes of -0.10 and -0.20, respectively, on positive feelings toward the spouse mediated by emotional information processing (p<0.01). Conclusion: The obtained results showed that avoidant attachment has a positive and significant relationship with the components of avoidance and emotional control, and anxious attachment has a positive and significant relationship with the components of suppression, unpleasant emotional experience and unprocessed emotional symptoms.The result highlighted the importance of designing and evaluating interventions based on attachment and improving emotional processing to foster and repair the relationships of infertile couples.

Backgrounds: Children with learning disabilities are children who are weak in one or more basic psychological processes. Executive function is one of the important cognitive processes that play an important role in academic performance. Objectives: In this regard, the present study aimed to prepare a self-regulatory education program based on SRSD and investigate its effectiveness on executive function, Cognitive-Learning content areas and academic achievement of children with learning disabilities. Methods: The present study is a semi-experimental study with pre-test and post-test .sample of 30 children with learning disabilities in Gorgan, including 15 in the control group, and 15 in the experimental group was selected. The instruments used in this study included LEAF scale (2016) and WISC-IV (2003), which was implemented and scored in two stages, before and after the self-regulation training program based on SRSD. Data analysis was performed using multivariate variance analysis using SPSS software version 26. The P<0.05 were considered for data analysis and as significant levels respectively. Results: The results of multivariate variance analysis showed self-regulatory education has been able to reduce weaknesses in Cognitive-Learning content areas (Comprehension and Conceptual Learning) (p<0.001), executive function components (Factual Memory, Attention, Visual-Spatial Organization, Sustained Sequential Processing, Working Memory, Novel Problem Solving) ) (p<0.001), academic achievement (Mathematics Skills, Basic Reading Skills, Written Expression Skills) (p<0.001) and promote the components in these children. Conclusion: The findings of this study show that educational program can be effective in improving cognitive learning content, executive function components, and academic achievement in children with learning disabilities.

The present study aimed to examine the validity and reliability and to conduct a confirmatory factor analysis of the Parents’ Perceptions of School Climate Questionnaire (2020) in Iranian schools. The study population consisted of the parents of all sixth‑grade elementary school students in Isfahan during the 2019–2020 academic year. Using random sampling, 300 parents were selected as the study sample. The questionnaire was distributed to parents of sixth‑grade students through online messaging platforms. Data were analyzed using SPSS version 22 and AMOS version 24, employing confirmatory factor analysis. The content validity of the questionnaire items—including student support, home–school relationships, student relationships, student–teacher relationships, academic environment, and interpersonal justice—was reported to be satisfactory. Based on the factor loadings, all items demonstrated acceptable factor loadings; although items 1 and 25 were at an acceptable level, the remaining items showed highly satisfactory factor loadings. Therefore, all items were considered to have appropriate factor loadings. Considering the factor loadings and the correlations among the questionnaire components, the results indicated that the instrument possesses satisfactory construct validity. In addition, the Cronbach’s alpha coefficients for the six components ranged from 0.73 to 0.94, indicating desirable internal consistency. Furthermore, the model fit indices confirmed the overall goodness of fit of the proposed model. Accordingly, given the favorable psychometric properties of this instrument, the questionnaire can be considered an appropriate tool for assessing parents’ perceptions of school climate