درخت حوزه‌های تخصصی

Aim: The aim of the present study was to investigate the effectiveness of acceptance and commitment therapy on the psychological capital of bullied students. Method: The research design was quasi-experimental type with a pre-test-post-test design with a control group. The statistical population of the research includes all male students of the first secondary school in Rasht city in the academic year 2022-2023. After implementing the bullying questionnaire, 30 students were selected as the bully group and they were randomly placed in two experimental and control groups (15 people in each group). In order to collect data, the psychological capital questionnaire (Luthans, 2007) was used. The experimental group underwent acceptance and commitment therapy for 8 sessions of 90 minutes, and the control group did not receive any training. Results:The results showed that acceptance and commitment therapy led to a significant increase in psychological capital and its components (P<0.001). Conclusion: Based on this, acceptance and commitment therapy can be considered as an effective intervention in increasing the psychological capital of bullied students through the promotion of psychological flexibility.

The aim of this study was to investigate the relationship of math anxiety with math self-efficacy and math attitude, considering the mediating role of numerical memory via the structural equation modeling. The research adopted a correlational method. The statistical population of the study comprised secondary school students from Oshnavieh city in Iran (N= 4280) in 2019. From this statistical population, 200 students were selected as the sample using the cluster random sampling method, and were administered the Plack and Parker math anxiety tests (1982), Wechsler Numerical Memory Scale (2003), Liu and Koirala Math Self-Efficacy Scale (2009) and the Fennma-Sherman Math Attitude Scale (1976). The structural equation modeling approach was used to examine the data using SPSS 26 and AMOS 26 software. The findings of the study indicated that students' math anxiety is directly influenced by numerical memory (p= 0.001), mathematical self-efficacy (p=0.01), and mathematical attitude (p=0.1). Additionally, it was observed that mathematical self-efficacy indirectly influences students' math anxiety via numerical memory (p= 0.05). Furthermore, the indirect effect of math attitude via numerical memory on students' math anxiety was not confirmed (p=0.54).   Based on these findings, it can be concluded that it is imperative to address both math self-efficacy and math attitude to reduce students' math anxiety. Consequently, it is recommended that educators create an environment that fosters a positive attitude towards mathematics lessons and enhances students' self-efficacy in mathematics.