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Due to both experimental and theoretical controversies on semantic relatedness research in second/foreign language (L2) education, the present study provides an alternative approach by investigating English-as-a-foreign-language (EFL) learners’ cognitive processing of semantically related and unrelated words. The participants were 38 Iranian EFL learners from upper intermediate classes at a private language teaching school. Employing a semantic priming experiment, the EFL learners saw a pair of words, and were asked to decide whether or not the target word (i.e. an adjective) was related in meaning to the preceding word (i.e. a noun). A two-way Repeated Measure ANOVA was run on reaction time (RT) and error rate (ER) data. Results of the study showed that semantically related words induced faster RTs than semantically unrelated ones, confirming the positive effect of the semantic relatedness in cognitive processing of L2 words. However, higher ERs in related conditions in comparison to unrelated conditions refer to a kind of confusion on the part of EFL learners.

The purpose of this research was the effectiveness of social skills training on the adaptive behavior of late learning children. This research was quasi-experimental in terms of practical purpose and in terms of data collection. The statistical population of the research included all the students of Bandar Anzali city who studied in primary schools or referred to counseling centers of the city in the academic year of 1401-1400. For this purpose, 30 students who were diagnosed as late learners on the basis of the Wechsler IQ test and who had obtained a low score in Adaptive Behavior Scale (AISS) and clinical interviews with teachers, were selected and randomly selected. They were divided into two experimental (15 people) and control (15 people) groups. Then, social skills training was conducted for 2 months during 12 two-hour training sessions for the subjects of the experimental group and the control group did not receive any training. Then, the adaptive behavior test was performed again on both groups. The data were analyzed using the covariance statistical method. The results showed that social skills training improves the adaptive behavior of late learning children (F=0.389 and P<0.05). Therefore, it can be concluded that school teachers and counselors and parents can use social skills in schools and at home and counseling centers to improve the adaptation of late learning children.

The present research was conducted to investigate the causal model of relationship between basic psychological needs and academic resilience in online education with the mediating role of ambiguity tolerance. The current research was applied in terms of purpose and correlational in terms of method. The population of the current research was Rahman Institute of Higher Education’s student studying in the academic year 2021-2022. Two hundred and seven students out of the population were selected through convenience sampling method. The data collection tool in the present research included The Basic Needs Satisfaction in General Scale (BNSG-S), Academic Resilience Inventory (ARI), and ambiguity tolerance (AT). Then the data were analyzed through structural equation method using SPSS 22 and Smart PLS 3 software. The research results showed that basic psychological needs positively and directly affect academic resilience (P<0.05). Moreover, the results revealed that ambiguity tolerance had a direct and positive effect on academic resilience (P<0.05). On the other hand, the indirect effect of basic psychological needs on academic resilience was confirmed through ambiguity tolerance (p<0.05); Therefore, it can be concluded that students whose basic psychological needs were satisfied more, had more tolerance for ambiguity; they were also more academically resilient; in the meantime, providing basic needs was especially important; Therefore, higher education administrators of the country should strive to develop these abilities in students.The present research was conducted to investigate the causal model of relationship between basic psychological needs and academic resilience in online education with the mediating role of ambiguity tolerance. 

Divorce is one of the most major stressors in life . has potentially negative consequences for mental and physical health. So, One’s ability to cope with divorce breeds in more general health. the focus of studies is more concentrated on the effects of divorce on children and women, while the consequences of this phenomenon on men are regrettably neglected. researches showed that divorced men are at highly significant risk for early death based on the cumulative number of years that men lived as divorcees. hypertension is mainly known as a consequence of distress among divorced men. A limited number of heterogeneous researches have concentrated on the experience of divorce in men. However, they are heading for more negative consequences and sometimes the positive consequences are neglected. to eliminate these shortcomings, the Scoping review method will be used for running an exploratory study on the current heterogeneous literature and It will be useful for future research