مطالب

Aim : The aim of this study was to examine the effectiveness of schema therapy in experiential avoidance and anxiety sensitivity of students with academic procrastination at Ahvaz Jundishapur University of Medical Sciences. Methods : It was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population included students with academic procrastination studying at Ahvaz Jundishapur University of Medical Sciences in the academic year 2021-2022. The first sample of the research consisted of 500 students who were selected by the multi-stage cluster sampling method. These people answered the academic procrastination questionnaire of Solomon and Roth Bloom (1984), and 152 of them who got  at least one score higher than the standard deviation score were separated from Among them, 42 people who met the criteria for entering the research were selected and placed in two groups of 21 people (experimental and control group). The experimental group received schema therapy; however, the control group did not receive any intervention. Other tools of this research include. Reiss et al. (1986) Anxiety Sensitivity questionnaire, and Gamez et al.’s (1988) Multidimensional Experiential Avoidance questionnaire. the research hypotheses were tested through multivariate analysis of covariance (MANCOVA) through SPSS software (version 25). Results: The results showed that there was a significant difference between the experimental and the control groups in the post-test phase in terms of experiential avoidance (p <0.0001, F = 42.81) and anxiety sensitivity (p <0.037, F = 4.67). This difference was also observed in the follow-up phase. Conclusion: Therefore, according to the findings of this study, schema therapy can be used to reduce experiential avoidance and the anxiety sensitivity of students with academic procrastination. 

Background: Challenges in the field of education show their deconstructive presence and have a dramatic and sometimes negative impact on students' psyche, ethics and behavior. The impact of methods, practices and changes, the education system faces many challenges in various fields such as educational-ethical challenges. Objectives: The present study examines students' experiences of facing the educational-ethical challenges of depression and suicide. Methods: The research method is qualitative and has been done using phenomenological method. The statistical population of this study includes all female high school students in Ahvaz. After identifying the educational-ethical challenges, 20 students were purposefully selected for the interview according to the available samples in the field of depression challenges and suicide (suicide attempt). In the field of saturation depression challenge after 12 people and in the suicide challenge (suicide attempt) after 13 people saturation. Identification of educational-ethical challenges is in accordance with the reports sent by Ahvaz District 2 school counselors to the counseling core of that district. The three-step recour method was used to analyze the interview data. The steps include raw reading or simple comprehension, structural analysis, and total interpretation. Results: Includes 5 main themes of causes of depression, methods of coping with depression, main causes of suicide, pretending to attempt suicide, students' feelings about suicide and 14 sub-themes. Conclusion: Students face many educational-ethical challenges. Challenges that are not rooted in their subconscious thoughts, but are rooted in untested assumptions and misconceptions.

Aim:   Considering the effects of hidden communication aggression and its consequences on the couple's relations, reducing it can diminish its consequences. The present study aimed to examine the model of direct and indirect effects of self-esteem and communication skills on sexual satisfaction with mediating role of hidden aggression dimensions of spouses in female nurses of public and private hospitals in Shiraz city.   Methods: The study sample consisted of 310 female nurses selected through the two-stage random cluster sampling method. The research method was correlational, and the research tools were the Self-Esteem Scale (SES), the Marital Social-Skills Inventory (MSSI), the Hidden Communication Aggression Scale (HCAS), and the Sexual Satisfaction Scale for Women (SSSW). Data analysis was done using Pearson's correlation coefficient and structural equation modeling.   Results:   The results showed that there was a significant relationship in the direct paths of self-esteem to the social image sabotage, self-esteem to emotional withdrawal, communication skills to emotional withdrawal, self-esteem to sexual satisfaction, communication skills to sexual satisfaction, social image sabotage to sexual satisfaction, and emotional withdrawal to sexual satisfaction, but the relation of communication skills to the social image sabotage was not significant (P=0.41). Also, the mediating role of emotional withdrawal was significant between self-esteem and sexual satisfaction (P=0.006, b=0.038) and between communication skills and sexual satisfaction (P=0.006, b=-0.062) at P<0.05. But the mediating role of the social image sabotage variable was not significant between communication skills and sexual satisfaction (P=0.20, b=0.027) and between self-esteem and sexual satisfaction (p=0.06, b=-0.034).   Conclusion: Researchers interested in this field are suggested to examine the effect of home violence and especially covert violence in other psychological variables so that the results of this type of violence in married life can be better recognized. The results of this research on self-esteem showed that people with high self-esteem have higher quality and satisfaction in their relationships and married life. Thus, those responsible for the education and upbringing of people since childhood (family, teachers, counselors, etc.) should attempt to increase this spirit in people and make the increase of this spirit in the individual a priority of their work

This paper investigates the responses of Iran’s macroeconomic variables to the oil embargo against Iran. The article applies a Bayesian time-varying parameter SVAR model along the quarterly data of oil export, real exchange rate, inflation, real GDP and money supply of Iran over the period of 1991:Q2-2020:Q2. Applying time varying parameters in this study helps us to consider the economic structural changes and transition mechanism in analyzing the response of macroeconomic variables to oil embargo. The oil embargo against Iran has been intensified since 2012. To consider the effect of the oil embargo on Iranian macro variables, the model has been estimated in two different periods of time, before and after 2012. The results indicate that the escalation of the oil embargo from 2012 has caused a stagflation period and ends in a decline in real GDP and national currency depreciation. In addition, it has intensified money supply and triggers existing inflation. These results have some policy implications to overcome difficulties raises when the economy faces sanction.

This article examines the effect of government size on the high, medium and low thresholds of the Gini coefficient in Iran. For this purpose, the auto regression model of soft fuzzy logistic transfer (FLSTAR) has been used for the period of 1997-2019. One of the reasons for using this model is flexibility in its application. The main focus of this paper is to calculate the Gini coefficient bands according to the size of government in the economy. Hence, we calculate the bands (high, middle and low) of the Gini coefficient. The study show that the threshold size of the government is equal 0.499. Findings of this research are applied in a real case which reveal that with increase of government share in economy the Gini coefficient increases as well. Therefore, the government should seriously pursue privatization policies.

This study investigated the effect of strategy-based methods vs. translation-based methods on General English and ESP reading comprehension of Iranian university students. 120 homogenous General English and ESP students were selected based on a Quick Placement Test. They were assigned into four groups. One experimental and one comparison group for General English and ESP students. A pretest of General English and ESP reading comprehension was administered to assess their General English and ESP reading comprehension ability. In both experimental groups, the strategy-based method, and in comparison groups, the translation-based method was used for teaching General English and ESP reading comprehension. After the post-test, the result of independent t-tests indicated that the comparison group outperformed the experimental group in the ESP course. However no statistically significant difference was observed between the two groups in General reading comprehension, it can be concluded that in ESP reading comprehension, the translation-based strategy is more effective than the strategy-based method however in General English reading comprehension, students can understand the text via both strategies. So, the strategy-based method was preferred in General English reading comprehension. These findings encourage English teachers to choose a proper strategy for teaching different materials in different contexts.