Marital relationships are influenced by sexual dysfunctions resulting in development and or continuing marital problems. The present study aimed at examining the moderating role of performance anxiety, sexual knowledge and attitudes on the relationship between severity of sexual dysfunctions and marital problems. A total of 70 individuals (35 males, 35 females) referring to the sexual dysfunctions center of the Mashhad university of medical sciences participated in this study. Participants were asked to complete Golombok-Rust inventory of sexual state questionnaire (GRISS), Golombok Rust inventory of marital state (GRIMS), multidimensional self concept questionnaire (MDSCQ), and sexual knowledge and attitude scale (SKAS). Sexual dysfunctions showed a significant positive association with marital problems. Performance anxiety and inadequate knowledge and negative attitudes to sex showed significant positive associations with marital problems. Performance anxiety as well as sexual knowledge and attitudes predicted sexual dysfunctions. Analysis of the data revealed that performance anxiety significantly moderated the relationship between sexual dysfunctions and marital problems. The moderating role of sexual knowledge and attitudes, however, did not approved. Based on the results of the present study, it can be concluded that sexual and marital aspects of the couple's relationship are influenced by personal characteristics of performance anxiety as well as sexual knowledge and attitude. The results of the present study provided support for the importance of these variables in the prevention, diagnosis and treatment of sexual dysfunctions as well as marital problems.

Background: Martin M Seligman has developed a multi-dimensional model of Flourishing, PERMA. This model combines positive emotion (hedonic) and positive performance (eudiamonic) dimensions. Research has shown a positive relation between Flourishing and happiness, productivity, resiliency, life satisfaction, and a negative relation with death thoughts, physical illness, and stress experiment. The Workplace Flourishing Questionnaire (PERMA) is developed by Kern and was administered in Australia, Japan, Hong Kong, and the United States and its psychometric properties were reported. Although flourishing in general and in the workplace is significant, it’s not mentioned in Iran. Aims: The purpose of this study was to investigate the psychometric properties of the PERMA flourishing Questionnaire at work for teachers in Iran. Method: current research is a descriptive study. 394 teachers have responded to the translated version of the online flourishing questionnaire. Results: The factor structure of the flourishing scale has been investigated by confirmatory factor analysis. And the model fit indices, indicate that the model fits well with the data. Chi-square (χ 2) with the value of 2339/17 and degree of freedom 80, softened chi-square (χ2/df= 2/989), comparisons fit index (CFI= 0/98), goodness of fit index (0/95 GFI= goodness of fit index (AGFI= 0/96) and second root mean squared error approximations (RMSEA= 0/065) were all at the desired level indicating goodness of fit with the conceptual model. Conclusions: Based on the findings of this study, it can be concluded that the model of flourishing PERMA. Was applied in different samples including Iranian teachers group.

 Background: Numerous studies have examined the effectiveness of storytelling based on daily executive actions and the study of cognitive emotion regulation. However, research that has examined the effectiveness of storytelling based on daily executive actions on improving cognitive emotional regulation in children with attention deficit / hyperactivity disorder has been neglected. Aims: To determine the effectiveness of storytelling therapy based on daily executive actions on improving cognitive emotion regulation in children with attention deficit / hyperactivity disorder. Method: The research was semi-experimental with pre-test-post-test design and control group. The statistical population included 11-9 year old children with Attention Deficit / Hyperactivity Disorder with the support of Hazrat Ali Asghar (AS) Day Clinic in Rey in 2018. Were appointed. Research data collection tools include: Conners-Children's Parental Behavioral Problem Scale (Gwyneth, Connors and Allerich, 1973), Structured Clinical Interview (Researcher Made, 2018), Children's Cognitive-Form of Cognitive Formulation Questionnaire (Garnefsky et al. (2007) and Interventions of Moradian et al.'s story therapy intervention (2014). Data were analyzed using Levine test and analysis of covariance. Results: Storytelling based on daily executive actions on improving cognitive emotion regulation in children with attention deficit disorder / Hyperactivity had a significant effect (p< 0/01). Hbrdhay less maladaptive and adaptive cognitive emotion regulation strategies gained more. Conclusions: Children with ADHD who participated in story therapy sessions had fewer maladaptive strategies and more adaptive emotional cognitive regulatory strategies.

Background: Various interventional studies have been conducted by the aim of improving mental health among divorced female heads of household, but no research has been conducted with the aim of comparing the effectiveness of cognitive-existential therapy and compassion-focused therapy on psychological wellbeing of divorced female heads of household. Aims: The present research was conducted by the aim of comparing the effectiveness of cognitive-existential therapy and compassion-focused therapy on psychological wellbeing of divorced female heads of household. Method: The current study was conducted by semi-experimental method in which a pretest-posttest-follow up with control group design was used. The research population included all divorced women who were heads of household who were members of the Imam Khomeini Relief Foundation in the 19^th district of Tehran, Iran. The study sample included 36 women who were selected by purposeful sampling method and, then, were assigned into two experiment groups and one control group (12 individuals per group) through random assignment method. The research tool was Ryff’s Psychological Wellbeing Scale (1989). For the first experiment group, the cognitive-existential therapy (Kissane, 2004, 2009), and for the second experiment group, the compassion focused therapy (Gilbert, 2009, 2014) were delivered in groups and in eight 120-minute sessions, but the control group received no intervention. The variance analysis test with repeated measures and the Bonferroni ad hoc test were used to analyze the data. Results: The results indicated that the cognitive-existential therapy and the compassion-focused therapy led to improvements in psychological wellbeing and all its components (acceptance of self, positive relations with others, self-autonomy, purposeful life, personal growth, environmental mastery) at the end of the intervention stage and in the follow-up stage. Moreover, the cognitive-existential therapy showed greater effectiveness on increasing psychological wellbeing and its components (p< 0/01) compared to the compassion-focused therapy. Conclusions: According to the obtained results, psychologists and counselors are recommended to employ these two therapeutic approaches for reducing psychological problems among divorced women who are heads of household.

Background: Much research has been done on the factors affecting students' academic self-regulation, but no study has been conducted that simultaneously examines the interactive effect of family functioning, school climate, psychological hardiness and academic self-efficacy variables on students' academic self-regulation.
Aims: Students' academic self-regulation was modeled based on family functioning, school climate, and psychological hardiness as mediating academic self-efficacy.
Methods: The present study was a correlational study using structural equation modeling. The statistical population of the present study included all male students studying in the second year of high schools in Tehran in the academic year 1399-1400 and 385 people were selected by available sampling method and given to motived strategies learning questiones (MSLQ) of Pintrich and Degroot (1990), McMaster model of family functioning (MMFF) of the Epstein et al., (1983), the school climate of Zullig et al., (1982), and academic self-efficacy of Gafoor and Ashraf (2007), responded.
Results: The results showed that the hypothetical model of the research had a good fit with some modifications (GFI =.907, NFI =.901, CFI =.929, cmin / df = 2.150, RMSEA =.059). Also, the direct path coefficients between family functioning and school climate with academic self-regulation were significant, but the direct path coefficient between psychological hardiness and academic self-regulation was not significant. The results also showed that the indirect path coefficients between family functioning, school climate and psychological hardiness with academic self-regulation were significan
Conclusion: Students' academic self-regulation can be enhanced by improving family communication processes, improving relationships within the school, and increasing students' psychological hardiness.

Background: Marital commitment in long-term relationships is influenced by underlying factors including personality traits. In previous researches, there are many inconsistencies about which of personality traits are related to marital commitment truly. in addition, most of researches have focused on the big five of personality and role of dark triad traits has been little discussed.
Aims: This study aimed to predict marital commitment based on dark triad traits and big five of personality in married women.
Methods: The present study is a descriptive correlational study. In this research, 327 married women were selected from people who referred to counseling centers which are under supervision of the State Welfare Organization of Shiraz, by the convenience sampling method. Participants were asked to fill the Short Dark Triad (SD3) scale (Jones & Paulhus, 2014), NEO Five Factor Personality Inventory (McCrae & Costa, 2004) and Dimensions of Commitment Inventory (Adams & Jones, 1997). Pearson correlation coefficient and standard multiple regression were used to analyze the research data.
Results: The results showed that among variables of dark triad traits and the big five of personality, neuroticism (β= -0.301, p< 0.001) and Machiavellianism (β= -0.105, p<0.05) are significant and negative predictors and conscientiousness (β= 0.214, p< 0.01) is significant and positive predictor of marital commitment. Also, the combination of research variables is significantly related to marital commitment and explained%25.9 of its variance.
Conclusion: Based on the results, neuroticism, concientiousness, and machiavellianism have important roles in predicting of marital commitment and should be noticed to increase the commitment in long-term relationships.

Background: A review of previous studies shows that one of the factors affecting the academic performance of students is the satisfaction of the three psychological needs (autonomy, competence and relatedness). On the other hand, resilience as a protective behavior makes students face problems efficiently and achieve good academic results. Despite the role of basic psychological needs and resilience in predicting academic performance, there is a research gap regarding the mediating role of resilience in the effect of basic psychological needs on students' academic performance.
Aims: The present study was conducted with the aim of investigating the role of basic psychological needs on academic performance with the mediation of resilience.
Methods: The design of the present research was descriptive and correlational in the structural equation modeling method. The statistical population of the research included all the girl Students at the first period of high school in tehran in the academic year 2019-2020, and 340 people were selected as a sample by cluster random sampling. Data collection tools included Basic psychological needs (Guardia et al., 2000), academic performance (Pham & Taylor, 1999) and Conner-Davidson resilience (2003) resilience questionnaires. Data analysis was also done with Pearson correlation coefficient methods, structural equation modeling and using SPSS24 and AMOS24 software.
Results: The results of the research showed that the direct effect of basic psychological needs on students' resilience (0.41) and academic performance (0.13) is significant, and the basic psychological needs on students' academic performance through resilience also has a significant indirect effect (P<0.05). In other words, resilience could play a mediating role between basic psychological needs on academic performance.
Conclusion: According to the findings of the present research, it is necessary for school managers, teachers and counselors to consider the necessary measures to increase students' resilience in order to satisfy basic psychological needs (autonomy, competence and communication) and improve academic performance, so that they can use the special effects of resilience on the academic results of students.

Background: Emotional and cognitive states directly affect the neural mechanisms of chronic pain, And increasing pain negatively affects the emotional and cognitive states of a person. Despite the growing research evidence of the effects of psychological variables such as mindfulness, social support, stress and pain catastrophizing on the phenomenon of chronic pain, the general effects of these variables have been less investigated in the form of comprehensive causal model.
Aims: The present study was conducted with the aim of investigating the structural model of chronic pain based on mindfulness, social support and life events with the Mediating of pain catastrophizing.
Methods: The method of the present study was descriptive-correlation type of structural equation modeling. The statistical population of the study included all male and female patients with chronic pain who were treated for follow-up treatment in 2022, they had referred to pain clinics, pain specialists, neurologists, physiotherapists, and health centers in Tehran with problems related to musculoskeletal pain and rheumatoid arthritis, of which 496 people were selected using the available sampling method. Data collection tools include the Mc Gill Pain Questionnaire (Melzack, 1975), the Five Factor Mindfulness Questionnaire (Baer et al., 2006), the Multidimensional Scale of Perceived Social Support by Zimet et al. (1988), Scale of Life stressful Events‐Paykel (Paykel et al., 1971) and Pain Catastrophizing Scale (Sullivan et al., 1995). Data analysis was done by structural equation modeling method and using SPSS-23 and AMOS-23 software.
Results: The results of modeling of structural equations indicated a good fit of the model with experimental data. The effect of the coefficient of the direct standard path of mindfulness on the experience of chronic pain was significant and the indirect path of mindfulness on the experience of chronic pain with the mediating role of pain catastrophizing was significant (P< 0.05). The effect of direct and indirect standard path coefficient of social support with mediating role of pain catastrophizing on chronic pain experience was not significant (P> 0.05). The direct and indirect path of the number of stressful factors on the experience of chronic pain was also insignificant (P> 0.05). However, the standard direct and indirect path of the amount of stressful factors on the experience of chronic pain with the mediating role of catastrophizing was also significant (P< 0.05).
Conclusion: According to the obtained results, it seems that mindfulness, social support and life events play an important role in explaining chronic pain by mediating pain catastrophizing. Considering that these variables have a significant contribution in predicting the pain of chronic pain patients, Therefore, mental health professionals can use these factors to improve the mental health of people with chronic pain.