Background: Academic vitality, academic self-regulation and Academic engagement are variables which can play a dramatic role in academic achievement of the students; however, does schema therapy help the improvement of academic vitality, academic self-regulation and Academic engagement of the students? Aims: The present study was conducted aiming to investigate the effectiveness of schema therapy on academic vitality, academic self-regulation and Academic engagement of the students. Method: The present study was quasi-experimental with pretest, posttest, control group and two-month follow-up stage design. The statistical population of the present study included the students at the state universities in Tehran in academic year 2017-18. 30 students were selected through purposive sampling method and they were randomly replaced into experimental and control groups (each group of 15). The experimental group received schema therapy intervention during 8 sessions of 90 minutes during two months. Academic vitality questionnaire (Martin and March, 2008), academic self-regulation questionnaire (Savari, Arabzadeh, 2012) and Academic engagement questionnaire (Fredericks, Blumenfeld, Paris, 2004) were used. The data from the study were analyzed through MANCOVA. Results: The results showed that schema therapy has significantly influenced academic vitality, academic self-regulation and Academic engagement of the students (p< 0/001). Conclusions: According to the findings of the present study it can be concluded that through employing techniques such as training coping styles, making communication between present problems and schemata, prioritization and specifying most problematic academic behaviors and offering appropriate behavioral methods, schema therapy can be applied as an efficient method to improve academic vitality, academic self-regulation and Academic engagement of the students.

Background: Network methodology makes it possible to study several goals at the same time and has capabilities leads to providing appropriate analytical tools. There are studies on the use of network data analysis in the field of educational assessment but there is less research that has practically constructed an adaptive test based on network theory or presented its algorithm. Is it possible to use network science to build adaptive tests? Aims: This study was performed with the aim of improving the adaptive test algorithm based on network data analysis on language learners of language teaching centers and institutions in Tehran. Method: This research was descriptive and its main focus was on the analysis of test questions using network data analysis technique. The statistical population included all students of the top ten language teaching institutes in Tehran in 2019 who had the ability to read English at a minimum level. Among them, 1556 people were selected by convenience sampling method. The tool used was the 140-item English Vocabulary Size Test (VST) (Nation & Waring, 1997). The analysis of test questions was performed through classical test theory, item response theory and network analysis based on Fruchterman-Ringold algorithm. Results: The parameters of the test questions were calculated based on classical test theory and item respons theory. The relationship map between the questions was drawn based on Fruchterman-Ringold algorithm and statistical test of partial correlation with alpha modulation (p< 0/01), network centrality parameters and adaptive test algorithm were extracted. Conclusions: Utilizing the benefits of network data analysis techniques such as results visibility, providing simple and comprehensive reports and considering the importance of the questions in the structure of the communication network between the questions have led to the improvement of adaptive testing methodes.

Background: In many studies, the association of self-determination skills with academic incivility behaviors and academic engagement has been assessed. However, neither has investigated the effectiveness of self-determination skills training on academic incivility behaviors and academic engagement. Aims: The current research was conducted to determine the effectiveness of self-determination skills training on academic incivility behaviors and academic engagement. Method: A pre-test/post-test control group design was performed in this quasi-experimental study. The population consisted of all-male junior high school students in the city of Borujen in the year 2018-2019, of whom 43 subjects were selected through a random cluster sampling and randomly divided into experimental and control groups. The participants were then given the intervention program of self-determination skill training (Field & Hoffman, 1994) for ten 60-minute sessions. The research tools included Clark et al (2015) the academic incivility questionnaire and the Reeve academic engagement questionnaire (2013). Data analysis was performed using a multivariate analysis of covariance. Results: It was observed that the self-determination skill training significantly decreased academic incivility and increased academic engagement of the junior high school students (p= 0/001). Conclusions: Such finding suggest that implication of self-determination skill training in educational settings can positively influence the academic engagement and academic incivility. As practically possible, curriculums should include self-determination skills training and textbooks should contain motivational steps of self-determination skills

Background: Network science as a new field in psychological measurement provides a good platform for test analysis, but in Iran, research on the analysis of test questions using network data analysis has been neglected.
Aims: The aim of this study was to introduce network data analysis as a psychometric-mathematical technique and its use in the questionnaire analysis process.
Methods: This research is descriptive-analytical, the statistical population of all language learners was the top ten language teaching institutes in Tehran in 2020, from which 1556 language learners were selected by convenience sampling method and answering the English vocabulary size test (Nation and Waring, 1997).  Data analysis was performed by qgraph software package under R software.
Results: The graph obtained from the communication network of questions based on the Fruchterman-Ringold algorithm was plotted, the parent-child relationship of the questions was determined based on the Bayesian network, and the descriptive features of the test and the indicators of network centrality were extracted.
Conclusion: Introducing the technique of analyzing network data and using it for  questions analysis process is one of the achievements of this article. Using the advantages of network science such as the ability to simplify, manage, store and collect high-volume data and analyze test questions based on the map and indicators that are fully consistent with it, we can understand the internal relationship between different test questions, and by considering the importance of the questions in the network structure of the net relationship between the questions, it is possible to improve the testing methods. Similar studies and researches are proposed to compare the results of network data analysis with psychometric properties obtained based on conventional and classical methods.

Background: Post-divorce consequences is a context-based phenomenon and in every community it is affected by the personal, social and cultural factors of that community. A number of studies have been carried out on the consequences of divorce over the world, but there is a reaearch gap on its consequences for divorced women, espicially in small and traditional citiez in Iran.
Aims: The purpose of this study is qualitative study of the experiences of divorced women in Behbahan of the consequences of divorce.
Methods: The present study is the result of a qualitative study and a semi-structured interview with 13 divorced women in Behbahan, who were selected using purposive sampling method. The data collection method was semi-structured interview and these interviews continued until theoretical saturation. The thematic analysis method (Braun & Clarke, 2006), were selected in order to analyze the data.
Results: Data analysis showed 210 codes in 4 main themes (Socio-cultural, Psychological, Personal consequences, Economic consequences) and 15 sub-themes (mposing society's perceptions on divorced women, social stigma, greed, reconnection, relationships with friends and relatives, the role of family, conflicting emotions, emotional thoughts, lack of life skills, communication with children, meta-parenting, crisis of residence, seeking of psychological help, behavioral measures and economic insecurity).
Conclusion: Divorce for women is a cycle of vulnerability and individual and social consequences that lead them to use protective mechanisms such as isolation, secrecy and aggression in interpersonal relationships to try to adapt to new circumstances.

Background: Children with intellectual disabilities reduce the happiness of their parents, especially their mothers, due to their developmental, intelligence, cognitive, emotional, and behavioral disabilities. Relationships of parenting styles have been confirmed with various variables, but its relationships with happiness mediated by life satisfaction and quality of life in mothers with Children with intellectual disabilities have been neglected.
Aims: Structural relationships between parenting styles and happiness mediated by life satisfaction and quality of life in mothers of Children with intellectual disabilities.
Method: The method of this study is correlational and structural equation modeling. The statistical population of the present study included all mothers with children with mental disabilities from vocational training centers under 14 years of age in South Khorasan, from which 153 people were selected by random sampling.
To collect information from the Oxford Happiness Scales (Argyle, Martin, & Crossland, 1989); Quality of Life (SF-36); Diner Life Satisfaction (1985) and Bamrind (1973) Parenting Styles Questionnaire were used. Data analysis was performed by structural equation modeling approach using partial least squares method.
Results: Among parenting styles, only the effect of authoritative parenting style on happiness (path coefficient 0.216 and t-test 2.643) is positive and significant (P<0.01). The effect of authoritarian parenting style on happiness is negative and significant (P<0.01) and the effect of permissive style on happiness is not significant. Regarding the indirect effect, authoritative parenting style has a significant effect (P<0.01) on happiness through the mediating variable of life satisfaction at the level (P<0.05) and through the mediating variable of quality of life. While permissive and authoritarian parenting styles do not have a significant effect on happiness through mediating variables of quality of life and life satisfaction.
Conclusion: It seems that parenting style through satisfaction and quality of life can protect mothers with Children with intellectual disabilities against stress and help their happiness and well-being.

Background: The mediating role of critical thinking in interacting with help-seeking can deepen our understanding of how to increase students' independence and adequacy in the learning process. However, few investigations have been conducted into these complex dimensions and interactions, a research gap that reinforces the necessity and value of future studies to improve current educational systems.
Aims: The current research was conducted with the objective of explaining the self-directed learning model based on help-seeking, considering the mediating role of critical thinking among students of the second elementary stage in Kerman province.
Methods: The current research is descriptive, correlational, and employs structural equation modeling. The statistical population included all students of the second elementary stage in Kerman province during the academic year 2022-2023, totaling 170,066 students. Out of this population, 310 individuals were selected as samples through a multi-stage random cluster sampling method, from 4 counties (Ravar, Baft, Bam, and Rafsanjan).
Results: The results indicated that there is a significant relationship between critical thinking and self-directed learning (P< 0.01). Additionally, the results showed that the direct paths in this research were significant, and the indirect pathways of self-directed learning based on help-seeking through the mediating role of students’ critical thinking were also significant. Based on the findings, the final model had a satisfactory fit (P< 0.01).
Conclusion: The findings of this research can concretely impact the design and implementation of curricular programs and educational interventions, particularly in promoting intellectual independence and effective learning in students. With a better understanding of the role of critical thinking as a mediating factor in the self-directed learning process, teachers and curriculum designers can employ related approaches and techniques in the classroom to guide students towards effective help-seeking and the use of critical thinking for evaluating and solving problems.