According to statistics, cardiovascular disease is the leading cause of death in Iran. Although many of the disease prevention activities are related to reduction in case of developing the symptoms of these diseases, treatment must be undergone. According to previous studies, age and gender are factors that have a significant impact on recovery and recurrence of the disease. There are little Studies in this area in Iran and therefore, this study aimed to examine the relationship between age and gender with psycho logical well-being and quality of life in patients with cardiovascular disease after surgery.  The number of 139 patients that underwent cardiac surgery were selected with conveniently sampling and then were studied. The participants were asked to respond or complete depression, anxiety and stress scale (DASS-21) and SF-36 scale. Results showed that age and gender didn’t significantly affect patients with cardiovascular disease, psycho logical well-being and quality of life. According to these results, it can be concluded that heart disease can have the same effect on all patients in different ages and also, the impact of the heart disease in men and women is almost equal.

Background: Many studies have shown that spatial abilities are associated with academic achievement and that childhood spatial activity predicts this ability in adulthood. But the key question is, what is the performance and speed of mental rotation in boys and girls of different grades?
Aims: The purpose of this study was to investigate the evolution of students' mental rotation.
Method: This was a descriptive study. The statistical population consisted of Abik elementary and high school students in the academic year 2016-2017, who were selected by cluster random sampling method (400 male students (203 boys and 197 girls). Research tools include: Gannis & Kuwait Mental Rotation Computer Test (2015). Data analysis was performed using ANOVA and Tukey post hoc tests. Results: The results showed that the ability of children's mental rotation in the first to eleventh grades was significant (p= 0/000). In both tests, male students were better than female students (p= 0/001) performance and(p= 0/008 speed of action). The pattern of mental rotation showed greater differentiation of fourth- to sixth-grade students, but the rate of deceleration from first to sixth graders and then higher speeds were higher in practice. Conclusions: The model of mental rotation transformation can be an appropriate context for targeted educational programs. 

Background: Numerous studies have shown that mathematical gender beliefs affect girls' mathematical performance and Leads to a drop in math scores and Their interest is in mathematical utility. However, there is a research gap in the study of the effect of an empowerment education package with self- determination approach on girl students math performance and gender beliefs. Aims: The aim of this study was to evaluate the effectiveness of the empowerment education package with self- determination approach on girl students math performance and gender beliefs (with low performance in this lesson.
Method: The present study was applied in terms of purpose and in terms of data collection method, an experimental type was semi-experimental with design pre-test,post-test and follow with control group. The study population consisted of all girl students ninth grade in 6 district Tehran city during the years 2019-2020 with low performance in math. 32 people were targeted selected as a sample and randomly assigned to two experimental and control groups (16 people). The instruments of the present study were Leder and Forgasz (2002) mathematical Academic Belief Questionnaire, For the experimental group, training was held in 8 sessions of 60 minutes While the control group did not receive any intervention. Malekzadeh, Hejazi and Kiamanesh (1400) packages were used to teach empowerment with self-determination approach. Data analysis was performed by mixed analysis of variance.
Results: showed that the use of empowerment training package with self-determination approach It has been effective in improving the performance and gender beliefs of math female students with low performance in this course (P<0/01).
Conclusions: girl students who participated in empowerment education sessions based on self-determination approach had better performance and Improvement beliefs to math lesson. Therefore, it is recommended to be considered as one of the educational programs at educational institutions Including In schools with different groups and more.

Background: Textbooks have been the main and official source of transmitting the values of society to students and a very powerful force in the process of forming gender roles of children and adolescents. In this study, gender representation and identification of gender relationship in the English language textbook of the second year of high school in Iran is considered.
Aims: Identifying the basic components of gender discourse in Persian and English literature and social science textbooks in the second year of high school
Methods: Quantitative and qualitative content analysis is a combination. Qualitative content analysis of the text of lessons and pictures has been selected, in which the quality of representations has been examined. Quantitative content analysis method is also used to quantitatively compare the number of images, feminine and masculine nouns and pronouns. The statistical population of this research was the whole English language textbook of the second year of high school and the results of the research were examined using the mean, f and t test.
Results: Content analysis of books has also shown a traditional and clichéd approach and disproportion and balance, especially in expressing emotional feelings of attention to both genders.
Conclusion: Ignoring the educational reality of female students and not reflecting it in textbooks does not seem very logical. Also, in order to improve the situation, a cultural background must first be provided. This research showed that the reproduction of sexist discriminatory stereotypes is done covertly and sometimes openly in educational books through images and literary texts

Background: Although the role of attachment styles, self-esteem, and sensitivity to rejection in smartphone addiction has been confirmed, there are still many ambiguities in how these factors affect smartphone addiction; In some cases, research results are even contradictory, perhaps because they have often been examined independently.
Aims: This study investigates the mediating role of self-esteem and sensitivity to rejection in the relationship between attachment styles and smartphone addiction
Methods: Structural equation modeling (SEM) was used to test the indirect relationship between attachment styles and smartphone addiction through self-esteem and sensitivity to rejection. The statistical population of this study included all smartphone users aged 20 to 34 years old. The participants included 452 individuals aged 20 to 34 years (49.1% women and 50.9% men). The following questionnaires were administered to the participants: Adult Attachment Style Questionnaire (Besharat, 2011), smartphone Addiction (Sevari, 2014), Rosenberg's Self-Esteem (1965), and the adult version of Rejection Sensitivity Questionnaire (Branson et al.,2009). The path analysis method was used for data analysis.
Results: The results of the bootstrap method showed that self-esteem and sensitivity to rejection partially mediated the relationship between secure and avoidant attachment styles and smartphone addiction. The results also indicated their full mediating role in the relationship between anxious attachment style and smartphone addiction. Furthermore, results showed gender's moderating role on the direct path between avoidant attachment style and smartphone addiction, And the indirect path between anxious attachment style and smartphone addiction.
Conclusion: This study's findings suggest that to solve the smartphone addiction issue, especially in women, paying attention to the components of self-esteem and sensitivity to rejection can be helpful.

Background: Today, sexual health and providing the context for its realization has become a discourse and a sustainable goal in development, which has been pushed to the center of attention of politicians, experts, and researchers due to the problems arising from the unfavorable global conditions in this field.
Aims: This research aimed to identify and stratify psychological, cultural, and social factors on sexual health based on the interpretive structural equation model.
Methods: This research was carried out in a descriptive survey, in the first part, the dimensions and components related to stable sexual health were calculated and in the second part, the evaluation and leveling of these components were done. In the content analysis section, the society and the research environment are all first-hand and second-hand sources, including books, articles, specialized sites, upstream documents, pamphlets, and publications, which were of interest to the researcher to study the factors of sexual health development. In the stratification section, the statistical population consisted of all experts in the field of studies related to sexual health education, sex education, education, and family psychology, and 16 people were selected as a statistical sample using the purposeful sampling method. The data collection tool in the content analysis section was the content analysis worksheets of the first and second sources in line with the research objectives and their classification. In the stratification section, in order to determine the cause and effect of the extracted factors and their stratification, a questionnaire was created by the researcher. Which was designed based on the ISM model, was used, and in order to analyze the data, the interpretive structural modeling approach was used to provide a model of sustainable sexual health development factors.
Results: The results showed the recognition of sexual rights, respect for sexual rights, education of cultural and social values in this field, respect for cultural differences under the title of cultural and social factors; Teaching the expression of sexual tendencies in childhood, teaching issues related to the growth and needs of adolescents, raising awareness of sexual development in adolescence, strengthening sexual identity, building self-confidence, and teaching healthy reproductive issues under the heading of psychological factors were prioritized.
Conclusion: Achieving sexual health requires continuous education since childhood, which should be done sustainably, and it is necessary to achieve this kind of health education and empowerment of children in the psychological, cultural, and social fields

Background: Critical thinking is defined as the art of analyzing and evaluating thinking along with a review to correct it. Critical thinking is one of the basic needs of human life for decision-making, selection, and deep understanding of various issues. There is a research gap regarding the possible role of analytical literacy and computer literacy in predicting critical thinking with regard to the gender variable.
Aims: This study was conducted to predict critical thinking through computer and analytical literacy with the mediating role of gender in second-year high school students of Gilan province.
Methods: Research method was descriptive correlation type and the statistical population included second-year high school students of Gilan province in the first half of the academic year 2019-2020. The statistical sample included 384 people (191 girls and 193 boys) who were randomly selected in person and virtual. Data collection tools included critical thinking questionnaire (Ricketts', 2003) and researcher-made computer and analytical literacy questionnaires. The data were analyzed using hierarchical regression, multivariate regression, and Z-test using SPSS software version 26, and a significance level of 0.05 was considered to test the hypotheses.
Results: The results showed that the effect of analytical literacy and computer literacy on students' critical thinking is positive and significant and explains 43% of its changes. Also, multiple relationships between analytical literacy and computer literacy with critical thinking have been stronger in male students than in female students.
Conclusion: According to the obtained findings, it seems that Critical thinking in students can be predicted by the variables of analytical literacy and computer literacy according to the role of gender

Background: Individuals with gender dysphoria often face challenges, social discrimination, and difficulties in defining their own identity. The existing literature highlights the need for therapeutic interventions tailored to the unique psychological needs of this population. Unified group psychotherapy, which incorporates multiple therapeutic approaches, offers a promising solution to support individuals with gender dysphoria in exploring and affirming their identities and improving their positive self-concept and resilience. However, empirical research on the effectiveness of such interventions in addressing identity crises and improving self-concept in individuals with gender dysphoria is still limited.
Aims: The aim of the present study was to determine the effectiveness of unified group psychotherapy on identity crises and self-concept in individuals with gender dysphoria.
Methods: The present research employed a quasi-experimental pretest-posttest design with a control group. The statistical population comprised all individuals with gender dysphoria in Isfahan province in the year 2022. Thirty individuals were selected using convenience sampling method and randomly assigned to two groups: experimental (n= 15) and control (n= 15). The research instruments used in this study were the Identity Crisis Questionnaire (Ahmadi, 1999) and the Self-Perception Profile (Harter & Pike, 1984). Multivariate analysis of covariance (MANCOVA) was employed to analyze the data using SPSS version 25.
Results: The results indicated that in both the identity crisis and self-concept variables, the psychotherapy group in the posttest phase showed significantly lower means compared to the control group (p< 0.05).
Conclusion: Based on the findings, it can be concluded that with the assistance of unified group psychotherapy, variables such as identity crisis and self-concept in individuals with gender dysphoria can be influenced. This approach in this field can contribute valuable practical knowledge and experience to clinical practice and aid in improving therapeutic methods.

Background: The literature review in the field of elementary school teachers and factors influencing their profession, such as job burnout, mental health, social capital, and work-family conflict, has shown that there has been no study to date examining gender differences among elementary school teachers in Tehran in these aspects.
Aims: The aim of this research was the considering of gender differences in burnout, family- work conflict, mental health, and psychological capital in Tehran elementary teachers.
Methods: the method of this research was Descriptive, in kind of post event and casual- comparative research. Statistical society in this research consists of all elementary school teachers in Tehran (12656 teachers) and sample was 400 teachers (233 female & 177 male) were selected by equal assignment Stratified sampling method (each region 50 teachers). Research instruments consist of Masalas' burnout questionnaire, Carlsons' family- work conflict questionnaire, and Goldberg & Hillier mental health questionnaire, and Luthans, Psychological capital questionnaire. Analyzing methods were mean, standard deviation, skewness, courtesies, and Independent T-test.
Results: There are significant gender difference in burnout, psychological capital, and family- work conflict. Burnout, psychological capital, and family- work conflict in female teachers, were significantly more than men teachers were. However, there are no significant gender difference in mental health.
Conclusion: Nowadays, women alongside the key role in family and nurturing children are present in society as the strong and competent work force. Presence of problem in these tow domains is traumatic. According to this research finding and by considering women teachers high rate of this variables, providing psychological counseling services, psychological workshops for female teachers, and making flexible working hours are effective for decreasing burnout and family- work conflict.

Background: Paying attention to cognitive factors can create a balance and fit in individual characteristics, and the result of this work is to increase the efficiency of the educational system and ensure the academic success of students. Therefore, identifying the factors involved in achieving learning is one of the important research topics. Therefore, learning strategies and intelligence, which are the basis of individuals' habits of processing received information, are effective factors in learning.Aims: This study aimed to determine the effectiveness of cognitive and metacognitive strategies' instruction on intelligence beliefs of senior high schoolers according to the role of gender.Methods: The present study was quasi-experimental from the series of pretest-posttest designs with the control group.The statistical population included all of senior high schoolers in Mahabad city in the academic year 2022-2023. In total, 80 people were selected as the research sample by using the convenience sampling and were randomly assigned to two experimental groups and two control groups (20 people in each group).To collect data, the questionnaire of intelligence beliefs (Babaei, 1998) and the protocol of cognitive and metacognitive strategies (adapted from Saif, 2017) were used. Analysis of covariance and SPSS 25 software were used to analyze the data. Results: The results showed that cognitive and metacognitive strategies' instruction in the group, had a significant effect on innate and incremental intelligence beliefs (P< 0.05), but based on gender, the difference in mean scores of innate and incremental intelligence beliefs was not significant (P> 0.05). Also, with the interaction of the experimental factor with gender, no significant effect was observed on the components of intelligence beliefs (P> 0.05).

Conclusion: Metacognitive strategies were able to create a significant difference in the mean of intelligence beliefs' components in the experimental and control groups.