Background: Nowadays, a large part of the country's youth is critical of success in the University Entrance Exam (UEE). Thus, that failure in it is associated with the problematic condition psycho-educational for them. Holding the university entrance is a phenomenon; despite numerous studies, it has not yet been studied on the factors associated with it. Aims: The present study aimed to explore the experiences of the UEE applicants from the back entrance.
Method: This study was carried out with a qualitative method and grounded theory approach. The statistical population of the study consisted of all applicants of the year 1399 from the different academic majors of Khodabandeh city. The study sample included 12 applicants who had the experience of one or two years ' experience in a UEE and were selected by purposeful sampling method. A semi-structured in-depth interview was employed to collect data. Data were analyzed based on Strauss and Corbin approach (2008). Results: By deep analyzing of applicants’ experience, 160 primary concepts, 107 alternative themes and 9 main themes were obtained. Main factors of failure including social atmosphere, instructional environment, friends, and family as background factors; mental function, academic performance, and reaction to inadvertent events as process factors; mental and academic consequences as consequential factors were categorized. “Motivation for success in UEE” was extracted central class that encompasses all background, process, and consequential factors, it was the final response to the main research question, that is effective factors on failure in UEE. Thus, when failing the test is an option to gain desirable result, it will be selected, otherwise it is abandoned. Conclusions:The results of this study can be helpful for instruction administrators, academic consultants, and parents to understand applicants’ mental world.

Background: Bullying, as one of the unsolved problems in schools, leads to undesirable consequences. Effective factors associated with bullying, like moral disengagement, are crucial. However, no qualitative study has been conducted to build a model for moral disengagement and bullying. Aims: Identifying fundamental, procedural, and consequential factors of moral disengagement in bullying. Method: The study was qualitative, based on grounded theory. The statistical population included all male students of middle and high schools of the Abhar city. 17 students and a focus discussion group with the average age of 15.5 were selected through purposive sampling in the 2018-19 academic year. The method was semi-structured interviewing. Data analysis was performed using the Corbin and Straus methodology (2008) and the ATLAS.ti 8 software. Results: From initial 630 open codes, 19 secondary subjects and 7 main subjects were obtained. Results showed that the core category of beliefs and functional attitude to bullying are influenced by fundamental factors including determinant experiences, violent atmosphere, and bullying, and procedural factors including weak emotional perception, dysfunctional social perception, and externalization. Conclusions: Fundamental and procedural factors and related matters result in leveraging the moral disengagement mechanism and perpetrating bullying.

Background: The weakness in sense of attachment to school among students in deprived areas is influenced by malfunctioning social relationships and lack of hidden curriculums, a problem that not only reduces students 'cognitive performance levels, but also is intensified by teachers' discouraging messages and may even lead to higher rates of dropping out of school. Researches have shown that school staff may help to increase students' school attachment, through socio-emotional learnings. Invitational education and teaching social relationships based on a hidden curriculum is an area that has attracted the attention of researchers around the world, however, in Iran there is a research gap in the effectiveness of these two educational methods on the sense of belonging to the school.
Aims: The aim of this study was to compare the effectiveness of invitational education, social relations education and the combination of these two educational methods on school attachment of female students in deprived areas.
Methods: The research method was quasi-experimental pre-test and post-test. The statistical population in this study was female elementary school students in deprived areas of Ghale Ganj city (Kerman province) in the academic year 1397-98, from which 3 schools were randomly selected as the experimental group and one school as the control group.  Raven's IQ test and pretest were used to control students' primary cognitive backgrounds. Data were collected using School Attachment Questionnaire (Brew, Beathy & Watt 2004).  The Invitational education packages and school social relations and a combined method were implemented for school executives and its effects on students were analyzed using Univariate covariance and multivariate analysis of covariance.
Results: Findings showed that Invitational education, social relations education and combined methods have positive effects on students' school attachment. These effects were significantly different at p <0.05 and more or less included in   Invitational education, combination education and social relations education, respectively.
Conclusion: Based on the findings of the present study, it can be concluded that if the necessary conditions for encouraging and developing social relations of female students in deprived areas are provided by school staff, especially teachers, their sense of belonging to the school will improve

Background: Children facing challenges such as social deficiencies during childhood may struggle in social interactions and unhealthy emotional relationships, thus increasing their vulnerability to sexual addiction. The relationship between childhood traumas and sexual addiction is influenced by various factors such as social support, mental framing, and attachment styles, highlighting the importance of thoroughly examining the impact of each of these factors on this relationship. Strong scientific evidence can guide decision-makers in implementing effective measures and policies to prevent childhood traumas and sexual addiction.
Aims: The present study aimed to model the structural equations of the relationship between childhood traumas and sexual addiction, with the mediating role of perceived social support, mental framing, and attachment styles.
Methods: The current research employed a descriptive correlational approach and structural equation modeling. The statistical population included all virtual students in Tehran universities during the academic year 2021-2022. The sample size was determined to be 322 individuals based on the Klein formula (2011), considering the possibility of dropouts, with 370 individuals ultimately included. Data collection utilized the Childhood Trauma Questionnaire (Bernstein et al., 2003), Sexual Addiction Screening Test (Carnes, 1988), and Adult Attachment Style Questionnaire (Collins & Read, 1990). The gathered data were analyzed using path analysis in LISREL and SPSS software.
Results: The research findings indicate significant correlations, confirming the hypothesized correlation between variables for developing the structural equation model (p< 0.05).
Conclusion: The relationship between childhood traumas and sexual addiction is influenced by various factors, including social support, mental framing, and attachment styles, underscoring the critical importance of thoroughly investigating the impact of each of these factors on this relationship. Strong scientific evidence can guide decision-makers in implementing effective measures and policies to prevent childhood traumas and sexual addiction.