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Objective: The aim of this study was to determine the effectiveness of motivational interviewing based on the ability, information, and motivation (AIM) model on adherence to treatment and glycosylated hemoglobin (HbA1c) in female patients with type 2 diabetes. Materials and Methods: In this randomized controlled clinical trial 60 women with type 2 diabetes were randomly selected from the 73 patients who referred to the endocrinology department of Imam Hossein Hospital in Tehran province from December 2018 to April 2019. The experimental group (n= 30) was treated with family empowerment therapy based on self-compassion for eight weekly 90-minute sessions while the control group (n= 30) received the usual hospital treatments. Data collection instrument was Morisky medication adherence scale and HbA1c measurements in three phases. Multivariate repeated measures analysis of variance was used to analyze the data. Data analysis was carried out using SPSS-21 software package. Results: The findings showed that the mean score of adherence to treatment in the group treated with motivational interviewing based on the AIM model was significantly higher than that of the control group (P= 0.001). In addition, women with diabetes in the experimental group had a significantly lower mean HbA1c score compared to the control group (P= 0.001). Conclusion: The results of this study showed that motivational interviewing based on the AIM model can be effective in improving adherence to treatment and reducing HbA1c in women with type 2 diabetes.

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In the axis of basic skills and values, students' enjoyment of mathematics lesson and the realization of learning by taking a certain distance depend on the appreciation of the effort of the individual. Cooperative learning provides this requirement with a great deal of reward and success. Success increases individual's self-confidence and making him/her more powerful and positive in mathematical learning. By developing an individual's positive attitude, mathematical barriers that may adversely affect his/her success in social interaction with friends might be removed. An individual can also help his/her friends in learning and reinforce his belief and self-esteem. This study aims to reveal the effect of cooperative learning method on students' academic achievement and attitudes towards mathematics in primary school fourth grade math class. The study was carried out with "pre-test-post-test control group experimental design". This pattern allows for the comparison of the success of the cooperative method used in the mathematics course to improve students' achievement and positive attitude towards mathematics."Team Play Tournament Supported Student Teams and Achievement Divisions" (TPT supported STAD) technique, which combined the application of Student Teams Achievement Divisions (STAD) and "Team Play Tournament" (TPT) techniques from the cooperative learning applications, was applied to the test group. In the control group, the lessons were taught usingthe instructions in the Ministry of National Education (MoNE) 4th grade Mathematics Teacher's Guide Book. 4th grade primary school students in Malatya Battalgazi during the 2015-2016 academic year were the study participants. They were 40 students (20 in test group and 20 in control group). "Mathematics Attitude Scale" developed by Baykuland "Mathematics Achievement Test" developed by the researcher were applied to the test and control groups as pre-test and post-test. TPT supported STAD technique is more effective in increasing the academic achievement of the students in mathematics course compared to the teacher-centred teaching; however, it is less effective than teacher-centred teaching in their mathematics attitudes.