This study was carried out with the objective of evaluating the effect of combined Effectiveness of 1 And 2 Educational Combination Relation Marital Skills (Speaking and listening to each other) and (moving forward together) On Reducing Marital Conflict And Improving The Quality of Life For Women of Mahmudabad city. The statistical population of the research were 80 housewives under the support of Welfare Organization of Mahmoud Abad city who had records in 2014-15 among whom 20 individuals were randomly selected as statistical sample using available sampling. 10 individuals were randomly assigned to the experimental group and 10 individuals were assigned to the control group. Research tools were marital conflicts’ questionnaire with 42 items (Barati & Snaie, 1996) and quality of life questionnaire with 26 questions (WHOQ-REFB) of the world Health Organization. The results of the study showed that integrated teaching of 1 and 2 marital communication skills (taking and listening to each other) and (moving forward together) has had no effect on reduction of marital conflicts and improvement of quality of life of woman.

Objective: The present research aimed to explore the effects of cognitive-metacognitive strategies and positive psychology training skills on academic self-efficacy, academic burnout, and learning strategies. Methods: This was a quasi-experimental with an unequal control group design. The statistical population included students in Arak City, Iran, in the academic year 2019-2020. Accordingly, 45 of whom were selected using the convenience sampling method and randomly divided into 3 experimental and control groups (n=15/group). The study participants completed the Academic Self-Efficacy Scale, Bresso et al.’s (1997) Burnout Questionnaire, and the Learning Strategies Scale. The study hypotheses were tested by Multivariate Analysis of Covariance (MANCOVA) and One-way Analysis of Variance (ANOVA). Results: The present study data indicated that concerning self-efficacy and academic burnout, teaching cognitive-metacognitive strategies was more effective than positive psychology training (P<0.01). Conclusion: The present research results that teaching cognitive-metacognitive strategies and positive psychology promoted academic self-efficacy and learning strategies and reduced academic burnout.

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