The present study aimed to investigate the factor structure, validity, and reliability of the revised measure of prosocial tendencies among secondary school female students in Ahwaz. The statistical population included all secondary level of secondary school female students in Ahwaz during 2017-2018, about 200 of whom were selected by using a multi-stage random sampling method. Cronbach's alpha, Spearman-Brown and Gutman formula were used to calculate the reliability of the instrument and all results indicated good significant condition. Further, the confirmatory factor analysis was used to calculate the construct validity of the mentioned instrument. This instrument has significant factor loadings with favorable fit indices and could be applied in health school studies as x 2 = 232.09, DF= 170, P= 0.0001, x 2 /df = 1.37, AGFI=0.91, GFI= 0.88, LFI= 0.94, TLI= 0.93, CFI= 0.94, and RMSEA= 0.04. The instrument as the first Persian scale which measures prosocial tendencies within juveniles alike other foreign formats could be used in educational settings and colleges.

This study compared self-determination in 40 elementary school children with learning disabilities) (sixth and fifth grade) and 40 their peers without LD. An ex post facto design was used. Statistical population comprised of all students in elementary schools (sixth and fifth grade) in, Ahwaz, Iran, during the 2013-2014 academic year. Students with learning disability were randomly selected. The students with LD had been diagnosed by Colorado Learning Difficulties Questionnaire (CLDQ). The student completed the Wechsler Memory scale and Self-Determination Student Scale (SDSS). Data were analyzed using analysis of variance. The Statistical Package for Social Sciences (SPSS 20) was used for computing descriptive statistics and multivariate analysis of variance (MANOVA). Differences were found between the groups on the self-determination.

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Introduction: This study aimed at examining the effects of teaching self-determination skills on the optimistic explanatory style and academic identity of primary male students with learning disabilities in Ahwaz city, Iran. Methods: The present study was a field experimental study with pre-test/post-test and follow-up. The sample consisted of 27 primary male students with learning disabilities who were enrolled in the academic year of 2013-2014. The participants were selected using the random sampling method, and randomly assigned into two groups of experimental and control. Data were collected using the Children's Attribution Style Questionnaire-Revised (CASQ-R) and Academic Identity Scale (AIS). Before teaching self-determination to the experimental group, the pre-tests of the optimistic explanatory style and academic identity were administrated to both groups. Then, the teaching package of self-determination was administered to the experimental group and no training was provided to the control group. After the completion of the course, the optimistic explanatory style and academic identity post-tests were administrated to both groups and seven weeks later were administrated again. Results: Results showed that teaching self-determination significantly increased the optimistic explanatory style (P < 0.002), and academic identity (P < 0.003) in these students. Also, the results indicated that teaching self-determination had a persistent effect on the optimistic explanatory style (P < 0.002) and academic identity (P < 0.002) over time. Conclusions: Teaching self-determination skills can increase the optimistic explanatory style and academic identity.

The study was conducted to determine the effect of mindfulness training on cognitive flexibility in sixth-grade female students. This research used a pretest-posttest study with control group. A multi-stage random sampling was used in 4 schools, among which 37 sixth-grade female students were randomly selected and assigned to two experimental (17 students) and control groups (20 students). Students in the experimental group participated in a mindfulness training course for 12 (120-minute) sessions for a month and a half. The study used Dennis and Vander Wal's Cognitive Flexibility Inventory (2010). The results of covariance analysis showed that there was a significant difference between the two groups in the scores of cognitive flexibility and due to the higher mean scores of the cognitive flexibility of the experimental group in the posttest (p> 0.05, p = 10.25), it can be stated that mindfulness training was effective in increasing students' cognitive flexibility.