The current study aimed to investigate the relationship between attitudes toward marital infidelity (ATMI) and family cohesion (FC) through the mediating role of the meaning in life (MIL) in Iranian married women. This was a correlational study of path analysis type. The statistical population included all married women living in Kermanshah, Iran in 2021, among whom 310 were selected using convenience sampling method. Participants were asked to fill out Watley's ATMI, Steger et al.'s MIL and Fischer et al.'s Family Organized Cohesion scales. Data were analyzed using path analysis in AMOS-26 and SPSS-26 software. The results indicated that there is a significant negative relationship between FC and ATMI. Moreover, the result of the path analysis revealed that hypothesized model of the study had a good fit in the participants of the current study. That is, there was a significant relationship between FC and ATMI through the mediating role of MIL.

Aim: The purpose of this study is to analyze teachers' beliefs about the desirable classroom. Teachers' beliefs about a desirable and ideal classroom are important in the sense that these beliefs shape teachers' expectations, actions, and behaviors in the classroom and influence better education that meets students' needs.   Methods: The method of study was qualitative and phenomenological and the data were analyzed using Culizzi method. The population of the study consisted of all teachers in the first and second grade of Kermanshah city during the academic year 2018-2019, of whom 15 individuals were selected through purposeful sampling for in-depth interviews. Interviews were audio recorded, transcribed, and coded through Epochs method. Findings: After analyzing the data, 3 main categories were obtained. The categories of behavior-oriented beliefs, which includes the subcategories of multidimensional upbringing, control, boundaries, non-discrimination-justice and personality. The category of relationship-oriented beliefs include empathy and acceptance, knowing the psychological world, teacher's self-disclosure, relationship with peers, motivation and interest, support, respect and trust, counseling and consultation, teacher's relationship with parents, modeling, changing and cultivating personality traits, and family. Also, beliefs aimed at teaching under the categories of knowledge, attention to individual differences, teaching method (transfer of concepts), educational technology, teacher's appearance, physical structure of the class, time, learning, educational level, limitations, teacher's age, teacher's experience, the role of education includes student's readiness, and intelligence. Conclusions: According to the findings of this research, it can be said that teachers' beliefs about the desirable classroom have a wide range that is not limited to the behavior of the teacher or student and other factors such as family, teacher relationship with parents, physical structure of the class and teaching style also affect this.

Aim: The purpose of this study was to determine the effectiveness of strengths-based career counseling on career exploration, career self-efficacy and dysfunctional career thoughts regulation among unemployed graduates. Methods: study was a quasi-experimental research with a pre-post-follow up design and a control group. Research population consisted of all unemployed female graduates in city of Islamabad Gharb in 2018. Convenient sampling method was employed and through inclusion criteria, 28 individuals were selected and then randomly assigned to experimental and control groups (14 in each group). The intervention involved four 90-minute weekly sessions using strengths-based career counseling. The control group did not receive any intervention. Career exploration survey, career self-efficacy scale and dysfunctional career thoughts scale were used to collect data. Data was analyzed using ANCOVA statistical method. Findings: The results showed that there is a significant difference at the post-test stages between experimental and control group in career exploration (P <0.001; F = 68.66; P <0.001; F = 102.99), career self-efficacy (P <0.001; F = 34.31; P <0.001; F = 47.94) and dysfunctional career thoughts (P <0.001; F = 7.89; P <0.001; F = 88.22). Also this difference is stable over the time, at the follow up in three month. Conclusion: It is recommended that executive directors and education officials conduct strengths-based career counseling for students on a large scale.

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