Background & objectives: Considering the prevalence of psychological problems in patients with multiple sclerosis (MS), some reports have recognized the effectiveness of emotional self-regulation model prior to conventional therapies in these patients. The aim of this study was to investigate the effectiveness of emotional self-regulation model to improve the components of life quality in MS patients. Methods: This study was a semi-experimental with pre-and post-test, and control group. The quality of life test was performed on 220 MS patients in Tabriz, 2018.40 patients who had unsatisfactory scores were selected and divided randomly into experiment and control groups. The intervention was conducted in the form of emotional self-regulation training in twelve 90 min sessions per week. Quality of life test was performed again in each group 10 days and three months after the end of the intervention. Data were analyzed using covariance analysis. Results: Analyzed data showed that there was a significant difference between the mean scores of post-test in the experiment and control groups (p<0.01), indicating that emotional self-regulation training improves the components of quality of life in the experimental group. Also, the emotional self-regulation model had a lasting effect on the quality of life of MS patients after a three-month follow-up. Conclusion: Taking into consideration the positive psychiatric effects of emotional selfregulation it is recommended to conduct such training programs for MS patients to improve their mental health.

Academic engagement as a basis for reformist efforts in the field of education is very important in achieving learning experience so that indirectly guarantees students' academic achievement. Therefore, purpose of this study was to prediction of academic engagement based on academic optimism, perception competence and achievement emotions in students. The descriptive-correlation method was used. Methodology: The statistical population consists of all male students studying of Hewraman region in year academic 2019-20 to 1476 student. In this study, according to random cluster sampling method, 100 married students by formula Plant of Tabachnick & Fidell (2007) were selected as samples and they were asked to academic engagement scale (AES) of Reeve (2013), perception competence scale of Harter (1982), academic optimism scale (AOS) of Tschannen-Moran, Bankole, Mitchell and Moore (2013) and achievement emotions questionnaire (AEQ) of Pekrun, Goetz & Perry (2005). Findings: The data were analyzed by tests of Pearson correlation and multivariate regression. Results: Findings showed that there was positive and significant correlation between spdemic optimism, perception competence and positive achievement emotions with academic engagement (P<0/01). There was negative and significant correlation between negative with academic engagement (P<0/01). Regression analyses also revealed that %79/2 of variance of academic engagement was explained by academic optimism, perception competence and achievement emotions. Conclusion:This study confirmed the significant contribution of academic optimism, perception competence and achievement emotions in academic engagement of students. The results of this research can help planners and implementers of education organization to adopt appropriate educational policies in order to engage students in academic studies and the factors affecting it.

Introduction: Distress intolerance, difficulty in emotion regulation, and marital conflicts affect the quality of the couples life. Aim: The present study investigated the effectiveness of marital adjustment training on couples distress intolerance, difficulty in emotion regulation, and marital conflict. Method: The present study was a quasi-experimental study with a control and experimental group. The study sample included 30 couples referring to counseling centers in 2019-2020 that were divided randomly in two experimental and control groups. Afterward, marital adjustment training was provided to the experimental group during eight sessions, and the control group did not receive any intervention. Simmons and Gaher distress tolerance questionnaires, Grotz and Roemer difficulty in emotion regulation, and Sanai and Barati marital conflicts were used in this study. The data were analyzed by covariance using SPSS software version 22. Results: The results showed marital adjustment training was effective on reducing distress intolerance (f=142.76 and P<0.01), the level of difficulty in emotion regulation (f=146.94 and P<0.01), and marital conflicts (P<0.01 and f=426.21). Accordingly, distress intolerance, difficulty in emotion regulation, and marital conflict were significantly reduced in the treatment group compared with the control group who did not receive any intervention. Conclusion: The findings indicated that marital adjustment training could be an effective intervention in counseling centers for couples with communicative problems.

Background: Obesity and overweight are important factors in increasing psychological problems such as anxiety, mood, and personality disorders, which are components of mental health, and the occurrence of high-risk behaviors. Therefore, not only overweight can endanger the physical health, but also it can be a significant threat to the mental health of people. Objectives: The aim of this study was to evaluate the effectiveness of a mental health training program based on eating disorders on the positive and negative aspects of mental health in overweight women. Methods: The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population included overweight women referred to clubs and health centers in Kangavar, Iran, in 2019. Using the available sampling method, a total of 30 participants were selected and randomly assigned into two equal groups of experimental (n = 15) and control (n = 15). The experimental group received ten 90-minute sessions once a week at an eating disorder-based mental health training program, while the control group received no intervention. The Goldberg General Health Questionnaire (GHQ) and the Lutz Positive Mental Health Questionnaire (PMHQ) were used in the pre-test and post-test stages. Data were analyzed using SPSS software version 21, and descriptive statistics, one-way analysis of covariance (ANCOVA), and multivariate analysis of covariance (MANCOVA). Results: The results showed that the training program based on eating disorders led to a significant difference between the experimental and control groups in the overall scores of general health and the positive and negative aspects of mental health (P ≤ 0.05). Conclusions: According to the results of the present study, this educational program can be considered as an effective intervention in increasing the positive mental health of overweight women. So, along with other effective interventions, it should be on the agenda of psychologists, counselors, and behavioral scientists dealing with overweight people.

ABSTRACT. This article aims to determine the level of life skills training effect on the educational stress of the Islamic Azad University students of Sanandaj in 2013-2014 and it was done by using the experimental research method with pre-test and post-test of interviewed (testifier) group. The statistic society of this article consist of all Islamic Azad University students of Sanandaj in 2013 -2014 that based on statistics it was about 11000 persons that Cochran's model was used for estimating the sample size and 277 persons were chosen casually. According to the sample size, firstly the student life stress questionnaire was performed and 60 persons of people that had maximum students life stress depend on questionnaire scale were chosen and screened. The 60 screened persons were divided into two experimental group and control group. It means that 30 people in the experimental group that was taken under the life skills training and 30 people as Control group in order to being compared with the experimental group in the terms of life skills training effect of the educational stress. For surveying the variable s relation, analysis statics and independent T test were used. The result showed that in the terms of life skills training effect on educational stress (there is a meaningful difference between the experimental group and control group) or in other hand, life skills had meaningful effect on the educational stress deduction.