https://aep.journals.pnu.ac.ir/article_2533.html The aim of this study was to compare adult attachment and anger in bullies and victims. The population consisted of male and female Junior High School students in Tabriz in the academic year (2012- 2013). The sample was selected using cluster sampling. To collect data Self-Report Bully/ Victim Olweus Scale (1996) and the Adult Attachment Scale (AAS) (1987) and Nilson's Anger Questionnaire (2000) were used. Data were analyzed using multivariate analysis of variance. The results showed that there was a significant difference in the elements of anger and insecure attachment style and Ambivalent of bully and victim students (P https://aep.journals.pnu.ac.ir/article_2562.html The purpose of this study was assessing the effect of communication skills training by reducing social anxiety and improving the interpersonal relationships of Third grade female students in mathematical physics in Tehran. To achieve this goal, thirty (30) female students (15 cases and 15 controls) from junior high school in Tehran in the field of mathematics/physics by using the cluster sampling method from all female student high school who were studying in the academic year 89-88 were selected. The present research considered the pre-test/post-test as a control group. The instrument used in this study includes tests of interpersonal relationships Dadkhah and Hrysvka (1999) and Connor was the Social Phobia Scale. The educational program on communication skills during the 12 sessions (one session per week) was conducted basis on UNICEF educational program for the experimental group. The control group did not receive any training while they were living their routine life. The research hypothesis was to use the multivariate analysis of covariance (MANCOVA) for the present study. The results showed that the difference between social anxiety and interpersonal relationships were significant differences between experimental and control groups (P =000/0). This means that communication skills training for reducing the social anxiety and improving the interpersonal relationships in the experimental group were significantly more effective. These findings indicated that communication skills training programs could be effective in reducing social anxiety and improving interpersonal relationships. https://aep.journals.pnu.ac.ir/article_2534.html The purpose of the present study was to determine the relationship between statistics anxiety and its dimensions with task value, self-efficacy and processing levels in psychology students of Qazvin province. The sample consisted of 350 psychology students of Qazvin province who were selected by multi stage cluster sampling, and all these students responded to Statistics Anxiety Inventory of Morgan, Learning Experience Scale of Hanze and Berger, and Motivation and Engagement Scale of Martin. The present research method was descriptive-correlation. The data were analyzed using Pearson correlation and canonical correlation methods. The results indicated that there were significant relationships between all of statistics anxiety dimensions (except for statistics anxiety and mathematics, statistics anxiety and task value) with all of statistics anxiety consequences (processing level, self-efficacy, and task value). Also, the results of canonical correlation analysis showed that, from the three of canonical roots, all of roots were significant. The canonical correlation coefficient between criterion and predictor variables for the first of dimension was 0/43 that it showed that 22% of the variance of criterion variables (processing level, self-efficacy, and task value) explained by predictors variables (statistics anxiety, fear of class, mathematics anxiety, and performance). In the end, suggestions were presented.  https://aep.journals.pnu.ac.ir/article_2563.html The aim of current research was to investigate the relationship between school culture and academic performance taking into account the meditational role of psychological needs satisfaction in the form of casual model. 420 fifth grade high school male students in urmia city were selected using stratified sampling method and answered to school culture and basic psychological needs questionnaires. Structural equation modeling was used for data analysis. The findings revealed that basic psychological needs satisfaction has mediational role in relationship between school culture and academic performance. Also, basic psychological needs satisfaction have positive and significant effect on academic performance. Among dimensions of school culture (students' relations, students-teachers relations, normative expectations and educational opportunities), the effects of students and students-teachers relations on basic psychological needs satisfaction are positive and significant. But the normative expectations and educational opportunities dimensions haven't significant effects on this variable. In general, tested model has sufficient fit and predicts 37% of variance in academic performance. https://aep.journals.pnu.ac.ir/article_2535.html This study aimed to determine the role of emotional intelligence and social adjustment in explaining and predicting of academic achievement changes of both male and female students in the first grade of high school in Maragheh city in the 2014- 15 academic years. The sample consisted of 336 participants (185 females and 151 males) who were selected by relative stratified sampling method. The measurement tools were California Personality Inventory and emotional intelligence questionnaire of Siberia Shrink. Mean score of the previous year was considered as a criterion of academic achievement. Collected data were analyzed using Pearson's correlation coefficient and standard multiple regression analyses. The results indicated that there was significant relationship between emotional intelligence and academic achievement (P< 0.05). But there was no significant relationship between social adjustment and academic achievement. The results of multiple regression analysis (standard method) showed that components of emotional intelligence and social adjustment cantribute in prediction of academic achievement scores. Among the components of emotional intelligence, (self- control, social awareness, social skills, self- awareness and self-motivation), only two components of self- awareness and self-motivation and among the components of social adjustment, (social framework, family) relationships, educational relationship, and anti-social interest relationships, only two components of educational relationship and anti-social interest relationships had sufficient capacity to predict changes in students' academic achievement.   https://aep.journals.pnu.ac.ir/article_2564.html The aim of this study is investigation the effectiveness of the training problem solving skills over decision making styles in parents of mentally retarded children.For this reason 60 persons of parents with mentally retarded children all of city of Tehran choose by available sampling and divided accidentally in experimental and control group(any group to 30 persons).The research design, was pre test and post test semi examination design with control group.The experimental group trained for 7 sessions under problem solving skills train and used of general decision making questionnaire of Scot and Bruce as the examination tool.In finally the used data analyzed by covariance test and the results showed that training problem solving skills is effective on rational, intuitive,dependency,and immediate decision making styles of parents with mentally retarded children.However,problem solving skills training is not effective on avoidant decision making styles of parents with mentally retarded children.It was concluded that problem solving skills training is effective on some decision making styles of parents of mentally retarded children. https://aep.journals.pnu.ac.ir/article_2536.html The aim of study was to survey the relationship between learning climate in school, with the level of aggression in female high school students of Mashhad. It was a descriptive correlative method. The statistical population included the high-school girl students in Mashhad during the 2011- 2012 academic years. The sample was comprised of 405 high-school students in the educational districts 5 and 6 of Mashhad who were chosen through multistage cluster sampling method. In order to collect data, the LCQ Learning Climate scale and the APRI aggression scale were utilized Data were analyzed through descriptive statistics, parsons’ correlation coefficient, simple regression, t-test and one-way ANOVA. The results showed that there was a significant negative relationship between the learning environment and aggression. Also the regression analyses showed that we could predict student’s aggression scale on the basis of their learning environment scale. Significant differences were noticed in the mean scores of second grade and third grade students and among the students studying in different fields (mathematics Science and Humanities). These findings indicated that students’ incompatibility and aggression were somewhat affected by negative climate of the classroom and learning environment. https://aep.journals.pnu.ac.ir/article_2565.html Aim: This study aimed at studying the relationship between time attitude and it’s sub-scales(past positive and negative, present positive and negative, and future positive and negative)with psychological well-being and scholastic motivation in a group of students.Method: It was a survey study which some questionnaires were used. The total population was all of Hamedan high school students in 2012-2013 scholastic year. Research sample was 1200 high school girls and boys which were selected by using multilevel cluster sampling method. The instruments were Mello and Worrell’s Time Attitude Scale and Ryff’s 42-items Psychological Well-Being questionnaire.Results: For analyzing the data correlation coefficient and multivariate analysis variance were used. The findings show that students have more future positive attitudes, and are more positive than negative, in general. Moreover, the results show that there are meaningful relationships between time attitude and psychological well-being and scholastic achievement. Discussion: According to the findings, their student’s time attitude can predict moderately their psychological well-being and weakly their scholastic achievement. However, by increasing student’s positive time attitudes developing the level of their mental well-being could be anticipated. https://aep.journals.pnu.ac.ir/article_2537.html Patience as a moral virtue has several outcomes in areas such as coping with stress, success in education, work and social relations, control of anger emotion and so on .The main objective of this research was to investigate the mediating role of patience in relationship between psychological hardiness and hope of education in students. The method of present research was a descriptive and correlational research. The statistical population of this research included all high school students in Shiraz city that 241 of them were selected by cluster sampling of male and female students in two areas of the Shiraz city Schools .In this research, three tools were used: 1-Inventory psychological hardiness, 2- patiencescale and 3- Researcher made questionnaire "hope to education". Data were analyzed by Pearson correlation and path analysis. The results of the Pearson correlation coefficient between variables showed that the between psychological hardiness and all subscales of patience and hope to education was a significant positive correlation (p https://aep.journals.pnu.ac.ir/article_2566.html The purpose of this study was to investigate the prevalence of bullying behavior. Another goal of the study was to compare the academic achievement, social self- efficacy and general health of adolescents with bully and ordinary behavior. The statistical population included all first male high school students (2136 students) in city of Aslanduz. To achieve our aim first, 503 students were randomly selected through multiphase cluster sampling from this statistical population. Then, they answered the Illinois Bully Scale (IBS). second, 64 high school students were selected as a bully. Third, 64 ordinary students were matched up with bully students. So, Study samples were 128 students. Then, General Health Questionnaire (GHQ), Adolescent Social Self-Efficacy Scale (ASS) administered to two groups. GPA was used for academic achievement. The data were analyzed using: frequency, percentage, means, value standard deviation, and t-test. The results of this study demonstrate that prevalence of bulling behavior among students in Aslanduz city was 12.72. The result of t test showed that, there were significant difference in two groups (Bully and non -bully behavior) in their Dysfunction, depression, help and ask for help, aspects of friendship, participation in community groups and average grades. https://aep.journals.pnu.ac.ir/article_2538.html This research aimed to predict the emotional intelligence of students based on their personality traits. This descriptive- survey study was performed on 204 female high school students who were selected through cluster random sampling. Data were collected using the NEO Personality Inventory (NEO) and Schutt Emotional Intelligence Scale (EIS). Data were analyzed by descriptive statistics, parsons’ correlation coefficient and regression. Findings of this research indicated that personality traits of extroversion, agreeableness, openness to experience and conscientiousness had significantly positive relationship with emotional intelligence. However, there was no significant relationship between personality traits variable of neuroticism and emotional intelligence. Regression analysis revealed that extroversion, openness to experience and conscientiousness were positive and significant predictors of emotional intelligence and the Beta calculated for conscientiousness variable was higher than all the other personality traits variables meaning that the personality trait of conscientiousness had the strongest effect on the student’s emotionalintelligence. https://aep.journals.pnu.ac.ir/article_2567.html Introduction: the study conducted to examine the impact of attribution retraining on the changing attitudes of primary school education. Attribution retraining as the independent variable and dependent variable was defined as a change of attitude. This study consists of field trials with pre-test, post-test and control group. Research instruments were children Attribution Retraining Styles Questionnaire (CASQ) provided by Seligman and the researcher translated it and then revised it to match with the culture of Iranian school students.Methodology: to investigate the influence of attribution Retraining statistical sample of 54 students selected by multistage random sampling methods with two experimental groups and a control group, respectively. Pre-test were taken of both groups. Then, the experimental group was taught attribution retraining; after completing the course, both groups were taken post-test.Results: the analysis of one-way covariance in Markova text showed that attribution retraining, students' attitudes, subscales of positive-permanent event, positive-comprehensive event, positive-private event, and positive events significantly increased and subscales of negative-permanent event and negative-private event as significantly reduced, but not significantly reduced in negative-comprehensive event (PConclusion: attribution retraining would change the students' attitudes. Changes may also have a great impact on various aspects of students' lives. https://aep.journals.pnu.ac.ir/article_2539.html This study has been conducted to determine the relationship between irrational thoughts and self-esteem with mental health of male high school students in Ahar city in the academic year 2012- 2013. The research was an applied one with the cross- correlation design. The research Population consisted all of the male high school students in Ahar (N= 1500). The multi– stage sampling procedure was used with 183 students which had been chosen based on Bartlett's table. The sample population completed Jone's irrational thoughts, Koper Smith's self- esteem and Goldberg and Itiller,s mental health questionnaires. Observations showed that there was a significant direct relationship between mental health and components including high self- expectancy, high concern and disappointment. Also, there was a significant relationship between mental health and components including social, family, education and general dimensions. Multiple regression coefficient of mental health showed that the education, family, concern and rebuke tendency played important roles in anticipating mental health. Also education with the Beta of 0.26 had the most important role. https://aep.journals.pnu.ac.ir/article_2568.html The aim of study was to validate and make reliable the APRI aggression assessment scale in Mashhad girl adolescents. It was a descriptive method aiming at test making. The statistical population included the high-school girl students in Mashhad during the 1391-92 academic year. The sample was comprised of 405 high-school students in the areas 5 and 6 of Mashhad who were chosen through multistage cluster sampling method. In order to collect data, the AGQ aggression scale -which was normalized by Najjarian and Zahedifard- and the APRI aggression scale – which was validated by Parada- were utilized. Validity coefficient, factor analysis, and pearson‘s correlation coefficient were used for the data analysis. The obtained Data were analyzed using the SPSS.2O software. The results showed that using the Cronbakh’s alpha, the overall reliability of the scale, bully factor and victim factor were 0.94, 0.92 and 0.92, respectively, revealing the internal consistency of scale for Iranian students. The results of the exploratory factor of the principal component analysis (PCA) by using the Varimax rotation, showed that the translated scale included the bully and victim factors which explained 44.83% of the total variance. This obtained value is appropriate psychometrically. Considering the result of this study it can be said that the Persian version of APRI aggression scale has an adequate reliability and validity in the Iranian society and could be used to measure the female high school students’ aggression.