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The aim of this study was to investigate the effect of cognitive behavioral analysis psychotherapy on subjective pain and forgiveness in women with depression who had experienced romantic relationship breakup. In this study, a semi-experimental, pre-test-post-test design with a control group with a three-month follow-up was employed. The target population for this study consisted of women aged 18 to 35 years in Isfahan during 1400 in the Iranian calendar (2021–2022) who had experienced a romantic relationship breakup and were experiencing depression. A total of 30 participants were selected through convenience sampling and randomly assigned to either the experimental group or the control group. The experimental group received cognitive behavioral analysis psychotherapy sessions, but the control group did not receive any intervention during this period. To collect data, a structured clinical interview for axis one disorders, the Love Trauma Syndrome Questionnaire, the Beck Depression Inventory, the Second Edition, the Forgiveness Scale, and the subjective pain questionnaire were used. The subjects answered the questionnaires in three stages: pre-test, post-test, and three-month follow-up. The data were analyzed using multivariate analysis of covariance. The results showed that cognitive behavioral psychotherapy had a significant effect on subjective pain and forgiveness at the post-test stage, and these changes were maintained at the three-month follow-up. This treatment method can be used to enhance the emotional health of women with depression and romantic relationship breakup. Introduction Love trauma syndrome is introduced as a stressful event that can aggravate the symptoms of emotional disorders. Rosse (2007) has introduced the syndrome of love trauma syndromes as a set of symptoms that appear after the collapse of a romantic relationship. The syndrome disrupts the individual's functioning, leads to maladaptive responses, and includes four features: arousal; avoidance and automatic reminders; and emotional indifference. One of the consequences of love trauma is sensitivity to mental pain. Studies show that high sensitivity to mental pain is related to maladaptive behaviors, including unwillingness to experience and accept events. Ranter et al. (2012) believed that forgiveness is a coping strategy against negative emotions which makes people mix their previous assumptions and find a new understanding of the consequences of mistakes. The results of this research can increase the quality of interventions and preparation of treatment protocols in this field plus preventing the problems of people involved with love trauma syndromes. Cognitive-Behavioral Analysis System of psychotherapy can be considered an effective intervention in the treatment of depression with love trauma syndrome considering that a depressive disorder requires clinical attention and considers love trauma syndrome as a triggering factor in depression. Methods The aim of this study was to investigate the effect of cognitive behavioral analysis psychotherapy on subjective pain and forgiveness in women with depression who had experienced romantic relationship breakup. In this study a semi-experimental pretest-posttest design with a control group and a three-month follow-up was employed. The statistical population of this study consisted of all women aged 18 to 35 years with romantic relationship breakup and depression in Isfahan in 1400. Thirty subjects were selected via available sampling and were randomly assigned to two experimental and control groups. The experimental group received cognitive behavioral analysis psychotherapy sessions, but the control group did not receive any intervention during this period. To collect data, a structured clinical interview for axis one disorders, the Love Trauma Syndrome Questionnaire, the Beck Depression Inventory, the Second Edition, the Forgiveness Scale, and the Subjective Pain Questionnaire were used. The subjects answered the questionnaires in three stages: pretest, posttest, and three-month follow-up. The data were analyzed using multivariate analysis of covariance. Results The sample consisted of 30 women. The mean and standard deviation of the age of the control group and the experimental group were 26.44±5.34 and 27.38±4.63 accordingly. The mean scores of subjective pain variables, experiential avoidance, and forgiveness in two experimental (Cognitive-Behavioral Analysis System of psychotherapy) and control groups have a significant difference (p<0.001). The results of the follow-up test to compare the experimental and the control groups in the research stages in the research variables show that there is a significant difference between the control group and experimental group in the post-test stages as well as the follow-up in all three variables of mental pain and forgiveness. Discussion The aim of this study was to investigate the effect of Cognitive-Behavioral Analysis System of psychotherapy on mental pain and forgiveness in women suffering from comorbid depression with love trauma syndrome in Isfahan City. The available sampling method, the use of self-report tools, the lack of examination of cultural and social variables, and the implementation of research exclusively in women's society besides not paying attention to the type and quality of the lost emotional relationship were among the limitations of the research. It is suggested to use qualitative measurement tools focusing on physical and emotional symptoms in future research. Ethical Consideration Compliance with Ethical Guidelines Prior to the start of the research, participants were made aware of the research objective. It was announced to the participants that they could withdraw from the study at any time if they wished. They were also assured that their identity information would remain confidential. This research did not have any conflicts with the religious and cultural norms of the society. This research has also been approved by the Ethics Committee of Shahid Chamran University of Ahvaz with the ethics code Scu.ac.ir EE/99.3.02.63784/ Authors’ Contributions The first and second authors were responsible for data collection, statistical analysis, and writing the initial draft under the supervision of the advisor (the first author) Conflict of Interest In the disclosures of this article, there are no conflicts of interest among the authors Funding The present research did not receive any financial support from any organization. Acknowledgment The authors would like to express gratitude to all the peoples who participated in this research.

The aim of this research was to explain the psychological well-being of young adults based on family communication patterns, considering the mediating role of ambiguity tolerance and emotional self-disclosure. The participants in the research were 500 young individuals aged 18 to 35 years who were selected using convenience sampling. The participants responded to the Scales of Psychological Well-being, the Revised Family Communication Pattern instrument, the Ambiguity Tolerance Scale-II, and the Emotional Self-Disclosure Scale. The research method was structural equation modeling, and the results showed that the model had a good fit. The conversation orientation, ambiguity tolerance, and emotional self-disclosure directly and positively, whereas the conformity orientation directly and negatively, predicted the psychological well-being of young adults. Furthermore, conversation orientation indirectly and positively, and conformity orientation indirectly and negatively through ambiguity tolerance and emotional self-disclosure, predicted psychological well-being. Overall, this research confirms the role of family communication patterns, mediated by ambiguity tolerance and emotional self-disclosure in the psychological well-being of young adults. The conclusion is that the attention to choosing the right communication pattern by parents, by influencing the ability to tolerate ambiguity and emotional self-disclosure, can be effective in improving and promoting the psychological well-being of young adults.IntroductionMental health is a multi-dimensional construct, with psychological well-being as a crucial component. Positive psychology emphasizes the study and promotion of positive factors such as happiness, hope, resilience, optimism, and psychological well-being (Compton & Hoffman, 2019). Psychological well-being is defined as a multi-faceted concept encompassing self-acceptance, positive relationships with others, autonomy, environmental mastery, purpose in life, and personal growth (Ryff & Singer, 1998). Given the widespread biological, psychological, and social changes occurring during young adults, identifying factors that influence the psychological well-being of this significant population is vital (Bahari & Farkish, 2009). The family environment and the quality of its relationships are among the most important factors, as the family is the initial context for growth and serves as the foundation for personality, values, and beliefs (Kamijani & Maher, 2007). The family communication patterns model emphasizes two dimensions: conversation orientation and conformity orientation (Koerner & Fitzpatrick, 2002). This study aimed to explain the psychological well-being of young adults based on these patterns, with the mediating role of ambiguity tolerance and emotional self-disclosure, testing several hypotheses related to direct and indirect effects. MethodThe study employed a descriptive-correlational design using structural equation modeling. The target population was all adults aged 18 to 35 in Kerman in 2024. Based on Kline's criteria and the proposed model, a sample of 500 was chosen via convenience sampling. After removing incomplete questionnaires, 435 participants remained (290 female, 145 male, 123 married, 71.4% with a bachelor's degree). The following measurement tools were used: Ryff's Psychological Well-being Scale (54 items), the Revised Family Communication Pattern (RFCP) instrument (26 items), the Ambiguity Tolerance Scale-II (MSTAT-II) (13 items), and the Emotional Self-Disclosure Scale (ESDS) (40 items). Reliability was confirmed with Cronbach's alpha values, which for psychological well-being was 0.86, RFCP was 0.81, MSTAT-II was 0.86, and ESDS was 0.89. Questionnaires were distributed with ethical considerations like confidentiality and informed consent. Data analysis involved descriptive statistics using SPSS 20 and structural equation modeling using LISREL to examine direct and indirect effects. ResultsAs shown in Table 1, correlation coefficients between demographic variables (age, gender, and marital status) and the primary study variables were extremely weak, ranging from to , with coefficients of determination ( ) not exceeding . This indicates that demographic variables accounted for less than 1% of the variance in the outcome variables. Consequently, demographic variables were excluded as controls in the path analysis model.After verifying the underlying assumptions of structural equation modeling (SEM), the conceptual model’s goodness-of-fit indices were evaluated (Table 2). The model demonstrated an acceptable fit to the empirical data ( , , , , , , , , , ), satisfying established fit criteria.Path analysis revealed that all direct paths within the structural model were statistically significant (Figure 1). Specifically, direct paths to psychological well-being were significant for conversation orientation ( ), conformity orientation ( ), tolerance of ambiguity ( ), and emotional self-disclosure ( ). Furthermore, conversation orientation directly affected emotional self-disclosure ( ) and tolerance of ambiguity ( ). Conformity orientation also exhibited significant direct effects on emotional self-disclosure ( ) and tolerance of ambiguity ( ).To evaluate the mediation hypotheses, bootstrapping procedures with 5,000 resamples were performed at a 95% confidence level (Table 3). The 95% confidence intervals (CIs) for all tested indirect pathways excluded zero, confirming statistically significant indirect effects. In summary, both tolerance of ambiguity and emotional self-disclosure served as significant partial mediators in the structural pathways linking family communication patterns to psychological well-being. Table 1Correlations Between Demographic Variables and Dependent VariablesDemographic VariablePsychologicalWell-Being(Total Score)Family CommunicationPattern(Total Score)Tolerance ofAmbiguityEmotionalSelf-Disclosure(Total Score)Age-.07.05-.09.04Gender (Female, Male).06-.08.03.07Marital Status (Married, Single).04-.02-.06-.05 Table 2Fit Indices for the Conceptual ModelModelχ²dfχ²/dfpRMSEAGFIIFINFIAGFICFIConceptual Model3129.1611662.68.002.062.94.95.91.86.94 Figure 1Tested Path Analysis of the Research ModelConversationOrientation1.00ConformityOrientation1.00ToleranceofAmbiguity0.99EmotionalSelf-Disclosure0.81PsychologicalWell-Being0.950.200.230.48-0.21-0.190.190.240.21Table 3 Bootstrap Results for Indirect Paths in the Proposed ModelIndirect PathDataBootBiasSELower 95% CIUpper 95% CIResultConversation Orientation → Tolerance of Ambiguity → Psychological Well-Being.0595.0156.0713.0132.0299.0918SignificantConversation Orientation → Emotional Self-Disclosure → Psychological Well-Being.0570.0148.0316.0136.0296.0877SignificantConformity Orientation → Tolerance of Ambiguity → Psychological Well-Being-.0185-.0075-.0593-.0132-.0358-.0063SignificantConformity Orientation → Emotional Self-Disclosure → Psychological Well-Being-.0171-.0068-.0263-.0129-.0335-.0063Significant ConclusionThe study confirms that ambiguity tolerance and emotional self-disclosure partially mediate the relationship between family communication patterns and young adults' psychological well-being. Conversation orientation in families, through high levels of discussion and self-expression, fosters higher levels of ambiguity tolerance and emotional self-disclosure, leading to enhanced psychological well-being (Ryff, 1995). High conversation orientation provides a supportive atmosphere, teaching children multi-faceted problem-solving and critical thinking, which increases their sense of mastery over complex situations (Fitzpatrick & Koerner, 2005). Conversely, high conformity orientation, by limiting choices and self-expression, decreases ambiguity tolerance and emotional self-disclosure, weakening psychological well-being. These findings underline the importance of parental choices in communication patterns for improving young adults’ psychological well-being (Reinecke & Trepte, 2014). Limitations include not controlling for socio-economic status and the convenience sampling method, which limits generalizability (Habibpour Gotabi, 2022). Future research should consider environmental factors, the role of peers, and qualitative or mixed-methods approaches for deeper insights, including other family aspects like parenting styles and attachment. Compliance with Ethical GuidelinesAll procedures performed in this study involving human participants were conducted in accordance with ethical standards, ensuring informed consent, voluntary participation, and the complete confidentiality and anonymity of all respondents.Authors’ ContributionsThe authors collaboratively contributed to the conceptualization, data collection, statistical analysis, and drafting of this research article.Conflict of InterestThe authors declared no potential conflicts of interest with respect to the research, authorship, and publication of this article.FundingThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.AcknowledgmentThe authors express their sincere appreciation to all the participants whose cooperation and time made this study possible *. Corresponding author

The aim of this study was to examine the behavioral characteristics of a wise teacher as a factor in successful education from the perspective of wise teachers in the city of Yazd. A qualitative phenomenological method was used. The research setting included teachers (both active and retired) in Yazd County, and the sample, based on purposive sampling, consisted of male and female teachers who were identified as wise teachers by first-year students at Yazd University. After reaching theoretical saturation, the sample was limited to eleven subjects. From semi-structured interviews with the participants (3 men and 8 women), nine subcategories and two main categories were extracted. The categories related to the requirements of wise teaching included having interest and work commitment with a sacred purpose, being punctual/time-aware, the teachers’ having academic-pedagogical care, students’ enjoying emotional-psychological care, and striving to acquire, use, and transmit teaching experiences. The main category of the subtleties of wise teaching included attention to the enduring impacts of a teacher, careful reflection on actions and reactions, the importance of students’ first impressions (especially a neat appearance), and the formation of positive developments in students. According to the teachers’ views, to raise a wise generation, teachers must be equipped with a set of wise behavioral traits and, by observing particular subtleties in their conduct, cultivate wisdom in students—wisdom that is recognized as one of the factors effective in successful education. Keywords: wisdom, teacher, student, phenomenology Introduction* Education is a fundamental social institution that plays a pivotal role in sustainable development by shaping individuals' personal, social, and intellectual growth. Rapid technological and societal changes have increased the need to rethink educational practices, particularly the competencies and responsibilities of teachers (Darling-Hammond et al., 2017). Among these competencies, wisdom has emerged as a crucial educational attribute. Defined as the integration of deep knowledge, life experience, moral judgment, and practical decision-making, wisdom enables individuals to pursue personal and collective well-being (Glück et al., 2019). Although wisdom is primarily cultivated through experience and reflection, research indicates that it can also be fostered through formal education (Bruya & Ardelt, 2018). However, a persistent gap between educational policy and classroom practice underscores the need for evidence-based research. Recognizing the influential role of teachers in shaping students' behaviors and fostering wisdom, the present study draws upon a robust body of contemporary research and established theoretical foundations to address the following research question: What are the professional requirements of a wise teacher for effectively cultivating wisdom in students? Method This study adopted a qualitative research design using a phenomenological approach to explore teachers’ lived experiences and perceptions of wisdom and its behavioral manifestations. The research population consisted of both active and retired teachers in Yazd County, Iran. Participants were selected through purposive sampling. Initially, undergraduate students in their first to fourth semesters at the University of Yazd, who had recently graduated from their previous educational level, were asked to identify teachers they regarded as wise. Based on these nominations, semi-structured interviews were conducted until data saturation was achieved, resulting in a final sample of 11 teachers (3 men and 8 women). Data were collected through semi-structured interviews beginning with broad questions about the meaning of wisdom and its behavioral expressions, followed by more in-depth probing questions designed to elicit participants’ reflections and lived experiences. The interview data were analyzed using Colaizzi’s phenomenological method. Significant statements were first identified and assigned initial codes. Conceptually similar codes were then grouped into categories, allowing key themes that captured the essence of participants’ experiences and understandings of wisdom to emerge. Results The analysis ultimately yielded nine subcategories and two main categories, namely Requirements of Wise Teaching and Subtleties of Wise Teaching. When discussing teachers’ wisdom, it is essential to examine the characteristics and dispositions that define a wise teacher. Teachers serve as influential role models for their students; therefore, wisdom must be evident in their behavior to effectively transmit it to students and nurture a wise future generation. The categories identified under the Requirements of Wise Teaching included having interest and work commitment with a sacred purpose, being punctual/time-aware, the teachers’ having academic-pedagogical care, students’ enjoying emotional-psychological care, and striving to acquire, use, and transmit teaching experiences. In addition to these essential requirements, the findings suggest that subtle yet important aspects of teaching can strengthen teachers’ motivation and enable them to engage more effectively and consistently in education, particularly in fostering wisdom. A wise teacher not only embodies the necessary professional and personal qualities but also attends to these finer dimensions of practice to achieve greater effectiveness. The main category of Subtleties of Wise Teaching encompassed attention to the enduring impacts of a teacher, careful reflection on actions and reactions, the importance of students’ first impressions (especially a neat appearance), and the cultivation of positive developments in students Conclusion Participants emphasized that teachers must first embody wisdom themselves before they can effectively cultivate it in their students. They viewed teaching as a noble profession dedicated to human development rather than merely a source of income. Accordingly, wise teachers should continuously update their knowledge and provide students with scientifically sound and relevant learning experiences. supporting previous research highlighting the importance of continuous professional development for effective teaching (McLeod, 2020). Beyond professional competence, wise teachers were described as empathetic individuals who understand students' needs. This finding is consistent with evidence showing that teacher expectations influence student outcomes through factors such as empathy and perceptual biases (Murdock & Sedlacek, 2018). Participants also considered the acquisition, application, and sharing of professional experience to be indispensable elements of wisdom, reflecting the central role of experience in most theoretical conceptualizations of wisdom. The findings further identified several subtle behavioral characteristics that distinguish wise teachers from merely competent ones. They also highlighted the importance of first impressions, consistent with the findings of Rivera et al. (2023). Overall, the study suggests that promoting wisdom among future generations requires more than curriculum reform. It also depends on preparing teachers who personally exemplify wisdom. As this study employed a qualitative research design, its findings have limited generalizability compared with those of quantitative studies. Furthermore, because wisdom is strongly shaped by cultural context, the characteristics of wise teaching identified in this study may differ across societies and educational settings. Future research should therefore examine these findings in diverse cultural contexts using both qualitative and quantitative approaches. In addition, given that students are key stakeholders in the educational process, future studies should explore the behavioral characteristics of teachers who foster wisdom from students' perspectives. Ethical Consideration All ethical principles regarding human subjects were strictly observed. Compliance with Ethical Guidelines All ethical principles involving human participants were observed in this study. Participation was voluntary, informed consent was obtained from all participants, and the confidentiality and anonymity of the collected data were ensured Authors’ Contributions This study was conducted as part of the first author’s Master’s thesis at Yazd University. The first author conducted the study and drafted the manuscript. The second author served as the supervisor and corresponding author. The third author acted as the advisor. All authors approved the final manuscript. Conflict of Interest The authors declare that there is no conflict of interest Funding This research received no external funding. Acknowledgment We gratefully acknowledge all those who supported us in carrying out this research *. Corresponding author

Interdisciplinary studies characterize the contemporary scientific world. Besides, adopting a psychological perspective on major literary works can deepen understanding of these texts while providing opportunities to apply insights from such works to convey psychological concepts. Parvin Etesami, a prominent contemporary poet, imparts ethical teachings and guidance for human well-being through various poetic forms, narratives, and allegories. This qualitative study was conducted using a deductive thematic analysis approach, aiming to examine the relationship between the themes in Etesami’s poetry and the virtues of positive psychology. The population of this study included the entire Divan of Parvin Etesami, which was analyzed using a census method. The unit of analysis was the couplet. The findings indicated that the themes in Etesami’s poems align with the principles of positive psychology. The most frequently recurring themes were those related to the virtue of wisdom, among which “love of learning” appeared prominent. Following this, the most common themes pertained to the virtue of temperance, with Etesami placing strong emphasis on self-regulation and the control of desires, as well as recommending prudence and foresight. Findings beyond Seligman's model are also evident in Parvin Etesami's poetry: the value of art, seizing opportunities, avoiding bad companions, and endurance, indicating that Parvin had a deeper perspective on human virtues. The application of these concepts, alongside the virtues and strengths highlighted by positive psychology specialists, can transform Parvin's teachings into a valuable resource for completing and enriching the teaching of moral virtues in positive psychology. Introduction* Literature offers valuable insights into individuals and societies, making interdisciplinary studies between literature and psychology significant. Positive psychology identifies virtues and character strengths that foster well-being and flourishing (Carr, 2004). Peterson and Seligman (2004) outlined six universal virtues: wisdom, courage, humanity, justice, temperance, and transcendence. Parvin Etesami’s poetry features numerous moral and educational themes related to these virtues. This study aims to examine how the six virtues identified in positive psychology are represented in the poetry of Parvin Etesami, to determine the relative frequency of these virtues and the factors contributing to their prominence, and to identify the character strengths associated with each virtue, as well as the mechanisms through which they are cultivated in her poetic teachings. Method This qualitative study employs deductive thematic analysis, with codes selected based on a predetermined theory. The theoretical framework is grounded in the six virtues of positive psychology as classified by Peterson and Seligman (2004). The research corpus comprises the entire Divan of Parvin Etesami, published during the poet's lifetime with an introduction by Malek osh-Sho'ara Bahar, consisting of 5,600 couplets in the forms of odes, masnavis, and fragments. The sampling method was a census, and the unit of analysis was the couplet. The research was conducted following the phases outlined by Clarke and Braun (2006). Initially, the researcher conducted repeated readings of the poems and related works on Parvin Etesami to become familiar with the poet's mindset and the depth and richness of the text. Subsequently, each couplet was assigned to concepts derived from positive psychology virtues based on its theme, and coding was performed manually via note-taking. To ensure the reliability of the results, the entire corpus was re-examined and coded using MAXQDA 2022 software, and basic themes were extracted. Basic themes were then merged, repetitive themes were removed, and themes belonging to each virtue were grouped, resulting in organizing themes. To assess validity, the opinions and guidance of three professors of Persian Language and Literature from Tarbiat Modares University and Allameh Tabataba'i University in Tehran were utilized. Reliability was assessed using a single-coder method with two rounds of coding (manual and computer-assisted). Holsti's coefficient was calculated, yielding 0.79. Results The findings reveal a substantial alignment between the teachings of Parvin Etesami and the six core virtues identified in Peterson and Seligman’s Classification of Character Strengths and Virtues (2004): Wisdom, Courage, Humanity, Justice, Temperance, and Transcendence. In response to the first research question, a systematic examination of Parvin E'tesami’s poetry demonstrates that all six virtues are represented throughout her Divan. Wisdom is reflected in themes such as the importance of knowledge, love of learning, criticism of ignorance, advocacy of women’s education, reliance on rational judgment, avoidance of actionless speech, and perspective. Courage appears through themes related to speaking the truth, perseverance, and sustained effort. Humanity is represented through friendship, kindness, and helping vulnerable individuals. Justice is reflected in themes of wise leadership and criticism of social injustice. Temperance emerges through prudence, self-regulation, control of desires, humility, and avoidance of selfishness. Transcendence is represented through purity, integrity, spirituality, remembrance of God, and seeking divine assistance. In addition to these six virtues, several themes extending beyond Seligman's model are identified: appreciation of art, valuing opportunities, avoiding bad companions, and practicing patience. These themes suggest a broader and deeper perspective on human excellence in Parvin Etesami’s poetry. Regarding the second research question, line-by-line coding of the Divan indicates that Wisdom is the most frequently recurring virtue. Among its associated character strengths, Love of Learning receives the greatest emphasis. Temperance ranks second in frequency, with particular attention given to self-regulation and control of desires, followed by prudence and future-oriented thinking. The prominence of these two virtues reflects Parvin E'tesami’s concern with education, particularly for women, as well as her emphasis on moderation and self-discipline as essential foundations of moral development. The remaining virtues, including Humanity, Courage, Justice, and Transcendence, appear with lower frequencies. In response to the third research question, the findings indicate specific mechanisms by which each virtue can be cultivated. Wisdom and Knowledge are attained through curiosity, love of learning, and deep contemplation directed towards discovering truth. A wise individual avoids actionless speech and follows reason rather than personal desires. Courage is primarily achieved through persistent effort and perseverance despite obstacles. Individuals with courage speak the truth without fear, even in difficult circumstances. Humanity is cultivated through kindness, empathy, and assistance to disadvantaged individuals. Justice is promoted through awareness of social injustice and acceptance of wise leadership, often symbolized by metaphors such as a captain guiding a ship. Temperance is achieved through self-regulation, prudence, future-oriented thinking, and humility. Transcendence is cultivated through spirituality, trust in God, and reliance on divine guidance. These virtues are conveyed through simple language, stories, allegories, and vivid metaphors that make moral teachings understandable and accessible to a wide audience. Conclusion This study examined the representation of positive psychology virtues in the poetry of Parvin Etesami using Peterson and Seligman’s Classification of Character Strengths and Virtues (2004). The findings indicate that the major virtues proposed in positive psychology are reflected in Parvin E'tesami’s poems. Among these virtues, Wisdom and Temperance receive the greatest emphasis, highlighting the poet’s commitment to education, self-discipline, rational thinking, and moral development. The frequent emphasis on learning, particularly women’s education, reflects her awareness of the social and cultural challenges of her time and her efforts to promote intellectual and ethical growth through literature. The findings also suggest that Parvin Etesami’s conception of virtue extends beyond Seligman's model. Themes such as appreciation of art, valuing opportunities, avoiding harmful companionships, and practicing patience reveal additional dimensions of human excellence not explicitly emphasized in positive psychology models. These findings support the view that classical Persian literature can contribute valuable insights to contemporary theories of character and virtue. Parvin Etesami not only describes virtues but also offers practical pathways for cultivating them through simple language, narratives, allegories, and vivid metaphors, making her poetry particularly suitable for moral and character education. Despite these contributions, the study was limited to analyzing a single poet’s works. Future research may compare positive psychology virtues across different Persian poets and literary traditions. The findings also suggest that Parvin Etesami’s poetry can serve as a valuable resource for culturally grounded educational programs promoting character strengths, moral development, and psychological well-being. Ethical Consideration: Compliance with Ethical Guidelines: This research adheres to the fundamental ethical guidelines for literary and textual studies, including the avoidance of plagiarism, accurate representation of the original text, and respect for intellectual property rights. Authors' Contributions: Both authors contributed equally to all stages of this research, including study design, data collection and analysis, interpretation of findings, manuscript writing, and final approval of the version to be published. Conflict of Interest: The authors declare no conflict of interest regarding the publication of this paper. Funding: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. Acknowledgement: The authors thank three professors of Persian language and literature for their valuable guidance and for validating the themes. *. Corresponding author

The present study was conducted with the aim of investigating the role of attachment styles, meaning in life, and rumination in predicting post-traumatic growth among firefighters. The research method was descriptive-correlational using structural equation modeling. The sample consisted of 200 firefighters from three operational districts of the Tehran Municipality Fire Department, including Operational District One, Operational District Three, and Operational District Six, who were selected through multi-stage random sampling according to inclusion criteria. The study employed questionnaires for organizational trauma, post-traumatic growth, attachment styles, meaning in life, and rumination. Data analysis was performed using Pearson correlation and structural equation modeling. The findings indicated that secure attachment style has a positive and significant effect on post-traumatic growth, while avoidant and ambivalent attachment styles do not have a significant effect on it. Furthermore, meaning in life has a positive and significant relationship with post-traumatic growth, but the effect of rumination on post-traumatic growth, although positive in coefficient, is not statistically significant. Additionally, the final research model concerning the structural relationship of post-traumatic growth based on attachment styles, meaning in life, and rumination among firefighters demonstrates satisfactory fit. Based on the results of this study, it can be concluded that post-traumatic growth is influenced by attachment styles, meaning in life, and rumination, and these findings can be used to enhance post-traumatic growth among firefighters.Introduction*Due to frequent exposure to traumatic events and stressful working conditions, firefighters are at high risk of developing mental disorders. However, some of them show positive psychological changes called post-traumatic growth (PTG) after experiencing these events. Post-traumatic growth refers to the positive reconstruction of beliefs, enhancement of personal strength, and improvement of interpersonal relationships following trauma. Previous research has shown that attachment styles (especially secure attachment) and meaning in life can be important predictors of PTG. Furthermore, rumination as a cognitive process can influence the path of post-traumatic growth or disorder. Despite the importance of these variables, limited studies have been conducted among firefighters. Therefore, the main aim of the present study was to investigate the structural model of post-traumatic growth based on attachment styles, meaning in life, and rumination among firefighters. MethodThe present study was applied in terms of purpose and descriptive-correlational in terms of method using structural equation modeling. The statistical population included all firefighters working in three operational districts of the Tehran Municipality Fire Department (Districts One, Three, and Six) in 2025. Using multi-stage random sampling based on inclusion criteria (informed consent and obtaining a high score on the Organizational Trauma Questionnaire), 200 individuals were selected as the final sample (102 with a bachelor's degree, 75 with a master's degree or higher, 163 married). Research instruments included the Organizational Trauma Questionnaire, Post-Traumatic Growth Inventory, Attachment Styles Questionnaire, Meaning in Life Questionnaire, and Rumination Questionnaire. Data were analyzed using Pearson correlation coefficient and structural equation modeling with SPSS 26 and AMOS 24 software. Prior to the main analysis, the assumptions of univariate and multivariate normality, absence of outliers, and lack of multicollinearity were examined and confirmed. ResultsPrior to testing the hypotheses, the statistical assumptions of structural equation modeling were examined. Assessment of skewness (range: -0.76 to 2.73) and kurtosis (range: -0.75 to 11.02) indicated that the data had univariate normal distribution. Mardia's standardized kurtosis coefficient was 4.621 and the critical ratio was 2.598. Both of the indices were less than 5, confirming the assumption of multivariate normality. Examination of Mahalanobis distance revealed the presence of three multivariate outliers, which were removed from the final analysis. Furthermore, the tolerance index (Tolerance > 0.1) and variance inflation factor (VIF < 5) indicated the absence of multicollinearity among the research variables.The results of the Pearson correlation matrix are presented in Table 1. As can be observed, post-traumatic growth has a positive and significant relationship with secure attachment style and meaning in life. In other words, an increase in secure attachment style and meaning in life is associated with an increase in post-traumatic growth among firefighters. Moreover, post-traumatic growth showed a negative and significant relationship with rumination. Among insecure attachment styles, both avoidant and ambivalent attachment styles also had a positive and significant relationship with post-traumatic growth. Table 1Correlation Matrix Between Research VariablesVariable1-Secure attachment style1 2-Avoidant attachment style0.268**1 3-Ambivalent attachment style0.444**0.666**1 4- Rumination-0.483**-0.060-0.0701 5- Meaning in life0.193**0.1300.405**-0.1201 6-Post-traumatic growth0.563**0.387**0.402**-0.279**0.344** **. *p* < 0.01 (two-tailed) To evaluate the fit of the proposed structural model, various fit indices were used. The results presented in Table 2 indicate that the final research model has a satisfactory fit. The relative chi-square value (CMIN/DF) was 2.20, which is less than 3, indicating a good model fit. The comparative fit indices, including CFI (0.978), IFI (0.978), and GFI (0.964), were all greater than 0.9, suggesting a very good model fit. Furthermore, the RMSEA value was 0.069 (with a 90% confidence interval: 0.05 to 0.07), which is less than 0.08, indicating an acceptable model fit. The PNFI (0.619) and PCFI (0.629) indices were also greater than 0.5, indicating a good model fit in terms of parsimony. Table 2Appropriateness Indices of the Proposed Research ModelFit Indexχ²dfP-valueCMIN/dfRMSEA (90% CI)PNFICFIPCFIIFIGFIModified value130.15559<0.0012.200.069 (0.05-0.07)0.6190.9780.6290.9780.964*Acceptable index values: PNFI, PCFI > 0.5; CFI, GFI, IFI > 0.9; RMSEA < 0.08; CMIN/DF < 3 (good), < 5 (acceptable) (Kline, 2023)*After confirming the model fit, the standardized coefficients of the direct paths were examined. The results are presented in Table 3. Table 3Standardized Coefficients of the Proposed Research ModelPathStandardized Coefficient (β)Standard ErrorCritical RatioP-valueSecure attachment style → Post-traumatic growth0.4140.0383.604<0.001Avoidant attachment style → Post-traumatic growth-0.1990.009-1.7950.073Ambivalent attachment style → Post-traumatic growth-0.0690.007-0.8000.424Meaning in life → Post-traumatic growth0.2780.0233.1380.002Rumination → Post-traumatic growth0.0760.0170.8200.401Based on the results presented in Table 3, secure attachment style had a positive and significant effect on post-traumatic growth (β = 0.414, p < 0.001), while avoidant (β = -0.199, p = 0.073) and ambivalent (β = -0.069, p = 0.424) attachment styles did not show a significant effect on growth. Furthermore, meaning in life had a positive and significant relationship with post-traumatic growth (β = 0.278, p = 0.002), but the effect of rumination on growth, although positive in coefficient, was not statistically significant (β = 0.076, p = 0.401). These results indicate that secure attachment style and meaning in life are effective factors in promoting post-traumatic growth among firefighters. ConclusionBased on the findings of this study, secure attachment style and meaning in life are two main and effective factors in predicting post-traumatic growth among firefighters. These results are consistent with the findings of previous studies (e.g., Han et al., 2023; Zafartaleb & Taklavi, 2023). Firefighters with secure attachment, due to having an internal secure base and adaptive coping strategies, have a greater ability to transform traumatic experiences into growth opportunities. Furthermore, the presence of meaning in life helps them to redefine the suffering caused by occupational incidents and achieve positive cognitive reconstruction. The non-significance of rumination in the final model may be due to the complex nature of this construct or the moderating role of other variables. Limitations of the study include the cross-sectional design and the impossibility of causal inference, the sole reliance on self-report measures, and the sample being limited to male firefighters. It is suggested that future longitudinal studies be conducted with more diverse samples in terms of gender and using multiple assessment methods. Ethical ConsiderationsCompliance with Ethical GuidelinesThis study was approved by the Islamic Azad University Research Ethics Committee (ethics code: IR.IAU.TNB.REC.1403.051). All ethical principles including informed written consent, confidentiality, anonymity of responses, and the right to withdraw were observed.Authors' ContributionsFirst author: Study design, data collection, statistical analysis, drafting and writing of the manuscript. Corresponding author (Second author): Supervision, conceptualization, methodology development, critical revision of the manuscript, editing and addressing reviewers' comments, final approval for submission, and handling of the peer review process.Conflict of InterestThe authors declare that there is no conflict of interest regarding the publication of this paper.FundingThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.AcknowledgmentThe authors thank all firefighters who participated in this study, as well as the officials of the Tehran Fire Department for their cooperation. *. Corresponding author

The aim of the present study was to investigate the positive relationship between positive childhood experiences and self-regulation in individuals with substance dependence undergoing methadone maintenance treatment and to determine the mediating role of self-compassion in this relationship. The research method was descriptive-correlational. A total of 312 patients with substance dependence undergoing methadone treatment who were referred to addiction treatment centers in Shahroud City were selected through purposive sampling. The instruments used in this study included the Self-Regulation Scale, the Positive Childhood Experiences Questionnaire, and the Self-Compassion Questionnaire. Structural equation modeling was used to evaluate the proposed model. The findings showed that positive childhood experiences have a direct and significant relationship with self-regulation, and self-compassion plays a mediating role in the relationship between positive childhood experiences and self-regulation. Overall, the results indicated that the model has a good fit. These findings highlight the therapeutic potential of self-compassion interventions in improving addiction. Self-compassion is associated with self-regulation and acts as a protective factor in managing challenges related to substance use disorders. Incorporating self-compassion-focused interventions into rehabilitation programs can enhance self-regulation and promote recovery outcomes in various populations. Introduction* Substance use is a concerning global health challenge. Numerous therapeutic approaches have been developed to terminate psychological and physical dependence on drugs. Methadone maintenance treatment is one of the essential evidence-based treatments for opioid dependence (Bakhshani et al., 2022). Among psychological disorders, addiction is the most prominent example of a self-regulation deficit (Kräplin et al., 2024). Therefore, examining factors that can contribute to self-regulation is of great importance. Recent studies in positive psychology emphasize that the absence of negative emotions is not enough for well-being. Positive emotions must also be experienced at adequate levels for personal growth (Doğan & Eren Yavuz., 2020). Childhood-related factors are increasingly investigated to understand how pathways to substance dependence begin (Kim et al., 2024). Various studies have described risk and protective factors for self-regulation in substance use. However, limited information is available about the processes that mediate these associations. Understanding the mechanisms behind these associations is essential for identifying how positive childhood experiences influence self-regulation. In this context, self-compassion has emerged as a transformative psychological construct capable of addressing these gaps. It appears to be associated with self-regulation and can also be a consequence of positive childhood experiences. Despite strong theoretical relationships among positive childhood experiences, self-compassion, and self-regulation, few studies have examined these variables together in a unified causal framework, particularly among individuals with substance dependence. Therefore, the present study aimed to investigate the causal relationships between positive childhood experiences and self-regulation, with an emphasis on the mediating role of self-compassion among individuals with substance dependence undergoing methadone maintenance treatment. Method The present study employed a correlational method using structural equation modeling. The statistical population of this study consisted of all patients with substance dependence undergoing methadone maintenance treatment who were referred to addiction treatment centers in Shahroud City, Iran, in 2024. A purposive sampling method was applied, resulting in a final sample of 312 participants. Data collection was conducted using three standardized self-report instruments: The Self-Control Scale, which assesses the individual's ability to control impulses, resist temptations, focus on tasks, establish healthy habits, and maintain moderation in behavior; the Positive Childhood Experiences Scale, which measures the individual's positive emotional memories and experiences during childhood; and the Self-Compassion Questionnaire, which evaluates the extent of self-kindness, self-judgment, mindfulness, over-identification, common humanity, and isolation in facing personal sufferings and failures. All instruments demonstrated acceptable reliability and construct validity in the present sample. Participants completed the questionnaires after providing informed consent. Data screening procedures confirmed univariate normality and the absence of multicollinearity. Structural equation modeling with maximum likelihood estimation was used to test direct and indirect relationships among the variables. The mediating role of self-compassion was examined using bootstrapping procedures with confidence intervals. Results The mean age of participants was 35.81 ± 4.33 years. A total of 255 participants were male (81.7%), and 57 were female (18.3%). Regarding marital status, 101 participants (32.4%) were single, and 211 participants (67.6%) were married. In terms of educational background, 261 participants (83.6%) had a high school education, and 51 participants (16.4%) had higher education. Regarding employment status, 47 participants were unemployed (15.07%), 52 were employed part-time (16.67%), and 213 were employed full-time (68.26%). Patterns of drug use indicated that 117 participants used opium, 43 used heroin, 38 used crack, 71 used methamphetamine, and 43 others used synthetic drugs. Skewness and kurtosis values fall within acceptable ranges, confirming the normal distribution of the data. The results of the correlation matrix of research variables showed that all correlation coefficients between the variables are significant at the 0.01 level. The proposed structural model demonstrates a good fit to the data based on multiple goodness-of-fit indices (χ²/df = 2.96, GFI = 0.95, CFI = 0.96, IFI = 0.96, AGFI = 0.94, NFI = 0.94, RMSEA = 0.079). The results show that positive childhood experiences positively and significantly predict self-compassion (β = 0.18, p < 0.001), indicating that individuals who have experienced more positive emotional experiences during childhood show higher levels of self-compassion in adulthood. Positive childhood experiences also positively and significantly predict self-regulation (β = 0.37, p < 0.001), indicating that positive childhood memories reduce tendencies toward impulsive behaviors and weakness in self-control. Furthermore, self-compassion positively predicts self-regulation (β = 0.43, p < 0.001), indicating that individuals with higher levels of self-compassion show greater persistence and self-control when facing challenges. Bootstrapping analyses confirm that self-compassion plays a significant mediating role in the relationship between positive childhood experiences and self-regulation. The indirect effect of positive childhood experiences on self-regulation through self-compassion is statistically significant (β = 0.16, p < 0.001). These findings indicate that positive childhood experiences influence self-regulation both directly and indirectly by increasing self-compassion. Conclusion The present study aimed to investigate the relationship between positive childhood experiences and self-regulation based on the mediating role of self-compassion in individuals with substance dependence undergoing methadone maintenance treatment. The findings showed that positive childhood experiences directly increase self-regulation in individuals with substance dependence; in such a way that positive emotional memories of childhood, by providing psychological infrastructures, strengthen self-regulatory capacities and reduce the internalization of unhealthy emotions, which can serve as a protective factor against substance abuse. Furthermore, the findings revealed that in addition to the direct effect, positive childhood experiences also have an indirect effect on self-regulation through self-compassion. In other words, positive childhood experiences such as joy, love, attention, and appreciation, through the internalization of parents' accepting and supportive attitude, lay the groundwork for the development of self-compassion in adulthood. Self-compassion, by increasing the capacity to focus on long-term goals, resisting immediate temptations, and enhancing cognitive flexibility, helps individuals to regulate their actions in accordance with their beliefs and goals and have greater self-control. In fact, individuals who have had more positive childhood experiences, by drawing on their internal assets, make more thoughtful decisions when facing challenges and reduce impulsive actions, which in turn strengthens self-regulation. The results emphasize the importance of designing psychological and educational interventions in methadone maintenance treatment centers that focus on strengthening positive childhood experiences through reconstructing pleasant memories and increasing self-compassion through teaching skills such as self-kindness, mindfulness, and reducing self-judgment, because such interventions can effectively strengthen self-regulation in individuals with substance dependence and contribute to treatment persistence and relapse prevention. Ethical Consideration We strictly observed all ethical considerations during the research process. It included ensuring the confidentiality of participants' identities and obtaining informed consent from all participants. Authors’ Contributions All authors contributed to the preparation of the final manuscript. Conflict of Interest The authors report no conflict of interest. Funding The authors received no financial support for the study. Acknowledgments This research is funded by Semnan University, research grant No 226 /1404/ ط 14041111. The authors express their gratitude to all individuals who contributed to this research. *. Corresponding author

This research was conducted with the aim of investigating the effect of expressive art therapy package (based on visualizing memories with a unity-oriented approach) on the subjective well-being of middle-aged women. It was a quantitative, semi-experimental research with a pretest posttest design and a three-month follow-up with a control group. The statistical sample was also selected by non-probability sampling method among 47 middle-aged women aged 40 to 55 years in Isfahan City. Those who obtained a lower score in the subjective well-being test (n=26) were randomly assigned to two experimental and control groups. The experimental group received 12 intervention programs in 12 Group Art Therapy Intervention sessions. Each session took two hours. The control group did not receive any intervention. The research tools were Magyar-Moe and Keyes Subjective Well-being Questionnaire and Diener's Life Satisfaction Questionnaire, both groups were evaluated using these tools before the intervention, after the intervention, and after three months in the follow-up phase. For data analysis, descriptive and inferential statistics methods with repeated measurement variance analysis was used. Quantitative findings showed that the effect of this intervention package in the group and test interaction section was significant in the subjective well-being variable and its cognitive (life satisfaction) and emotional levels. However, they were not significant at the psychological and social level. According to these results, expressive art therapy based on a unity-oriented psychology approach can have a positive effect on the mental well-being of middle-aged women.Introduction*Subjective well-being plays a crucial role in overall mental health. Research highlights gender differences in subjective well-being, showing that women often report higher emotional fluctuations. Furthermore, studies indicate a decline in subjective well-being as individuals age, making middle-aged women a critical demographic for psychological interventions. Subjective well-being encompasses individuals' cognitive and emotional evaluations of their lives, including life satisfaction and the balance of positive and negative emotions. The way individuals evaluate life events and memories significantly determines their level of subjective well-being.Memories act as the mind's processing software, shaping daily experiences, emotions, and beliefs. Art therapy provides a powerful medium for expressing such memories. Expressive art therapy uses spontaneous self-expression, imagination, and creativity to help individuals project unconscious thoughts and achieve catharsis. However, to align this therapy with the traditional and collectivist context of Iranian culture, the researchers integrated a unity-oriented psychological approach. Unity-oriented psychology helps individuals analyze their life process cohesively, discovering the connection between past, present, and future events. This approach prevents individuals from rebelling against bitter life events and instead fosters identity integration. Therefore, the present study hypothesized that an expressive art therapy package based on visualizing memories with a unity-oriented approach significantly improves the overall subjective well-being, including cognitive, emotional, psychological, and social dimensions of middle-aged women. MethodThis research utilized a quantitative quasi-experimental design with a pretest, posttest, and a three-month follow-up structure, alongside a control group. The statistical population included all middle-aged women aged 40 to 55 residing in Isfahan City. Using convenience sampling, the researchers selected 47 women from the Bagh-e-Tajrobeh Cultural Center. Based on the inclusion criteria and lower initial scores on the subjective well-being scales, 26 women were selected and randomly assigned to the experimental (n=13) and the control group (n=13). Inclusion criteria required participants to be married, literate, and free from severe psychological or physical illnesses.The experimental group received 12 sessions of expressive group art therapy based on visualizing memories with a unity-oriented approach. Each session took 120 minutes. Sessions included visual journaling techniques such as improvisational collage, illustrating memories of influential people, childhood homes, nostalgic objects, the "Black and White Points of Life," mapping life stages, and creating a "Puzzle of Life." The control group remained on a waiting list. Researchers collected data using the 45-item Keyes and Magyar-Moe Subjective Well-being Questionnaire and Diener's Life Satisfaction Questionnaire. Prior to inferential analysis, researchers confirmed statistical assumptions, including data normality, homogeneity of variance-covariance matrices, and sphericity. Finally, the researchers analyzed the data using repeated measures analysis of variance (ANOVA). ResultsThe researchers confirmed the necessary statistical assumptions before conducting the main analysis. Normal distribution, homogeneity of regression slopes, and sphericity assumptions were met, justifying the use of parametric tests. Table 1 presents the descriptive statistics for the overall subjective well-being and its cognitive dimension across the measurement stages. Table 1Descriptive Statistics of Studied Variables by Groups and Type of TestVariablesGroupPretest MPretest SDPosttest MPosttest SDFollow up MFollow up SDOverall Subjective Well-beingExperiment214.7631.14239.2334.89240.4637.35 Control215.9219.25209.8423.83219.9223.13Cognitive Dimension (Life Satisfaction)Experiment18.305.1223.156.9225.466.46 Control19.383.3517.924.0919.075.46Emotional DimensionExperiment40.237.3248.237.6246.4641.23 Control37.696.8339.924.9741.235.01The results of the repeated measures ANOVA demonstrated significant findings regarding the effectiveness of the intervention. For the overall subjective well-being variable, the interaction effect between time and group was statistically significant (F = 4.49, p ≤ 0.05). The Eta squared value indicated that the independent variable accounted for 15% of the variance in overall subjective well-being. The pretest means showed no significant difference between the two groups, whereas the experimental group demonstrated a significant increase in the posttest and follow-up stages.Further analysis of the subscales revealed that the interaction effect of time and group on the cognitive dimension (life satisfaction) was highly significant (F = 9.80, p ≤ 0.01). The effect size showed that 29% of the improvement in life satisfaction within the experimental group resulted from the intervention. Regarding the emotional dimension, the main effect of the group was significant (F = 6.51, p 0.05), indicating a clear difference between the experimental and control groups, accounting for 21% of the variance. However, the time-group interaction for the emotional dimension was not statistically significant.Conversely, the analysis revealed no significant effects for the psychological and social dimensions of subjective well-being. The interaction effect for the psychological dimension (F = 1.32, p ≥ 0.05) and the social dimension (F = 2.57, p ≥ 0.05) remained non-significant across the measurement stages. Therefore, the intervention primarily succeeded in enhancing the cognitive (life satisfaction) and emotional aspects of subjective well-being. ConclusionThe findings of this study confirmed that the expressive art therapy package based on visualizing memories with a unity-oriented approach significantly enhances the subjective well-being of middle-aged women. The intervention demonstrated lasting effects, as evidenced by the stability of the scores during the three-month follow-up. These findings align with previous literature emphasizing the positive impact of art therapy on the well-being and life quality of adults and middle-aged individuals.The success of the intervention, specifically in the cognitive and emotional domains, stems from the program's ability to help individuals confront their past without censorship. By visualizing both joyful and painful memories—such as through the "black and white points of life" exercise—participants learned to accept the entirety of their life experiences. The unity-oriented approach enabled them to stop comparing their lives with others and to recognize the unique "puzzle" of their own existence. This profound acceptance reduced internal conflict with reality, increasing their life satisfaction and emotional well-being. The lack of significant changes in the psychological and social dimensions might be attributed to the brevity of the intervention or the complex phrasing of the questionnaire items measuring those specific constructs.Limitations of this study include the dual role of the researcher as the therapist and the restriction of the sample to women attending a specific cultural center in Isfahan. Future research should apply this unity-oriented art therapy package to middle-aged men and compare its effectiveness with other established art therapy approaches to further validate its clinical utility. Ethical ConsiderationCompliance with Ethical GuidelinesPrior to the start of the research, participants were fully informed about the research objectives and the process of the group sessions. Participants provided informed consent and were assured that their personal information would remain confidential. They were also informed of their right to withdraw from the study at any point without any consequences.Authors' ContributionsAll authors contributed to the conceptualization of the study, intervention design, data collection, statistical analysis, and the drafting of the manuscript.Conflict of InterestThe authors declare no conflicts of interest regarding the publication of this article.FundingThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.AcknowledgmentThe authors express their sincere gratitude to all the women who participated in this study, as well as the management and staff of the "Bagh-e-Tajrobeh" cultural center in Isfahan for their valuable cooperation *. Corresponding author

This study aimed to systematically synthesize and prioritize the main factors influencing university students’ happiness and well-being. Employing a rigorous qualitative methodology based on interpretive meta-synthesis, the research comprehensively analyzed 156 scientific articles, including Persian and English sources, published between 2000 and 2023. Findings revealed that student happiness is a complex construct influenced by four main dimensions: internal-individual (encompassing personality and psychological factors, spiritual and religious factors, and demographic characteristics), external-social (including relationships and social capital, and technological and media factors), structural-environmental (comprising academic and educational factors, economic and occupational factors, and environmental and residential factors), and health and lifestyle (involving lifestyle and coping factors, and health and well-being). The subsequent quantitative prioritization, based on the frequency of citation, established that personality and psychological factors are the most cited determinants across both language groups. Crucially, differences were observed in secondary rankings: relationships and social capital ranked second in Persian articles, whereas academic and educational factors held this position in English articles. These variations suggest that the cultural and social context significantly impacts the relative importance of happiness determinants. The results underscore the necessity of adopting a multidimensional, culturally-sensitive approach to developing effective policies and interventions for enhancing student quality of life in higher education settings.IntroductionHappiness is a primary human goal and a foundational component of positive psychology, crucial for both physical and mental health. In the academic domain, student happiness is linked to better academic performance, higher motivation, and greater social integration. University students worldwide face unique stressors, including academic pressure and financial concerns, which often lead to declining levels of well-being, a trend also observed in recent national studies in Iran. Since prior research often focuses on limited individual factors, a comprehensive, integrated framework that systematically synthesizes global and local evidence is urgently needed to inform large-scale policy-making. Therefore, this research sought to answer two fundamental questions: 1) What are the most important dimensions, categories, and factors influencing student happiness? 2) How do these factors rank in priority based on their citation frequency in previous studies, separated by Persian and English sources? MethodThis study utilized a qualitative, applied research design employing the interpretive meta-synthesis method, following the rigorous seven-stage model developed by Sandelowski and Barroso (2007). The research population included all relevant studies on university student happiness published in reliable domestic and international databases (such as Google Scholar, Scopus, and Iranian scientific portals) during the period 2000 to 2023. The initial search, using keywords like "happiness," "student," and "university" and their Persian equivalents, yielded 212 articles. A comprehensive five-stage screening process, including the removal of duplicates, title and abstract screening, content assessment, and final quality appraisal using the Critical Appraisal Skills Programme (CASP) criteria, resulted in the selection of 156 high-quality articles (63 Persian and 93 English) for final analysis. The qualitative data derived from these articles were then analyzed and synthesized using a thematic analysis approach to categorize the influencing factors. Subsequently, a quantitative frequency analysis was applied to the themes to determine the prioritization and ranking of the identified factors across the two language groups, providing a robust mixed-methods approach to the synthesis. ResultsThe primary findings demonstrate that the factors influencing student happiness are synthesized into four overarching dimensions, each comprising several core categories, as detailed in the synthesis tables.The overall factor prioritization, determined by the frequency of thematic citation in the 156 analyzed articles, is presented in Table 1. Since this is a meta-synthesis based on frequency counting, conventional parametric statistical tests like F or Box’s M are not applicable. Instead, the analysis focuses on the quantitative comparison of citation frequencies across categories. Table 1Prioritization of Factors Influencing Student Happiness Based on Total Citation FrequencyRankCategoryDimensionTotal Frequency1Personality and Psychological FactorsInternal-Individual1062Academic and Educational FactorsStructural-Environmental583Relationships and Social CapitalExternal-Social544Health and Well-being FactorsHealth and Lifestyle495Lifestyle and Coping FactorsHealth and Lifestyle426Economic and Occupational FactorsStructural-Environmental267Spiritual and Religious FactorsInternal-Individual228Demographic FactorsInternal-Individual209Environmental and Residential FactorsStructural-Environmental1210Technological and Media FactorsExternal-Social7 The analysis of frequency distribution across the two language groups revealed a crucial distinction in secondary rankings:In Persian articles, relationships and social capital ranked second (20 citations), immediately followed by academic and educational factors (17 citations).In English articles, academic and educational factors ranked second (41 citations), and health and well-being factors ranked third (35 citations).A notable difference was observed in the technological and media factors category, which was cited 7 times in English articles (ranking 9th) but received zero citations in Persian sources, highlighting a gap in domestic research focus.The factor analysis confirmed that personality and psychological factors (e.g., self-esteem, resilience, and optimism) are the single most frequently studied and cited determinants, universally recognized as primary predictors. This universal emphasis, quantified by the high total frequency of 106, suggests a consistent recognition of the internal dispositional roots of happiness, regardless of cultural context.ConclusionThe fundamental aim of this study was to synthesize and prioritize the factors influencing university student happiness. The results successfully identified a comprehensive framework consisting of four core dimensions (internal-individual, external-social, structural-environmental, and health and lifestyle), thus addressing the complexity of the happiness construct.The key finding regarding the universal primacy of personality and psychological factors aligns strongly with established theoretical models, such as the Self-Determination Theory (SDT), which underscores the importance of satisfying basic psychological needs like competence and autonomy (Ryan & Deci, 2017). Furthermore, the elevated rank of relationships and social capital (rank 2) in Persian studies provides empirical support for the theoretical notion that, in collectivistic cultures, the need for relatedness (an SDT component) and strong social bonds plays a significantly more pronounced role in subjective well-being compared to individualistic cultural settings.Limitations and Suggestions: The study’s limitations include its reliance solely on published academic articles, potentially excluding valuable grey literature or unpublished findings. Additionally, cultural subtleties in the Persian conceptualization of happiness may not have been fully captured. For future research, it is suggested to conduct longitudinal studies to track happiness changes over the academic life cycle and to evaluate the effectiveness of interventions specifically designed based on the prioritized factors, particularly focusing on the role of technological and media factors, which were underrepresented in Persian literature.Ethical ConsiderationCompliance with Ethical Guidelines The present study, as a systematic meta-synthesis, was based entirely on publicly available, published data. Therefore, no direct contact with human subjects was involved, and conventional ethical approval was not required. All cited sources are accurately referenced to ensure academic integrity.Conflict of Interest The authors declare that there are no conflicts of interest regarding the publication of this article.Funding This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.Acknowledgment The authors would like to thank the reviewers for their constructive comments that significantly improved the quality of this manuscript.

This study examined the mediating role of wisdom in the relationship between character strengths and psychological well-being among university students. The research was applied in terms of purpose and employed a descriptive correlational design based on structural equation modeling (SEM). The statistical population consisted of students from public universities in Tehran, Iran. A convenience sampling method was used, and data were collected online in 2024. The questionnaires were designed using the Porsline platform. Then, the survey link was distributed through social media platforms to student groups affiliated with public universities in Tehran. Participants were informed about the purpose of the study and provided informed consent prior to participation. Participation was voluntary. In total, 408 complete and valid questionnaires were collected and included in the final analysis. Data were gathered using the Character Strengths Scale, the Short Form of Psychological Well-being Scale, and the Short Three-Dimensional Wisdom Scale. Structural equation modeling was employed for data analysis. The results indicated that character strengths significantly predicted psychological well-being. Moreover, wisdom mediated the relationships between knowledge-related strengths, temperance, and transcendence with psychological well-being. However, no significant mediating effect of wisdom was found in the relationship between humanity-related strengths and psychological well-being. Overall, the findings highlight wisdom as a key psychological construct in enhancing well-being through the strengthening of character strengths and suggest its application in student empowerment and educational intervention programs. ntroduction* The university period is one of the most critical and challenging stages in life, exposing students to profound academic, social, and psychological changes. During this time, students face multiple pressures, including adaptation to new environments, increased responsibility, academic competition, and significant life decisions, which can directly affect their mental health and quality of life (Almer et al., 2022). Global evidence suggests that approximately 75% of mental disorders onset before age 24, emphasizing the importance of focusing on student mental health (World Health Organization, 2023). Psychological well-being, as a multidimensional construct, plays a crucial role in student adjustment, academic achievement, and personal growth (Sarjanova & Nurgabdshov, 2025), serving as a vital buffer against psychological, physical, and chronic health problems (Blasco-Beld & Alsint, 2022). Psychological well-being encompasses emotional states and effective functioning in personal and social domains, including personal growth, self-acceptance, positive relationships, autonomy, purpose in life, and environmental mastery (Ryff, 2014). Higher levels of well-being have been associated with reduced anxiety, depression, and academic decline among students (Li et al., 2025) and influence overall satisfaction and adaptation to learning environments (Cubo-Rendon et al., 2020; Virtanen, 2019). Therefore, identifying individual and psychological factors affecting psychological well-being is critical. Character strengths, defined as 24 valued traits across six categories (wisdom and knowledge, courage, humanity, justice, temperance, and transcendence) according to Peterson and Seligman (2004), represent positive personality features that facilitate flourishing and well-being. These strengths positively relate to meaning, personal efficacy, adaptation, and well-being (Nemich, 2023), and enhancing them in university settings can significantly improve mental health indicators (Rauch et al., 2021; Waters et al., 2022). Wisdom, a complex multidimensional construct, may mediate the link between character strengths and psychological well-being by enabling effective knowledge use, ethical decision-making, and adaptive responses to life challenges (Powell et al., 2024; Sternberg & Glück, 2021). Method This applied study utilized a descriptive-correlational design and Structural Equation Modeling (SEM). The target population comprised public university students in Tehran during the academic year 2025. Given the inaccessible nature of the full student list, convenience sampling was employed. Data collection was conducted online via the Porsline platform, with links distributed through social media and virtual groups associated with various universities in Tehran. Considering the use of SEM in this study, the sample size was determined based on Kline’s (2015) general guideline and in proportion to the number of items in the research instruments. Accordingly, and to compensate for the possibility of incomplete or invalid questionnaires, 420 questionnaires were distributed among participants. After the data collection phase, 12 questionnaires were excluded due to incomplete responses, resulting in 408 valid questionnaires being used for statistical analysis. The inclusion criteria were being a university student, providing informed consent to participate in the study, and completing the questionnaire in full. Data were gathered using three standardized instruments: the Values in Action Inventory of Strengths (VIA-IS)(2004), the Ryff Psychological Well-Being Scales (Short Form)(1989), and the Three-Dimensional Wisdom Scale(3D-WS)–Short Form(2017). All tools demonstrated acceptable internal consistency in this study. Data analysis was performed using SPSS (v.26) and AMOS (v.24). Results Descriptive statistics indicated appropriate dispersion and normal distribution for all variables (Table 1). Table1Descriptive Statistics of the Research Variables Variable Mean SD Skewness Kurtosis Psychological well-being 77.89 8.129 -0.810 0.451 Wisdom 48.08 5.391 -0.525 -0.357 Knowledge 19.39 2.366 -0.677 0.744 Courage 13.07 3.44 0.602 -0.214 Humanity 11.68 1.96 -0.301 0.311 Justice 11.57 2.075 -0.311 0.562 Temperance 13.43 2.252 -0.493 0.912 Transcendence 19.64 3.588 -0.299 0.426 Structural model fit indices confirmed the proposed model's adequacy (CMIN/df=2.631, GFI=0.93, NFI=0.90, RMSEA=0.073, CFI=0.91, IFI=0.91, TLI=0.90). Standardized coefficients revealed significant direct effects of knowledge (β=0.34, p<0.01), courage (β=0.11, p<0.01), humanity (β=0.15, p<0.01), temperance (β=0.15, p<0.01), and transcendence (β=0.24, p<0.01) on psychological well-being. Wisdom mediated the relationships between knowledge (βindirect=0.035, p=0.017), temperance (βindirect=0.071, p=0.001), and transcendence (βindirect=0.081, p=0.001) with psychological well-being. No significant mediation was observed for humanity (βindirect=0.025, p>0.05) Conclusion The findings confirm that character strengths positively influence students’ psychological well-being, and wisdom serves as a mediator for several dimensions of these strengths. Enhancing character strengths fosters happiness, autonomy, balance, personal growth, and life satisfaction, which collectively improve psychological well-being. Wisdom facilitates the application of these strengths, enabling individuals to navigate challenges more effectively and make ethical, reflective decisions. The study underscores the importance of incorporating wisdom development in student empowerment programs and provides evidence for designing interventions targeting character strengths to enhance mental health outcomes. Limitations include reliance on self-report measures and a single cultural context. Future research should explore longitudinal designs and diverse populations to generalize the findings. Ethical Consideration Compliance with Ethical Guidelines: All participants provided informed consent and joined the study voluntarily. Data were collected anonymously and used solely for scientific purposes. No personal identities were disclosed at any stage, and participants retained the right to withdraw from the study at any time. The entire research process was conducted in strict adherence to ethical guidelines. Conflict of Interest: The authors declare that there is no conflict of interest regarding this study. Funding: This study received no financial or material support from any organization or institution. All research activities were conducted independently and self-funded by the authors. Acknowledgment: We sincerely thank all the students who supported us in conducting this research with a strong sense of responsibility, contributing to the advancement of knowledge and science. *. Corresponding author

The purpose of this research was to identify effect of psychological interventions on forgiveness of women affected by marital infidelity using a meta-analysis approach. The present research was descriptive in terms of purpose, applied in terms of use, and quantitative in terms of data type. The study population included scientific-research articles and master's theses in domestic databases on forgiveness in women affected by marital infidelity from 2013 to 2024, during which 19 studies were entered into the meta-analysis process as samples. To calculate the effect size, Hedges' g and the fixed and random effects model were used, Funnel plot and Duval-Tweed correction, fitting test, and and Q tests were used. Funnel plot diagram shows limited bias in publications, so that by adding eight studies to the sample, the distribution of meta-analysis studies will be symmetrical. Based on the results of and Q tests, the heterogeneity of the studies was confirmed. According to Hedges' g index, the effect size and Z calculated for 14 of the 18 interventions were significant. Also, the overall effect size in the fixed model was 1.454 and in the random model was 1.602. The combination of the results of the conducted researches shows the diversity of interventions that have a significant effect on the forgiveness of women affected by marital infidelity. Introduction* Marital infidelity, as one of the most complex and challenging issues in couple therapy, leads to profound psycho-social harms for women (Mohagheghi & Roshanaei, 2022). These harms can be categorized into emotional-cognitive, relational, psychosomatic, and existential-spiritual dimensions (Shrout & Weigel, 2020; Lonergan et al., 2021). In the cultural context of Iran, these consequences are exacerbated by layers of shame and conflict with traditional roles (Fatehizade et al., 2016). Forgiveness, as the ultimate goal of treating these injuries, plays a key role in healing the wounds caused by infidelity and sustaining the relationship (Sodani et al., 2019; Morsali et al., 2018). In the last decade, numerous studies in Iran have investigated the effectiveness of various interventions, including Emotion-Focused Therapy, Cognitive-Behavioral Therapy, Acceptance and Commitment Therapy, Schema Therapy, Reality Therapy, Logotherapy, and interventions based on the Islamic perspective, on increasing forgiveness in women affected by infidelity (Aghagedi et al., 2018; Asvadi et al., 2022; Najari et al., 2023; Kargar Khorramabadi et al., 2016). Despite the proliferation of this research, the findings are scattered and lack necessary integration, and none have systematically and quantitatively combined the results in the form of a meta-analysis with a special focus on the cultural context of Iran. Therefore, the present study was conducted with the aim of statistically combining the results of research from the last ten years, determining the overall effect size of psychological interventions, ranking the effectiveness of different therapeutic approaches, and identifying factors influencing the heterogeneity of results, to provide a valid basis for informed choice by therapists and planning targeted interventions in the field of marital infidelity. This study seeks to answer the following questions: Are the studied studies confirmed in terms of publication bias and homogeneity? Among the psychological interventions examined, which ones have greater effectiveness on forgiveness? What is the overall effect size of the impact of psychological interventions on the forgiveness of women affected by marital infidelity in studies from the last decade in Iran? Method This research, using the meta-analysis method, systematically and quantitatively combined the results of studies conducted on effective psychological interventions for the forgiveness of women affected by marital infidelity. The scope of the research included domestic studies published between 2013 and 2023. For data collection, a systematic search was conducted in the Iranian databases Irandoc, SID, Magiran, Noormags, and the Comprehensive Humanities Portal using keywords such as "forgiveness," "infidelity," and "psychological interventions." Among the found studies, after applying inclusion criteria and assessing methodological quality, 19 articles that were suitable for meta-analysis in terms of statistical indicators were selected as the final sample, providing a total of 31 independent effect sizes. CMA-3 software was used for data analysis. To examine study heterogeneity, Cochran's Q test and the I² index were calculated. To estimate publication bias, Rosenthal's Fail-safe N method was used. The effect size for each study was calculated based on Hedges' g index with a 95% confidence interval. To combine effect sizes and provide an overall estimate, both fixed and random effects models were used. Additionally, sensitivity analysis was performed using two methods: the gradual removal of studies and classification based on methodological quality to check the reliability of the results. Results In response to the first research question regarding publication bias and study homogeneity, a funnel plot was used, which indicated the presence of publication bias. To adjust for this bias, the Duval and Tweedie trim and fill method was employed. The results showed that to completely eliminate bias, eight studies would need to be added to reduce the observed effect size in the fixed effects model from 1.45 to 1.18 and in the random effects model from 1.60 to 1.21. However, Rosenthal's Fail-safe N test with a value of 2908 studies, far exceeding the standard criterion of K+10, indicates high statistical validity of the overall effect size; in other words, to render the overall effect non-significant, 2908 studies with a null effect would need to be added, which is practically impossible and demonstrates the high reliability of the findings. Furthermore, examining study heterogeneity with Cochran's Q test (Q = 87.14, df = 30, p < 0.05) was significant, rejecting the hypothesis of study homogeneity. The I² index, with a value of 65.57%, showed that 65.57% of the total variance across studies was due to real heterogeneity between studies, justifying the use of the random effects model for interpreting the results. In response to the second research question concerning the comparison of the effectiveness of psychological interventions, 18 different interventions were identified and examined. The highest frequency was related to Emotion-Focused Therapy, Acceptance and Commitment Therapy, Psychotherapy, Mindfulness-Based Cognitive Therapy, and Interpersonal Systems Therapy. Out of the total 18 interventions, 14 interventions, including Emotion-Focused Therapy, Acceptance and Commitment Therapy, Mindfulness-Based Cognitive Therapy, Schema Therapy, Reality Therapy, Logotherapy, Forgiveness-Based Therapy from an Islamic Perspective, Spiritual-Religious Interventions, Integrative Couple Therapy, Attachment Injury Model-Based Therapy, Interpersonal Systems Therapy, Forgiveness-Based Mindfulness, Acceptance and Commitment Group Therapy, and Forgiveness-Based Group Counseling, had a significant effect size (p < 0.05). In contrast, Psychotherapy, Online Group Resilience Training, Existential Therapy, and Life Review Therapy did not show a significant effect. All interventions had positive effect sizes, indicating their favorable impact on increasing forgiveness. In response to the third research question about the overall effect size of psychological interventions on the forgiveness of women affected by marital infidelity, the meta-analysis results showed that in the fixed effects model, the overall effect size was 1.45 (Z = 18.17, p < 0.05) and in the random effects model, it was 1.60 (Z = 11.41, p < 0.05). According to Cohen's criteria, both values are considered large effect sizes, and this finding indicates that the psychological interventions conducted in the last decade in Iran have had a significant impact on increasing forgiveness among women affected by marital infidelity. Conclusion The present study was conducted using meta-analysis to quantitatively synthesize the results of studies from the last decade in Iran on the effectiveness of psychological interventions for the forgiveness of women affected by marital infidelity. The findings showed that the overall effect size of the interventions in the random effects model was 1.60, which is considered a large effect according to Cohen's criteria. This result indicates that the psychological interventions implemented in the cultural context of Iran have had a significant clinical impact on increasing forgiveness in affected women. Rosenthal's Fail-safe N test, with a value of 2908, confirmed the statistical validity of this finding. Among the 18 identified interventions, 14 had a significant effect, with Emotion-Focused Therapy, Acceptance and Commitment Therapy, Mindfulness-Based Cognitive Therapy, forgiveness-based group counseling from an Islamic perspective, spiritual-religious interventions, and Interpersonal Systems Therapy having the highest effect sizes. Emotion-Focused Therapy, with the highest frequency, paves the way for forgiveness through the safe processing of emotions and the reconstruction of attachment. Acceptance and Commitment Therapy facilitates movement toward forgiveness by increasing psychological flexibility and differentiating thoughts from values. Mindfulness-Based Cognitive Therapy also enhances the capacity for empathy and forgiveness by fostering non-judgmental acceptance and regulating negative emotions. Forgiveness-based group counseling from an Islamic perspective and spiritual-religious interventions, as indigenous approaches, give meaning to the forgiveness process within a transcendent framework by semantically redefining the suffering caused by infidelity as a divine test and utilizing spiritual resources such as prayer, supplication, and otherworldly rewards. They facilitate forgiveness by reducing feelings of shame and isolation within a homogeneous group setting. Interpersonal Systems Therapy also aids in rebuilding trust and accelerating forgiveness by restructuring relational systems and improving communication. In conclusion, the findings demonstrate that psychological interventions with large effect sizes are effective tools for promoting forgiveness in women affected by infidelity. It is suggested that therapists prioritize approaches with higher effectiveness, especially integrative and indigenous-oriented interventions, to assist this population. Conducting a meta-analysis on couples with marital conflicts and a mixed-methods systematic review are suggested to achieve a more comprehensive insight. Ethical Considerations: Although the present article is a meta-analysis and does not involve human or animal samples, ethical considerations and fidelity in citing texts and scientific references have been observed in its compilation. Authors' Contributions: First and second authors: Supervision and guidance. Third and fourth authors: Data collection, data analysis, preparation of the draft manuscript. All four authors participated in revising, reviewing the manuscript, and approving the final version. Conflict of Interest: According to the authors, there is no conflict of interest in this article. Funding: This study was conducted without any financial support. Acknowledgments: Thanks to all researchers in the field of psychology. *. Corresponding author

The present study aimed to evaluate the impact of a compassion-based intervention on fear of failure, mothers' fear of negative evaluation, and children's emotional and behavioral problems in mothers residing in Isfahan City. This research employed a quasi-experimental design, consisting of a pretest, posttest, and a follow-up period. Through convenience sampling and adhering to inclusion criteria, 40 mothers with daughters aged 9 to 11 exhibiting symptoms of emotional and behavioural problems in Isfahan were selected and assigned to either an experimental or control group. The mothers in the experimental group received a compassion-based intervention over 8 sessions, each lasting 90 minutes (two sessions per week). The control group received no intervention. The research instruments included the Achenbach System of Empirically Based Assessment-Child Behavior Checklist, the Performance Failure Apprehension Scale, and the Brief Fear of Negative Evaluation Scale. Data analysis was performed using Repeated Measures Analysis of Variance. The results indicated that the variables of fear of failure and fear of negative evaluation showed statistically significant group, time, and time-group interaction effects. Furthermore, for the components of internalizing problems, externalizing problems, and the total score of emotional and behavioral problems, the group variable, time variable, and the time-group interaction were also statistically significant. Therefore, compassion-based intervention can be utilized as an effective intervention for improving fear of failure, reducing mothers' fear of negative evaluation, and mitigating children's emotional and behavioural problems. Introduction Emotional and behavioural problems arise when an individual’s emotional or behavioural expressions deviate from cultural, developmental, or ethnic norms, thereby negatively affecting academic performance, self-care, social relationships, and intra‑ and interpersonal as well as environmental adjustment (DSM‑5‑TR, 2022). Interventions addressing children's emotional and behavioural problems emphasize improving parent–child interactions. According to previous studies, one of the most important factors contributing to a reduction in children's emotional and behavioural problems is the enhancement of parenting skills (Luo et al., 2023). In this regard, it has been shown that parents of children with special needs, due to self-blame and feelings of guilt about their child’s condition, tend to have low levels of self-compassion (Ahmed, 2022). Self-compassion may serve as a protective factor against parental hopelessness and anxiety (Liang et al., 2025). Given the practical implications of compassion-based interventions, the present study aimed to examine the effectiveness of a compassion intervention on mothers' fear of failure, fear of negative evaluation, and their children's emotional and behavioural problems. Method The present study was applied in purpose and quasi-experimental in design, employing a pretest–posttest–follow‑up structure with a control group. The statistical population included all mothers and their daughters with emotional and behavioural problems enrolled in schools in Isfahan during the 2024–2025 academic year. Using purposive sampling and based on inclusion criteria, 40 mothers of girls aged 9 to 11 years exhibiting symptoms of emotional and behavioural problems were selected and assigned to experimental and control groups. Mothers in the experimental group participated in eight 90‑minute compassion training sessions (held twice a week), while the control group received no intervention. The research instruments included the Achenbach Child Behavior Checklist, the Fear of Failure in Performance Scale, and the Brief Fear of Negative Evaluation Scale. To analyze the data, differences among pretest, posttest, and follow‑up scores between the two groups were examined using repeated measures ANOVA in SPSS‑26. Results Before the inferential analysis, the normality of the research variables was examined. The Shapiro–Wilk test was applied, yielding values for the variables fear of failure (p= 0.178), fear of negative evaluation (p = 0.189), and emotional–behavioural problems (p=0.221). Since the P-values for all three variables were greater than the acceptable significance level, the use of parametric statistical tests was deemed appropriate for this study. To examine the significance of differences between the two groups, repeated measures analysis of variance (ANOVA) was employed. The assumptions of this test were assessed using Levene’s test, Box’s M test, and Mauchly’s test of sphericity. Levene’s test for homogeneity of variances among the dependent variables across groups indicated that the variances of fear of failure (F = 0.67, p > 0.05), fear of negative evaluation (F=0.89, p>0.05), and emotional–behavioural problems (F = 1.78, p > 0.05) were equal among the groups. The results of Box’s M test for the variables fear of failure (M Box = 4.732, p>0.05), fear of negative evaluation (M Box = 5.747, p > 0.05), and emotional–behavioural problems (M Box = 6.860, p>0.05) were non-significant, indicating that the covariance matrices of the experimental and control groups were homogeneous. Finally, the results of Mauchly’s test of sphericity for the variables fear of failure (M = 0.635, χ² =2.683, p> 0.05), fear of negative evaluation (M = 0.899, χ² = 3.412, p > 0.05), and emotional–behavioural problems (M = 0.772, χ² = 7.228, p> 0.05) showed no significant deviation, confirming the homogeneity of variances between groups over time. Subsequently, a repeated measures analysis of variance was employed to examine the significance of the differences between the two groups. Table 1 Results of Repeated Measures Analysis of Variance for Fear of Failure, Fear of Negative Evaluation, and Emotional-Behavioural Problems Variable Source of Variation Sum of Squares Df Mean Square F P Eta Squared Fear of Failure Within-Subjects Time 146/467 2 73/233 151/793 0/001 0/800 Time*Group 252/200 2 126/100 261/371 0/001 0/873 Between-Subjects Group 621/075 1 621/075 94/561 0/001 0/713 Fear of Negative Evaluation Within-Subjects Time 676/717 2 338/358 515/335 0/001 0/931 Time*Group 804/050 2 402/025 612/303 0/001 0/942 Between-Subjects Group 1555/200 1 1555/200 264/301 0/001 0/874 Internalizing Problems Within-Subjects Time 638/517 2 319/258 158/932 0/001 0/807 Time*Group 728/817 2 364/408 181/409 0/001 0/827 Between-Subjects Group 1293/633 1 1293/633 237/785 0/001 0/860 Externalizing Problems Within-Subjects Time 53/517 2 26/758 38/250 0/001 0/502 Time*Group 264/650 2 132/325 189/154 0/001 0/833 Between-Subjects Group 607/500 1 607/500 80/398 0/001 0/679 Emotional-Behavioural Problems Within-Subjects Time 1047/800 2 523/900 163/629 0/001 0/812 Time*Group 1870/867 2 935/433 292/163 0/001 0/885 Between-Subjects Group 3674/133 1 3674/133 297/649 0/001 0/887 The results presented in Table 1 indicate the following: In the components of fear of failure and fear of negative evaluation, as well as in the variables of group, time, and the interaction between time and group, the effects were statistically significant. Moreover, for the components of internalizing problems, externalizing problems, and the total score of emotional-behavioral problems, the main effects of group, the interaction effect of time and group, and the main effect of time were all significant. To compare the mean scores across measurement phases (pretest, posttest, and follow-up), the Bonferroni correction was applied. The results revealed that for the variables of fear of failure and fear of negative evaluation, the differences between mean scores across all measurement stages were statistically significant (p ≤ 0.001). Similarly, regarding emotional-behavioral problems and their subscales, the findings showed that in the subscales of internalizing problems, externalizing problems, and the overall score of emotional-behavioral problems, the differences between mean scores across all measurement stages were statistically significant (p ≤ 0.001). Conclusion This research was conceptualized in light of the existing research gap in the field of individuals with special needs, especially children with emotional and behavioural problems and their families, concerning the experience and expression of compassion. Self-compassion involves an individual's sense of caring for oneself, non-judgmentally accepting one's inadequacies and failures, and accepting that one's experiences are part of the common human experience (Ghasemi, 2019). Therefore, individuals with high self-compassion treat themselves kindly when experiencing adverse events, which initially leads to increased social connection and reduced self-criticism, negative self-evaluation, and suppression of negative thoughts such as anxiety (Dasht Bozorgi & Homai, 2018). During the intervention sessions, mothers were taught to apply self-compassion in various situations, especially in genuinely difficult real-life scenarios, such as dealing with their children, to establish constructive social relationships with their children. By the end of the sessions, the participating mothers acknowledged that the internal feeling of compassion towards themselves and their families had led to the improvement of maladaptive thought patterns, the adoption of adaptive coping strategies for failure, a reduction in negative self-evaluation, a non-critical attitude towards setbacks and frustrations, and the creation of a balanced and non-judgmental perspective in problem-solving. Furthermore, the compassion-based intervention, using techniques such as teaching how to tolerate the child's difficult behavior, avoiding hasty judgment of the child's behavior, teaching how to tolerate and master problems, and teaching the acceptance of potential failure and unchangeable life issues, motivates mothers—by accepting their children's negative emotions and practicing the creation of positive emotions in them—to be more motivated to change and replace their children's problematic behaviors and emotions with positive behaviors and feelings, rather than ruminating over their problematic actions. Regarding the limitations of this study, it should be noted that the sample was limited to the geographical area of Isfahan City, and generalization to other students should be done with caution. Therefore, it is suggested that the effectiveness of the compassion intervention be investigated in broader geographical areas. Additionally, comparing the effectiveness of compassion interventions with other family psychology interventions (such as mindfulness-based family interventions, integrative interventions, and meta-cognitive interventions) can help uncover the specific contribution of compassion interventions in the field of children with emotional and behavioural problems. Ethical considerations Compliance with Ethical Guidelines Prior to the start of the research, participants were made aware of the research objective. It was announced to the participants that they could withdraw from the study at any time if they wished. They were also assured that their identity information would remain confidential. This research did not have any conflicts with the religious and cultural norms of the society. This research has also been approved by the Ethics Committee of University of Isfahan with the ethics code IR.UI.REC.1401.015. Funding The present research did not receive any financial support from any organization or institution. Authors’ contribution The first author was responsible for data collection, statistical analysis, and writing the initial draft under the supervision of the advisor (the second author). Conflict of interest In the disclosures of this article, there are no conflicts of interest among the authors. Acknowledgments The authors would like to express gratitude to all the peoples who participated in this research.

Abstract Possible selves represent the cognitive manifestations of an individual’s goals, aspirations, motivations, fears, and enduring threats. They serve a motivational function for future behavior, provide a framework for self-assessment, and contribute to behavioral regulation. The present study aimed to test a causal model examining the relationships among possible selves, academic hope, and academic procrastination. This descriptive-correlational research involved 396 male and female students from Kerman Farhangian University during the 2024–2025 academic year, selected through a multi-stage cluster random sampling method. Participants completed three questionnaires assessing possible selves balance, academic hope, and academic procrastination. Structural equation modeling (SEM) was employed to evaluate the proposed model, and the bootstrap method in AMOS software was used to assess the mediating role of academic hope in the relationship between possible selves and academic procrastination. Results indicated that the structural model demonstrated a good fit with the collected data. Specifically, possible selves positively and significantly predicted academic hope whereas they negatively and significantly predicted academic procrastination. Furthermore, academic hope was found to mediate the relationship between possible selves and academic procrastination: Higher levels of possible selves were associated with reduced procrastination through increased academic hope, whereas lower levels of possible selves contributed to increased procrastination via decreased academic hope. These findings suggest that enhancing academic hope by fostering possible selves may be an effective strategy to reduce academic procrastination. Keywords: academic procrastination, academic hope, possible selves Introduction* Academic procrastination is one of the most common and persistent problems in higher education and is widely recognized as a major barrier to academic achievement, effective learning, and psychological well-being. It refers to the irrational delay in initiating or completing academic tasks despite awareness of their negative consequences (Steel, 2007). Previous research has consistently linked academic procrastination to deficits in self-regulation, motivation, goal management, and emotional control (Klassen et al., 2008; Sirois & Pychyl, 2013). One influential theoretical framework for understanding academic motivation and self-regulation is the concept of possible selves. Possible selves refer to individuals’ cognitive representations of what they might become, what they hope to become, and what they fear becoming in the future (Markus & Nurius, 1986). These future-oriented self-representations connect present actions to long-term goals and provide direction, meaning, and motivational energy for behavior (Oyserman et al., 2006). When possible selves are clear, balanced, and perceived as attainable, they promote persistence, engagement, and effective self-regulation. In contrast, vague or poorly developed possible selves may lead to avoidance, disengagement, and behavioral delay (Oyserman & James, 2011).Another construct closely associated with motivation and self-regulation is academic hope. Empirical evidence suggests that students with higher academic hope demonstrate greater persistence, adaptive coping, and academic engagement, while experiencing lower levels of avoidance behaviors such as procrastination. Despite strong theoretical links among possible selves, academic hope, and self-regulation, few studies have examined these variables simultaneously within a unified causal framework. Therefore, the present study aimed to investigate the causal relationships among possible selves, academic hope, and academic procrastination, with particular emphasis on the mediating role of academic hope among student teachers. Method The present study employed a descriptive-correlational design and utilized structural equation modeling to examine the proposed causal relationships. The statistical population consisted of undergraduate male and female student teachers enrolled at Farhangian University campuses in Kerman during the 2022–2023 academic year. A multistage cluster sampling method was applied, resulting in a final sample of 396 participants. Data collection was conducted using three standardized self-report instruments: the Possible Selves Balance Questionnaire, which assesses balance among future goals, current academic tasks, and self-related concerns; the Academic Hope Scale, which measures students’ goal-directed thinking within academic contexts; and the Academic Procrastination Questionnaire, which evaluates delays in academic behaviors such as preparing for examinations, completing assignments, and engaging in academic writing. All instruments demonstrated acceptable reliability and construct validity in the present sample. Participants completed the questionnaires in classroom settings after providing informed consent. Data screening procedures confirmed univariate normality and the absence of multicollinearity. Structural equation modeling with maximum likelihood estimation was used to test direct and indirect relationships among the variables. The mediating role of academic hope was examined using bootstrapping procedures with confidence intervals. Results Preliminary analyses indicate that the assumptions required for structural equation modeling are satisfied. Descriptive statistics show moderate to high levels of possible selves and academic hope, alongside moderate levels of academic procrastination among student teachers. Skewness and kurtosis values fall within acceptable ranges, confirming the normal distribution of the data. The proposed structural model demonstrates a good fit to the data based on multiple goodness-of-fit indices (χ²/df = 2.60, GFI = 0.96, CFI = 0.97, IFI = 0.96, AGFI = 0.93, NFI = 0.94, RMSEA = 0.06). The results indicate that possible selves positively and significantly predict academic hope (β = 0.52, p ≤ 0.001), suggesting that students with clearer and more balanced future self-representations experience higher levels of academic hope. Possible selves also negatively and significantly predict academic procrastination (β = −0.43, p ≤ 0.001), indicating that future-oriented self-concepts reduce tendencies toward delaying academic tasks. In addition, academic hope negatively predicts academic procrastination (β = −0.21, p ≤ 0.01), demonstrating that students with higher levels of academic hope show greater persistence and engagement in academic responsibilities. Bootstrapping analyses confirm that academic hope plays a significant mediating role in the relationship between possible selves and academic procrastination. The indirect effect of possible selves on academic procrastination through academic hope is statistically significant (β = −0.108, p ≤ 0.05). These findings indicate that possible selves influence procrastination both directly and indirectly by enhancing academic hope. Overall, the model explains approximately 32% of the variance in academic procrastination, highlighting the strong explanatory power of future-oriented motivational variables. Conclusion The present study aimed to investigate the role of possible selves in predicting academic procrastination, with academic hope examined as a mediating variable. The findings indicated a significant negative relationship between possible selves and academic procrastination. In other words, students who possessed more positive and realistic images of their future academic selves reported lower levels of academic procrastination. This result is consistent with previous research and suggests that possible selves function as cognitive–motivational mechanisms that facilitate goal setting, behavioral regulation, and sustained academic engagement. Additionally, the results revealed a significant negative relationship between academic hope and academic procrastination. Students with higher levels of academic hope, characterized by stronger agency and pathway thinking, were less likely to delay academic tasks and responsibilities. Furthermore, the findings demonstrated a significant positive relationship between possible selves and academic hope. Possible selves appear to enhance academic hope by strengthening students’ sense of agency, clarifying academic goals, and promoting the development of effective strategies for goal attainment. Mediation analysis confirmed the significant mediating role of academic hope in the relationship between possible selves and academic procrastination. Specifically, higher levels of possible selves contributed to increased academic hope, which in turn led to a reduction in academic procrastination. Conversely, weaker or more negative possible selves were associated with lower levels of academic hope and higher levels of procrastinatory behavior. Overall, the findings highlight the critical role of possible selves and academic hope in understanding and reducing academic procrastination. The results underscore the importance of designing psychological and educational interventions that focus on strengthening positive and realistic possible selves and enhancing academic hope, as such interventions may effectively improve students’ academic behaviors and performance. Ethical Consideration We strictly observed all ethical considerations during the research process. It included ensuring the confidentiality of participants' identities and obtaining informed consent from all participants. Authors’ Contributions All authors contributed to the preparation of the final manuscript. Conflict of Interest The authors report no conflict of interest. Funding The authors received no financial support for the study. Acknowledgments The authors would like to express their gratitude to all the people who participated in the research. *. Corresponding author

So far, the only theory that has explained the harmful phenomenon of blaming innocent victims is the Theory of Belief in Justice. However, because some findings do not support this explanation, the current study proposed and tested another explanation for this phenomenon: everyday sadism. There is a hypothesis that everyday sadism, through the mediation of sadistic pleasure and lack of empathy, has a positive relationship with victim blaming. To test the hypothesis, among 30000 subscribers of the Hamrahe Avval and Irancell in Tehran and Karaj, 442 participants with an average age of 35 years (202 men) were selected using convenience sampling. In a correlational design, everyday sadism was measured by a 15-item version of the Comprehensive Assessment of Sadistic Tendencies (CAST), whereas victim blaming, sadistic pleasure, and empathy with the victim were measured using the methods in previous studies. Regression coefficients showed that everyday sadism, even after controlling for belief in justice and three dark personality traits, has a predicted victim blaming. Conditional process modelling showed that everyday sadism has increased victim blaming through sadistic pleasure and lack of empathy, such that the direct effect of everyday sadism on victim blaming was small, but its indirect effect was large. Based on these findings, suggestions have been made to reduce the phenomenon of victim blaming. IntroductionThis study explores an alternative explanation to the well-established belief in a just world theory (Lerner, 1980) to find out why people blame innocent victims of war, bullying, and sexual assault. While belief in a just world suggests that people blame victims to restore their sense of justice (Dawtry et al., 2020; Hafer, 2000), the authors propose that everyday sadism—a personality trait characterized by deriving pleasure from others’ suffering and lacking empathy—may also lead to victim blaming. Drawing on prior research linking everyday sadism to aggression, dehumanization, and impaired moral judgment (Buckels et al., 2013, 2019; Paulhus, 2014; Rogers et al., 2018), the study hypothesizes that individuals high in everyday sadism are more likely to blame victims due to reduced empathy and increased sadistic pleasure. Using conditional process modeling, the study tested this hypothesis with everyday sadism as the predictor, empathy and sadistic pleasure as mediators, and victim blaming as the outcome, while controlling for belief in a just world, psychopathy, Machiavellianism, and narcissism (Moshagen et al., 2018; Paulhus & Williams, 2002). MethodThis study included 442 participants recruited via convenience sampling, with a mean age of 35.03 years (SD = 5.92; age range: 19–57). Among the participants, 202 ones were identified as male. In this correlational design, everyday sadism was assessed using the 15-item Comprehensive Assessment of Sadistic Tendencies (CAST; Buckels & Paulhus, 2014). Victim blaming was measured following the methodology by Sassenrath et al. (2023) and Modesto and Pilati (2017), in which participants read six short stories portraying innocent individuals becoming victims at school, work, or in society, and subsequently rated their tendency to blame the victim. Sadistic pleasure was evaluated after each story through participants’ agreement (1 = strongly disagree to 7 = strongly agree) with three items adapted from Lui et al. (2020) and Schumpe and Lafrenière (2016): (1) “While reading [victim’s name]’s story, I couldn’t help but smile,” (2) “[Victim’s name]’s misfortunes were somewhat funny or entertaining,” and (3) “Reading the story was enjoyable.” Empathy was measured after each story using six items from Batson et al. (2007), arranged on a 7-point scale (1 = very little to 7 = very much), including feelings of sympathy, compassion, pity, distress, sadness, and sorrow. Belief in a just world was assessed using the 13-item scale developed by Dalbert (1999). Finally, dark personality traits—psychopathy, machiavellianism, and narcissism— were measured using the 27-item Short Dark Triad Questionnaire (SD3Q; Jones & Paulhus, 2014). ResultsConsistent with the research hypothesis, the correlation between everyday sadism and victim blaming was r = .53, which was statistically significant (p < .001) and indicated a large effect size (Cohen, 1992). Moreover, the partial correlation between everyday sadism and victim blaming—while controlling for belief in a just world and the Dark Triad traits—was r = .46, which also remained statistically significant (p < .001) and represented a medium effect size (Cohen, 1992).Multiple regression analysis further confirmed the hypothesis: when everyday sadism, belief in a just world, and the Dark Triad traits were entered simultaneously into the regression model, everyday sadism still significantly predicted victim blaming (see Table 1). Table 1Multiple Linear Regression Analysis for Predicting Victim Blaming PredictorβSEpEveryday Sadism.456.027< .001Personal Belief in a Just World.235.044< .001General Belief in a Just World.134.047.006Psychopathy–.008.038.830Machiavellianism.022.048.594Narcissism.019.055.666Consistent with the research hypothesis, everyday sadism increased victim blaming via sadistic pleasure and reduced empathy. Conditional process modeling confirmed that the current dataset fit Model 4 (Hayes, 2013) (see Figure 1). The indirect effects were tested using bootstrapping with 5,000 iterations. In this model, where belief in a just world and the Dark Triad traits were included as covariates, the indirect effect of everyday sadism on victim blaming, as well as through lack of empathy (b = .25, SE = .11, 95% CI [.05, .47]) or through sadistic pleasure was statistically significant (b = .32, SE = .06, 95% CI [.20, .44]). This indicates that participants with higher everyday sadism tendencies blamed victims more; because, they experienced greater sadistic pleasure and lower empathy. In other words, everyday sadism predicted victim blaming via increased sadistic pleasure and decreased empathy.Figure 1 The Relationship Between Everyday Sadism and Victim Blaming through Sadistic Pleasure and Lack of Empathy. Numbers Represent Standardized Regression Coefficients *** P < .001, * P < .05 ConclusionFor decades, belief in a just world (BJW) has been the primary explanation for the phenomenon of victim blaming (Lerner, 1980). However, the present study introduces and empirically tests a novel psychological explanation: everyday sadism. The study hypothesized that, beyond BJW, individuals with higher levels of everyday sadism may also be prone to blame innocent victims, derive pleasure from their suffering, and lack empathy. Findings supported this hypothesis in two key ways: First, everyday sadism significantly predicted victim blaming even after statistically controlling for BJW and other dark personality traits. Second, this relationship was mediated by sadistic pleasure and low empathy.These findings align with prior research demonstrating that individuals high in everyday sadism tend to find morally questionable behaviors against less reprehensible victims (Trémolière & Djeriouat, 2016), fail to empathize with others’ pain (Buckels et al., 2013), and experience greater pleasure when others suffer more (Chester et al., 2019; Paulhus, 2014). Additionally, Hart et al. (2022) found that such individuals interpret suffering primarily through cold cognition, failing to grasp its emotional salience. The current findings also help reconcile past mixed results on BJW and victim blaming. Some studies found no relationship (Callan et al., 2014; Harvey et al., 2014), while others found a negative one (Callan et al., 2007; Lens et al., 2014).These insights have practical implications. Traditionally, interventions aimed at reducing victim blaming have focused on reframing victims to avoid threatening people’s BJW or providing alternate cognitive routes for BJW restoration (Kay et al., 2005; Savani et al., 2011; van den Bos & Maas, 2009). The current findings suggest an additional strategy: Portray innocent victims in ways that minimize sadistic pleasure and maximize empathy. Moreover, individuals applying for roles involving contact with victims (e.g., judges, police, social workers) should be screened for sadistic tendencies. Training in empathy-enhancement techniques—such as perspective-taking, emotional expression, and exposure to emotional narratives—may also reduce sadistic enjoyment and thus victim blaming (Lui et al., 2020; Sassenrath et al., 2023; Weisz & Zaki, 2017).Finally, these findings extend to the broader phenomenon of schadenfreude—pleasure at others’ misfortunes—which overlaps with sadistic pleasure and may also lead to victim blaming (Greenier, 2018; Lange & Boecker, 2019; Wei & Liu, 2020). Although schadenfreude can have adaptive functions such as enhancing self-worth (Boecker et al., 2022), it may also carry harmful social consequences.Ethical Consideration:Compliance with Ethical Guidelines: All ethical considerations were observed, including ensuring the confidentiality of participants’ identities and obtaining informed consent from all participants.Authors’ Contributions: The first author conducted data collection and wrote all sections and edited the initial draft.Conflict of Interest: The authors declared no conflicts of interest.Funding: The authors did not receive any financial support for this study.Acknowledgment: The authors thank all participants for their time and contribution to this study.

The aim of the research was to examine the effectiveness of the compassionate mind cultivation strategy on distress tolerance, boldness, self-compassion, and empathy. The researcher used a three-stage semi-experimental design with two groups (control and experimental). The research population included all teenagers aged 16-18 in Isfahan City in the spring of 1403. Using the multi-stage random sampling method, 40 teenagers were randomly selected and assigned into two experimental and control groups. The experimental group was trained in the strategy of cultivating a compassionate mind, based on the protocol developed by Irons and Beaumont. The research tools include Distress Tolerance, Self-Expression, Self-Compassion Short Form, and Empathy Questionnaire. The data were analyzed using variance analysis with repeated measures. The results showed that the strategy of developing a compassionate mind is effective on distress tolerance, boldness, self-compassion, and empathy of 16-18-year-old participants. As a result, the promotion and cultivation of a compassionate mind leads to the improvement of distress tolerance, boldness, self-compassion, and empathy, as well as the protection of adolescents against psychological damage such as anxiety and depression. IntroductionEmotional maturity and distress tolerance are variables that can influence social, emotional, and academic adjustment in adolescents. Training and enhancing boldness skills can also boost self-efficacy (Rahbari et al., 2019). In contrast, using the compassionate mind, one can cultivate a compassionate focus of attention, thoughts, and feelings towards oneself and others (Hatami-Musaabadi et al., 2022). Empathy is one of the other important variables in adolescence, which directs individuals’ interactions in the right way( Mesbehi et al., 2019 ). Education of a sympathetic mind increases compassion and fosters sensitivity to suffering and others, along with adherence to relief. This research was in line with responding to the following hypotheses:1- Compassionate mind training is effective on tolerance.2- Compassionate mind training is effective on courage.3- Compassionate mind training is effective on self-compassion.4- Compassionate mind training is effective on empathy. Method: The research has a semi-experimental pre-test-post-test design with a control group and a 45-day follow-up phase. The statistical population consisted of adolescents who were aged 16-18 from Isfahan schools in the Spring of 2024. The assessments include: Distress Tolerance Questionnaire (Vesren et al., 2015): This Scale is a self report self assessment measure constructed by Simon and Gaher (2005), with 15 items and 4 sub scales. Assertiveness Questionnaire: The questionnaire was built by Grimbel, rich (1975) and consists of 40 questions and dimensions of assertiveness. Child and Adolescent Empathy Questionnaire: This scale was designed by Vesren et al (2015) and has 12 questions and three subscales of cognitive empathy, emotional empathy, and pain. Self-Compassion Questionnaire, Short Form: The scale of 12 items was constructed by Neff et al. (2011), which consists of six factors against each other. ResultsThe data were analyzed by descriptive (mean and standard deviation) and inferential statistics (repeated-measures analysis of variance test) using SPSS Software, version 26. Descriptive findings showed that the Kolmogorov-Smirnov test was used to examine the normality of the distribution. The results showed a p>0/05 for both groups in the pretest. To examine the assumption of equality of variances, the Levine test was used. The results show the following values: the distress tolerance at pretest (F = 2.47, p < 0.124), posttest (F = 2.59, p< 0.098), and follow-up ( F = 1.38, p < 0.131); the assertiveness in pretest (F = 0.188, p < 0.667), posttest (F = 0.157, p < 0.694), and follow-up (F = 0.587, p < 0.3); self-compassion at pretest (F = 0.013, p< 0.911), posttest (F = 101.2, p < 0.155) and follow-up (p < 0.221, F = 1.55) and empathy at pretest (F=0.005, p<0.944), post-test (F=0.143, p<0.707) and follow-up (F=1.38, p<0.897). This shows that the assumption of equality of variances has not been rejected. The results of the Machli test to examine the assumption of uniformity of covariances or equality of covariances with total covariance have not been rejected either.Table 1 The Results of the Analysis of Between-Subject and Within-Subject Effects in Research Variables FPStatistical powerDFsum of squaresSourceVariable6/640/0140/80912604/008GroupDistress Tolerance41/1160/0011/00011640/85Effect of time48/1440/0011/00011921/31Time × Group Effect 7/330/010/820111001/675GroupCourage106/2920/0011/00018858/60Effect of time81/2360/0011/00016770/40Time × Group Effect 13/170/0010/94311725/208GroupSelf-Compassion72/9880/0011/0001/0001006/017Effect of time80/8380/0011/0001/0001114/217Time × Group Effect 16/280/0010/97611680/008GroupEmpathy40/9670/0011/0001/0001398/067Effect of time 19/4120/0010/9901/000662/467Time × Group EffectBased on the findings in Table 1, in the between-subjects analysis, the mean scores of the variables of distress tolerance, assertiveness, self-compassion, and empathy in the experimental and control groups were significantly different (p<0.05).ConclusionThe results showed that compassionate mind training is effective on adolescents' distress tolerance. The results are consistent with the results of the studies by Shaw and Keeley (2024), Hosseini Mehr et al. (2021), and Saeidi Nia and Azmoudeh (2024). Compassionate mind training protects individuals from performance problems associated with stress and anxiety caused by adolescent crises (Hosseini Mehr et al., 2021). In fact, compassionate mind training acts like mental physiotherapy, neutralizing the threat system and activating the relief system; as a result of the transformation of this system, the individual's resilience increases and ultimately leads to an improvement in the level of distress tolerance.The results showed that compassionate mind training is effective on adolescents' assertiveness. This finding is consistent with the study by Smith et al. (2020). The findings could be explained by Diedrich et al. (2014). According to their approach, compassionate mind training acts as a positive emotion regulation style, reduces the individual's negative emotions, and replaces them with positive emotions.The results showed that compassionate mind training is effective on adolescents' self-compassion. This finding is consistent with the results of Marshall et al.'s (2020) study. This finding could be explained by the fact that training and exercises aimed at increasing self-compassion in adolescents can be effective in improving various forms of adolescent distress and lead to positive outcomes such as strengthening self-compassion and compassion (Gilbert, 2010) and ultimately provide a reason for the growth of warmth, acceptance, care, and appropriate attitudes towards internal experiences (Braehler et al, 2013).The results also showed that compassionate mind training is effective on adolescents' empathy. This finding is consistent with the studies by Khashanian et al. (2023) and Steinvik et al. (2024). In compassionate mind training, adolescents learn not to avoid or suppress their painful emotions so that they can first recognize their experience and feel compassion for it.Ethical ConsiderationCompliance with Ethical Guidelines: All confidentiality was enforced.Authors’ Contributions: All authors contributed to the study. The first author conducted the intervention and data collection and wrote the introduction and method sections. The second author wrote the results and discussion sections and edited the initial draft.Conflict of Interest: The authors declared no conflicts of interestFunding: The study had no financial supportAcknowledgment: The authors thank all participants for their time and contribution to this study

This study aimed to develop a structural model of students’ hopefulness based on religious orientation and perceived social support. The research design was quantitative in nature, and the method was descriptive-correlational using structural equation modeling (SEM). The statistical population consisted of undergraduate students at the University of Lorestan during the 2023–2024 academic year. The sampling method was non-random and convenience-based. The research instruments included Snyder’s Hope Scale (1991), Allport’s Religious Orientation Scale (1987), Antonovsky’s Sense of Coherence Questionnaire (1987), and the Multidimensional Scale of Perceived Social Support (1988). Data were analyzed using SPSS version 26 and AMOS version 24. The results showed that religious orientation (β = 0.25, p < 0.001) and perceived social support (β = 0.46, p < 0.001) had a significant direct effect on hopefulness. Moreover, sense of coherence partially mediated the relationship between religious orientation and perceived social support with hopefulness (β = 0.15, p < 0.001). Overall, the findings indicated that intrinsic religious orientation enhances hopefulness by strengthening the sense of coherence, while perceived social support fosters a sense of belonging and psychological security, thus promoting a positive outlook on the future. These results highlight the pivotal role of sense of coherence in explaining the relationship between religious and social factors and hopefulness. It is recommended that intervention programs be implemented to strengthen intrinsic religious orientation and expand supportive social networks in order to enhance hopefulness and mental health among university students.

The number of female heads of households is increasing, they are more vulnerable to the stresses brought to the family, and employment and life responsibilities are more difficult for them than for married women (Asieduet et al., 2024). Female heads of households are at risk of psychosocial factors that reduce their resilience and hardiness. (Hassanzade et al., 2019). Therefore, it is necessary to increase these two psychological characteristics among female heads of households with the help of therapeutic methods. Compassion therapy is one of the therapeutic methods that leads to a reduction in symptoms of depression and anxiety in individuals (Kaveh Farsani et al., 2021). Therefore, the hypotheses of this study are: Compassion-based therapy is effective on the resilience of female-headed households. Compassion-based therapy is effective on the resilience of female-headed households. Method The present study was a quasi-experimental study with a pre-test-post-test design and a follow-up with a control group. After obtaining the code of ethics through the Imam Khomeini Relief Committee (RA), Yazd, Iran by referring to the executive offices, the female heads of households were identified and women who were willing to participate in the project and met the criteria for entry into the project were selected using the available sampling method and then randomly assigned to two groups (experimental group and control group). The Family Resilience Scale and Family Hardiness Index questionnaires were used to obtain pre-test scores (before the intervention) in the experimental group and the control group. Then, compassion-focused therapy (Gilbert, 2014) was implemented in 24 90-minute sessions twice a week for the experimental group, and the control group did not receive any intervention. After the end of the group psychotherapy sessions, both groups were evaluated with the same two questionnaires to obtain post-test scores, and finally, after two months, both groups were evaluated again to obtain follow-up scores. Then, the data were analyzed using SPSS 22 software. For descriptive statistics, mean and standard deviation were used, while for inferential statistics, analysis of variance with repeated measures and Bonferroni post-test were used. Results To analyze the data, analysis of variance with repeated measurements and Bonferroni post hoc test were used. Before presenting the results of the repeated-measures analysis of variance, the assumptions of the parametric tests were tested. Accordingly, the results of the Shapiro-Wilk test indicated that the assumptions of normal distribution of the data in the variable of family resilience and hardiness of female-headed households in the experimental and control groups in the pre-test stage were met (p < 0.05). Also, the assumption of homogeneity of variance was tested by the Levine test, and its results were not significant, which indicated that the assumption of homogeneity of variances was not rejected (p < 0.05). On the other hand, the results of the t-test showed that the difference in the pre-test scores of the experimental and control groups in the dependent variables (family resilience and hardiness in female-headed households) was not significant (p<0.05). Moreover, the results of the Mauchly test indicated that the assumption of sphericity of the data in the variable of family resilience and hardiness of female-headed households was met (p<0.05). Considering the average scores of the different stages of the test, it was observed that in the pre-test stage, the average scores of family resilience and hardiness in the two experimental and control groups did not differ significantly. However, in the post-test and follow-up stages, a significant difference was observed in favor of the experimental group (p<0.05, F=213.798). In regards to family hardiness, the average of the experimental group also increased in the post-test and follow-up, while no significant change was observed in the control group. Therefore, these findings indicated that the two groups did not differ in the pre-test, but in the post-test and follow-up, a significant difference was observed in favor of the experimental group. (p<0.05, F=274.478). Accordingly, the first hypothesis that self-compassion-based therapy would affect increasing resilience was confirmed. The second hypothesis that this therapy would have an effect on increasing family resilience was also confirmed. According to the obtained results, the presentation of the independent variable (Compassion-Focused therapy package) lead to a significant difference in the mean scores of the dependent variables (i.e., family resilience and tenacity) in the post-test stage at the error level of 0.05. The mean scores of family resilience and tenacity variables observed a significant change during the post-test and follow-up stages, regardless of the effect of grouping, which was a significant difference compared to the pre-test. Conclusion This study aimed to investigate the effectiveness of compassion-based therapy for improving the resilience and hardiness of the families of female-headed households. According to the results obtained, compassion therapy was effective on the resilience of the experimental group's family. These results are consistent with the research of Taher Karami et al. (2018) and Franco and Christie (2021). The findings of the study also show that compassion therapy was effective on the hardiness of the families of female-headed households. These results are consistent with the research of Mahdavi et al. (2014) and Kohaki et al. (2014). Moiseevitch et al. (2019) showed that people with higher self-compassion have more progress in their goals, more positive affect, and less negative affect, and in general, self-compassion increases adaptation and coping in individuals and hardiness. Among the limitations of this study were the use of an accessible and voluntary sampling method and the existence of special conditions for selecting subjects, the small sample size, and the inability to control variables such as economic status, job, and stressors. Accordingly, it is suggested that future research should use random sampling, control for confounding variables, and use tools such as interviews and observation. Another limitation of this study was that it focused solely on female heads of households covered by the Imam Khomeini Relief Committee (RA) in Yazd, Iran. Therefore, generalizing the results to female heads of households who were not covered by the Imam Khomeini Relief Committee (RA) should be done with caution. The authors recommend that compassion-based treatment also be implemented for female heads of households who are not clients of this organization. Ethical Consideration Compliance with Ethical Guidelines: All ethical considerations were observed, including ensuring the confidentiality of participants’ identities and obtaining informed consent from all participants. Conflict of interest: The authors declare no conflict of interest. Authors’ contributions: All authors contributed to the study. The first author conducted the intervention and data collection and wrote the introduction and method sections. The second author wrote the results and discussion sections and edited the initial draft. Funding: The authors did not receive any financial support for this study. Acknowledgments: We would like to express our deepest gratitude to the Imam Khomeini (RA) Relief Committee of Yazd for their assistance and support in carrying out this research.

The putpose of this study was to investigate the effectiveness of the marital empowerment program based on positive schemas for improving marital satisfaction and differentiation among couples. The research method was quasi-experimental using a pre-test, post-test and follow-up design with a control group. In this study, from among couples residing in Arak, Iran 2024, 24 couples were selected using convenience sampling and were randomly assigned to either an experimental or a control groups. Data collection was performed using Enrich's Marital Satisfaction Questionnaire, the Skowron and Friedlander's self Differentiation Questionnaire, and the Young Schema Questionnaire- short form. The couples in training group participated in the educational sessions of the marital empowerment program based on positive schemas for 11, 90 minute sessions. The results of multivariate variance analysis showed that the training of the marital empowerment program based on positive schemas had a significant effect on marital satisfaction and couples' differentiation, and this result was stable in the 45-day follow-up period. Therefore, the marital empowerment program has the necessary validity to increase the differentiation and marital satisfaction of couples as a first-level preventive program.IntroductionGiven the importance of the family institution, therapists constantly seek to utilize various interventions, including schema therapy and other schema-based interventions, to help couples achieve satisfying and stable relationships. Although most of these interventions primarily focus on early maladaptive or negative schemas (Stevens & Roediger, 2023), in 2012, Lockwood and Perris introduced the concept of early adaptive or positive schemas as a positive complement to early maladaptive schemas in Young's (2003) approach. Considering that, on the one hand, research findings indicate that these schemas have a significant role in the efficiency and psychological well-being of individuals. On the other hand, positive clinical psychology emphasizes that interventions focused on enhancing positive aspects can be as successful as interventions based on reducing negative aspects in improving psychological problems and mental health issues (Louis et al, 2018), The aim of the present study was to investigate the effectiveness of a marital empowerment program based on positive schemas on marital satisfaction and differentiation. The research hypotheses of the study were:Marital empowerment program based on positive schemas is effective on couples' marital satisfaction.Marital empowerment program based on positive schemas is effective on couples' differentiation. MethodThis research is quasi-experimental with a pre-test-post-test design with a non-equivalent control group and a 45-day follow-up period. The statistical population included all couples residing in Arak, Iran, in 2024, from whom 24 couples were selected through convenience sampling and according to the inclusion criteria of the study and were randomly assigned to two experimental and control groups (12 couples in each group). In this study, three questionnaires were used: the Enrich marital satisfaction questionnaire, the Self-differentiation questionnaire and the short form of the Early maladaptive schemas questionnaire. Members of the experimental and control groups completed these questionnaires in three stages: The pre-test stage, before the start of the sessions; the post-test stage, one week after the last training session; and the follow-up stage, 45 days after the end of the sessions. The couples in the experimental group participated in 11 sessions of 90 minutes in the training sessions of the marital empowerment program. These sessions were held weekly and in groups. The marital empowerment program based on positive schemas is a level one preventive program that is based on the components of positive schemas identified by Mehrtalab et al. (2024) and using the method of documentary study and studying the theoretical foundations and available sources about positive schemas developed by the researchers and its content validity coefficient was calculated using the Lawshe method 0.93. ResultsThe results of the Shapiro-Wilk test showed that the scores of the differentiation variable in the education group (z=0.90, df=10, p=0.23) and the control group (z=0.93, df=10, p=0.53), as well as the marital satisfaction variable in the training group (z=0.95, df=10, p=.87) and the control group (z=0.96, df=10, p=.83) had a normal distribution. The results of Levene's test showed that the significance level for the differentiation variable in the pre-test (F=0.33, df1,2=1/18 , p=0.57), post-test (F=1.65, df1,2=1/18, p=0.21) and follow-up (F=0.69, df1,2=1/18, p=0.89) and for the marital satisfaction variable in the pre-test (F=0.01, df1,2=1/18, p=0.21), post-test (F=0.002, df1,2=1/18, p=0.91) and follow-up (F=0.03, df1,2=1/18, p=0.84), which is higher than 0.05 and indicates homogeneity of variance between groups. The results of Mauchly's test on within-group sphericity showed that for the differentiation variable (Mauchly's w=0.96, chi-square=0.66, df=2, p=0.71) and for the marital satisfaction variable (Mauchly's w=0.93, chi-square=1.21, df=2, p=0.54), it can be concluded that sphericity is assumed. The results of the Box,s M test also showed that the null hypothesis of homogeneity of the covariance matrix had been observed (Box,s M=38.70, F=1.19, df1,2=21 and 671191, p=0.25).The results of the Pillai's Trace test showed that there was a significant multivariate effect for time (pre-test, post-test and follow-up) (F4,15=60/85, V=0.94, p>0.001). There was also a significant multivariate effect between groups (training group and control group) (F2,17=51.24, V=0.86, p>0.001) and the results for the interaction between groups and time also showed a significant multivariate effect (F4,15=54.27, V=0.94, p>0.001).The results of the within-group analysis of variance also showed a significant difference in time (pre-test, post-test, and follow-up) for the differentiation variable (F1/92,34/66=76.97, p>0.001, V=0.81) and marital satisfaction (F1/87,33/67=51.36, p>0.001, V=0.74). There was also a significant interaction between measurement times (pre-test, post-test, and follow-up) and groups (training and control) for the differentiation variable (F1/92,34/66=42.27, p>0.001, V=0.70) and marital satisfaction (F1/87,33/67 =54.77, p>0.001, V=0.75).The mean and standard deviation of the dependent variables of differentiation and marital satisfaction of couples in the training group and the control group in the three time periods of pre-test, post-test, and follow-up are shown in Table 1. Pairwise comparison of the means and adjusted standard deviations of the dependent variables according to the separation of measurement times are presented in Table 2. It shows that there was a significant difference in the differentiation and marital satisfaction variables between the mean scores of the pre-test and post-test stages, but there was no significant difference between the mean scores of the post-test and follow-up stages of the differentiation and marital satisfaction variables.Table 1Mean and Standard Error of Interaction between Group and Time for Dependent Variables DifferentiationMarital satisfactiongroupTimeMSDMSD trainingPre-test140.251.23139.500.70Post test158.901.40158.550.81Follow up155.701.61151.301.45 controlPre-test142.101.23140.450.70Post test145.101.40139.650.81Follow up1441.61143.051.45Table 2 Pairwise Comparison of Mean and Adjusted Standard Deviation of Variables Dependent on the Separation of Measurement TimesVariablesgroupMDSDPDifferentiationPre-test – Post test-10.8210.001Pre-test– Follow up-8.670.910.001Post test – Follow up2.150.840.06Marital satisfactionPre-test – Post test-9.120.840.001Pre test –Follow up-7.20.930.001Post test – Follow up1.921.050.25ConclusionThe aim of the present study was to investigate the effectiveness of a marital empowerment program based on positive schemas for enhancing marital satisfaction and differentiation among couples. The results showed that the marital empowerment program based on positive schemas had a significant effect on marital satisfaction and differentiation of couples in the training group compared to the control group, and this effect was also stable in the follow-up phase. The lack of similar research on the effectiveness of positive schemas on components related to marital life makes it difficult to compare the results of the present study with previous research. However, the effectiveness of the marital empowerment program on the level of marital satisfaction of couples can be explained by the fact that this program is based on the basic psychological needs and positive schemas of self-acceptance, stable attachment, trust, empathetic attention, self-control, self-direction, success, self-confidence, assertiveness, health and safety, healthy boundaries, self-compassion, and self-care, which the role of each of schemas in increasing marital satisfaction of couples has been confirmed based on theoretical and research foundations. In addition, the results of the research indicated the effectiveness of the training of the marital empowerment program based on positive schemas on the differentiation of couples. In explaining this finding, it can be said that, according to Bowen (2000), differentiation, as the key to mental health, expresses the ability of individual to create a balance between rational and emotional processes on the one hand and independence and intimacy on the other hand; any factor that can affect the intrapsychic and interpersonal dimensions of differentiation will be effective on the level of differentiation of couples. Accordingly, the positive schemas of stable attachment, basic health and safety, healthy boundaries, self-control, self-direction, and self-compassion have been effective in increasing couples' differentiation by affecting the intrapsychic and interpersonal dimensions of differentiation. Therefore, it can be said that the couples empowerment program emphasizes and focuses on forming and strengthening a mature, empathetic, and accepting mindset and attitude in couples through activating and strengthening positive schemas. According to the results obtained, this program has the necessary educational validity to increase the differentiation and marital satisfaction of couples as a level one preventive program.Among the limitations of the current study, we can point to the difficult access to the target statistical population due to the reluctance of men to participate in group training sessions, the use of convenience sampling, and, as a result, the limitation of the research sample to volunteer couples residing in the city of Arak. Accordingly, it is suggested that, in order to increase the generalizability of the results, the effectiveness of the marital empowerment program based on positive schemas be evaluated in different research samples. Ethical ConsiderationCompliance with Ethical Guidelines: All ethical issues were compiled based on ethical committee.Authors’ Contributions: This article is extracted from the doctoral thesis of the first author. Extraction, preparation, editing of the article was done by the first author. The second and third authors are the supervisor and thesis adviser, respectivelyConflict of Interest: The authos declare no conflict of interests.Funding: The study had no financial support.Acknowledgment: The authors would like to thank all participants for their time and contribution to the Study.

The current study was designed to determine the appropriateness of the altruistic behavior model based on parent-child relationships, interpersonal sensitivity, social belonging, social trust, and gratitude among male adolescents. The statistical population of the research included all adolescent boys aged 15 to 21 years in Isfahan, Iran in 2021, of which 300 people were selected by the available sampling method. Data in the context of virtual space and through the link of Virtual Questionnaires of Altruistic Behavior, Parent Relations (father-mother)-Child, Interpersonal Sensitivity Questionnaire, Social Trust Questionnaire, Social Belongingness Questionnaire and Gratitude Questionnaire. Six questions form were collected. The results of the analysis of the model indicated that the model had a good fit and also among the variables in the research, the father-child relationship indirectly through the mediator variable of gratitude and the mother-child relationship indirectly through the mediator variables. Appreciation, social belonging, and social trust were related to altruistic behavior variable. In this way, improving parent-child interactions in the area of gratitude (for the father) and social belonging, social trust, and gratitude (for the mother) can be effective in increasing altruistic behavior. Based on this, it can be said that parent-child relationships are one of the effective variables in the growth and development of children and adolescents, as a platform for the formation of traits and effective factors in the emergence of children's altruistic behavior.IntroductionRecent societal developments and crises have led to a decline in social interactions and shifts in people’s priorities, impacting value systems and intergenerational relationships. One major consequence is the noticeable decline in altruism, especially among younger generations. Altruistic behavior—characterized by empathy, cooperation, and support for others—can be shaped by the quality of parent-child relationships, which lay the foundation for emotional and social development. Children with secure parental bonds tend to exhibit healthier social behaviors, while those with poor connections may struggle with trust and social adjustment. Additionally, interpersonal sensitivity, social belonging, social trust, and gratitude play key roles in shaping altruistic behavior. Sensitivity to social feedback, feelings of connection to others, trust in social relationships, and gratitude all contribute to the likelihood of engaging in altruistic acts. This body of research examines how these interrelated factors predict altruistic behavior in individuals. MethodThis study was descriptive-correlational in which the role of parent-child relationships in predicting altruistic behaviors with the mediation of social belonging, social trust, appreciation and interpersonal sensitivity was examined in the form of a conceptual model. The statistical population of the research included all male teenagers aged 15 to 21 in Isfahan and Barkhar cities in Iran in 2021. According to the purpose of the research, which is to evaluate the fit of the proposed model, at least 260 people (Homan, 2019) were considered among 15-21-year-old male teenagers in the cities of Isfahan and Barkhor, Iran, but due to the possibility of attrition, the questionnaires were included among 300 teenagers. The boy was distributed. First, 300 boys between the ages of 15 and 21 from the cities of Isfahan and Barkhar were selected based on the available sampling method (through the first and second secondary boys' schools) and a questionnaire was provided to them. Then, the questionnaires were scored and SPSS version 23 and AMOS version 23 software were used to determine the relationship between the variables affecting altruistic behaviors and to analyze the research data as well as to check the overall fit of the proposed model. ResultsIn this study, 270 individuals were evaluated to test the hypotheses and the proposed model. The average age of participants was 16.71 years with a standard deviation of 1.51. Additionally, since the skewness and kurtosis indices fall within the ±2 range, the distributions of scores for all research variables are considered normal. Model fit indices such as χ²/df, GFI (.984), IFI (.985), RMSEA (.073), and NFI (.974) indicate that the revised model—after removing non-significant paths (e.g., parent-child relationship to altruistic behavior, father-child to social interest, etc.)—has good fit. Direct effects hypotheses were then tested. The results showed that the mother–child relationship had significant direct effects on Gratitude (β = .281, p < .001), Social belonging (β = .381, p < .001), and Social trust (β = .250, p = .008). The father–child relationship had a direct effect only on: Gratitude (β = .189, p = .001), but not directly on altruistic behavior. Altruistic behavior was significantly predicted by: Gratitude (β = .242, p < .001), Social belonging (β = .310, p < .001), Social trust (β = .135, p = .014), Interpersonal sensitivity (β = .170, p < .001).Indirect effects: The father–child relationship influenced altruistic behavior only through gratitude (p = .004). The mother–child relationship had significant indirect effects on altruism through Gratitude (p = .002), Social belonging (p = .001), and Social trust (p = .043).Model fit indices (e.g., CFI = 0.984, RMSEA = 0.073) confirmed that the revised model had a good fit. Overall, the findings highlight that strong maternal bonds and emotional-social factors, such as gratitude, belonging, and trust, significantly contribute to the development of altruistic behavior in adolescents. ConclusionAccording to the results of the present research, parent-child relationships, interpersonal sensitivity, social belonging, social trust and gratitude have an effect on the altruistic behavior of teenagers and have been confirmed. This finding is in agreement with the research results of Wu et al. (2016) and with part of the research findings of Sayidi et al. Wray-lake Flanagan (2012) is congruent. Based on the findings of the research, the father-child relationship through gratitude is related to altruistic behavior and the mother-child relationship through gratitude, social trust, and social belonging is associated with the occurrence of altruistic behavior. It seems that the strong position of the indirect mother-child relationship (against father-child interaction) in the tendency to altruistic actions can be rooted in the early stages of a child's life, which is associated with a deep emotional bond and the relationship between a child and a mother (attachment). The mental association of the researched community about the mother's role is linked with some concepts and characteristics such as love, affection and security. As a result, the interaction and relationship between parents and mothers can effectively form the basis for the formation of social belonging and social trust in children. According to Erikson's psychosocial development theory, in the first stage, if the mother and the main caregiver adequately respond to the child's physical and psychological needs (love, security and affection), it will foster a sense of trust in him and cause the child's attitude about himself and the world around him. be formed positively (Afgri & Ghasemi, 2015). According to Fero et al. (2019), children in families whose members have appreciative behaviors have a perception of gratitude and therefore show more empathy, forgiveness, and helpful actions in social situations. In the current model, the mediating role of interpersonal sensitivity in the relationship between parent-child interactions and altruistic behavior were not confirmed, and it seems that the inconsistency of the interpersonal sensitivity component with the social attitude of the researched society is the reason for removing the mediating role of this variable in the current model. Finally, according to the results of the study, the mother played a role in the formation of the altruistic behavior of the researched society through more mediating factors, which can indicate the greater importance of the mother's role in the formation of altruistic behavior.Ethical Consideration Compliance with Ethical Guidelines: All ethical issues such as informed consent and confidentiality of participants' identity were respected.Authors' Contributions: All authors contributed to the study. The first author contributed to the conception and design of the study, as well as the acquisition, analysis, and interpretation of data, drafting the article, and writing the entire manuscript. The second author contributed to developing the study design and to final approval of the version to be submitted. Both authors contributed to the article and approved the submitted version.Conflict of Interest: The authors declare no conflict of interest for this study.Funding: This study was conducted with no financial support and is part of the M.A. thesis of the first author.Acknowledgments: The authors would like to thank all participants in the study.

The present study aimed to examine the effectiveness of spiritual concepts training centered around mention and prayer on moral intelligence and attachment quality of students. The research method was quasi-experimental with a pre-test, post-test, and follow-up design (for a period of 3 months) with a control group. The statistical population consisted of fifth-grade elementary school students in Isfahan, Iran during the 2019-2020 academic year. From this statistical population, 30 students were selected with available sampling method and randomly assigned to the experimental and control groups (15 students in each group). The spiritual concepts training was conducted through storytelling (role-playing, drama, etc.) for 8 sessions of 45 minutes for the experimental group, while no intervention was given to the control group. The instruments used included the Child-Parent Attachment Questionnaire (IPPA-R) and the Moral Intelligence Questionnaire (MCI). he aim of this study was to determine the effectiveness of teaching spiritual concepts with a focus on remembrance and prayer on moral intelligence and the quality of attachment in Isfahan's fifth grade elementary students in the academic year 2019 – 2020. The statistical population of this applied research was Isfahan's fifth grade elementary students in the academic year 2019 – 2020 and the method of research was semi-experimental with pre-test-post-test and follow-up with control group. The sampling was done by available method that 30 people were randomly assigned to two groups of 15 people tested and controlled. Teaching spiritual concepts by storytelling (role-playing and drama) and the Gallon and Robinson (2005) Child-Parental Attachment Questionnaire (IPPA-R) and the Link and Kiel (2011) Moral Intelligence Assessment Questionnaire were used for data gathering. Data analysis was performed using analysis of covariance. The results showed that teaching spiritual concepts with the focus of remembrance and prayer had a significant effect with Impact coefficient 0.65 on moral intelligence and with Impact coefficient 0.79 on the quality of students' attachment. Also, this effect has been in the follow-up phase. Research findings showed that teaching spiritual concepts with the focus on remembrance and prayer lead to increasing moral intelligence and improving the quality of attachment to parents in students. Data analysis was performed using covariance analysis. The results indicated that spiritual concepts training centered around mention and prayer had a significant impact on moral intelligence and on the quality of attachment of students at the post-test stage and follow-up stage. IntroductionMoral education is a serious and vital matter for any society. However, the moral education of individuals has been most neglected. This neglect has led to all the disorders occurring on a global scale and the various challenges humanity is grappling with today, stemming from a disregard for moral training and development (Mahoney, 2010).Attachment is another variable in this study. Bowlby (1969) defined attachment as a strong emotional bond between two individuals, in which one strives to act in a way that preserves the relationship and maintains its continuity (Golbandihaghighat, 2011). Some studies indicate that insecure attachment is associated with lower levels of spirituality (Hiebler et al., 2016).Spirituality in children encompasses their connection with themselves, the external world, and their understanding of purpose and meaning in life (Westerlund, 2016; Leitao et al., 2023). Children’s spiritual development is shaped by the interplay between their sense of self, interactions with others, and their surrounding world. It is through these daily experiences that children’s spirituality becomes evident (Rouse & Hyde, 2024).A longitudinal randomized controlled trial involving 1769 children across different countries found that spiritual interventions increased happiness and psychological well-being in children (Pandya, 2017). Kobak et al. (2005) found that attachment to parents and moral values play a fundamental role in the lives of children aged 6–12 years. Additionally, teaching spirituality, by connecting with children’s innate nature and gentle spirit and stimulating their empathetic traits, leads to positive outcomes. Similarly, Walker and Moon (2011) conducted a case study on a 14-year-old boy in the United States who exhibited symptoms of generalized anxiety disorder. They found that a spiritual intervention through prayer reduced the boy’s anxiety symptoms, suggesting that prayer can be therapeutic.However, a review of previous research revealed no studies that specifically investigated the impact of teaching spiritual concepts centered on zikr (remembrance) and prayer on moral intelligence and attachment quality. Furthermore, few studies have explored teaching spiritual concepts with an emphasis on zikr and prayer in children. Therefore, given the importance of moral intelligence and attachment quality, this study aimed to investigate the effectiveness of teaching spiritual concepts centered on zikr and prayer on these aspects in students.MethodThis study employed a quasi-experimental design with a pretest-posttest and follow-up framework, including a control group. The statistical population consisted of all fifth-grade elementary students in Isfahan, Iran during the 2019-2020 academic year. The sample included 30 fifth-grade students from Sajad Elementary School in District 2 of Isfahan, selected through convenience sampling. These 30 students were randomly assigned to two groups of 15, an experimental group and a control group. The data collection tools included the Moral Competence Inventory (MCI) and the Inventory of Parent and Peer Attachment (IPPA). After sample selection, the participants in the experimental group attended eight 45-minute sessions of spiritual concept training. These sessions were conducted in-person at a counseling center with the experimental group students. Following the completion of the training sessions, a posttest was administered, and a follow-up assessment was conducted three months later.The training on spiritual concepts involved storytelling, role-playing, and theatrical performances that conveyed moral intelligence concepts such as kindness, respect, and patience. For each topic, materials were provided that emphasized zikr (remembrance) and prayer. Zikr and prayer were used as techniques to reinforce the discussed topics in the students.Steps for Designing the Spiritual Concepts Training Package1.Review of Existing ResourcesThe following resources were studied to inform the intervention:Sweet Tales of Tazkirat al-Awliya (Alar, 2013).Life is Calling You (Safaeian, 2014) .Flight to Infinity (Ghazi Mirsaiid et al, 2014) .Exploring the Role of Prayer in Physical and Mental Health (Azhdar et al, 2011) .Spiritual Interventions in Child and Adolescent Psychotherapy (Walker & Hathaway, 2012/2017).Development of the Training Package:Based on the review of these resources, a comprehensive training package was designedInitial Implementation:The training package was tested on three students in a preliminary phaseExpert Feedback:Feedback was gathered from psychology experts using the Content Validity Ratio (CVR) and Content Validity Index (CVI).Implementation of the Intervention:The finalized training package was applied to the experimental and control groups for assessmentResultsThe data from this study were analyzed in two stages: descriptive and inferential statistics. In the descriptive stage, the means and standard deviations were calculated, while in the inferential analyses, the analysis of covariance (ANCOVA) was employed.To test the assumption of normality in score distribution, the Kolmogorov-Smirnov test and Levene’s test were used. The null hypothesis for normal distribution of scores in both groups across all dependent variables was confirmed, validating the assumption of normality for both groups (p≥0.05).The results indicated a significant difference in moral intelligence scores between the experimental and control groups in the post-test and follow-up stages (p ≤ 0.01). This confirms the effectiveness of teaching spiritual concepts centered on zikr and prayer in improving moral intelligence among fifth-grade students in Isfahan.The effect size for moral intelligence was 0.65 in the post-test stage and 0.45 in the follow-up stage. This means that 65% and 45% of the total variance in moral intelligence scores were attributable to group membership.The results of univariate ANCOVA for attachment quality scores also revealed a significant difference between the experimental and control groups in the post-test and follow-up stages (p ≤ 0.01). This confirms the effectiveness of teaching spiritual concepts centered on zikr and prayer in improving attachment quality among fifth-grade students.The effect size for attachment quality was 0.79 in the post-test stage and 0.38 in the follow-up stage. This indicates that 79% and 38% of the total variance in attachment quality scores were attributable to group membership.ConclusionThis study aimed to determine the effectiveness of teaching spiritual concepts centered on zikr (remembrance) and prayer on the moral intelligence and attachment quality of fifth-grade students in Isfahan, Iran. The results showed that such spiritual training led to an increase in moral intelligence and improved attachment quality with parents.Attachment to parents and moral values plays a fundamental role in the lives of children aged 6-12 years. Spiritual education, by resonating with the innate sensitivity of children and stimulating their empathetic capacities, can yield positive impacts, including enhanced moral intelligence (Kobak et al., 2005). Additionally, spiritual interventions have been shown to increase happiness and improve psychological well-being in children (Pandya, 2017).The link between moral intelligence and spirituality can be understood by recognizing the protective role of ethical and spiritual principles in everyday life. Strengthening the spiritual dimension—such as self-awareness, patience, respect for others, and fostering optimistic and positive attitudes—can significantly enhance moral intelligence.Attachment quality, especially with parents, reflects the nature of the child’s emotional bond with their mother. Secure attachment is nurtured when mothers establish close and trusting relationships with their children. Such children learn to trust others and openly express their emotions, enabling them to handle life challenges with resilience. In contrast, insecurely attached children are less likely to engage in meaningful interactions, leading to weaker coping skills in stressful situations Spiritual beliefs and practices, such as zikr and prayer, provide individuals with a framework to find meaning in life’s inevitable losses and stresses. This sense of meaning fosters hope and optimism. Consequently, spiritual practices enhance secure attachment by cultivating adaptability and fostering trust and communication, both of which are critical components of attachment.This study has some limitations. For example, this study was conducted in Isfahan, Iran and is limited to a specific age group and gender (fifth-grade girls). Therefore, it is recommended that future studies replicate the study in other contexts and with diverse age and gender groups. Finally, the authors suggest that researchers and practitioners incorporate teaching spiritual concepts through storytelling and role-playing into school curriculums and include these methods in therapeutic programs for children and adolescents to promote moral and emotional development.Ethical ConsiderationsCompliance with Ethical Guidelines: We strictly observed all ethical considerations during the research process. It included ensuring the confidentiality of participants' identities and obtaining informed consent from all participants.Author Contributions: All authors contributed to the study. Both authors conducted the training and co-wrote the article.Conflict of Interest: The authors declare no conflict of interest for this study.Funding: The authors received no financial support for the study.Acknowledgments: The authors would like to thank all participants for their time and participation in this study. *. Corresponding author

The purpose of this study was to investigate the mediating role of emotional intelligence, self-compassion and resilience in the relationship between mindfulness and happiness. The method of this descriptive-correlational research was structural equation modeling. The statistical population of this study included all undergraduate students of Isfahan University, Isfahan, Iran in the academic year of 1400-1401. According to the Krejcie and Morgan table, 373 people were selected by using cluster sampling method. The Researchers used the Oxford Happiness Questionnaire-Short Form, the Freiburg Mindfulness Inventory-Short Form, the Bradberry and Greaves Emotional Intelligence Questionnaire, the Self-Compassion Scale-Short Form and the Connor-Davidson Resilience Scale-Short Form to collect the data. Pearson's correlation coefficient method and structural equation modeling were used to analyze the data. In addition, the findings showed that the significant direct effect of mindfulness on happiness, emotional intelligence and self-compassion. Also, the direct effects of emotional intelligence and self-compassion on resilience and happiness were significant. In addition, emotional intelligence, self-compassion, and resilience mediated the relationship between mindfulness and happiness. Moreover, the indirect effect of mindfulness on happiness was significant in that mindfulness leads to an increase in resilience by enhancing emotional intelligence and self-compassion, while it improves happiness by increasing resilience. These findings have important practical implications for educational-counseling interventions to improve happiness.IntroductionThe pursuit of happiness has intrigued humanity for centuries (Diener et al., 2009), however, the modern understanding of happiness is relatively recent (Salvi et al., 2021). With the rise of positive psychology, the focus has shifted from addressing negative traits to fostering positive ones (Seligman & Csikszentmihalyi, 2014). Happiness, or subjective well-being, is defined as how well individuals perceive their lives, encompassing life satisfaction, positive affect, and negative affect (Diener et al., 2018). Despite its complexity, further research is needed to enhance well-being, which is crucial at both individual and societal levels (Rastelli et al., 2021). Key factors influencing happiness include mindfulness, emotional intelligence, self-compassion, and resilience.Mindfulness involves a non-judgmental awareness of present experiences and it is positively correlated with life satisfaction and positive affect, while inversely relates to negative affect (Kabat-Zinn, 2003; Schutte & Malouff, 2011). It also fosters emotional intelligence (Nadler et al., 2020; Miao et al., 2018) and enhances self-compassion (Baer et al., 2012; Golden et al., 2021). Emotional intelligence is the ability to recognize and manage emotions in oneself and others (Salovey & Mayer, 1990). Emotional intelligence significantly contributes to resilience (Droppert et al., 2019) and happiness. Self-compassion entails treating oneself kindly during difficult times and is linked to mental health and resilience (Bakker et al., 2019; McArthur et al., 2017), showing a positive correlation with happiness. Resilience, a protective health factor, aids in coping with adversity and achieving positive outcomes despite challenges (Bajaj & Pande, 2016; Kirmani et al., 2015; Vella & Pai, 2019). It significantly influences subjective well-being and happiness (Lü et al., 2014; Mei et al., 2021). This study hypothesized a conceptual model to investigate the relationship between mindfulness and happiness with the mediation of emotional intelligence, self-compassion and resilience.Figure 1Proposed conceptual modelMethodThis study used a descriptive-correlation method and structural equation modeling to answer to the research questions. The statistical population of this study included all undergraduate students of Isfahan University, Isfahan, Iran in 2021-2022. A sample of 373 people were selected by multi-stage cluster sampling method. Finally, by removing outlier data, the answers of 324 students were analyzed. Measurement tools included Oxford Happiness Questionnaire-Short Form, Freiburg Mindfulness Inventory-Short Form, Bradberry and Greaves’ Emotional Intelligence Questionnaire, Self-compassion Scale-Short Form and Connor-Davidson Resilience Scale-Short Form. After collecting the data, they were analyzed by Pearson correlation coefficient method and structural equation modeling. The collected data were analyzed using SPSS- AMOS24 statistical software.ResultsThe structural equation model goodness of fit results showed that the research model had a desirable overall fit. Table 1 presents the direct and indirect paths.Table 2Direct and Indirect Path CoefficientsC.IPS.E Path-0.238-0.6870.330.230.21MindfulnessgHappiness0.851-0.940<0.0010.0230.89MindfulnessgEmotional Intelligence0.773-0.899<0.0010.0310.84MindfulnessgSelf Compassion0.107-0.7380.0130.150.42Emotional Intelligence g Happiness-0.156-0.4800.300.160.15Self-Compassion g Happiness0.522-0.853<0.0010.0860.69Emotional Intelligence g Resilience0.096-0.4440.0050.090.27Self-Compassion g Resilience0.028-0.1810.0110.0390.09Resilienceg Happiness-0.026-0.2830.100.0780.11MindfulnessgEmotional IntelligencegHappiness0.030-0.1170.250.0380.038MindfulnessgSelf CompassiongHappiness0.021-0.1260.010.0260.068Emotional Intelligence g ResiliencegHappiness0.006-0.0700.0090.0160.027Self-Compassion g ResiliencegHappiness0.151-1.0070.010.0210.59MindfulnessgEmotional Intelligence, Self-Compassion gHappiness**p<0/01,*p<0/05In order to determine the fit of the proposed model, structural equation modeling with the maximum likelihood method was used. Considering that the modified model fulfills the acceptable values, therefore the research model has a favorable fit. In order to investigate the research hypotheses and evaluate the direct and indirect effects, the bootstrap method was used. The total effect of mindfulness on happiness was significant (β=0/80, p<0/001), but the direct effect of mindfulness on happiness was not significant (β=0/210, p <0/05). While the direct effect of mindfulness on emotional intelligence (β=0.899, p <0.001) and the direct effect of mindfulness on self-compassion (β=0/84, p <0/001) were significant. In addition, the direct effect of emotional intelligence on happiness (p <0/001, β=0/421) was significant. Also, the direct effect of self-compassion on happiness was significant (p <0/001, β=0/157). However, mindfulness did not affect happiness through emotional intelligence and self-compassion. On the other hand, the direct effect of emotional intelligence on resilience (p <0/001, β=0/690) and the direct effect of self-compassion on resilience (p <0/01, β=0/277) were significant. Therefore, mindfulness influenced resilience through emotional intelligence and self-compassion and then affected happiness. Therefore, when emotional intelligence, self-compassion and resilience were entered as mediators in the relationship between mindfulness and happiness, the indirect path effect of mindfulness on happiness was significant. ConclusionThe purpose of this study was to investigate the mediating role of emotional intelligence, self-compassion and resilience in the relationship between mindfulness and happiness. The results of the data analysis showed that the conceptual model of the research had a good fit and mindfulness influenced resilience and happiness through emotional intelligence and self-compassion. Based on the results of the current research, mindfulness had a significant positive correlation with happiness. It can be claimed that higher mindfulness is basically related to higher happiness (Huta & Ryan, 2010). In fact, mindfulness is associated with higher positive affect, lower negative affect, and higher life satisfaction (Brown & Ryan, 2003).In explaining the results of the conceptual model test of the current research, it can be said that some preliminary evidence suggests that higher levels of mindfulness are associated with more adaptive emotional functioning, operationalized as emotional intelligence. (Baer et al., 2004; Brown & Ryan, 2003). Mechanisms underlying mindfulness include people's receptive attention to their psychological states, which is one aspect of emotional intelligence (Brown & Ryan, 2003). People with high mindfulness and a high level of emotional intelligence have better adaptability and coping capabilities (Mesmer-Magnus et al., 2017). Hence, the core characteristics of mindfulness are associated with emotional intelligence (Miao et al., 2018), which can subsequently foster resilience (Ristić & Hizarci-Payne, 2020). On the other hand, mindfulness is considered as the foundation and important component of compassion. His is possibly because compassion for self and others is created in the space of openness, awareness and acceptance of experience (Gilbert, 2010; Tirch, 2010). Mindfulness helps people see and accept the present moment as it is, therefore, mindful people are more likely to be aware of moments when they need self-compassion. Self-compassion can help people to protect themselves from stress and improve their ability to cope with different situations, because they do not judge themselves for failure and without negative thoughts, they can respond to the situation of failure (Breines & Chen, 2012). Also, the research results of Wong and Mak (2013), Heath et al. (2017) and McArthur et al. (2017) have shown the relationship between self-compassion and resilience. Mindfulness affects resilience by affecting emotional intelligence, and on the other hand, by affecting self-compassion, it can affect resilience and finally, resilience affects happiness. This situation strengthens cognitive and affective evaluations about happiness (Ulukan & Ulukan, 2021) as resilience makes it easier to cope with negative emotions and has a positive effect on personal evaluations. The study has limitations, including potential discrepancies between participants' self-reported answers and their actual feelings. The study only included the students at Isfahan University; thus, the findings should be generalized to other contexts with population. Additionally, factors such as ethnicity, culture, and economics, which may influence happiness were not considered. Future research should aim to address and control these variables.Ethical ConsiderationsCompliance with Ethical Guidelines: The study was derived from the corresponding author’s M.A. thesis at University of Kashan.Authors’ Contributions: All authors contributed to the preparation of the final manuscript.Conflict of Interest: The authors report no conflict of interest.Funding: This study was conducted with no financial support.Acknowledgment: Authors express our gratitude to all the students of Isfahan University who contributed to this research. *. Corresponding author