The Effectiveness of Psychological Empowerment Intervention on Personal Growth Initiative and Marital Boredom in Divorce-Asking Women

The aim of this study was to investigate the effectiveness of women's psychological empowerment package on personal growth initiative and marital boredom in divorce-asking women. The research design was quasi-experimental and pre-test-post-test with a control group. The population of the present study was women applying for divorce who referred to the Dispute Resolution Council in 2020. Participants were 30 women who were selected by purposive sampling method and randomly assigned to experimental groups (psychological empowerment, 15 people) and control group (15 people). Data were collected using marital boredom and personal growth initiative questionnaires in pre-test and post-test. Participants in the experimental group received 10 sessions of psychological empowerment training intervention, while participants in the control group did not receive the training program. Multivariate analysis of covariance revealed that psychological empowerment training has increased personal growth initiative and reduced marital boredom in divorce-asking women. Accordingly, the use of this intervention is recommended to couples therapists and family therapists to reduce marital problems

Predicting Academic Performance based on Self-Regulated Learning Strategies: Mediating Role of High-Level Motivational and Cognitive Strategies

The present study aimed to predict academic performance based on self-regulated learning strategies with the mediating role of high-level motivational and cognitive strategies. The research method was descriptive-correlation using structural equation modeling. The statistical population included all first grade high school students in Marvdasht (Iran) in 2020. Participants were 319 people whom selected via multi-stage cluster sampling method. Academic performance measured by Academic Performance Questionnaire (Pham & Taylor, 1999), self-regulated learning strategies assessed by Pintrich and de Groot (1990) Motivated Strategies for Learning Questionnaire (MSLQ), and high-level motivational and cognitive strategies evaluated by MSLQ and Biggs et al. (2001) Revised two-factor Study Process Questionnaire. The structural equation analysis has been used to evaluate the hypothetical model. The results indicated the model benefited from the appropriate fit indices. Therefore, it can be concluded that self-regulated learning strategies indirectly and with the mediating role of high-level motivational and cognitive strategies, predict academic performance. The findings can be useful in the academic counseling and teachers' classroom affairs

Creating a Sex Education Package and Determining Its Effectiveness on Self-Esteem in Primary School Children

Objective: Development of a healthy identity can significantly affect the formation of other traits, including self-esteem and body image, in individuals. The aim of the study was to develop a sexual education program and evaluate its impact on the self-esteem of elementary school children. Methods: It was a quasi-experimental study with a pre-test-post-test design, which included a control group. The statistical population consisted of all elementary school girls in Shiraz (Iran) in 2021, and the sampling method was random from the girls' elementary schools in Shiraz. The participants were 30 female students who were randomly  assigned to two groups, experimental and control, each with 15 individuals. The Cooper Smith Self-Esteem Inventory (SEI) was used to measure self-esteem. Results: The multivariate covariance analysis indicated that the F-statistic for personal and social self-esteem variables was significant (p < 0.001), but not for the family self-esteem variable. Conclusions: Therefore, implementing the sexual education program for elementary school children has a positive and significant effect on personal and social self-esteem

Investigating the Relationship between Students\' Personality Traits in Single-Child, Two-Child and Multiple-Child Families with Parent-Child Relationship

The purpose of this study was to investigate the relationship between personality characteristics of single-parent, two-parent and multi-parent families with their parent-child relationship in Sari. In a correlational study, 324 high school male and female high school students in Sari were selected by simple random sampling and completed the NEO 5-Factor Personality Questionnaire and Parent-Child Relationship Questionnaire (PCRS). The data was analyzed by SPSS software using descriptive statistics and linear regression. The results showed that personality traits explained 49.5% variance of father-child relationship in single-parent families, 25.4% variance of father -child relationship in two-child families and 26.3% variance of father -child relationship in multi-child families (p < 0.01). Furthermore, the results indicated that personality traits explained 20.8 % variance of mother-child relationship in single-parent families, 36.9% variance of mother-child relationship in two-child families and 32.7% variance of mother-child relationship in multi-child families (p < 0.01).  Therefore, personality traits of students are effective in explaining the parent-child relationship of families