The Relationship between Self-Criticism and Sensitivity to Rejection with Psychological Distress in Female Students: Mediating Role of Self-silencing

This study aimed to investigate the mediating role of self-silencing components in the relationship between self-criticism and rejection sensitivity with the psychological distress of female students. The research sample was 381 female students from the Salman Farsi University of Kazerun who participated in this study virtually by responding to the questionnaire link. This link is a set of items related to the four questionnaires: Levels of self-criticism (Thompson & Zuroff, 2004), Sensitivity to Rejection Questionnaire (Downey & Feldman, 1996), Silencing the Self Scale (Jack & Dill, 1992), and the Depression, Anxiety, Stress Scale (Lovibond & Lovibond, 1995). The results of the analysis performed using the structural equation modeling in AMOS-22 software showed that the levels of self-criticism and sensitivity to rejection, in addition to direct effects on various aspects of students' psychological distress, also affected the extent of their psychological distresses indirectly by mediating to two components of self-silencing: externalized self-perception and divided-self. The findings of this study especially emphasize the importance of the mediating role of two components of self-silencing (externalized self-perception and divided-self) in the effect of sensitivity to rejection and self-criticism of young girls on their psychological distress

Investigating the Effectiveness of Educational and Moral Orientations of Nahj al-Balagheh on Emotional Intelligence and Aggression of Students

Background and Aim: Today, emotional intelligence is one of the important subjects in the education of students to increase various skills throughout their life. Also, aggression is one of the significant issues of the experts that paying attention to these two issues in the course of students' curriculum can have positive effects. Based on this, the main goal of the present study was to investigate the effect of educational and moral orientations (components) of Nahj al-Balagha on reducing students' aggression. Methods: The current research method was quasi-experimental with pre-test and post-test and with a control group. The project was implemented in the framework of a quasi-experimental method with a pre-test and post-test and with a control group. The target population is all the male students of the first year of high school in one district of Tabriz in the academic year 2016-2017, who were selected by cluster sampling method and 30 students were randomly divided into two experimental (15) and control (15) groups. were replaced and the aggression questionnaire of Bass and Perry (1992) was obtained from both groups. Then, the experimental group was subjected to the intervention of the independent variable "educational and moral components" for 10 sessions, and the control group did not receive any intervention. After the end of the intervention, a post-test of aggression was performed in both groups to determine the effect of the independent variable on the dependent variables of "emotional intelligence, aggression". Data were described and analyzed using standard deviation, mean and covariance analysis. Results: The findings showed that teaching the educational and moral components of Nahj al-Balagha has an effect on reducing students' aggression and the level of aggression decreases significantly. The calculated F was (72.47) and the significance level was p<0.05. Also, the applicability of using Nahj al-Balagha concepts in schools and other educational centers in order to reduce the aggression of secondary school students had a significant effect. The calculated F was (38.45) and the significance level was p<0.05. Conclusion: Based on the findings, it can be concluded that using the educational and moral orientations of Nahj al-Balagha is effective on the emotional intelligence and aggression of students, and therefore lesson planners and schools can use these orientations in their education

Prediction of shear wave velocity using empirical correlations and artificial intelligence methods

Good understanding of mechanical properties of rock formations is essential during the development and production phases of a hydrocarbon reservoir. Conventionally, these properties are estimated from the petrophysical logs with compression and shear sonic data being the main input to the correlations. This is while in many cases the shear sonic data are not acquired during well logging, which may be for cost saving purposes. In this case, shear wave velocity is estimated using available empirical correlations or artificial intelligent methods proposed during the last few decades. In this paper, petrophysical logs corresponding to a well drilled in southern part of Iran were used to estimate the shear wave velocity using empirical correlations as well as two robust artificial intelligence methods knows as Support Vector Regression (SVR) and Back-Propagation Neural Network (BPNN). Although the results obtained by SVR seem to be reliable, the estimated values are not very precise and considering the importance of shear sonic data as the input into different models, this study suggests acquiring shear sonic data during well logging. It is important to note that the benefits of having reliable shear sonic data for estimation of rock formation mechanical properties will compensate the possible additional costs for acquiring a shear log