The current research was conducted with the aim of the effect of attachment STYLE on emotion regulation with the mediating role of identity STYLE. The research method was descriptive and structural equation analysis. The statistical population of the research was all second year high school students of Kashan city in the academic year of 1400-1401, of which 500 people were selected by random cluster method. Data were collected based on three questionnaires: Gross & Jan (2003) Emotional Regulation Inventory, Identity STYLE Scale (6G-ISI) and Collins and Reid (1990) Attachment STYLE Questionnaire. The data are obtained by structural equation modeling and using Laserl 8.8 and 26 spss software. analyzed. Based on the results, secure attachment STYLE at a significance level of 0.01, avoidant attachment STYLE at a significance level of 0.05, and ambivalent attachment STYLE at a significance level of 0.01 directly predicted emotion regulation. Among the three attachments, secure attachment STYLE predicted emotion regulation at a significant level of 0.01, with the mediation of identity STYLEs. Informational identity STYLE at a significance level of 0.01, confused identity STYLE at a significance level of 0.05 directly predicted emotion regulation. Among the three attachments, only the secure attachment STYLE at a significance level of 0.01 had a significant role in predicting the normative identity STYLE. According to the results of this study, emotion regulation is one of the most important constructs of educational psychology and an important factor in determining mental health and successful performance. It is in education that the factors affecting emotion regulation and its antecedents should be identified. Planning for training and holding educational workshops in this field in schools is suggested for students.

Background: Numerous studies have examined the interaction methods of parents with the psychological functioning of adolescents and have reported positive outcomes from these relationships. However, no study was found that directly investigated the impact of educational programs on parents’ interaction STYLEs in reducing harmful factors. Aims: The present research was conducted to examine the impact of educational interaction STYLE training for parents on reducing harmful factors in parent-adolescent relationships. Methods: The research method was semi-experimental of the pre-test, and post-test type with a control group. The statistical population included all high school female and male students from districts one and two of Shiraz city in the academic year of 2021-2022. A simple random sampling method selected 60 individuals (30 parents and 30 students) as the sample. The questionnaire on harmful factors in parent-adolescent relationships (Malahi et al., 2023) was used for data collection in the present study. Results: The findings indicate that there is a significant difference between the groups in terms of variables related to harmful factors in parent-adolescent relationships. This means that the developed protocol has been able to reduce harmful factors in the experimental group compared to the control group, such as the generational gap (0.117); parental perfectionism (0.136); lack of independence for adolescents (0.198); comparison of children (0.237); improper communication with adolescents (0.117); lack of trust in adolescents (0.396); blaming adolescents (0.203); parental unawareness (0.167); unsafe conditions (0.071). Conclusion: Understanding the effectiveness of STYLE="font-STYLE:inherit;color:rgb(255,0,120);">INTERACTIVE STYLE training can guide policymakers in allocating resources and developing targeted programs to support parents and improve family dynamics. Research findings can contribute to the reform and enhancement of STYLE="font-STYLE:inherit;color:rgb(255,0,120);">INTERACTIVE-STYLE educational programs, ensuring that they are tailored to the specific needs of parents and adolescents. This evidence-based approach can inform the creation and modification of interventions that aim to strengthen family relationships, potentially leading to more cohesive and supportive home environments for parents and adolescents.

Background and Aim: The aim of this study was to investigate the effect of STYLE="font-STYLE:inherit;color:rgb(255,0,120);">INTERACTIVE classroom management STYLE on students' academic self-concept and academic adjustment. Method: This research was performed in terms of quasi-experimental research using pre-test-post-test design of experimental and control groups. The statistical population of the study included all female students in the sixth grade of elementary school in the 61th district of Tehran in the academic year of 6211-19 in 3161. The sample size was 16 people and sampling was done by purposeful and available method. Data were collected using the Yi-Hsin Chen (3112) Academic Self-Concept (3112) and Clark (6191) Academic Adjustment Questionnaire. Descriptive and inferential statistical methods including multivariate and univariate analysis of covariance were used to analyze the data. The validity of the questionnaire in the present study was confirmed by expert professors and the reliability of the questionnaire was calculated based on Cronbach's alpha coefficient of 1712. Results: The results showed that after implementing the STYLE="font-STYLE:inherit;color:rgb(255,0,120);">INTERACTIVE management STYLE, the value of F statistic to examine the difference in academic self-concept between the experimental and control groups was 631721, which was statistically at the level of 1719 (1719 ≥ P) is significant. In addition, the experimental group had a statistical value of F to examine the difference in academic adjustment between the experimental and control groups, equal to 61711, which is statistically significant at the level of 1719 (1719 ≥ P). Conclusion: Considering that the components of academic self-concept after the implementation of STYLE="font-STYLE:inherit;color:rgb(255,0,120);">INTERACTIVE management STYLE in the experimental group were significantly higher than the control group, so it can be said that the implementation of this STYLE can increase students' academic adjustment and academic self-concept., be effective and it is worthwhile to provide scientific and practical mechanisms for its implementation in the country's schools.

Aim and Background: Eating problems in children with autism spectrum disorders are more than their healthy counterparts and can negatively affect their health, communication and other disabilities. Maternal resilience and STYLE="font-STYLE:inherit;color:rgb(255,0,120);">INTERACTIVE STYLE play a vital role in the health, behaviors and quality of life of these children. The aim of this study was to predict the eating problems of children with autism spectrum based on resilience and STYLE="font-STYLE:inherit;color:rgb(255,0,120);">INTERACTIVE STYLE of their mothers. Methods and Materials: This is a descriptive and correlational study. The statistical population of this study was children with autism spectrum disorders aged 4 to 7 years who referred to private rehabilitation centers in Tehran. The sample size of 90 people was selected by available sampling method. Data were collected using the Child Eating Behavior Questionnaire, Resilience Scale, and Child-Parent Relationship Scale. The data of this study were analyzed using SPSS software and Spearman correlation method. Findings: Based on the findings, increasing maternal resilience reduced eating problems in children with autism spectrum disorders (p<0. 01). In addition, increasing the quality of the parent-child relationship reduces eating problems in these children (p<0. 05). Also, increasing the resilience of these mothers directly affects the quality of parent-child interaction (p<0. 01). Maternal resilience can predict eating problems in children with autism spectrum disorder. Conclusions: Resilience and communication STYLE of mothers play a key role in the development of nutritional problems in children with autism spectrum disorders. It seems that by strengthening the parent-child relationship and mothers' resilience, the eating problems of these children can be reduced.

2The classroom is one of the smallest and most effective educational units, and the management of the classroom is important due to the creation of the teaching-learning process, therefore, learning strategies in line with classroom management for the educational dynamics of learners and the educational capability of teachers require the use of management STYLEs. They are efficient. The present study has been conducted with the aim of classroom management STYLE with an STYLE="font-STYLE:inherit;color:rgb(255,0,120);">INTERACTIVE approach of self-regulation learning strategies in the health system. The present study is a review study that was conducted during three stages of screening by searching in information databases: Magiran, SID, Barakat Knowledge Network System, Google Scholar, Pubmed during the years 1394 to 1401 with The keywords of class management, class, management STYLE, learning strategy, learning, self-regulated learning, health system were searched. In the initial screening, due to the use of the keywords class and class management, the number of articles found was very wide, but by limiting the terms to class management and self-regulated learning, the number of Persian and English language articles was reduced to 263 articles. After the initial screening of the articles related to classroom management in the health system and self-regulated learning, it was separated from the classroom, management and learning articles. In the next stage, the specialized criteria of the articles such as classroom management in medical sciences, self-regulated learning, and classroom management STYLE were examined. Farsi and English articles whose full text was not available were removed from the scope of the search. In the next step, unrelated articles were screened. The result of the step-by-step search and screening were 96 articles and books, and finally 18 Persian articles and 15 articles. English speakers, who met the entry criteria and content intercourse with the purpose, were included in the study. The result of the search was 33 articles. The results showed that classroom management is one of the most important trends in classroom management in the health system, in line with the application of learning STYLEs and the development of curricula by integrating management STYLE and learning STYLE. It is recommended that all classic and modern methods should be developed in the direction of classroom management because the classroom is the first level of educational management and requires the use of a correct and efficient teaching-learning process.

Classroom management plays a significant role in bringing about the desirable learning atmosphere. That is why the inclusion of managerial skills in teacher training programs has become an unavoidable necessity. To do so requires knowing the factors that affect teachers' classroom management STYLEs. Wolfgang & Glickman (1996) have introduced three such STYLEs and in the research reported herein the relationship between these STYLEs and teacher characteristics is explored. Using a questionnaire, the required data were collected from a sample of 5th grade teachers in Mashhad's 6th district. Results show that teachers with higher levels of education use the STYLE="font-STYLE:inherit;color:rgb(255,0,120);">INTERACTIVE STYLE, while those with lower levels employ the intrusive STYLE of classroom management. Furthermore, teachers with schooling in education seem to prefer the STYLE="font-STYLE:inherit;color:rgb(255,0,120);">INTERACTIVE STYLE while those with non-education degrees implement the intrusive STYLE. There were no differences in STYLE among male and female teachers on the one hand, and the novice and experienced teachers, on the other.

Introduction: Identification of the STYLEs of behavior management as related to job attitudes and satisfaction level of management has been among the topics of interest in the past few decades. This study aimed to examine the leadership STYLEs of managers (heads) and its correlation with job satisfaction among university employees.Method: The study population included all employees working at Shiraz University. A sample of 107 subjects as the manager (head) who had their position for two consecutive years was randomly selected from each set of three. To review and assess the transformative interactionism managers, Multifactor Leadership Questionnaire (MLQ) designed by Boss and Vlyv (1995) was used. A questionnaire was used to assess the level of job satisfaction. Content validity and reliability of the method was assessed by calculating the reliability coefficient (Cronbach’s alpha). The alpha for job satisfaction was obtained 0.79.Results: The results showed that the correlations between job satisfaction and leadership STYLE (R=0.58), transformational leadership STYLE (R=0.58) and the transactional leadership STYLE (R=0.46) were significant (P<0.001). The results of this study indicated that leadership STYLE can be used as a facilitator which motivates the direct and indirect impact on job satisfaction.Conclusion: People’s values influence the way they manage and especially determines their satisfaction about the organization. The concepts of transformational leadership STYLEs of managers, their gender and level of mental stimulation showed the greatest effect on job satisfaction.

The present study was conducted with the aim of structural modeling of STYLE="font-STYLE:inherit;color:rgb(255,0,120);">INTERACTIVE leadership STYLE, perceived organizational support, and mental well-being, with the mediating role of psychological hardiness in employees of the five educational districts of Tabriz. The research employed a descriptive correlational design with structural equation modeling. The statistical population consisted of 500 employees from the five educational districts of Tabriz in 2023, from which a sample of 246 participants was selected using multi-stage cluster random sampling based on Cochran's formula. Data were collected using validated questionnaires, including the STYLE="font-STYLE:inherit;color:rgb(255,0,120);">INTERACTIVE Leadership STYLE Questionnaire (Shao et al., 2017), Perceived Organizational Support Questionnaire (Allen et al., 2008), Mental Well-being Scale (Molavi et al., 2009), and Psychological Hardiness Questionnaire (Moreno-Jiménez et al., 2014). Data analysis was conducted using Pearson correlation coefficients and structural equation modeling. The findings indicated a positive and significant relationship among STYLE="font-STYLE:inherit;color:rgb(255,0,120);">INTERACTIVE leadership STYLE, perceived organizational support, mental well-being, and psychological hardiness. Moreover, psychological hardiness was confirmed as a mediator in the relationship between STYLE="font-STYLE:inherit;color:rgb(255,0,120);">INTERACTIVE leadership STYLE, perceived organizational support, and mental well-being. These results suggest that fostering psychological hardiness can enhance STYLE="font-STYLE:inherit;color:rgb(255,0,120);">INTERACTIVE leadership STYLE, perceived organizational support, and employee well-being. By promoting psychological hardiness, organizations can create healthier and more dynamic workplaces that benefit both employees and the organization. It is recommended to encourage psychological resilience and flexibility through activities designed to strengthen psychological hardiness among employees.