Introduction Adolescence is a period of special vulnerability that is usually associated with an increased incidence of mental disorders from the mid to late stages (Sunitha, & Gururaj, 2014). The students living in boarding schools have many problems with their accommodation and conditions and face many stressful adverse events such as increased involvement with peers and adjustment problems (Gao, 2014). Based on the results of the study conducted by Hossey and Gao (2005), mental disorders and behavioral and educational problems are higher among the students and adolescents living in boarding schools than those living with their families. The results also showed that the students in boarding schools have lower self-esteem and poorer social skills. One of the internal factors that can help boarding school students to keep psychologically healthy, despite the difficulties they face at school, is their “ psychological resilience” . The boarding school students with higher "psychological resilience" are better able to adapt to the environment and this affects their social relationships and "academic performance" (Skinner, 1992). A contributing factor to the process of resilience and adjustment, in adolescents in general and those living in boarding school in particular, is social-emotional skills training that has emerged in the late twentieth century as a serious topic in the process of personal transformation (Crane, 2015/1396). The results of the study by Ratcliffe, Wong, Dossetor & Hayes (2014) showed that socialemotional skills training increases emotional skills and social competence, resulting in overall mental health. Previous studies corroborate the effectiveness of social-emotional skills training in enhancing the learners’ adaptability and the ability to communicate effectively and accept social responsibility; with this being a purpose of education to boost such abilities of the learners, it can be argued that social-emotional skills training is quite essential for them (Behpajuh, Soleimani, Afruz, & Lavasani, 2010). Thus, this study aimed at investigating the effect of social-emotional skills training on the resilience and adjustment of boarding school students. The findings of this study can be used by parents, teachers, and counselors to empower adolescents to pass this stressful period of life. Research Questions Does social-emotional skills training have a significant impact on the resilience and adjustment of male adolescent students in boarding schools? Methodology The study adopted a quasi-experimental design with pretest-posttest and control group. The statistical population consisted of the first high school male students in boarding schools in Neyshabur in the academic year 2017-2018, among whom 100 students were selected through available sampling method and completed the Resilience and Adjustment Scale. Subsequently, 30 students whose resilience and adjustment scores were lower than average were selected as the participants in the study. The justification for their selection was that they were found more in need of social-emotional training than others and could benefit more from the experiment involved in the study than others. The participants were randomly assigned to the experimental (N = 15) and control (N = 15) groups. The experimental group received 8 sessions of social-emotional skills training. Results The findings of the study showed a significant improvement in the resilience and adjustment of the students in the experimental group, as compared to those in the control group. Therefore, social-emotional skills training can significantly increase resilience and adjustment in boarding school students. Discussion and Conclusion Explaining the above findings, it can be argued that people with the emotional knowledge needed to cope with can identify their emotions can build positive relationships, make complex decisions, and enhance their conflict management skills (Adibsereshki et al., 2019). According to Judge (2005), positive interpersonal skills act as protective and supportive agents of resilience and produce valuable results in the coping process. In this regard, Howard, Dryden, and Johnson (1999) believe that the best way to enhance the students' resilience is to design curricula based on the principles of social-emotional skills training. According to the results of the present study, training social-emotional skills significantly increased the adjustment of the experimental group, revealing the effectiveness of social-emotional skills training. Therefore, the social-emotional skills training program helps individuals to increase their self-awareness, emotion recognition, interpersonal relationships, empathy, flexibility to changes, emotion control, and the ability to express themselves in the face of negative experiences and adapt successfully to the conditions. It can be argued that social-emotional skills training increases the resilience and adjustment in boarding school students and is especially necessary for teenage students in boarding schools, who have poor coping skills. Thus, schools should strive to implement resilience and adjustment strategies as part of their curriculum, and the curriculum, especially in boarding schools, should go beyond the formal one. Future research can focus on enhancing such skills for teachers in these schools. In addition, due to the limitations of the present research, follow-up study was not possible, and future studies can more effectively investigate the impact of this training program by conducting a follow-up study. Moreover, since the research instrument used in this study was a questionnaire, due to the limitations in explaining the results of the questionnaire, it is better to use behavioral observation of the boarding school students to evaluate the effect of the educational program.

The present study is the result of a content analysis on the book“,Testing English Language skills, From Theory to Practice”,written by Farhady, Jafarpour, and Birjandi. This book is one of the most widely-used textbooks selected by language instructors for the testing courses of TEFL, Translation, and English literature majors. Using McDonough, Shaw, and Masuhara’, s (2013) textbook evaluation framework, the authors carried out both internal and external evaluations of the claims made by the authors in the preface of the book. The claims included: using lucid language, comprehensive coverage, a desirable organization of the materials presented and a direct relevance to the Iran’, s context. Furthermore, the textbook was also analyzed based on its physical appearance, content, and methodology. The strengths and weaknesses in each domain were categorized and presented. At the end, some recommendations have been made to the authors, in case of any future editions of the textbook by the authors.

Introduction: This study surveyed the effect of teaching social-emotional skills on teachers to develop their socialemotional skills.Method: This research is a kind of experimental design in which 68 elementary teachers (grades 4 and 5) with at least 10 years of teaching experience and bachelor degree randomly assigned into control (18 females, 16 males) and experimental (20 females, 14 males) groups. The Bar-On social-emotional scale (already informed by Samooei) used collecting data. This questionnaire has 90 items in 5 domains (interpersonal, intrapersonal, adjustment, general mood and stress management). social-emotional skills in the field of interpersonal and intrapersonal skill taught in 10 two-hour sessions to experimental group participants. Results: Experimental group performance in socialemotional skills and its components were higher than the control group and their difference was significant. There was no significant decrease in social-emotional skills and its components after 4 months.Conclusion: To be most effective, emotional literacy content and processes should be applied consistently across the curriculum in all grade levels. Earlier steps to operate social-emotional program are to involve teachers with these skills and to promote their social-emotional abilities.

Introduction: Self-efficacy as a motivating factor leads to increased academic performance and stress reduction. The identification of factors affecting self-efficacy has a significant impact on academic achievement. The purpose of this study was to determine the relationship between school-social-emotional atmosphere and academic motivation with high school girl student self-efficacy. Methods: The research method was correlational and the community included 1402 high school students. 300 girl high school students of Abbas-abad high schools, Iran were selected by stratified random sampling in 2016 academic year. The socioemotional school questionnaire, prepared by Bangalor University, Vallerand et al (1992) Educational Motivation Questionnaire and Jery Jing and Morgan (1991) Selfefficacy scale, were used to collect information. Data analysis was done by multiple stepwise regression analysis. Results: Results showed that there is a positive and significant relationship between the socio-emotional atmosphere of the school and the student's academic self-efficacy. There is a positive and significant relationship between academic motivation of students (external and internal motivation) and academic self-efficacy and there is a negative and significant relationship between lack of motivation and self-efficacy. Conclusion: The socio-emotional atmosphere of school and academic motivation were able to significantly predict the academic self-efficacy of female students.

Introduction: Students require the coordination of many different skills to be successful in school. In the meantime, the role of motor skills as a cornerstone of the development of cognitive and socialemotional function is of particular importance. Therefore, the aim of this study was to compare the motor profile of students with specific learning disorder and students with learning problems. Methods: Data were collected on 200 students aged 8 to 12 years old (Mage = 119. 6 Months, SD = 13. 75 Months) with a diagnosis of either specific learning disorder and learning problem. The data were analyzed using the multivariate analysis of variances (MANOVA). Result: The results showed that students with specific learning disabilities had lower performance in locomotor (F= 25. 86, P<. 001), object control skills (F= 35. 95, P<. 001), balance (F= 25. 04, P<. 001), bilateral coordination (F= 47. 92, P<. 001), and fine motor skills (F= 22. 68, P<. 05) compared to students with learning problems. Significant differences were found between the two groups. Conclusions: Based on the results of this study, consideration of motor skills in the identification, rehabilitation, and education of students with specific learning disabilities and learning problems can lead to effective results. these findings have important diagnostic and clinical implications for students with SLD and LP.

Introduction: Depressive disorder is associated with various consequences such as psychological distress and social isolation, whichtheir removing is of importance. Aim: The present study was conducted with the aim of determining the effectiveness of socialemotional skills training on psychological disturbance and social isolation in adolescents with depressive symptoms by modulating coping styles. Method: This research is a semi-experimental type. Its statistical population was formed by male students suffering from depression disorder in Baneh city with an age range of 16-18 years in 2020. 30 students were targeted and screening method selected as a statistical sample based on the results of the Lazarus and Folkman coping styles scale and divided into two groups of 15 people (excitement-oriented and problem-oriented) were divided. The questionnaires used in this research included Beck Depression Questionnaire and Depression, Anxiety and Stress Questionnaire and Social Isolation Questionnaire. SPSS version 20 software and multivariate covariance analysis were used for data analysis. Results: The results of data analysis using multivariate analysis of covariance showed that social-emotional skills training was effective in improving psychological disturbance and social isolation. Also, coping styles moderate the effect of social-emotional skills training in psychological disturbance and signs of social isolation (P<0. 05). Conclusion: The findings of this study showed that teaching emotional and social skills to adolescents with symptoms of depression was useful and reduces psychological disturbance and social isolation, and the type of coping styles was also effective in these changes. It is suggested to include social-emotional skills training in the treatment program of adolescents with depression.