Rooyesh-e- Ravanshenasi Journal(RRJ)

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The relationship between art and education, is an old. Today, art has a unique position in various aspects of individual and social life, especially in education and if educational messages combine with artistic attractions its success and effectiveness will be added. So educational authorities must recognize this valuable intermediate well and be served it in formal and informal education systems. The aim of this descriptive and analytical study is to investigate the educational role and impacts of art and its communicational attractions for public especially children and adolescents. The main hypothesis of this paper is that art has the indelible role in development of the various dimensions of human personality and growthing his different characteristics and capabilities. So with all its expansion and effects, art implies the existence of human backgrounds and capabilities that its growth requires regular and purposeful activity that we call it artistic education. For investigating this hypothesis, educational and psychological outcomes of education through art is analyzed and explained systematically based on collection of research documentation and targeted search in scientific resources. The results show that the basic functions of art are affect on audience including recognition and personality growth, spiritual education and moral virtues growth, emotions and feeling growth, creativity nurturing, social communication development and cultural identity formation.

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The purpose of this study was to compare the cognitive processing speed, problem solving / planning, and behavioral/emotional organization in students with reading disorder with normal students. The method of this study was causal-comparative research. The statistical population of the study included all primary school pupils in Tabriz. The research sample consisted of 30 male students with reading disorders and 30 normal students from the third grade who were selected by the purposive sampling method. For data gathering, Conner's neuropsychological test was used. Data were analyzed using MANOVA. The results showed that there was a significant difference between students with the reading disorder and normal students in problem-solving and cognitive processing (p<0/01), and there was no significant difference for the behavioral/emotional organization variable (p>0/01). Based on this, it can be concluded that students with the reading disorder in problem-solving / planning and cognitive processing are poorer than normal students, and intervention in these variables helps to improve reading disorders.

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The purpose of this study was to investigate the effectiveness of schematic therapy on family and sexual functions of women with frigidity in Isfahan. The method of this study was quasi-experimental with pretest-posttest with waiting for the treatment group. the population of the study consisted of all women with frigidity who were referred to the sexual health center of Isfahan in 2020. Forty women who suffered from frigidity were selected through purposeful sampling after screening with Rosen et al.'s (2000) Female Sexual Function Index (FSFI) and Kaplan Clinical Interview (KCI) (2015) and randomly assigned in two groups of experimental and waiting for treatment. The 10 - meeting protocol schema therapy was implemented on the experimental group. The two groups responded to the questioners of  Family Assessment Device (FAD) Miller et al. (2013) and Rosen et al.'s (2000) Female Sexual Function Index (FSFI) the beginning and end of the study. the results of data analysis performed using the statistical test of analysis of covariance indicated that the schema therapy was a meaningful effect in improving sexual and familial functions (P<.05). Accordingly, it is possible to say that schema therapy is effective as a complementary method to improve the family and sexual functions of women with frigidity disorder and improve the quality of their marital relationships.

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The current research aimed to compare the effectiveness of executive function empowerment training and emotion regulation skills training on emotional maturity in adolescents visiting the counseling center of the Martyrs Foundation and Veterans Affairs in Babol City. The research method was a quasi-experimental design with pre-test-post-test and control group. The statistical population of this study included all 15 to 16-year-old female adolescents visiting the counseling center of the Martyrs Foundation and Veterans Affairs in Babol City during the academic year 2023. A total of 45 individuals were selected based on availability and inclusion criteria and randomly assigned to two experimental groups of 15 and one control group of 15. The Sing and Bhargava Emotional Maturity Scale (1999) was used to collect data. Summary sessions of executive function empowerment training were conducted in 10 sessions of 60 minutes each, and summary sessions of emotion regulation skills training were conducted in 10 sessions of 90 minutes each for the experimental groups. The findings showed that there was a significant difference between the pre-test and post-test means of the three groups in emotional maturity and its components (P<0.05); In addition, no significant difference was observed between the post-test and follow-up groups (P<0.05). Also, there was a significant difference between the post-test mean of the two experimental groups (P<0.05). It can be concluded that the training in emotion regulation skills has been a more efficient and effective intervention than the training in empowerment of executive functions.

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This research was conducted to investigate the mediating role of emotional regulation skills in the relationship between social skills with executive functions of students. The current research was a descriptive-correlation type of structural equation modeling. The statistical population of the research was all students of the Faculty of Psychology and Educational Sciences of Azad University, South Tehran Branch, in the first semester of 2023-2024. Using the available sampling method, a sample of 250 people was selected and participated in the study. Research tools included a questionnaire of executive functions (EFQ, Nejati, 2013), a Social skills questionnaire (MESSY, Matson & et al, 1983), and an Emotion Regulation Questionnaire (ERQ, Gross & John, 2003). The data were analyzed using the structural equation analysis method. The results of the structural equation analysis indicated the appropriate fit of the model. The findings showed that social skills could predict executive functions both directly and indirectly through emotion regulation skills (suppression) (p < 0.001). These results show that social skills, considering the important role of emotion regulation skills (suppression), can explain executive functions, and it is necessary to pay attention to these factors in interaction with each other in programs to improve executive functions.