Background: Divorce is one of the most stressful events leading to emotional distress and behavioral problems in individuals. Meanwhile, women are more vulnerable than men to the consequences of divorce. Objectives: The objective of the present study was to determine the effectiveness of Acceptance and Commitment Therapy (ACT) on cognitive emotional regulation, resilience, and self-control strategies in divorced women. Materials and Methods: The present quasi-experimental study with a pre-test and post-test with a control group was conducted on all divorced women referring to the Justice Counseling Center in Babol, Iran in the second half of the year 2017 and the first half of the year 2018. The samples were selected using available sampling and divided into the experimental and control groups (n=30 per group). Data collection tools included the Cognitive Emotional Strategies Questionnaire, Resilient Scale, and Self-Control Questionnaire. Each group was first subjected to the pre-test. Then, the experimental group received ACT (Hayes et al., 2004) through 12 90-min sessions. The post-test was then performed for both groups. Data were analyzed using the SPSS. V. 22 software and multivariate covariance analysis test. Results: ACT was effective in cognitive regulation of positive emotion (F=67.88, P<0.0001), cognitive regulation of negative emotion (F=62.11, P<0.0001), resilience (F=61.95, P<0.0001), and self-control (F=38.36, P<0.0001). The mean score of cognitive regulation of positive emotion, cognitive regulation of negative emotion, resilient, and self-controlling in pre-test and post-test were not significantly different from each other (P<0.05). Conclusion: The results showed that ACT led to an increase in positive cognitive regulation, resilient, self-controlling, and a decrease in negative cognitive regulation in divorced women.

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Background: Postmenopausal women experience tremendous changes that are not only hormonal, but also social and emotional, which reduce their quality of life. Limited research has been focused on perceived stress and the influential factors in women during menstruation. Objectives: The present study aimed to assess the correlation between perceived stress and insomnia severity in postmenopausal women. Methods: This cross-sectional study was conducted on 190 postmenopausal women referring to the healthcare centers in Kermanshah, Iran in 2019. Data were collected using the individual and sociodemographic questionnaire, perceived stress scale, and insomnia severity index. Data analysis was performed in SPSS using independent t-test, one-way ANOVA, and Pearson’s correlation-coefficient to evaluate the correlation between perceived stress and insomnia severity. Results: The total mean score of perceived stress was 33.9 ± 13.8 (score range: 7 - 54), and the total mean score of insomnia was 15.1 ± 4.8 (score range: 6 - 28). The comparison of the total mean score of perceived stress showed a significant difference at various severities of insomnia (F [3, 186] = 12.31; P < 0.0001). According to the post-hoc results, the women with severe insomnia obtained the highest mean score of perceived stress compared to those with normal, mild, and moderate insomnia. Furthermore, the Pearson’s correlation-coefficient was indicative of a significant association between insomnia severity and the total score of perceived stress (r = 0.417; P < 0.0001). In other words, the women with higher scores of insomnia severity achieved higher scores of perceived stress comparatively. Conclusions: Insomnia and perceived stress are common and correlated in postmenopausal women. Therefore, the identification and treatment of postmenopausal women with stress and sleep disorders could remarkably improve their quality of life.

Background: Engaging students and focusing their attention on subjects has always been one of the most important challenges of teaching. Objectives: Was to develop a causal model of academic engagement based on the perception of classroom structure and emotional self-regulation with the mediating role of academic self-efficacy in female students of the second period of high school in districts 1 and 2 of Sanandaj city in the academic year of 2021 - 2022. Methods: The descriptive research method was correlation and structural equation model. 500 students were selected from the mentioned population using cluster sampling method. Reeve et al.'s Academic Engagement Questionnaires, Blackburn's (1998) classroom structure perception, Hoffman and Kashdan's emotional self-regulation, and Morgan and Jinks' academic self-efficacy questionnaires were used as measurement tools. Data analysis was done with SPSS-19 and Smart-PLS-3 software. Results: The findings showed the indirect and significant effect of perception of classroom structure and emotional self-regulation on academic engagement through academic self-efficacy. In other words, the findings showed that the perception of classroom structure and emotional self-regulation has a direct and significant effect on academic self-efficacy and academic self-efficacy on academic engagement. Also, perception of classroom structure and emotional self-regulation have a significant and direct effect on academic engagement. Conclusions: The results of the present study showed that, in general, the perception of classroom structure and emotional self-regulation can be a suitable predictor for students' academic engagement through their academic self-efficacy.

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