Background and Objective: The review of literature suggests self-talk and self-control as effective methods for improving mental health and achievement of goals. Considering the importance of improving the level of self-efficacy of students, this study aimed to compare the effectiveness of positive self-talk and self-control training on self-efficacy of 10th high school female students. Methods: The present study is a semi-experimental design with pre-test posttest design with experimental and control groups. The research population is female students who study in 10th grade of the empirical sciences of public schools in Tehran's 2nd district in 2017-2018. The sample size was 60 students who were selected by simple random and simple cluster sampling method, and they were randomly assigned into three groups of 20 subjects, two experimental groups (one self-talk and one self-control training group) and one control group. Each of the experimental groups was trained for 10 weeks. To measure self-efficacy, the general self-efficacy questionnaire of Sherer et al. (1982) was used. Data analysis was performed using SPSS 21 and one-way covariance analysis. Results: The results indicated that positive self-talk and self-control training were effective on self-efficacy of students. Also, there is difference between effectiveness of these two methods on self-efficacy, and self-control training had greater effect on increasing self-efficacy (P<0/001). Conclusion: Regarding the effectiveness of positive self-talk and self-control training on general self-efficacy of students, it is desirable to conduct training courses on positive self-talk and emotional self-control in schools by counselors and therapists.

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Background and Purpose:The approximately high frequency of dyscalculia and its consequences not only faces the affected individuals with special problems in their childhood, but also imposes a variety of material and spiritual expenses on the child, family, and society. The cognitive rehabilitation program includes training, maintaining, and processing the active memory components. The present study aimed to investigate the effectiveness of cognitive rehabilitation training program on the increase of non-verbal intelligence skills, attention and concentration, and academic performance of students with dyscalculia. Method: This study was a quasi-experimental research with pretest-posttest control group design. The sample consisted of forty 9-11-year old male and female primary school students with dyscalculia, selected by convenience sampling from Mianeh city in the academic year 2017-2018 and then randomly assigned to either the experimental or the control group. Test of Attention (Brickenkamp, 2002), Wechsler Intelligence Scale for Children-Forth Edition, and Iran Key Math Test of Mathematics (Houman, 1997) were the instruments used in this study. After the pretest, the experimental group received sixteen 60-minute sessions of rehabilitation intervention which were hold individually twice per week. Finally, both groups were administered the posttest. Results: Results obtained by the analysis of covariance showed that cognitive rehabilitation training method had a significant effect on nonverbal intelligence skills (F (1, 37) = 4.859, p <0.05), attention and concentration (F (1, 37) = 92.956, P< 0.05), and academic performance (F (1, 37) =66.227, P< 0.05) of the participants in the experimental group. Conclusion: Results indicate that cognitive rehabilitation training program which uses interesting practice programs designed hierarchically and in the form of a play, can invoke and reinforce the concerned brain parts of students with dyscalculia in the areas of attention and concentration, academic performance, and nonverbal intelligence and it can improve their mental and academic performance.

Background and Purpose: Some research has examined the moral reasoning and judgment in students with special needs and has shown that these students are lagging behind their non-disabled counterparts in term of moral development. Very few studies have been done in the area of development of moral reasoning in individuals with visual impairment; so given the research vacuum in this context, the present study was conducted to compare the moral reasoning between students with and without visual impairment. Method: The present study was a cross-sectional survey. The study sample included eighty 11 to 12year-old male and female students studying at the public schools and schools for the blind in Tehran in 2017 (40 with visual impairment and 40 without visual impairment). The participants were selected by random cluster sampling, based on the inclusion and exclusion criteria. Defining Issues Test (DIT) for Moral Judgment (Rest, 1979) was used to collect the data. The collected data were analyzed by independent t-test and SPSS software. Results: The results showed that there was a significant difference between the groups in terms of moral reasoning; indicating that blind students had significant delays in moral reasoning compared to their sighted counterparts (p<0.05). Conclusion: Based on the results of this study, it can be concluded that visual impairment has a negative influence on ethical development, which in turn affects negatively the development of moral reasoning. However, it is noteworthy that the severity of the impairment and the age in which the blindness occurred, are very important in this regard. The implementations are discussed in the article.Citation: Khajeh Hosseini H, Farrokhi N, AsadzadehH. Comparison of moral reasoning among students with and without visual impairment.

Background: Responsibility and observance of civic-educational behavior play a decisive role in promoting the organizational status of educational systems. Despite the importance of this issue, there are several weaknesses can be observed in this area. Therefore, it is necessary to train a committed, moral and self-sacrificing students. Aims: The aim of this study was to investigate the effectiveness of moral action training based on the Blasi's theory on responsibility and civic-educational behavior in students. Methods: The research design was quasi-experimental pretest-posttest with control group and with 1 month follow-up. The statistical population of the study included all students of Al-Mustafa University in Qom in the academic year 2019-2020 in the number of 12008 people from among whom 30 students were selected using convenient sampling method and then randomly were assigned to experiment (15 individuals) and control (15 individuals) groups. The moral action educational package based on the Blasi's theory (1993) was implemented for the experiment group. The duration of this training program was 13 sessions of 90 minutes and the training time was 5 weeks as a group. The California Goff, McGuskey & Mahl (1952) responsibility questionnaire and the Golparvar's civic-educational behavior questionnaire (2010) were used to collect data. Data were analyzed by descriptive statistics and analysis of variance with repeated measures and Bonferroni post hoc test using spss24 software. Results: Findings showed that for both variables of responsibility and civic-eucational behavior, group effect, time effect and time×group interaction were significant. On the other hand, the results of Bonferroni post hoc test showed the persistence of the effect of educational intervention in the follow-up stage. Conclusion:According to the research findings, it can be concluded that if students are exposed to teaching moral action based on the Blasi's theory, their level of responsibility and educationcitizenship behaviors will increase.