Academic dishonesty is a common immoral behavior in educational settings that helps people achieve the desired but unfair, illegal and indecent results. This was a correlational study aimed at predicting academic dishonesty based on moral identity, emotional Self-Awareness, and academic self-concept in medical students. The statistical population of the present study included all male and female undergraduate students of allied medical sciences studying at public universities in Tehran in the academic year 2019-2020. Of these students, 300 were selected using random sampling method. Data collection tools included questionnaires of academic dishonesty, moral identity, and emotional Self-Awareness, and academic self-concept. The face and content validity of all questionnaires were approved by the management professors, and their reliability was reported through Cronbach's alphas of 0. 83, 0. 74, 0. 79 and 0. 71, respectively. Data were analyzed using descriptive statistics and focal correlation analysis using SPSS version 24. The results of the present study showed that academic self-concept, emotional Self-Awareness, and moral identity are predictors of students' academic dishonesty. The results of the present study have important and effective implications for identifying the factors affecting academic dishonesty and reducing this problem in students.

Background: obesity in adolescents has become a serious public health concern that will lead to many risk factors,therefore, this study was performed to study a causal model of food cravings based on cognitive Self-Awareness mediated by positive behavioral emotion regulation in obese students in Mashhad. Materials and Methods: The method of this research was descriptive-correlational. The statistical population of the present study was all middle and high school male students in Mashhad during the academic year 2021-2022 and 320 subjects were selected by cluster sampling. The Food Cravings Questionnaire of Cepeda-Benito et al., the Metacognitive Beliefs Questionnaire of Wells & Cartwright-Hatton, and the Behavioral Emotion Regulation Questionnaire of Garnefski and kraaj were used to collect data. The collected data were also analyzed using Pearson correlation analysis and structural equations by Lisrel 8. 8 software. Results: The results showed that the causal model of the relationship between cognitive selfawareness, behavioral emotion regulation, and food cravings in students with obesity was confirmed based on various fit indices (P<0. 05), Overall, cognitive Self-Awareness positive behavioral emotion regulation predicted 53% of the variance food cravings in obese students. Conclusion: Therefore, according to the results, it is suggested that the Education and Welfare Organization implement cognitive skills and emotion regulation training by counselors and psychologists in planning and life skills classes for students.

Introduction: Patients with generalized anxiety disorders are so involved with possible future concerns that they can hardly live in the present and experience what is happening. The purpose of this study was to investigate the effectiveness of cognitive therapy based on mind-awareness on emotional Self-Awareness and meta-cognitive beliefs in adolescents with a general anxiety disorder. Methods: The present study was a semi-experimental design with a pretest and posttest design with the control group. The statistical population of the study consisted of all adolescents with generalized anxiety disorder diagnosis in the city of Tehran in 2018, and 30 of them were selected through targeted sampling and were assigned to two groups of 15 experimental and control groups. The subjects of the mind-cognitive-based cognitive therapy group received a 120-minute session per week for 8 sessions. The research data were collected before and after the intervention and immediately after the end of the sessions by EQI questionnaire and metacognitive beliefs questionnaire (MCQ-3). Using descriptive statistics (mean and standard deviations) and inferential (Multivariate covariance analysis) and analyzed by SPSS v. 23 software. Results: The results of this study showed that the effect of cognitive therapy based on mind-awareness on emotional Self-Awareness and meta-cognitive components of adolescents with general anxiety disorder were statistically significant (P <0. 001). Conclusions: Based on the results of this study, in addition to the statistical significance, the importance of cognitive therapy based on mind-awareness of increasing emotional Self-Awareness and reducing the severity of metacognitive beliefs in adolescents with anxiety disorder can be emphasized and used as an effective method.

This research approach was mixed (qualitative, quantitative). In the qualitative part, inferential method (progressive) was used. By using Franken's method of analysis (normative realist proposition), the basics of Self-Awareness were deduced. By using the semi-structured interview method, types of selfawareness and the nature and characteristics of the basic elements of the curriculum (purpose, content, teaching method and evaluation method) were extracted. The validity of qualitative data was determined using confirmability and reliability To analyze qualitative data, open, axial and selective coding method was used. In the quantitative section, the CVR method was used to determine the validity of the model. The results showed that the selfawareness basics include the connection between the soul and the body, evolution and exaltation of the soul, otherness, telescoping, thinking and selfawareness: physical, emotional, social, spiritual, intellectual. Curriculum elements including goals: improving physical knowledge, improving emotional behaviors, knowing others, improving spiritual knowledge, feelings, social communication, critical thinking. Method: questioning dialogue, role playing, small groups, brainstorming, problem solving. Evaluation: Self-evaluation, peer evaluation, and parent evaluation were concluded as essential elements of the Self-Awareness curriculum model in the second year of elementary school. Following these findings, the quality of the four elements was examined and approved by experts. As a result, effective paying attention to the Self-Awareness foundations, component, types and curriculum elements can help to improve the Second Level Primary School Students Self-Awareness. The validity of the final model from the point of view of experts (philosophy of education, educational psychology and curriculum planning) was 0. 82. Effective attention to the basics, components, types and nature of the elements of the Self-Awareness curriculum in the curriculum of the second year of elementary school can help to improve the selfawareness of students.

This study was designed to assess the effect of training selfawareness skills on the self-compassion of girl students in Ahvaz high schools for gifted students. This study was conducted using multi-step random sampling including 30 girl students in two groups of experimental (n=15) and control (n=15). The selfcompassion questionnaire was the tool of the study. The one way ANCOVA test was used for the analysis of the data. Two groups filled the questionnaire at the pre-test and post-test stages. The experimental group underwent eight sessions of training about selfawareness skills during two months. The results of the study showed that Self-Awareness training had effects on self-compassion. After a month at the follow-up stage, the results were stable which indicated the stability of the effect of the Self-Awareness training on self-compassion.

Background: Paraphilia can disrupt their marital relationship. The purpose of this study was to investigate couples 'experiences of paraphilia and its effect on couples' relationships. Methods: For this purpose, in a qualitative study, 7 individuals referring to Bonyani Family Health Counseling Center in Tehran with paraphilia were selected through purposeful sampling and were studied using in-depth semi-structured interviews. The interviews lasted 60 to 90 minutes and were written word to word. The data were analyzed simultaneously by continuous comparative analysis of Strauss and Carbon. Results: The findings indicate that factors such as lack of communication skills, selfawareness and problem solving, as well as the influence of media on one's lifestyle, can be considered as underlying factors in the phenomenon of paraphilia. Emotional and sexual frustration factors such as lack of attention and affection by spouse, cold emotional couple, reluctance to have sex with spouse, and sexual diversity were identified as causal factors of paraphilia. Consequences of paraphilia in couples included a reluctance to have sex with a spouse, the failure to meet the expectations of the spouse, the cooling of emotional relationships and infidelity. Coping factors included belief norms and selfawareness skills. Conclusion: Based on the results and considering the underlying causal factors of paraphilia in couples, it is possible to develop educational programs such as teaching life skills to individuals and to free them from this problem.

Introduction: The purpose of this research was to investigate the relationship between self-care and self-compassion, mindfulness, selfawareness and self-knowledge in college students. The research method was descriptive and correlational. Methods: The statistical population was all students of Islamic Azad University, Shahrood branch in 1402. The sampling method will be simple random sampling. Research questionnaires include Tobert and Glasgow's diabetes self-care questionnaire (2002), Baer et al. 's mindfulness questionnaire (2006), integrated self-knowledge scale standard questionnaire (ISK, Ghorbani, Watson and Hargis, 2008,quoted by Jalili Rad, 2013), selfawareness questionnaire It was private. Multiple regression and Pearson correlation tests were used to analyze the research data. All statistical operations of the research were considered using SPSS version 25 software with a significance level of P<0. 05. Results: The results showed that between the variables of self-care and self-compassion (r=0. 26, p<0. 001, 250df), between self-care and mindfulness (r=0. 79, p<0. 001, 250df), There is a significant positive relationship between Self-Awareness and self-care (r=0. 32, p<0. 001, 250df), and between Self-Awareness and self-care (r=0. 67, p>0. 001, 250df). Conclusion: According to the research results, it can be said that there is a significant positive relationship between self-care and all research variables. It is suggested that more research be done in this regard.

Introduction: Internet addiction is one of the effective factors in reducing academic and communication development in students. The aim of this study was to predict cyber victimization in high school high school intelligence students based on emotional Self-Awareness due to smartphone addiction. Materials and Methods: The statistical population included all gifted students in Alborz province in the academic year 1399-1400. 253 people were selected by available sampling method and then answered the standard questionnaires of emotional Self-Awareness of Grant et al., Quan et al. Data were analyzed by path analysis method using Amos-23. Results: According to the findings, the direct relationship between emotional selfawareness and cyber victimization in gifted students is not significant (p <0. 05), but the direct relationship between smartphone addiction and cyber victimization in gifted students is negative and significant. (P 01 0. 01 and β,=-0. 29). Also, the direct relationship between emotional Self-Awareness and smartphone addiction in gifted students is negative and significant (p /0 0. 01 and β,=-0. 15). Regarding the mediating role of smartphone addiction in the relationship between emotional Self-Awareness and cyber victim, they show that this path is significant (β,= 0. 09 p 01 0. 01). Conclusion: It can be said that there is a connection between emotional selfawareness and mobile phone addiction. As a result, smartphone addiction can be reduced by increasing students' emotional Self-Awareness and helping their academic growth.

he purpose of the present study was to predict the dimensions of Self-Awareness from personality traits in gifted students.Two hundred and thirty nine gifted students (120 girls, 119 boys) were selected from two high schools using purposive sampling. The participants completed the Big Five Personality Questionnaire (BFPQ; Goldberg, 1999) and the Self-Consciousness Scale (SCS; Realo & Allik, 1998).The results indicated significant correlations between personality traits (openness to experience, conscientious, agreeableness, extraversion, and neuroticism) and dimensions of Self-Awareness (private Self-Awareness, public selfawareness, and social anxiety). The multiple regression analysis indicated that openness to experience and conscientiousness predicted private Self-Awareness, and agreeableness and neuroticism predicted public Self-Awareness positively. Also, neuroticism predicted social anxiety positively, and extraversion predicted social anxiety negatively.