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Introduction: Positive thinking skills are one of the most important skills to cope with academic challenges and students' success. The aim of this study was to determine the effectiveness of teaching positive thinking skills on academic buoyancy, academic engagement and goal orientation-progress in girl students with depression syndrome in Izeh city.
Methods: This research was a quasi-experimental design with pretest-posttest design with control group. The statistical population of this study included all girl students with depression syndrome in Izeh city in 2017. Twenty-two of them were selected through convenience sampling method and were divided into two experimental and control groups by simple random method. The data was collected using the “Educational Vitality Questionnaire”, “Educational Enthusiasm Questionnaire”, and “Goal Orientation Questionnaire”. The validity of the instruments was confirmed by content validity and their reliability by Cronbach's alpha method. The experimental group received positive thinking skills training in 8 sessions of 90 minutes. Data was analyzed with SPSS. 23.
Results: The mean of pre-test scores in the experimental and control groups were respectively academic buoyancy (29.7, 29.4), academic engagement (44.07, 43.95), mastery goal orientation (30.46, 30.63), performance goal orientation (33.52, 33.29) and avoidance goal orientation (28.01, 27.30) in experimental, and there was no significant difference. The comparison of the mean post-test scores in the experimental and control groups were respectively academic buoyancy (34.16, 29.95), academic engagement (49.03, 43.7), mastery goal orientation (34.22, 31.55), performance goal orientation (37.28, 32.74) and avoidance goal orientation (26.86, 27.51) and there was a significant difference (P < 0.001).
Conclusions: The intervention of teaching positive thinking skills in girl students with depression syndrome improves their academic performance. Therefore, the implementation of positive thinking training by experts is recommended to improve the educational conditions of girl students with depression syndrome.

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Abstract
Introduction: The crisis of professional identity among nurses causes psychological imbalance and tension. The purpose of this study was to determine the correlation between professional identity dimensions and job stress among nurses working in teaching hospitals of Isfahan University of Medical Sciences.
Methods: This descriptive-correlational study was performed on 340 nurses in teaching hospitals of Isfahan University of Medical Sciences in 1997 using stratified random sampling. The instrument included two questionnaires: "Professional Identity Questionnaire" and "Role Stress Scale". Content, face and construct validity (confirmatory factor analysis) and reliability (Cronbach's alpha) were measured. Data were analyzed using SmartPLS 2.0.0 M3 software.
Results: Negative correlation of 3 dimensions of professional identity (achievement retention and risk of leaving job (P <0.05) social and self-reflective comparison (P <0.001) and social modeling (P <0.001) with role stress was confirmed. But the correlation between the two other dimensions (self-concept (P <0.05) and independence in career choice (P <0.05) with stress was not confirmed. In general, the negative correlation of professional identity with role stress (P <0.001), Z = -0.37 approved.
Conclusions: Achievement retention and risk of leaving job, social and self-reflective comparison, and social modeling are associated with reduced stress on the role of nurses. It is suggested to establish training courses, career counseling and personality in order to reduce the role of nurses in promoting professional identity in nurses.

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Introduction: Self-efficacy plays an important role in academic performance and affects the choice of task, effort, endurance, refusal and progress of individuals. The aim of this study was to compare the effectiveness of “Metacognitive Teaching Strategies” and “Problem-Based Learning” on the academic self-efficacy of psychology students of Islamic Azad University, Abhar Branch.
Methods: The research method was quasi-experimental with pre-test, post-test and 3-month follow-up. The statistical population included all undergraduate psychology students studying at Abhar Azad University in the academic year (2018-2019) of 130 people. According to Krejcie and Morgan Table, 100 of them were randomly selected from among those who scored lower than the cut-off score (80) in the “College Academic Self-Efficacy Scale”. 45 people were randomly selected and randomly assigned to three groups (two intervention groups) and one control group. Data were collected using a demographic questionnaire and “College Academic Self-Efficacy Scale”. The scale was administered to students in three stages: pre-test, post-test and follow-up. Content validity was measured by qualitative method and the reliability of the scale was measured by internal consistency method by calculating Cronbach's alpha coefficient. Subjects of intervention group 1 participated in group training sessions on “Metacognitive Teaching Strategies” in 10 -minute 9 sessions and intervention group 2, participated in “Problem-Based Learning” in 7sessions 90-minute once a week at the end of the sessions, post-test and one-month follow-up for all three groups "College Academic Self-Efficacy Scale" was completed. Data were analyzed using SPSS .24
Results: Group training “Metacognitive Teaching Strategies” and “Problem-Based Learning” increased the academic self-efficacy score of the participants in each intervention and were different from the control group during different times (P≤0.01). But there was no statistically significant difference between the two groups (P<0.05). 
Conclusions: Group training “Metacognitive Teaching Strategies” and “Problem-Based Learning” increased students 'academic self-efficacy scores. It is suggested that educational professionals use these two methods of group education to improve students' academic self-efficacy.