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Aim and Background: It has been shown in several studies that, students with mathematics learning disabilities have memory problems. This research compares memory profile of students with and without mathematics learning disabilities. Methods and Materials: The design of research was cross-sectional with causal-comparative method. The statistical population were 3 rd grade student boys in Isfahan. Samples consisted of 20 student boys with mathematics learning disabilities who were selected through random selection sampling and 20 student boys without mathematics learning disabilities in 3 rd grade of elementary school who were selected through randomized multi-level sampling .The instruments included NEPSY test, Wechsler Intelligence Scale for Children and Dyscalculia Diagnostic Test. Data was analyzed by multivariate analysis of variance (MANOVA) method. Findings: Results showed a significant difference between the memory profile (Memory For Faces, Memory For Names, Narrative Memory, and Sentence Repetition) of students in the two groups (P ≤ 0.001). Conclusions: Students with mathematics learning disabilities have memory deficits which should be diagnosed by valid instruments and proper educational interferes should be performed to improve them.

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Aim and Background: Stress is one of the risk factors for heart diseases. It also reduces general health in patients with heart diseases. The aim of this research was to evaluate the effectiveness of cognitive-behavioral stress management interventions on general health among patients with heart diseases. Methods and Materials: A total number of 26 patients with heart diseases were selected by convenience sampling method from the rehabilitation unit of Cardiovascular Research Center (Isfahan, Iran). The subjects were randomly assigned into two groups of experimental (n = 13) and control (n = 13). The experimental group received 8 weekly sessions of cognitive-behavioral stress management intervention. The General Health Questionnaire (GHQ-12) was completed in the pretest and posttest phases by the patients of the two groups. Data was analyzed by SPSS 16 using analysis of covariance (ANCOVA). Findings: The results of ANCOVA showed that mean general health scores of posttest significantly decreased in the experimental group compared to the control group (P < 0.05). Conclusions: The results of this study showed that cognitive-behavioral stress management interventions can be used as a useful interventional method for patients with heart diseases.

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Aim and Background: The present study tried to evaluate the relations between emotional intelligence, motivational beliefs and self-regulatory learning strategies among the students of Isfahan University of Medical Sciences (Isfahan, Iran). Methods and Materials: In a descriptive, correlational study during the academic year of 2010-11, 1300 undergraduate students of Isfahan University of Medical Sciences were selected by stratified random sampling. The measurement tools were Bar-On Emotional Quotient Inventory and Motivational Strategies for Learning Questionnaire. Data was analyzed by fitness indexes of structural equation modeling, correlation analysis, and chi-square test. Findings: Path coefficients of empathy and interpersonal relationship were not significant. Similarly, path coefficients of realism, responsibility, and exhilaration with motivational beliefs were not significant. All paths in the effects of motivational beliefs and self-regulatory learning strategies on academic performance were significant. The components of emotional intelligence, motivational beliefs and self-regulatory learning strategies were all significantly effective on academic performance. Conclusions: The findings of the present study can be beneficial to educational researchers and policy makers in designing interventions to promote emotional intelligence, academic performance, and motivational strategies.