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Aim and Background: Increasing the age of marriage of young people, biological celibacy and the problems of late marriage, especially for girls, is an issue that must be addressed seriously. In particular, it creates a variety of psychological and social problems for single people. The aim of this study was to develop a gender justice training package based on religious teachings and its effectiveness on psychological capital and the gender role schema of girls with delayed marriage.
Methods and Materials: The design consisted of two parts, qualitative and quantitative. In the qualitative part, the inference was analytical and in the quantitative part, it was experimental and pre-test-post-test with the control group. The statistical population included single girls (45-30 years old) referring to mental health centers in Tehran. Thirty people were selected as a sample by purposive sampling method and were randomly divided into two groups of 15 people (experimental and control groups). The members of the experimental group underwent a researcher-made training package on gender justice based on group religious teachings for 8 sessions. The control group did not receive any intervention. The research tools included the psychological capital questionnaire of Vetanz et al., Bam gender schemas. Research data were analyzed by multivariate analysis of covariance.
Findings: Results: The results showed that gender justice education based on group religious teachings was effective in increasing psychological capital and improving the gender role schemas of girls with delayed marriage (p<.001).
Conclusions: It seems that the need to apply gender justice based on religious teachings in order to improve the psychological capital and gender role schemas of girls with delayed marriage.

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Aim and Background: Considering that anxiety, especially test anxiety, has a decisive role in people's learning and performance, the investigation of factors affecting it has been discussed by researchers, therefore; The aim of the current research is to provide a model of exam anxiety based on thinking styles and learning styles with the mediation of academic self-efficacy.
Materials and Methods: The current research method is descriptive and correlational. For the research, a sample size of 400 people was selected in a multi-stage cluster. To collect information from Ahvaz Anxiety Scale Questionnaire, Learning Styles Questionnaire (ILS), Sternberg and Wagner's list of thinking styles and Scherer's general self-efficacy questionnaire were used. Path analysis method and Imus program were used to analyze the findings.
Findings: The results of the path analysis showed that learning styles and thinking styles play a predictive role on test anxiety with the mediation of self-efficacy.
Conclusion: It seems that the presented model has a good fit and both learning styles and thinking styles have a decisive role on exam anxiety with the mediation of test anxiety.

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Aim and Background: Suicide is a complex social consequence and it is an increasing problem among female students, and many skills and interventions have been provided to prevent suicide. Therefore, the present study was conducted with the aim of determining the effectiveness of holographic treatment on social curiosity and academic vitality of female students attempting suicide.
Methods and Materials: The current research was a semi-experimental type with a pre-test and a post-test with a control group. The statistical population included all female students of Isfahan secondary school in 1402 who had a history of suicide in the last two years. Among them, 30 people were selected by the available sampling method and were replaced randomly and by lottery in two experimental and control groups (15 people in the experimental group and 15 people in the control group). The experimental group received holographic therapy (9 sessions) and one session every week for 90 minutes, and the control group did not receive any intervention during this period. The research questionnaires included the social curiosity questionnaire of Todd et al. (2018) and the academic vitality scale of Martin and Marsh (2006). For data analysis, univariate covariance analysis was used with SPSS version 25 software.
Findings: The results showed that holographic therapy was effective in increasing social curiosity and academic vitality in the post-test phase (p<0. 001).
Conclusion: The findings of the present study can be used in the selection and design of the most appropriate therapeutic approach to reduce suicidal thoughts of female students with psychological distress.