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Abstract Background and purpose: The aim of this study was to evaluate the efficiency of stress management skills training in reducing aggression among university students. Material and methods: This experimental study was done with pretest-posttest and control group design. The subjects included 45 students who were randomly selected and assigned to either experimental or control group (experimental group: n = 23, control group: n = 22). The Buss and Perry aggression questionnaire was used to collect the data and analysis of covariance was performed. Results: Significant differences was seen in per- and post- test scores for all aggression components in experimental group (P<0.001). Conclusion: According to this study stress management skills training was found helpful in reducing aggression. Hence, this method could be of great benefit in reducing aggression, thereby improving the mental health state among university students.

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Background and purpose: Learning difficulty in mathematics is one of the most common problems in students. The purpose of this study was to investigate the effect of maternal stress management skills training on improvement of problem-solving skills in students with dyscalculia.
Materials and methods: A quasi-experimental study with pre-test post-test control group design was carried out in 30 elementary level school girls (grades 3 and 4) with disabilities in learning mathematics in Qaemshahr, north of Iran. Schools and classes were selected using cluster sampling. The students were selected based on interviews and were randomly assigned into control group or experimental group (n=15 per group). Data were collected using DSM-IV-TR diagnostic checklist, the KeyMath Diagnostic Assessment, the Raven's Progressive Matrices, and General Health Questionnaire-28 (GHQ-28). Both groups received metacognitive training on problem-solving (14 sessions/ 5 weeks). Meanwhile, mothers of students in experimental group attended a training course on stress management (8 sessions/ 4 weeks). Data analysis was done in SPSS V19 applying univariate analysis of variance and P values of less than 0.01 were regarded as astatisctically significant.
Results: Students in both groups showed improvements in problem-solving skills but in experimental group whose mothers received stress management skills training, the students were found with significant improvements compared to the control group (P<0.001).
Conclusion: According to current study, maternal stress management training has considerable effects on improving problem-solving skills in students.