Showing 11 results for Students
Seyed Morteza Ziabakhsh,
Volume 1, Issue 1 (11-2021)
Abstract
Background and Pupose: Attention Deficit Hyperactivity Disorder (ADHD) is a common neuropsychological disorder in childhood. This study aimed to determine the effectiveness of cognitive rehabilitation on integrated visual-auditory (IVA) attention.
Method: This study was an experimental study with a pretest-posttest design with a control group. The population included children with attention deficit hyperactivity disorder in Karaj. The research sample was selected by the convenience-purposive sampling method. Participants included 34 male primary school students with ADHD referred to psychiatric clinics in Karaj. These participants were randomly assigned to experimental and control groups. The groups were assessed by the IVA test in pretest and posttest. The experimental group received 12 sessions of cognitive rehabilitation with a researcher-developed protocol. Data were analyzed in SPSS-22 software by analysis of covariance method.
Findings: The results of covariance analysis indicated that the cognitive rehabilitation method was effective (p <0.05) in improving IVA attention in primary school students with ADHD.
Conclusion: Based on the findings of this study, it can be concluded that cognitive rehabilitation is an effective method for reducing integrated visual-auditory attention of primary school students with ADHD.
Hojjatollah Khalooei, Hasan Khaloei, Meysam Khaloei,
Volume 2, Issue 1 (1-2022)
Abstract
Background and Purpose: Assertiveness ability improves psychological-social skills, academic achievement, and self-esteem. Emotional self-regulation causes identifying emotions in people and helps them to succeed in academic achievement and social interactions. Student-teacher relationship quality has a major in regulating emotions and improving academic achievement and social interactions. Thus. This study aimed to investigate the mediating role of student–sports teacher relationship quality in the relation between emotional self-regulation and assertiveness of secondary school students in Kerman city.
Method: This descriptive-correlation study based on the structural equations model (SEM) was conducted among students (N=900) secondary school students in Kerman city during the 2020-2021 years. The participants were selected by two-stage cluster random sampling. A total of 270 students participated in this study. They were randomly selected from five all-girl schools and five all-boy schools, one class for each school. The participants completed the student-teacher relationship questionnaire (Murray and Zvoch, 2011), emotional self-regulation questionnaire (Hofmann and Kashdan, 2010), and assertiveness questionnaire (Gambril and Rigi, 1975). The SPSS-23 and AMOS-23 were used to analyze the data.
Findings: The results indicate that emotional self-regulation predicted directly %47 variances, indirectly %22, and a totally %69 variance of assertiveness. Student–sports teacher relationship quality directly predicted %43 of the variance of the assertiveness. Bootstrapping test confirmed the mediating role of student–sports teacher relationship quality in the relation between emotional self-regulation and the assertiveness of secondary school students in Kerman city. The results confirmed the proposed model by indexes of Chi-square=1.47, P-value=%071, RMSEA=0.042, RMR=0.088. The CFI, GFI, and NFI >%.90 were also appropriate. In sum, emotional self-regulation had positive effects on assertiveness by mediating the role of student–sports teacher relationship quality in secondary school students in Kerman city.
Conclusion: We suggest emotional self-regulation and student–sports teacher relationship quality will be considered to improve the students' assertiveness.
Seyed Javad Mousavi Nasab, Azam Bahrami,
Volume 2, Issue 1 (1-2022)
Abstract
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Background and Purpose: Addiction is one of the four major global crises. Young people in the scholarly period are susceptible to high-risk behaviors due to more participation in their peers' groups, including substance use. Sports and exercise are considered protective factors. However, athletes also sometimes engage in drug-related behaviors. The study aimed to investigate the relationship between emotional self-regulation, self-efficacy, and resilience with the addiction potential in Qom students.
Method: This research is a correlational study. By the convenience sampling method, 384 students (128 female) from Qom universities in Iran were selected. Affective Style Questionnaire (Hofmann & Kashdan, 2010), Self-Efficacy Scale (Sherer & Adams, 1983), resilience (Connor & Davidson, 2003), and addiction potential scale (Weed & Butcher, 1992) were distributed among the population for data collection. In analyzing the data, hierarchical regression and SPSS 26 software have been used.
Findings: The results of this study showed that the addiction potential with emotional self-regulation, self-efficacy, and resilience has a significant and negative correlation, and also the results of hierarchical regression analysis showed that adapting among emotional styles with resilience had the greatest effect on reducing the addiction potential, so that adaptation alone 4% of variance tended to drug use and resilience. Alone, 3% of the variance explains the substance use tendency. Finally, studies demonstrated that there are significant positive relationship between gender and sport activity with addiction potential.
Conclusion: The results of the research showed that emotional self-regulation, self-efficacy, and resilience as protective factors in reducing drug use in students, and their cultivation could be reducing the addiction potential in students.
Arezoo Salehi, Mostafa Darabi,
Volume 2, Issue 1 (1-2022)
Abstract
Background and Purpose: Aggression is one of the most important issues in athletes and students. The aim of this study was to compare the sports aggression styles of student-athletes and students with physical activity.
Method: This research is a causal-comparative study. The statistical population of this study was the students of Islamic Azad University, East Tehran Branch in the academic year 2020-2021. For this purpose, a sample of 170 people (64 boys and 106 girls) were selected by available sampling and completed the sports aggression styles questionnaire online (Alavizadeh et al., 2020). Data analysis was performed using the t-test and analysis of variance.
Results: The results showed that there was a significant difference between the scores of different styles between male and female students (p <0.05) and athletes and non-athletes (p <0.05).
Conclusion: Based on this, it can be concluded that there is a significant difference between the aggression of athletes and non-athletes.
Ali Esmaeili, Hamidreza Rustaee, Zahra Salman,
Volume 2, Issue 4 (11-2022)
Abstract
Background and purpose: attention deficit hyperactivity refers to a situation in which the child is excessively active and lively. The high mobility of these children causes problems not only for them, but also for the people around them, classmates and school parents. The aim of the current research was to study the impact of selected group games on aggression and hyperactivity symptoms of elementary school students.
Method: This study is a quasi-experimental research. The participants in this research were elementary school boys in district 15 of Tehran between the ages of 7 and 12 in the academic year of 1996-1997. The sample included 20 people who were selected in a purposeful and available manner and participated in the research after confirming that they met the inclusion criteria. After the pre-test using the checklist, the questionnaires were randomly assigned in two groups of 10 people. Using Kolmogorov-Smirnov test, distributions were checked for normality, and covariance analysis was used to compare groups.
Findings: The results of covariance analysis showed that there was a significant difference between the remaining average scores of aggression and hyperactivity of the participants based on group membership.
Conclusion: Based on these findings, it can be concluded that students' aggression and hyperactivity can be improved by providing selected sports interventions.
Seyed Fatemeh Mousavi Abdollahi, Javad Khalatbari ,
Volume 2, Issue 4 (11-2022)
Abstract
Background and Purpose: Neurofeedback training (NFT) is a unique type of biofeedback in which participants learn to intentionally modulate their brain waves activity, thereby enhancing control over processes that are usually not consciously regulated. The present study aimed to determine the NFT effectiveness on athlete students' cognitive functions (worry, concentration, and somatic anxiety traits).
Method: The study was a non-blinded quasi-experimental study involving 24 high school students in the 4th district of Tehran. The participants were selected with the convenience sampling method. The participants were randomly assigned to experimental and control groups. They completed the sport anxiety scale-2 (Smith et al., 2006) in pretest and posttest. The participant's data were analyzed using SPSS-26.
Results: The results demonstrate the effectiveness of the NFT in improving cognitive functions. In addition, these demonstrated that the NFT could significantly reduce worry (p<0.05) and increase concentration (p<0.01), but it cannot decrease somatic anxiety traits of athlete students (p>0.05).
Conclusion: Here is demonstrated the potential of the NFT as a contemporary technology for the improvement of cognitive functions of athlete students. Furthermore, the results suggest that NFT is a promising alternative to other psychological interventions, and sports psychologists can use the NFT for the cognitive improvement of athletes.
Shahin Rezajoo, Javid Peymani, Tahmooras Aghajany Hashjin,
Volume 3, Issue 1 (2-2023)
Abstract
Background and Aim: Anxiety disorders among students are among the issues that can significantly impact their quality of life and academic performance. Various methods have been examined to reduce anxiety in students aiming to improve this situation. The objective of the present study was to compare the effectiveness of relaxation therapy and neurofeedback on student anxiety.
Method: The research design was quasi-experimental, with pretest-posttest design. The statistical population included students attending healthcare centers in Tehran in the second half of 2019. Thirty participants were selected through multi-stage cluster sampling method and randomly assigned to experimental and control groups. They responded to the Beck Anxiety Questionnaire. Relaxation therapy sessions were conducted for the first experimental group in eight 45-minute sessions, while neurofeedback training for the second experimental group was conducted in fifteen 30-minute sessions. At the end of therapeutic interventions, participants in both experimental and control groups were re-evaluated using the Beck Anxiety Questionnaire. Research data were analyzed using descriptive statistics and covariance analysis.
Findings: The results indicated that both relaxation therapy and neurofeedback led to a reduction in anxiety among students. Comparison of the effectiveness of the two therapeutic methods showed no significant difference in reducing anxiety between them.
Conclusion: Therefore, based on the results of this study, it can be concluded that both relaxation therapy and neurofeedback can be considered as suitable options for intervention and reducing anxiety in students, without one being definitively better than the other.
Fateme Saeediyan, Reza Ghorban Jahromi, Mohsen Amiri,
Volume 3, Issue 2 (4-2023)
Abstract
Background and Purpose: Adaptive coping styles, influenced by personality traits, mindfulness, and hostility, are crucial for managing stress and promoting psychological well-being, requiring targeted interventions. This study aimed to predict adaptive and humorous coping styles based on borderline personality traits, mindfulness, and hostility.
Method: A correlational descriptive method was used for this purpose. The statistical population consisted of psychology students of Tehran Azad University branches in the academic years of 2019-20. A total of 250 students (220 females and 30 males) were selected using convenience sampling method. Participants completed the Humor style questionnaire (HSQ; Martin et al, 2003), Schizotypal Trait Questionnaire-B form (STB; Rawlings et al, 2001), Five Fact Mindfulness (FFMQ; Baer et al, 2006) and aggression (Buss & Perry, 1992).
Results: The results of multiple regression analysis using the simultaneous method showed that borderline personality traits and hostility did not have significant correlations with adaptive and humorous coping styles. Additionally, mindfulness did not have a significant relationship with the adaptive coping style but showed a positive relationship with the self-enhancing coping style.
Conclusion: Based on the research findings, due to the lack of significant relationships between borderline personality traits and hostility with both adaptive and humorous coping styles, and the non-significance of the relationship between mindfulness and the linking coping style, further research in this area requires replicability and implementation on other populations.
Mohamad Hatami Nejad, Fazlolah Mirderikvand, Mohammad Ali Sepahvandi,
Volume 3, Issue 3 (8-2023)
Abstract
Background and Purpose: Addiction is a social problem and one of the fundamental challenges to public health and social well-being. Some psychological factors contribute to substance use; this study aimed to determine the role of anxiety sensitivity and negative affectivity in predicting addiction potential.
Method: This research employed a descriptive-correlational design. The statistical population consisted of students from Lorestan University, from which 384 students were selected using convenience sampling based on entry and exit criteria. Participants completed questionnaires on anxiety sensitivity (Floyd et al., 2005), positive and negative affect (Watson et al., 1988), and addiction potential scale (Weed et al., 1992). Data were analyzed using stepwise regression analysis in SPSS software.
Results: The findings indicated a significant positive relationship between anxiety sensitivity, negative affect, and addiction potential use among students. Stepwise regression analysis demonstrated that anxiety sensitivity and negative affect could predict 60% of students' addiction potential.
Conclusion: The results of the study suggest that anxiety sensitivity and negative affect directly influence addiction potential. Therefore, it is recommended that therapists pay more attention to anxiety sensitivity and negative affect as predictors of addiction potential.
Mohammad Mahdi Kouhestani Ordoumahalleh,
Volume 3, Issue 3 (8-2023)
Abstract
Background and Purpose: Self-efficacy is the belief in one's ability to organize and execute necessary actions in various situations. Structured games, accompanied by excitement and enthusiasm, inform students about their abilities and increase their self-confidence. The objective of this study was to examine the effectiveness of structured motor-skill games on student self-efficacy.
Method: In this quasi-experimental study, 60 male students were selected through multi-stage cluster sampling and divided into an experimental group and a control group. Participants completed the General Self-Efficacy Beliefs Questionnaire (Sherer et al., 1982) in pre-test and post-test sessions. The participants in the experimental group engaged in 12 consecutive weeks of motor-skill games. The data were analyzed using analysis of covariance (ANCOVA) in SPSS-22.
Findings: The results indicated an increase in self-efficacy among students in the group that participated in structured motor-skill games.
Conclusion: Based on these findings, it can be concluded that structured motor-skill games have a positive impact on student self-efficacy. Therefore, effective educational activities that enrich physical education programs in schools with standardized and purposeful structured games can provide an opportunity to enhance student self-efficacy.
Hemmat Pourabdol, Rana Saken Azari,
Volume 3, Issue 4 (11-2023)
Abstract
Background and Purpose: High school students often experience procrastination and burnout, negatively affecting their overall performance and well-being. Addressing these issues requires targeted interventions aimed at psychological factors. The aim of this study was to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) in reducing procrastination and burnout among male student athletes in the second cycle of secondary education in Marand city, Iran.
Method: This study employed a quasi-experimental design. The population of the study consisted of male student athletes in Marand city during the academic year 2018-2019. Using cluster random sampling, one boys' high school was selected, and 100 students from this school were administered questionnaires on burnout and procrastination. Then, 40 students with higher scores in burnout and procrastination were selected as the research sample. These students were randomly assigned to two groups: experimental and control (20 participants in each group). Data were collected using the Maslach Burnout Inventory (Salmela-Aro et al., 2009) and the Procrastination Scale (Tuckman, 1991) in pretest and posttest. Data analysis was performed using covariance analysis in SPSS software.
Findings: The results showed that ACT had a significant effect on reducing burnout and procrastination among male student athletes.
Conclusion: Accordingly, clinicians can help to improve burnout and procrastination among male student athletes by utilizing ACT as an effective treatment method.
