لادن واقف

Menstrual disorders contribute significantly to infertility. The relationship between psychological stress, cortisol levels, physical activity, and these disorders remains unclear. The aim of this study was to compare menstrual disorders and their association with stress, cortisol, and physical activity in female athletes and non-athletes.

In this case-control study, a total of 60 young girls aged 18 to 25, each with at least two menstrual disorders, were evaluated in two groups: athletes (VO2max > 40, 30 participants) and non-athletes (30 participants). We assessed the type of menstrual disorder, level of physical activity, perception of stress using the Cohen scale, and salivary cortisol levels.

There was no significant difference in the prevalence of menstrual disorders between the two groups (P<0.05). Dysmenorrhea and menorrhagia were common in both groups. However, hypomenorrhea and amenorrhea were more common in athletic girls with high cortisol levels, while oligomenorrhea was more common in non-athletic girls with high stress (P<0.05). In non-athletic girls, a higher level of physical activity correlated with a decrease in dysmenorrhea, stress, and cortisol levels (P<0.05). In female athletes, longer daily training and higher training frequency were associated with an increased risk of amenorrhea and a reduced risk of metrorrhagia, respectively. Conversely, there was a significant negative correlation between a history of exercise and stress and cortisol levels (P<0.05).

A high level of physical activity in non-athletic girls and a long history of sports in athletic girls may be effective in reducing cortisol and stress and thus reducing the incidence of some menstrual disorders. For female athletes, prolonged daily exercise should be more considered by coaches and athletes to prevent the occurrence of some menstrual disorders.

People with autism spectrum disorder have problems with cognitive flexibility so that their daily life is also affected by the consequences of this problem.. This research was conducted with the aim of the effectiveness of transcranial direct electrical stimulation on the cognitive flexibility of children with autism spectrum disorder.

The research was semi-experimental and according to the pre-test-post-test design. The statistical population of the research included all children aged 7 to 10 years who were suffering from autism spectrum disorder and had referred to treatment centers and clinics in Urmia city in 1401-1402. 30 children with autism were purposefully selected and randomly divided into two groups (15 people in the experimental group and 15 people in the control group). Subjects in the experimental group were subjected to transcranial anodic direct current (positive pole) stimulation on the head for 15 minutes. Research tools included Gilliam's autism diagnosis scale, Wisconsin card sorting test. To analyze the research data, multivariate covariance analysis method was used in SPSS software version 23.

The results showed that transcranial direct current stimulation method was effective on cognitive flexibility and significantly improved cognitive flexibility.

Considering the problems that autistic children have in the field of cognitive flexibility, transcranial direct current stimulation can be a useful supplement to improve the cognitive flexibility of autistic children.

The epidemic of corona disease in all the countries of the world, due to its vague, unpredictability and uncontrollable nature, has provided the ground for the spread of all kinds of behavioral and psychological problems.The present study was conducted with the aim of investigating the structural relationships of virtual education with students' cognitive outcome(academic performance) and considering the mediating role of psychological health and learning motivation.

Methods and Materials: 

The statistical population of this descriptive research based on structural equation modeling was all the students of Shahid Madani University of Azerbaijan (2021-2022) who were selected by the available sampling method in the number of 363 people and answered Questionnaires of attitude towards virtual education (Vatanparast et al. 2015), learning motivation (Kashifet al. 2013), general health (Goldberg, 1972) and Academic average. SPSS software was used to calculate descriptive and correlation indices, and AMOS software was used to model structural equations.  

The results of the survey showed that there is no significant relationship between Virtual education and cognitive outcome (academic performance) (effect size: -0.12 and P:0.10). According to the predicted paths, the direct effects of virtual Education on psychological health -0.45 (P<0.05), psychological health on academic performance 0.18 (P<0.05), virtual Education on learning motivation -0.23 (P<0.05), learning motivation was significant on academic performance (P<0.05) 0.34. Also, considering the mediating effect of learning motivation and psychological health  on cognitive outcome (academic performance) , the standard effect size It was -0.15 (P<0.05), which shows the significance of this indirect path.

Based on the results, it can be said that learning motivation and psychological health have a significant negative mediating role in the relationship between virtual education and cognitive outcome (academic performance).

The success of horror films, the attention to violent crimes and the prevalence of violence in the news show that morbid curiosity is a common psychological trait. However, research on morbid curiosity is largely absent in the psychological research literature. one of the reasons being the lack of a suitable Scale for Iranian society. Therefore, the purpose of this study was to investigate the reliability and validity of the Persian version of the Morbid Curiosity Scale.

The research design was descriptive factor analysis and the statistical population of the study was all students of Zanjan University in the academic year 1401-1400, from which 500 people were selected by cluster sampling. For the study, Morbid Curiosity Scale was used.

The results showed that Cronbach's alpha for the subscales of the Minds of Dangerous People is 0.79, Body Violation is 0.81, Supernatural Danger is 0.79, and Interpersonal Violence is 0.80 and the total scale is 0.85. The results of Confirmatory Factor Analysis also confirmed the significant relationship between explicit variables and latent structures and showed that the four-factor structure has a good fit in the samples.

The morbid curiosity scale among students has good reliability and validity and the use of this scale in future research is reliable.

The findings of this research can be used in psychotherapy, psychological research, media psychology, and advertising psychology.

The purpose of this research is  investigation of the transcranial direct current stimulation tDCS, effect on working memory and reading levels of students with Disability of  Reading.

In this semi-experimental study, the statistical population has been all students of elementary school who had Disability of  Reading in Sirjan city in school year of 95-96 that Out of this number, 20 subjects, including 6 boys and 14 girls in the first and second grades, were selected through the sampling method.All subjects were tested in two groups of 10 experimental and  sham groups for 10 sessions and each session for 20 minutes. In the test, the anode electrode on the DLPFC region and the cathode electrode placed on the opposite side shoulder In order to investigate the effect of electrical stimulation, the experimental group exposed to stimulation.

All subjects evaluated before intervention and after intervention by N-back and Disability of  Reading  tests. The results of acquisitive data analysis by using of single-variable and multi-variable covariance showed that tDCS causes improving of working memory and readability of students with Disability of  Reading.

The acquisitive findings indicates that the protocol of tDCS applying causes the network cortical excitability increase of brain regions that play an important role in working memory. It also has potential abilities for improving the effectiveness of rehabilitation in children with Disability of  Reading.

One of the most common learning disorders in students is dyslexia which has many negative consequences. The aim of this study was the effectiveness of teaching self-monitoring strategies on cognitive processing and reading functions in dyslexic students.

The research method is applied in terms of purpose and the research design is quasi-experimental and is a pre-test-post-test design with a control group. The statistical population of the present study included all male elementary school students in the city of Tabriz who were introduced to the Center for Learning Disorders in Tabriz in the academic year 2020-2021 as those with reading and dyslexia learning disabilities. The statistical sample of this study consisted of 30 students who referred to the Center for Learning Disabilities in Tabriz. Students were selected for this study by convenience sampling method and after obtaining parental consent, participated in this study and were randomly assigned to two experimental groups (n = 15) and control group (n = 15). To collect data, Soleimani and Dastjerdi phonological knowledge tests, Rosold attention functions and Wechsler intelligence test were used. Data were analyzed by multivariate analysis of covariance.

The results showed that self - monitoring strategies have an effect on students' cognitive processing and reading performance. In fact, teaching self-monitoring strategies increases students' cognitive processing and reading performance.

Attention to teaching self-monitoring strategies plays an important role in improving the reading aspects of dyslexic students.

The Purpose of this study was to investigate the gender differences in the social isolation of high school students in Yasuj during the outbreak of Covid 19. This research is kind of non-empirical and casualcomparative (ex post facto) studies. The statistical population of including high school students in the education year 1399-1400 in Yasuj, 322 students from the abovecommunity were selected by multi-stage cluster sampling method based on Morgan table. The participants were evaluated through the loneliness scale of University of California at LosAngeles(UCLA). For the comparison of the two group averages, the student\'s t-test was used. Fordata analyzing; used. According to the findings of this study, There is a significant difference between the social isolation of girls and boys students at the timeof the outbreak of Covid 19. (P<0.001). students Social distancing affected at the time of the Covid 19 outbreak, and as limitations increased, so did the students\' social isolation.

The aim of this study was to examine the effectiveness of teaching self-monitoring strategies of attention on phonological awareness and attention functions of dyslexic students. The research method was applied in terms of purpose, and the research design was quasi-experimental of the pretest-posttest type with a control group. The statistical population of the present study included all male elementary school students in the city of Tabriz who were introduced to the Center for Learning Disabilities in Tabriz in the academic year of 2020-2021 for having reading and dyslexia learning disorders. The statistical sample of this study consisted of 30 students who referred to the Center for Learning Disabilities in Tabriz. Students were selected by convenience sampling method and, after obtaining parental consent, participated in this study and were randomly assigned to two experimental (15 people) and control (15 people) groups. To collect data, Soleimani and Dastjerdi’s phonological awareness tests, Razold’s attention functions and Wechsler’s intelligence test were used. Data were analyzed by multivariate analysis of covariance. The results showed that self-monitoring strategies of attention have an effect on students’ attention functions and phonological awareness. In fact, teaching self-monitoring strategies increases attention functions and phonological awareness. Thus, teaching self-monitoring strategies plays an important role in improving the reading skills of dyslexic students.

Emotions have been emphasized in many cognitive and behavioral theories and in some cases play an important role in the development of psychological problems. However, research has overlooked the common and unique role of maladaptive cognitive emotion regulation strategies in predicting emotional problems.

To investigate the common and unique role of maladaptive cognitive emotion regulation strategies in predicting nursing students' emotional problems.

This was a descriptive correlational study. The statistical population consisted of nursing undergraduate students of Tabriz University of Medical Sciences in the academic year 2015-2016. 207 students were selected by simple random sampling method. Research tools include the Anxiety and Depression Symptoms Questionnaire (Watson et al., 2007) and Cognitive Emotion Regulation Strategies (Garnefsky, Krayg and Spinhaun, 2002). Data analysis was performed by stepwise regression.

The results of regression coefficients for predicting single contribution of maladaptive cognitive emotion regulation strategies with regard to beta coefficients and t-value, subjective rumination, blaming others, and self-blame had a significant effect on emotional problems (P < 0/01). Interactive role results also showed that standard coefficient of maladaptive cognitive emotion regulation strategies was significant (P< 0/01).

The higher the scores of students in maladaptive cognitive emotion regulation strategies, the more emotional problems they have, so maladaptive cognitive regulation strategies should be considered.

Impairment in executive functions such as attention is a common symptom of depression. The purpose of this investigation was to study the effect of transcranial direct current stimulation (tDCS) on attention in patients with depression.

Thirty subjects diagnosed with depressive disorder who were referred to the Counseling Center of Azerbaijan Shahid Madani University were selected using convenience sampling. Then, the subjects were randomly divided into experimental and sham groups (n=15 per group). In order to investigate the effect of electrical stimulation on attention, the experimental group was exposed to anodal tDCS stimulation. The anode electrode was placed over the left DLPFC and the cathode electrode was placed over the right orbitofrontal cortex. The experimental group received tDCS stimulation with a current intensity of 2 mA, 20 min per session for 10 sessions. All subjects were evaluated before and after the tDCS intervention using classic stroop task. The obtained data were analyzed using multivariate analysis of covariance.

The results showed that anodal tDCS stimulation resulted in a significant decrease in interference score in the experimental group.

According to the findings of the present research, application of anodal tDCS over the left DLPFC improves attention by reducing the interference effect in people with depression. Therefore, tDCS can be used as a safe and non-pharmacological intervention to improve attention in patients with depression.

The impairment in Cognitive functions is common symptoms of Depression. The purpose of this research is investigation of the effect of transcranial direct current stimulation (tDCS) on risky Decision-Making and reaction times (RT) in patients with Depression.

Thirty university students with depressive symptoms who were referred to the Counseling Center of Azarbaijan Shahid Madani University were selected and randomly divided into two groups : experimental and control groups (n=15 per group). The experimental group received anodal-tDCS stimulation over the left DLPFC for two weeks, 5 days a week and each session for 20 minutes. Risky decision making and reaction time were assessed by Balloon Analogue Risk Task (BART) and reaction timer apparatus, respectively. The obtained data were analyzed using covariance analysis and paired t-test.

The Results showed that the reaction times of both hands and feet was significantly faster in experimental group than sham group (p <0.05). Moreover, adjusted mean number of pumps (AMP) was lower in the experimental group than in the control group, during the BART task.

according to our result, anodal tDCS stimulation reduced reaction time and decreased risk-taking behaviors.Therefore,transcranial electrical stimulation can be usedas a non-pharmacological and safe intervention to improve cognitive impairment to enhance the cognitive functions in people with depression.

Hearing is one of the most important human senses that its impairment can influence the process of environmental adaptation and may lead to the delay of mental and cognitive development and processing. Resilience indicates the skills and capabilities that empower the individual to adapt with the life challenges, problems, and struggles. Therefore, the present research mainly aimed to investigate the role of emotional intelligence and self-esteem in predicting the resilience of students with hearing impairment.    

The present study was a correlational research. The sample consisted of eighty one 10-13 year old male and female primary school students with hearing impairment in Shiraz who were selected through convenience sampling. Levels of resilience, self-esteem, and emotional intelligence were measured by Connor-Davidson resilience scale (2003), Coopersmith's self-esteem inventory (1967), and Shring emotional intelligence questionnaire (1999), respectively. Data were analyzed by Pearson correlation and stepwise regression.

The results of this study showed a significant positive correlation between resilience and emotional intelligence and self-esteem (p<0.05). Also, results of stepwise regression showed that emotional intelligence can predicts 33% of the resilience variance (p<0.002). Furthermore, the variable of self-esteem generally can predicts 24% of the resilience variance (p <0.025).

Based on the findings of this study on the role of emotional intelligence and self-esteem in predicting resilience in students with hearing loss, it can be concluded that by increasing these constructs in these students, their flexibility and level of adaptation can be improved.

The aim of the study is to investigate the effect of alpha Transcranial Alternating Current Stimulation on the brain wave pattern of the frontal lobe in methamphetamine users.

This was a pre-test and post-test quasi-experimental study with control group. Twenty male methamphetamine users were selected through purposive sampling and randomly assigned into two experimental and control groups (10 in each). The QEEG was recorded in all participants to evaluate absolute power of alpha wave in the frontal lobe region. A single session transcranial alternating current stimulation (tACS), for 20 min at 10 Hz or sham, was applied to the right dorsolateral prefrontal cortex (F4). At the end, QEEG was recorded again. Collected data were analyzed by multivariate covariance method.

Findings showed that Experimental group showed greater absolute alpha power at F4, F3,F7 and Fz compared to the control group (p˂0.05).Discussion and

According to the results, 10 Hz tACS stimulation over F4 can increase alpha activity at dorsolateral, ventrolateral and central prefrontal cortex, a region of the frontal lobes that is associated with cognitive functions. Regarding to cognitive role of alpha oscillations, it can be concluded that tACS stimulation at alpha Frequency (α-tACS) can be used as a non-pharmacological method to improve cognitive function in methamphetamine users.

This main aim of this study is to investigate the effectiveness of Transcranial Alternating Current Stimulation (tACS) on attention in students with specific learning disorder. Twenty students of elementary school with specific learning disorders were selected through purposive sampling method and randomly divided into two groups, the experimental and control groups (10 in each group). At first, the subjects' selective attention was evaluated by Stroop task. Then in the experimental group two anodal electrodes were simultaneously placed over the F3 and P3, whilst cathedral electrode was placed over the FP2, the according to the International 10/20 system.
An alternative electrical current at 10 Hz (Alpha wave) was delivered at 1 mA intensity for 20 min.
The same protocol was used for the control group, except that they received stimulation for only 30 s. At the end, the Stroop test was again administrated. Data were analyzed using multivariate covariance method. The findings showed that alpha-wave-induced Transcranial Stimulation could have a positive and significant effect on the accuracy and response time of students with specific learning disorder. The results of this study indicated that Transcranial Stimulation with alpha wave in the F3-P3 region of students with learning disorder can be effective in improving their attention and improve their careful function. Therefore, this method can be used as a non-pharmacological method to improve the function of these individuals.

The purpose of this research is investigation of the transcranial direct current stimulation tDCS,effect on executive functions (selective attention and flexibility) of students with dyslexia. In this semi-experimental study, one with pre-test and post-test. the statistical population has been all students of elementary school who had dyslexia in Sirjan city in school year of 95-96 that Out of this number, 20 subjects, including 6 boys and 14 girls in the first and second grades, were selected through the sampling method. The students were randomly divided into two control and experimental groups. After doing the pre-test, experimental group was exposed to tDCS 10 sessions and each session for 20 minutes and then post-test was given to both control and experimental groups. In order to gather data Stroup and Wisconsin tests were used. Data were analyzed by multivariate analysis of variance (MANCOVA) and SPSSv22. Results showed that there is a significant difference between the control group and the experimental group in selective attention and flexibility(P<0/001). It was concluded that tDCS has positive impact on selective attention and flexibility in children with dyslexia.