مریم عمیدی مظاهری

Eye health is essential for quality‑of‑life. The present study aimed to design an eye care behaviors assessment instrument for the student community and evaluate its psychometric properties.

The present mixed‑method cross‑sectional study was conducted in two sections using Creswell and Plano Clark methods for instrument development. The study was conducted in Isfahan, Iran, in 2021. The first section (textual analysis and qualitative research) explained and developed the instrument’s fundamental items. This section included in‑depth, semistructured interviews with 21 students and eight experts. The second section measured the psychometric properties of the instrument. Twenty students assessed the instrument’s qualitative and quantitative face validity in this section. The instrument’s content validity ratio (CVR) and content validity index (CVI) were evaluated. In addition, exploratory factor analysis (performed by 251 students) was used to establish construct validity. Internal and test–retest reliability was determined using Cronbach’s alpha and intraclass correlation coefficients (ICC), respectively.

During face and content validity assessment, a 37‑item questionnaire was finalized. Exploratory factor analysis led to the identification of three factors, including “examinations and glasses‑related behaviors,” “symptom‑related behaviors,” and “screen‑related behaviors.” The three extracted factors accounted for 37.9% of the variance. Cronbach’s alpha was equal to 0.874 when evaluating internal consistency, and the ICC value for the total score of the questionnaire was 0.885 (0.810–0.941), indicating excellent test–retest reliability.

These results demonstrate the questionnaire’s validity and reliability. This instrument assesses the prevalence of university students’ most significant eye health risk behaviors. Consequently, it helps prevent eye problems.

Social skills are necessary for teenagers to have good interactions, accept roles, and adapt to conditions in the community. The present study investigated the effect of cognitive‑behavioral educational intervention on students’ social skills.

This experimental study was completed on 102 female students in Khomeini Shahr, Isfahan. Fifty‑seven students participated in the online cognitive‑behavioral educational program of social skills for five sessions, and 57 students were assigned to the control group. The data from the Matson Evaluation of Social Skills with Youngsters (for subjects aged 4–18 years old) were collected before and 1 month after the interventional program. The data were analyzed using SPSS 25, independent t‑test, Mann–Whitney test, and Chi‑squared test.

The independent t‑test showed that before the intervention, the total mean score of social skills and its variables were not significantly different between the intervention and control groups (P > 0.05). However, after the intervention, the total mean score of social skills and the variables of appropriate communication skills, relationship with peers, and impulsive behaviors in the intervention group was significantly more than the control group, but the mean scores of antisocial and arrogant behaviors (haughtiness) were not significantly different between the two times in the intervention and control groups.

The results show that participation in educational intervention significantly increased student’s social skills development; it is suggested to incorporate cognitive‑behavioral intervention in educational programs for adolescents.

Attention deficit hyperactivity disorder (ADHD) is a common disorder in child psychiatry, which has a greater impact on the future life of the children affected in case of being untreated and undiagnosed. Given the undeniable role of teachers in improving this disorder and preventing its destructive consequences on children, the present research has examined the knowledge, attitude, and practice of elementary school teachers regarding ADHD.

This was a descriptive, cross‑sectional study carried out in 2019. One hundred and twenty teachers were randomly selected as samples among public and private schools in three districts of Isfahan. Data were collected by a self‑administrated questionnaire including demographic variables, knowledge, attitude, and practice of teachers regarding ADHD and were analyzed by descriptive and analytical statistics. The Spearman’s and Kendall’ correlation coefficient, t‑test, and Kolmogorov–Smirnov test were employed, and P < 0.50 was considered statistically significant.

The findings indicated that 65% of teachers had favorable knowledge toward ADHD, 50% of them had a favorable attitude, and 56% of their practice was desirable. The questionnaire showed that only their knowledge about ADHD symptoms was desirable, but their knowledge about cause of the disorder and its treatment was not sufficient. There was an inverse relationship between the knowledge, attitude, and practice of teachers with age, and between education and having a child, a significant direct relationship was discovered. Teachers of public schools compared to private school teachers had significantly better knowledge, attitude, and practice.

Teachers’ knowledge, attitude, and practice regarding ADHD was relatively high. However, it is necessary to educate teachers about etiology and methods of treatment of this disorder and behavior management of these students, especially private school teachers who need more education.

Employed women experience a wide range of stresses that will potentially impact on their quality of life, mental status, and marital satisfaction. The aim of this study was to determine the relationship between the above components in employed women.

The statistical population of this cross-sectional descriptive-analytical study was 124 married employed women of Khorramabad Health Center. The WHO Standard Questionnaire (SF-36), Perceived Stress Questionnaire (COHEN questionnaire), Marital Satisfaction Questionnaire (ENRICH questionnaire 47), and Demographic Information Questionnaire were used to collect data. Information was analyzed by SPSS software.

Most of the participants in the research had a good (45/2%) and very good (34/7%) quality of life. Most of them reported high (57/1%) and very high (15/3%) levels of marital satisfaction. Furthermore, the majority of women participating in the study had a low level (64/5%) of perceived stress. There was a significant inverse correlation between perceived stress and marital satisfaction (r = −0/446, P < 0.001) and quality of life (r = −0/612, P < 0.05). There was a direct correlation between marital satisfaction and quality of life (r = −0/449, P < 0.05). Linear regression analysis showed that the importance of quality of life and perceived stress scores, respectively, were significant predictors of marital satisfaction score. There was no statistically significant correlation between the total score of quality of life and marital satisfaction with demographic variables; only a weak relationship was found between perceived stress and family monthly income (r = −0/184, P= 0/04).

The findings of this study indicate that quality of life and perceived stress can be significant predictors of marital satisfaction in married employed women.

Background:

Mobile phone has played an increasingly important role in people’s lives; however, there is a global concern that it may cause adverse effects on health. This study aimed to assess the effect of educational intervention based on Health Belief Model (HBM) to decrease and prevent mobile phone addiction among female high school students.

and Methods This quasi-experimental study was done on high school students in Esfahan city in 2018-2019. During a period of 6 months, 112 female high school students were selected and randomly assigned to control and intervention groups. The educational intervention was implemented only in the intervention group (6 sessions of ninety minutes). Health Belief Model constructs were measured by self-report questionnaires and mobile phone addiction was measured by Persian version of mobile phone addiction scale before and two months after the intervention.

112 students (56 in control group and 56 in intervention group) participated in the study. There was no statistically significant difference between the baseline characteristics of students in both groups as well as HBM constructs and mobile phone addiction. Two months after the intervention, the mean score of mobile phone addiction among the students of intervention group students was decreased and in control group students, the score of mobile phone addiction was increased (P ≤ 0.05).  Constructs of the HBM except perceived barriers for reducing mobile phone use and perceived benefits of mobile phone use significantly increased in the intervention group compared to the control group (P <0.05).

According to the results, Educational intervention based on the HBM can prevent and decrease the mobile phone addiction in female students.

Parenting self‑efficacy, which is one of the main determinants of effective and positive parental behavior, has been commonly defined as the parents’ opinions and beliefs to develop their ability to affect their children in a way that raises their confidence development and adjustment. This study was performed to examine the effect of educational intervention on parenting self‑efficacy in parents of primary school students.

This quasi‑experimental study was conducted on 104 parents of primary school students in Khomeini Shahr city, Isfahan province of Iran, in 2017. In this study, 104 parents (52 couples) of primary school students were selected and randomly assigned to experimental and control groups. Then, an educational intervention was implemented in the experimental group during 6 sessions of 2 h while the control group received only the usual family school education program. The parenting self‑efficacy was measured before the intervention and 2 months afterward. The data were analyzed by independent t‑test, paired t‑test.

There was no statistically significant difference between the demographic variables of parents in both groups. Both the experimental and control groups were similar in terms of age, number of children, education, and employment as well as parenting self‑efficacy. Two months after the intervention, the mean of total parenting self‑efficacy, as well as play and entertainment with the child, discipline and boundaries, self‑acceptance, learning and knowledge in the experimental group, were significantly higher than the control group, but the mean scores of other areas were not significantly different between the two groups (P > 0.05).

Educational interventions that engage parents in group task and facilitate expression of experiences, are feasible in the primary school meetings and have a helpful effect on parenting self‑efficacy.

Life satisfaction and its determinants in married women are essential for the development of proper preventive programs. The aim of this study was to examine the relationship between the communication skills, self-efficacy, and self-esteem with life satisfaction in married women.

SUBJECTS AND METHODS:

This cross-sectional, descriptive study was conducted on married women who were selected by multistage random sampling, in Naien city health centers. Data were collected using the Satisfaction With Life Scale (SWLS), General Self-Efficacy Scale (GSE), Rosenberg Self-esteem Scale (RSE), and revised version of communication skills test. The data were analyzed using the SPSS version 20 by descriptive statistics. Pearson correlations and multiple regression analyses were used.
STATISTICAL ANALYSIS USED: Pearson correlations and multiple regression analyses and ANOVA were used.

According to the regression analysis test, 35.8% of the total variance in life satisfaction was accounted for by self-efficacy, communication skills, and self-esteem. Pearson correlations demonstrated that all correlations between the variables were statistically significant. In particular, self-efficacy, communication skills, and self-esteem had positively correlated with life satisfaction (P < 0.05).

General self-efficacy highly correlated with life satisfaction in married women. Therefore, in order to increase life satisfaction in married women, it is necessary to focus more on self-efficacy promotion strategies.

CONTEXT:

In recent years, the media have had very massive effects on individuals, especially children and adolescents. Hence, they should be able to use media rationally also be able to create digital, multimedia texts, and attain media literacy. Media literacy is a skill based on understanding and gives the audience the opportunity to use the media appropriately and critically.

The aim of this study was to investigate the relationship between media literacy and mental psychology of high school students in Semirom city.
SETTINGS AND DESIGN: This correlational study was conducted with the participation of 139 adolescent girls selected using multi-stage random sampling, in Semirom city, Isfahan province, the Central of Iran, in 2017.
SUBJECTS AND

Data were measured using researcher-made media literacy questionnaire, psychological well-being Scales of Ryff.
STATISTICAL ANALYSIS USED: Data were analyzed using SPSS software and descriptive statistics (Pearson correlations) were used. The statistical significant level was set as 0.05.

There was no significant correlation between family economic situation, parental education, and media literacy score. Media literacy was significantly correlated with total psychological well-being (r = 0.165, P < 0.05), personal growth subscale (r = 0.216, P < 0.05), and self-acceptance subscale (r = 0.218, P < 0.05).

Considering the importance of psychological well-being in adolescents' life, the design of educational interventions to increase media literacy is recommended.