nahid ramezani

The aim of this study was to predict academic conflict based on goal orientation, intelligence, and motivational beliefs in students.
In this descriptive-correlational study, the statistical population included all students of Hamadan University who were studying in the academic year 1399-1400. The sample size was selected based on Cochran's formula of 384 people using the convenience sampling method. Data collection tools were the Academic Conflict Questionnaire by Rio and Tsang (2011), Elliott and McGregor's goal orientation questionnaire (2011), Babaei's Intelligence Beliefs Questionnaire (1998), and Pantrich and De Groot's Motivational Beliefs Questionnaire (1990). Pearson correlation coefficient and regression analysis were simultaneously analyzed using SPSS software.
The results showed a significant positive correlation between avoidance mastery, performance-orientation, intelligence enhancement, self-efficacy, internal evaluation, and goal orientation with academic engagement, and a significant negative correlation between avoidance mastery, avoidance performance, intrinsicity, and test anxiety with academic engagement (p < 0.01). Beta coefficients in goal orientation and intelligence and motivational beliefs show that performance-tendency, increased intelligence, self-efficacy, and internal evaluation are positive and significant predictors of academic engagement, while performance-avoidance, innate intelligence, and test anxiety are negative predictors and significantly contribute to academic conflict (p < 0.05).
The results of this study can help higher education planners and implementers to adopt appropriate educational policies for students' academic engagement and the factors affecting it.
Extended abstract
Today, educational systems are facing many changes. One of the important challenges in the field of improving the quality of education and the success of students in their studies is to motivate them, and one of its most important indicators is the involvement of students in their studies (Wan and colleagues, 2014). The active involvement of the learner in academic affairs is one of the most important predictors of academic outcomes such as high grades, attendance at school, effective coping, and resilience (Skinner and Pitzen, 2014). By engaging in learning and learning tasks, cognitive and behavioral goals can be achieved (Azadi et al., 2018; Wang, 2013). Other factors also affect the cognitive engagement of students, one of the most important of which is goal orientation (Pospoki, 2018; Koopman et al., 2014). Goal orientation reflects the goals that students pursue while learning; Like motivation, goal orientation changes from internal to external (Koopman et al., 2014). Another factor related to academic conflict is intelligence beliefs. There is a significant relationship between intelligence beliefs and academic engagement (Hejazi Rastegar et al., 2018). Dweck considers intelligence beliefs to include intrinsic beliefs and incremental beliefs. Learners who have an incremental belief about intelligence mainly emphasize improving their skills and acquiring new knowledge and try to overcome past failures and believe that intelligence is not a fixed and unchangeable substance, but can be increased through effort and experience (Dweck and Molden, 2017). Another factor that is related to academic engagement is motivational beliefs (Mazhlumian et al., 2014), which according to Pintridge and DeGroot, is classified into three components: expectation, value, and emotion. The expectation component includes students' beliefs about their abilities to perform the assignment. The value component includes students' goals and their beliefs about the importance and interest in the assignment. The emotional component includes emotional reactions to the task (Rezaei et al., 2011).
 
In this descriptive-correlational study, the statistical population included all students of Hamadan University in the academic year of 2021. In this research, there were 10 predictive variables, which required at least 150 sample people. However, for better generalization, 384 people were selected to participate in the research. This research was conducted in the first half of the academic year 2021 among undergraduate students of Hamadan University of Medical Sciences. From the research population, 384 people were selected as available from the educational groups of health and paramedical faculties. The criterion for determining the sample size in the present study was Cochran's formula with a probability of 95%. According to the current conditions and the quarantine period caused by the spread of the coronavirus, data collection was done in the form of an internet link in the Porsline system and it was distributed in student groups. In this research, a questionnaire was used to collect the necessary data.
 
The results of the correlation matrix between research variables showed that there is a significant positive correlation with academic involvement between tendency mastery (p < 0.01, r = 0.729), tendency performance (p < 0.01, r = 0.741), increasing intelligence (p < 0.01, r = 0.288), self-efficacy (p < 0.01, r = 0.435), goal orientation (p < 0.01, r = 0.323), internal evaluation (p < 0.01, r = 0.559). There is a significant negative correlation with academic involvement between avoidance mastery (r = -0.446, p < 0.01), avoidance performance (r = -0.418, p < 0.01), belief in the innateness of intelligence (r = -0.685, p < 0.01), exam anxiety (p < 0.01, r = -0.400). To predict educational conflict based on goal orientation, intelligence, and motivational beliefs, multivariate regression analysis was done simultaneously. Beta coefficients showed that performance-orientation (β = 0.459), increased intelligence (β = 0.198), self-efficacy (β = 0.115), and internal valuation (β = 0.068) are positive and significant predictors of academic engagement, while performance-avoidance (β = -0.217), the innateness of intelligence (β = -0.263), and test anxiety (β = -0.269) are negative and significant predictors of academic conflicts. These findings are consistent with the researches (Rio, 2011; Saif, 2015; Azadi, 2018; Grochia, 2018; Pospoki, 2018; Mazloumian, 2013).
 
According to the results of the present research, due to the influence of orientational performance on academic engagement, it is better that the subjects of the study are recognized as enjoyable and useful for life in the eyes of the students, so that their internal motivation to learn increases, and in this way, they will have more insistence on learning. Also, considering the effectiveness of the avoidance function of academic inclusion, personal and educational experiences, and avoidance strategies of students, the importance of professional help to them to deal with stressful academic problems, knowledge of solutions to face problems, and teaching communication skills. Stress management techniques are important and should be considered. Students who hold innate intelligence beliefs focus on achieving adequate performance and expend minimal effort to overcome problems. Students who believe that intelligence is an innate and inflexible trait are more prone to learned helplessness and believe that hard work has no effect on improving this trait. Students with higher levels of hope are more focused on their goals and more motivated. Hope, as a positive psychological force, creates motivation in people that encourages them to achieve success and causes them to try and manage more in academic affairs to achieve success.
The findings of this research showed that tendency performance, avoidance performance, innate intelligence, additive intelligence, self-efficacy, internal evaluation, and test anxiety have the ability to predict students' academic engagement. According to the findings of the research, in order to increase the level of students' academic involvement, it is necessary to design and implement a formal and regular planning during the academic year, including the provision of psychological capital training workshops to strengthen and promote students' academic involvement.

Considering the growth of the population and the consequent high growth rate of elderely individuals, there is a great need to attend and recognize the problems related to the physical and psychological health of patients with dementia and their caregivers. Therefore, the present study aimed to find the effect of emotion efficacy therapy on entrapment and guilt in caregivers of patients with dementia.

It was a quasi-experimental study with a pre-test, post-test, follow-up, and control group. The statistical population of the study included the caregivers of patients with dementia who were referred to neurology clinics in Isfahan in 2022, among whom 30 were selected by purposive sampling, taking into account the inclusion and exclusion criteria and randomly assigned to experimental and control groups each comprising 15 caregivers. The experimental group underwent eight sessions of 90-minute emotion efficacy therapy, and the control group was placed on the waiting list without intervention. The data were collected by Entrapment Scale and Caregiver Guilt Questionnaire and were analyzed by multivariate analysis of covariance.

The results showed that emotion efficacy therapy significantly affected entrapment and guilt in caregivers of patients with dementia (p<0.05). Furthermore, the interaction of the effect of time and group membership was also significant for entrapment (internal, external), guilt (guilt about self-care, guilt about doing wrong by the care recipient, and guilt about not rising to the occasion as caregivers) except for the factor of guilt about having negative feelings towards other people and guilt about neglecting other relatives (p>0.05). It showed that the changes in the pre-test, post-test, and follow-up stages were significant in each group. The level of difference between the groups in the entrapment was 37.4%, and it was 49.3% for the guilt.

Emotion efficacy therapy affects and changes the stimuli and underlying factors, including ineffective beliefs and thoughts; as a result, it can be used to decrease the entrapment and the guilt in the caregivers of patients with dementia.

The high prevalence of dementia in the world and the psychological consequences related to it, including caregiving burden and compassion fatigue, puts the mental health of their caregivers at risk. The aim of this study was to determine the effectiveness of emotion efficacy therapy on caregiving burden and compassion fatigue in caregivers of patients with dementia.

This was a semi-experimental research of pre-test-post-test type with a control group, which was conducted in 2022 on the caregivers of dementia patients referred to neurology clinics in Isfahan city. Thirty people were selected by purposeful sampling, according to the entry and exit criteria and randomly replaced in two experimental and control groups. The experimental group received eight weekly 90-minute sessions of emotional efficiency therapy. The research tool was Zarit's burden of care and Stamm's professional life quality questionnaires. After analyzing the data, it was done with repeated measures variance analysis.

The effect of EET on reducing care burden and compassion fatigue in the post-test is 16.1% and 17.4%, respectively. The effect of EET on care burden and compassion fatigue variables in the follow-up phase is 15.2% and 15.6%, respectively. The difference between the two groups is not significant in the pre-test stage, but in the post-test and follow-up stages, a significant difference has been obtained between the control group and the test in both variables.

Emotion efficacy therapy has a significant effect on reducing care burden and compassion fatigue in caregivers of patients with dementia.

Caring for the patient is not always associated with negative symptoms, but the positive experiences and feelings of the caregivers due to the ability to help others can encourage them to continue care despite its negative consequences. Therefore, the present study aimed to compare the effectiveness of mindfulness and schema therapy with emotion efficacy therapy on compassion satisfaction and sense of competence in caregivers of patients with dementia.

The research was quasi-experimental with a pre-test, post-test, follow-up, and control group. The statistical population included the caregivers of patients with dementia who were referred to neurology clinics in Isfahan in the summer of 2022. In so doing, 45 caregivers were selected by purposive sampling and randomly assigned into two experimental groups and a control group, each comprising 15 caregivers. The experimental groups underwent eight 90-minute sessions of mindfulness and schema therapy and emotion efficacy therapy, and the control group did not receive therapy during this period. The data were collected by Stamm’s Professional Quality of Life Scale and Vernooij-Dassen’s Sense of Competence Questionnaire and were analyzed by repeated measures analysis of variance and Bonferroni post-hoc test using SPSS23.

Findings showed that both interventions increased compassion satisfaction and sense of competence in caregivers of patients with dementia, and the effects of both treatments continued into the follow-up phase (p<0.05). However, no significant difference was found between the two experimental groups (p>0.05).

As the findings revealed, mindfulness and schema therapy and emotion efficacy therapy can be used to enhance compassion satisfaction and sense of competence of caregivers of patients with dementia.

Moral intelligence training is one of the important components of child rearing that can be effective in improving the individual and social psychological status of children; therefore, the aim of this study was to determine the effectiveness of teaching the components of moral intelligence on resilience and psychological cohesion of students.

The present study was a quasi-experimental pretest-posttest study with a control group. The statistical population included all sixth grade male students in the second elementary school of baharestan city in the academic year 2018-19; thirty people from the target population were selected by convenience sampling and randomly assigned to the control and experimental groups. Data collection tools were included Connor and Davidson (2003) Resilience Scale and Antonovsky (1987) Psychological Cohesion Questionnaire. The intervention program of training the components of moral intelligence was performed in 8 sessions for the experimental group, but during this period no special intervention was performed for the control group, then both groups were tested. Data were analyzed using SPSS software version 22 and multivariate analysis of covariance at the significance level of α=0.01.

 In compiling this research, ethical aspects including preserving the originality of the texts, honesty and fidelity and satisfaction and awareness have been respected.

The results showed that after adjusting the pre-test scores, the mean scores of resilience and psychological cohesion of the experimental group increased significantly compared to the control group in the post-test (p<0.001); Therefore, it can be said that teaching the components of moral intelligence was effective in increasing resilience and psychological cohesion of students (p<0.001).

Based on the research findings, teaching students the components of moral intelligence can be a suitable intervention method to promote resilience and psychological cohesion.

Low vitamin D (vit D) serum levels have been linked to various diseases such as multiple sclerosis, cardiovascular diseases, and diabetes. Maintenance of optimal vit D level should be supported by foods and supplements. Limited food sources of vit D made researchers focus on food fortification in recent years. A systematic review of randomized controlled trials reporting the impact of vit D food fortification on 25-hydroxy vitamin D [25(OH)D] level was conducted on PubMed, Scopus, ISI Web of Science and Google Scholar from inception up to August 2017. Sixteen studies met the inclusion criteria and most of them (n =14) have represented the significant effect of food fortification on the improvement of vit D status of the participants. However, two studies failed to find any reasonable associations. Furthermore, it was observed that vit D food fortification has a greater impact on the people with lower 25(OH)D serum levels. Fortification of foods with vit D has a significant impact on serum 25(OH)D concentrations. Therefore, food enrichment is an economical and effective approach for different populations to prevent vit D deficiency.

Psoriasis is a chronic and inflammatory skin disease, that mental - cognitive factors are involved in the creation and continuity of the problem. The aim of this study is comparison of personal characteristics and anxiety sensitivity in people with and without Psoriasis. By using casual-comparative research project and available sampling method among volunteers, 130 people with Psoriasis and 130 people without Psoriasis were selected. All subjects answered to NEO five-factor inventory items (NEO-FFI) and anxiety sensitivity indexes (ASI-3., Taylor et al., 2007) and demographic information in one session. The results showed that personality traits in people with Psoriasis in scale of openness to experience are different from people without Psoriasis ,and the mean of anxiety sensitivity in people with psoriasis are significantly (p

Although the results were conflicting, the Paleolithic diet (PD) was proposed to be effective in improvement of metabolic status. We aimed to conduct a systematic review and meta-analysis on the randomized controlled clinical trials (RCTs) evaluating the effects of PD on glycemic markers. Online databases such as PubMed, Scopus, Web of Science, and Google Scholar were searched up to December 2017 without any restrictions. The weighted mean difference (WMD) was also calculated using random effects model. Eventually, eight good quality studies were included in the present systematic review and meta-analysis. The pooled analysis showed that although adherence to the PD led to reduction of fasting blood glucose (FBG) concentrations, it was no statistically significant (WMD = -0.31, 95% CI: -0.70, 0.07, P = 0.11). Moreover, compared with the control diets, the PD consumption did not significantly affect other glycemic markers such as 2-h post-prandial blood glucose (2h PBG), insulin, homeostasis model assessment for insulin resistance (HOMA-IR), and Hemoglobin A1c (HbA1c). Adherence to the PD had no significant effect on the glycemic markers, but reduction was observed in FBG levels.

This article has no abstract.

Malnutrition is a major problem in patients admitted to the intensive care unit (ICU). Choosing a proper enteral nutrition solution to provide their energy and nutrients requirements are very important. The present study aimed to compare the quality of commercial and non-commercial enteral nutrition solutions and evaluate their ability to meet nutritional needs of ICU patients.
This study was performed among 150 patients fed non-commercial enteral nutrition solutions and 120 patients fed commercial enteral nutrition solutions. Qualitative information such as age, sex and admission diagnosis was recorded from patient’s chart. Also the data regarding height, weight, arm circumference, Acute Physiology and Chronic Health Evaluation II (APACHE II) score and nutritional needs and intakes were measured. Data analysis was performed by SPSS software.
Findings: Although all values of nutrients in commercial enteral nutrition solutions was more than non-commercial enteral nutrition solutions, these differences regarding energy, protein, carbohydrates, phosphorus and calcium were not statistically significant. Nutritions delivered (energy, macro and micronutrients) in patients fed commercial enteral nutrition solutions was higher (P The contents of energy and nutrients in the commercial enteral nutrition solutions are more than the non-commercial enteral nutrition solutions. They can better meet the nutritional needs of patients.