narges arab-moghaddam

Religion as a social determinants of health(SDOH) has long been a topic of fascination and debate, affecting various aspects of human life, including behavior. Some behaviors cause social problems due to harmful consequences they have when they become popular. Risky health behaviors are part of these social issues

This study employs Interpretative Phenomenological Analysis (IPA) to explore individuals' perceptions of the role of religiosity in social problems in Shiraz in 2022 . To gain deeper insights into this relationship, we conducted semi- structured in-depth interviews with 14 participants, who engaged in various forms of risky behavior.

The study revealed four distinct themes:  a constructive viewpoint, where religion was seen as integral to addressing social issues, guiding individuals towards positive behavior;  a destructive viewpoint, where religion was perceived as a source of harm and risky behavior;  a separation between social issues and religion, indicating that certain social problems and behavior transcend religious definitions; and  the interaction of religion with some factors which underscores the interplay between religion and other determinants, such as economic status, in shaping perceptions of social problems. Economic status emerged as a significant factor influencing participants' perspectives on social issues and risky behavior.

This study showed that understanding of people involved in high-risk behaviors about the role of religion in the occurrence of these behaviors and social damages are very different. Some consider religion to be very effective in preventing these behaviors, and some consider religion to be the cause of social damage, emphasizing the importance of considering these diverse perspectives in addressing social issues in contemporary society.

This study aimed to explore the opinion of academic staff about the necessity of investment in E-learning development and the issues that are encountered with the investment of E-learning. This research is a qualitative multi-method and has been done using two meta-synthesis qualitative and phenomenological designs. The meta-synthesis design was based on the six-step method of Sandlowski and Barroso (2007). Accordingly, the meta-synthesis team was formed with the presence of three curriculum planning experts and two meta-synthesis research experts. In the phenomenological method, the participants were 12 academic staff selected from Shiraz University in Iran and Sheffield Hallam University in the UK through purposive samples. A qualitative design was adopted using semi-structured interviews. In general, the analysis showed academic staff’s positive opinion about the necessity of E-learning development. Three main themes emerged after thematic analysis which showed that to develop E-learning three issues must be addressed: Technological-infrastructure issues, pedagogical issues, and cultural issues. The result has brought some different experiences and cultural issues. Both universities claimed that investment is worthwhile. But cultural issues are a subject that needs to be considered while investing in E-learning. It brings a good research area to explore cultural diversity and different attitudes in various cultures towards the development of E-learning.

This research aimedat examining the relationship between religiosity and resilience among secondary and high school students in Shiraz. For this purpose،540 students (281 girls and 259 boys) were selected via clustered random sampling، from all secondary and high schools of Shiraz city. Glock and Stark’s (1965) religiosity scale and Connor and Davidson’s (2003) resilience scale were administrated to the sample. The data was analyzed using descriptive statistics، Pearson correlation، stepwise regression، and independent samples t-test. Results of the study indicated that all dimensions of religiosity had positive significant relationship with resilience، both in girls and boys. However، only consequential and emotional dimensions of religiosity were significant predictors of resilience. Emotional dimension in boys and emotional and consequential dimensions in girlswere the significant dimensions of religiosity in predicting students’ resilience. In addition، the mean of resilience among boys was significantly higher than the mean for girls. The results revealed that religiosity can promote students’ resilience. Some suggestions were made for future research and decision making in educational system.

The aim of this study was to predict girls’ runaway from home using the five factor model of personality. In a retrospective study, 37 runaway girls who were incarcerated and kept by relevant organizations, were selected using convenience sampling. Considering the mean age of the runaway girls, 37 single females residing in middle to low socioeconomic neigh-borhood in Shiraz, were selected as the control group. The Big Five Personality Inventory along with a number of questions for acquiring demographic information were administered to the parti-cipants. Hierarchical logistic regression indicated that only neuroticism could significantly predict the runaway of girls; and the level of neuroticism had a positive correlation with runaway. In addition the interaction between fathers’ jobs and conscientiousness in girls was significant (p<0.05); in other words, an increase in conscientiousness along with the high job status of father reduced the risk of runaway. However, the relationship of conscientiousness with a reduction in runaway was insignificant in lower job status. Big Five personality traits are not powerful predictors of girls’ running away. It seems that using more specific personality scales and attention to interaction between personality and environmental factors could improve the power of predicting girls’ runaway based on their personality characteristics. Moreover, personal factors appear to be more powerful predictors of girls’ runaway from their homes in higher socio-economic classes.