جستجوی مقالات مرتبط با کلیدواژه "عزت نفس" در نشریات گروه "روانشناسی"

Within the framework of the housewife role, society often expects housewives to exhibit passive, emotional, obedient, and self-sacrificing behaviors. These expectations become internalized over time and adversely impact the social health, communication skills, and self-esteem of housewives in social relationships. However, no study has yet conducted a comparative examination of emotional safety training and its enrichment with self-compassion on self-esteem, attachment, and social-emotional competence in housewives.

The present study aimed to comparing the effectiveness of emotional safety training and its enrichment with self-compassion on self-esteem, attachment, and social-emotional competence in housewives.

This research method was a was a semi-experimental type of pre-test-post-test with a control group and a two-month follow-up. The statistical population included all housewives in Mashhad city in 2023, of which 45 women were selected based on inclusion and exclusion criteria using the available sampling method and were randomly divided into three groups of 15 including two experimental groups and a control group. The first and second experimental groups were subjected to training based on emotional safety training (Catherall, 2006) and emotional safety enrichment with self-compassion (salehi, 2023) during twelve 90-minute sessions, and the control group did not receive any training. Questionnaires for self-esteem (Rosenberg, 1965), attachment (Collins and Read, 1990) and social-emotional competence (Zhou and Ee, 2012) were completed in three phases: pre-test, post-test, and follow-up. The data were analyzed using the analysis of variance test with repeated measurements and SPSS version 22 software.

The findings showed that both emotional safety trainings and emotional safety enriched with self-compassion significantly enhanced self-esteem, attachment, and social-emotional competence in housewives (p< 0.05). Also, emotional safety enriched with self-compassion was significantly more effective compared to emotional safety training (p< 0.05), These results were maintained during the follow-up period

With emotional safety training enriched with self-compassion in addition to emotional regulation in housewives, secure attachment is strengthened, self-esteem and social-emotional competence are enhanced, leading to self-compassion. which could be a reason for the differential effectiveness of this training.

Therefore, the present study was conducted with the aim of determining the relationship between self-esteem and secure style with fear of marriage in students mediated by psychological hardiness.

The present study was descriptive-correlational. The statistical population was all male and female students of Islamic Azad University, Sardasht Branch, 670 of whom were selected through purposive sampling. Rosenberg's self-esteem questionnaire , Hazan and Shaver's attachment styles, Ahvaz psychological hardiness, and Richard's fear of marriage were used to collect data. Data analysis was also performed using Spearman's correlation tests and structural equation modeling in SPSS and AMOS version 24 software.

Self-esteem had an inverse and significant effect on fear of marriage (β=-0.330, P<0.001). Safe style also had a significant and inverse effect on fear of marriage (β=-0.210, P<0.001). Psychological hardiness also had a significant effect on fear of marriage (β=-0.20, P<0.001). The indirect effect of self-esteem on fear of marriage through psychological hardiness was also significant (β=-0.054, P<0.001). At the same time, the indirect effect of safe style on fear of marriage through psychological hardiness was also significant (β=-0.062, P<0.001).

Self-esteem, safe style, and psychological hardiness had a significant inverse effect on fear of marriage, which emphasizes their reducing role in this phenomenon. Specifically, it was found that self-esteem and a secure style reduced fear of marriage not only directly.

Students are one of the important and effective social groups of the society, and it is very important to pay attention to their self-efficacy. Therefore, the purpose of this study was to determine the fit of the model of predicting students' quality of life based on emotional intelligence and self-esteem with the mediating role of self-efficacy. The current research is applied in terms of purpose and descriptive-correlation type using structural equation modeling. The statistical population of all the students of Islamic Azad University of Qom Medical Sciences Unit was 1128 people, and 289 people were selected based on Klein's method and based on purposive sampling. The research tools included World Health Organization's Quality of Life Questionnaire (1965), Sherring's Siberian Emotional Intelligence Questionnaire (1998), Rosenberg's Self-Esteem Questionnaire (1965), and Scherer's General Self-Efficacy Questionnaire (1982). The results showed that the quality of life of students has a significant relationship with emotional intelligence, self-esteem and self-efficacy at the level of 0.01, and there is also a significant relationship between emotional intelligence and self-esteem, and using multiple linear regression, it was determined to be 16.5%. From the variable changes, the quality of life is determined by predictor variables of emotional intelligence and self-esteem. It can be concluded that by improving the levels of emotional intelligence, self-esteem and self-efficacy, the aspects of quality of life can be increased in students. The result of the present research can be used by organizations and bodies to increase the quality of life of students.

The purpose of this study was to investigate relationship between parent-child relationship and quality of relationship with parents with identity crisis in adolescent girls of Isfahan city, taking into account mediating role of interpersonal problems, differentiation and self-esteem. The method was descriptive research of correlational type and statistical population included all teenage female students of Isfahan city, from which 300 people were selected by multi-stage cluster random sampling method. After removing incomplete questionnaires, analysis was done on 254 questionnaires. Data were collected through questionnaires on identity crisis, parent-child relationships, and quality of relationships with parents, self-esteem, interpersonal problems, and differentiation. Descriptive indices and structural equation analysis were used to analyze data. The results showed that quality of relationship with parents and parent-child relationship is directly and indirectly related to identity crisis through self-esteem (p<0/05), but quality of relationship with parents and parent-child relationship has no significant relationship with identity crisis through interpersonal problems and differentiation (p>0/05). Findings of present study showed that in order to prevent identity crisis in teenagers, it is necessary to emphasize importance of improving self-esteem in them, especially through parent training in order to improve quality of relationship with parents and parent-child relationship.

The aim of this study was to determine the effectiveness of rational-emotional behavior therapy (REBT) on reducing the symptoms of persistent depression in junior high school girls. The research design was quasi-experimental with pretest-posttest design and control group. The statistical population of the study consisted of all first-grade high school students in Najafabad. Among them, 30 people in the first stage based on the Kovacs questionnaire (CDI, Kovacs 1985) and in the second stage based on the Depression Test of Children and Adolescents (CADS, Jan Bozorgi, Hosseini, 2005) and also clinical interviews (Sadock & Sadock, 2015), with criteria of persistent depression Were identified and selected as a sample, which were randomly replaced in experimental (15) and control (15) groups, then group counseling intervention in a logical-emotional manner in 14 sessions of 60 to 90 minutes and twice in Weeks were done for the experimental group. The research results were analyzed using univariate analysis of covariance and multivariate analysis of covariance. The results showed that rational-emotional group counseling (REBT) had a significant effect on reducing the symptoms of persistent depression in the experimental group (P <0.05). It seems that rational-emotional intervention can be used to increase self-esteem and reduce feelings of dissatisfaction, feelings of futility in persistent depression. This treatment improves persistent depression in adolescent girls.

The purpose of this study was to explain the effectiveness of attribution training on self-esteem, resilience and achievement emotions of students. The present study was a pilot study with pre-test and post-test with control group. The statistical population of the study consisted of all high school female students of Arak city who were studying during the school year 2022-2023. From this society, 30 students were selected by cluster sampling and pre-test was performed. From this sample, 15 students in the experimental group and 15 students in the control group were randomly lost. Then the training sessions were applied to the test group. Then, from both groups, the post-test was performed. The instruments used in this study were Connor-Davidson Resilience Scale (2003), Rosenberg’s Self-Esteem Scale (1965) and Achievement Emotions Questionnaire (2002). Data were analyzed using covariance analysis. Results showed significant improvement in self-esteem scores, resiliency and achievement emotional of the group as compared with the control group. Therefore, teaching documents can be used to help students improve their academic performance.

The purpose of this research was to investigate the effectiveness of adolescent-oriented mindfulness training and positive psychological interventions on self-esteem and sleep problems of adolescent girls in city of Abadeh.

The present research method was a post-event descriptive quasi-experimental study with control group. The statistical population of this research was all female teenagers studying in city of Abadeh, 45 of whom were selected through purposeful sampling and randomly assigned to three groups (adolescent-centered mindfulness training, positive psychological interventions, and control groups). The measurement tool was Cooper Smith's Self-Esteem Questionnaire and Pittsburgh's Sleep Quality Questionnaire.

The findings showed that the relationship between pre-test and post-test in self-esteem scores and sleep problems is significant (p<0.05). Other results also showed that the main effect of the group is significant, which indicates that the main variables of the research, namely, self-esteem and sleep problems in the post-test stage, are significantly different in the two experimental and control groups (P=0.001).

The results of multivariate and univariate covariance analysis showed that adolescent-oriented mindfulness training and positive psychological interventions increase self-esteem and reduce sleep problems in adolescent girls. Also, mindfulness intervention had a greater effect on increasing self-esteem and reducing sleep problems in adolescent girls than positive psychotherapy intervention.

The aim of the present study was to investigate the effectiveness of meta cognitive interpersonal approach training on rumination and self-esteem in women who had been betrayed. The research design and purpose of this study were the foundation for the quasi-experimental and pretest-posttest methodology, which included a control group. The statistical population of the research consisted of all the women who visited the counseling clinic in Isfahan in 2021 as a result of their husband's infidelity. A sample of 30 individuals was selected based on the study's eligibility criteria and subsequently divided into two experimental and control groups of 15 individuals each. Before and after the intervention, participants completed the Ruminative Response Scale (RS) and Rosenberg’s Self-Esteem Scale (RSES). Subsequently, the experimental group was subjected to eight 90-minute sections of meta cognitive interpersonal therapy. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (multivariate and univariate analysis of covariance) in SPSS-25 software. The analysis revealed that meta cognitive interpersonal approach training resulted in an increase in self-esteem, a decrease in rumination, and a rise in self-esteem in betrayed women. It is suggested that meta cognitive interpersonal approach should be used to reduced rumination and increased self-esteem in betrayed women, in order to improve the mental health of women affected by marital infidelity.

Compared to their age peers, children with delayed language development show lower language abilities than the expected level and have problems in their daily life. Therefore, the aim of this research was to investigate the effectiveness of child-centered neuropsychological program combined with emotion regulation on emotion regulation, self-esteem and language performance in children with delayed language development.

The research method was semi-experimental and pre-test and post-test with a control group. 30 children aged 4-8 years with delayed language development in Yazd city were selected by available sampling method and randomly divided into two groups of 15 people, control and experimental. The data collection tools were Shields and Chikti's emotion regulation scale (1995), Azizi Moghadam's self-esteem questionnaire (2006) and Nyusha's growth assessment test (Malairi et al., 2017). Data analysis was done using multivariate and univariate correlation analysis test with SPSS-26 software.

The results of the research showed that the integrated child-centered neuropsychological program with emotion regulation on emotion regulation (f=50.137), self-esteem (f=76.701) and language performance (f=111.93) are significantly effective. has been (P>0.05).

The general conclusion showed that the integrated child-centered neuropsychological program with emotion regulation on emotion regulation, self-esteem and language performance in children with delayed language development is effective and the ability to improve language performance and manage emotions and self-concept in the group is studied

The purpose of this study was to compare the effectiveness of emotion-focused therapy and self-compassion-focused therapy on self-esteem and shame experienced in women with binge eating. The present study is a semi-experimental pre-test post-test design with a two-month follow-up. The statistical population was all women with binge eating disorder in Tehran city in the year 2023. First 45 people were selected and then replaced by a simple random method in 2 experimental groups and 1 control group. The tools of this research included Gomali et al.'s binge eating severity (BES, 1982), Rosenberg's self-esteem (RSEs, 1989), Cook's internal shame (1998), and Goss' external shame (1994) scales. Variance analysis with repeated measures was used for data analysis. The results showed that there was a significant difference between the mean of self-esteem and the shame experience in both emotion-focused and self-compassion groups in the post-test and control groups (P<0.05). That is, two interventions have significantly increased self-esteem and reduced shame experience compared to the control group. Also, the results of the Bonferroni test for comparing the mean effectiveness of the two groups showed no significant difference between them in increasing self-esteem and reducing shame in these individuals (P>0.05). Therefore, it can be concluded that despite the effectiveness of both interventions in increasing self-esteem and reducing shame in women with binge eating disorders, the superiority of one intervention over the other is not statistically significant.

This study aimed to determine and compare the effectiveness of parent-child relationship training based on acceptance and commitment and cognitive-behavioral therapy on children's self-esteem. This study was conducted in a semi-experimental way with a pre-test and post-test design with a control group. The statistical population included the students in the first year of high school in one district of Tabriz in the academic year 2020-2021 and their mothers. According to the purpose of the study, 63 mothers were selected as available statistical samples and randomly divided into three groups of 21 people (two experimental groups and one control group) and 63 students, the children of the same mothers, were placed in the experimental and control groups following their mothers.Mothers of one of the experimental groups received educational intervention based on acceptance and commitment, and the other group received cognitive-behavioral therapy using the relevant educational package during 10 sessions of 90 minutes for 10 weeks. Children's self-esteem was measured using the Heyer Self-Esteem Scale (HSS). The results showed that parent-child relationship training based on acceptance and commitment (F=115.74, P<0/01) and cognitive-behavioral therapy (F=75.43, P<0/01) were effective on children's self-esteem. The results showed that the educational intervention based on acceptance and commitment had a higher effectiveness than the cognitive-behavioral method with a significant difference (P<0/05 ). As a result, parent-child relationship education interventions with the help of techniques based on acceptance and commitment and cognitive-behavioral therapy with priority therapy based on acceptance and commitment can be used to increase and promote children's self-esteem.

The purpose of this study was to determine the effectiveness of cognitive emotion regulation training on self-esteem and self-awareness of female students with emotional failure. The method of this research was practical and semi-experimental in which a pretest-posttest design was used with a control group. The target population of this research was 22 female students of Hekmat Razavi Institute of Higher Education who had emotional failure, selected by voluntary sampling and were randomly divided into two experimental and control groups. The experimental group received training during ten 90-minute sessions, while the control group did not undergo any intervention. Ras Love Shock Questionnaire (1999) was used to screen the subjects, and Cooper Smith's self-esteem questionnaire (1967) and Cooper Smith's self-awareness questionnaire (1997) were used in the pre-test and post-test. The findings of this research showed that cognitive emotion regulation training significantly increased self-esteem and self-awareness in the experimental group compared to the control group (p<0.05). Cognitive emotion regulation training is a suitable method to increase self-esteem and emotional self-awareness in people who have suffered emotional failure and can be used as an intervention based on empirical evidence.

Internet addiction can include psychological pathology. Several variables play a role in Internet addiction, which can be mentioned as depression, anxiety, stress, and self-esteem with Internet addiction. The question of research is whether there is a correlation between internet addiction and depression, anxiety, stress and self-esteem?

The present study aimed to investigate psychopathologic correlates of internet addiction in Afghan Student studying in Iranian universities.

The current research was a descriptive correlational study that was conducted in the academic year of 2022-2023.A total of 268 people (159 boys, 109 girls), from Afghan students studying in Iranian universities, who were selected by stratified random sampling, completed three scales; Internet addiction test, depression, anxiety, stress test and Rosenberg self-esteem test were used. The obtained data were analyzed using Pearson's correlation, regression analysis and t-test.

Results revealed a significant positive correlation between depression, anxiety, and stress with Internet addiction (P< 0.01).Furthermore, depression, stress, and anxiety were found to be significant predictors of Internet addiction (P< 0/0001). Anxiety which accounted for 13% of the variance was the best predictor, followed by depression (2%) and stress (3%).The Prevalence of internet addiction was significantly higher among male subjects. Finally, our results suggested that Self-Esteem is largely irrelevant to internet addiction (P> 0.05).

Internet addiction can include psychological pathology. Several variables play a role in Internet addiction, which can be mentioned as depression, anxiety, stress, and self-esteem with Internet addiction. The question of research is whether there is a correlation between internet addiction and depression, anxiety, stress and self-esteem?

The present study aimed to investigate psychopathologic correlates of internet addiction in Afghan Student studying in Iranian universities.

The current research was a descriptive correlational study that was conducted in the academic year of 2022-2023.A total of 268 people (159 boys, 109 girls), from Afghan students studying in Iranian universities, who were selected by stratified random sampling, completed three scales; Internet addiction test, depression, anxiety, stress test and Rosenberg self-esteem test were used. The obtained data were analyzed using Pearson's correlation, regression analysis and t-test.

Results revealed a significant positive correlation between depression, anxiety, and stress with Internet addiction (P< 0.01).Furthermore, depression, stress, and anxiety were found to be significant predictors of Internet addiction (P< 0/0001). Anxiety which accounted for 13% of the variance was the best predictor, followed by depression (2%) and stress (3%).The Prevalence of internet addiction was significantly higher among male subjects. Finally, our results suggested that Self-Esteem is largely irrelevant to internet addiction (P> 0.05).

Considering that Internet addiction can be predicted through the dimensions of depression and anxiety; therefore, the results of this research have important points in the field of education of students suffering from Internet addiction and therapeutic interventions to control their psychological dysfunction.

Considering that Internet addiction can be predicted through the dimensions of depression and anxiety; therefore, the results of this research have important points in the field of education of students suffering from Internet addiction and therapeutic interventions to control their psychological dysfunction.

Today, the practice of tattooing or piercing has become a widely popular activity, especially among young people, all over the world, yet it has received little research or attention in Iran. The present study aimed to investigate the relationship between self-esteem and five main personality factors with the mediating role of social networking on people with tattoo/piercing.

This research adopted a descriptive correlational design. The study population consisted of all individuals with tattoos residing in Shiraz, from whom 183 participants were selected through convenience sampling from February 2021 to October 2022. The research tools included the Coopersmith Self-Esteem Inventory (1967), the NEO Five-Factor Inventory (NEO-FFI) Short Form (1985), and the Social Networks and Media Questionnaire (Jahanbani, 2018). For data analysis, the Partial Least Squares (PLS) approach for Structural Equation Modeling (SEM) using SmartPLS software was utilized.

The results showed that there was no significant relationship between Self-Esteem and the Five Main Factors of Personality, even when Social Media was considered as a mediator (P<0.05). These results were confirmed by the value of the path coefficients and the goodness-of-fit index.

This result indicates that with the widespread use of social media among people of various characteristics today, this type of connection does not play a significant role in the relationship between self-esteem and different dimensions of personality, especially in the community of individuals with tattoos. This finding suggests that while social media use is prevalent, it is not as influential in shaping these relationships as other factors might be.

Self-esteem is one of the important characteristics of a person's personality, which plays an important role in his success in personal and social life. Self-esteem helps a person strive for success with more enthusiasm and motivation and be positive and optimistic about the future. The present research was conducted by meta-analysis method and by combining the research on the relationship between self-esteem and academic progress. The statistical population of the present meta-analysis of the available research is related to self-esteem and academic progress in the available computer databases in Iran, such as the Academic Jihad Scientific Database (SID), the Information Bank of the country's publications (Magiran), the database of Noor specialized magazines (NoorMagz) from 1386 to 1400 as well as foreign scientific databases Science Direct, PubMed and Google Scholar that were published in the years from 2000 to 2021. Based on the inclusion and exclusion criteria for primary research and sensitivity analysis, 57 effect sizes out of 64 studies were examined by CMA software. The results of this research showed that the effect size of the random model summary was equal to 0.333, which is statistically significant and indicates a positive relationship between self-esteem and academic achievement. As a result, paying attention to learners' self-esteem and formal education in educational environments is a necessity that should be considered more and more.

Based on conducted research, self-esteem in students has been identified as a crucial component influencing their academic performance. On one hand, the effectiveness of social responsibility education has also been examined concerning students' performance. However, to date, there has been no study specifically investigating the effectiveness of social responsibility education on the self-esteem of students.

The purpose of this research was to determine the effectiveness of education based on social responsibility on students' self-esteem.

A quasi-experimental design was used. The participants were 9th grade male students in Tehran in the academic year of 2001-2001. A sample of 34 people (17 experimental group, 17 control group) was selected by random cluster sampling method. They were randomly assigned to two experimental and control groups. They were randomly assigned to two experimental and control groups. The experimental group received 10 45-minute sessions of training based on social responsibility, and the control group did not receive training. Before, after and 30 days after the intervention, the self-esteem questionnaire (Coopersmith, 1967) was completed by the students. Hypotheses were tested with repeated measures analysis of variance. 24SPSS software was used.

The findings showed that education based on social responsibility increased family (0.18), academic (0.37), social (0.36) and general (0.16) self-esteem. The effect of training based on social responsibility was stable until the follow-up stage.

Self-esteem and its side effects are dependent on students becoming responsible in the social dimension. To improve self-esteem, it is appropriate to use responsibility training intervention. The practical implications of the findings are discussed.

The aim of the present study was to investigate the effect of teaching dialogic skills to mothers on self-esteem, communication skills and child-to-mother attitude in sixth grade elementary school students in Bojnord city. The present study was a semi-experimental study with a pre-test-post-test design. The statistical population of the current research included all the mothers of sixth grade students in Bojnord city level schools. Due to the unknown number of members of the statistical population of the research, using the available sampling method, 60 mothers of students of selected schools were investigated and studied in two groups of 30 people, control and experiment. Questionnaires used in this research included Cooper Smith's self-esteem scale (1967), Jarbak's communication skills (2004) and Hudson's attitude towards mother (1992). To analyze the data and hypotheses, the statistical test method "Repeated Measurement Variance Analysis" and SPSS software were used. The findings showed that teaching dialogic skills to mothers has a positive and significant effect on students' self-esteem, communication skills, and child-to-mother attitude

 The present research was conducted with the aim of investigating the effect of correcting girls' cognitive bias towards physical appearance on their desire for cosmetic surgery and self-esteem. The research method in this study is semi-experimental and using a pre-test and post-test design with a control group. The statistical population of the research included the female students of the non-profit Foulad University of Technology in the academic year 1401, of which 200 were selected using the purposeful sampling method and completed the body image questionnaire. Then, 45 students whose questionnaire scores were above the average were selected and placed in two experimental groups (22 people) and control (23 people) using the random assignment method.The research tools were: Cooper Smith's Self-Esteem Questionnaire, Cosmetic Surgery Tendency Questionnaire, Probe Dot Test. First, a pre-test was taken from both groups, and then 10 sessions of 30 to 40 minutes were held individually for the experimental group (8 sessions to correct cognitive bias and 2 sessions to measure bias and fill in questionnaires). During this time, the control group did not receive any training. After completing the training, a post-test was taken from both groups and the collected data were analyzed by SPSS software.  The findings showed that correcting cognitive bias towards physical appearance reduces cognitive bias towards physical appearance (P<0.01) and decreases desire for cosmetic surgery in student girls (P<0.01); But the effect of correcting cognitive bias towards physical appearance on self-esteem was not observed (P<0.01).  Cognitive bias correction can be used as an effective method. Although the current research is limited in generalizability due to the use of a single-sex sample and targeted sampling, the clear findings based on the effect of cognitive bias correction on reducing cognitive bias towards physical appearance and also reducing the desire for cosmetic surgery. It opens a new perspective regarding the effect of unconscious interventions aimed at correcting cognitive biases on mental health. Cognitive bias correction has more therapeutic effect than group cognitive behavioral therapy, because the effectiveness of cognitive bias correction treatment is probably caused by changing the selective information processing pattern and interpretation biases in the tests, which are based on the models Cognitive are effective in creating and maintaining disorder. Cognitive bias correction method changes biases through more experimental and subtle methods (compared to verbal and more obvious psychotherapy processes).

The aim of the present study was to investigate the role of self-esteem and attachment styles in choosing a spouse in newly married or about to marry Iranian couples. This research was of applied type and in terms of data collection method, it was descriptive, correlation of multivariate nominal logistic regression type with simultaneous method. The statistical population of the research included newly married couples who are about to get married in 2022, from which 227 couples were selected by non-random sampling and the research tools included spouse selection styles (2018), three-dimensional self-esteem questionnaire (2014) and revised questionnaire. Experiences in Close Relationships (1998) answered. The data was analyzed through descriptive and inferential statistics with SPSS version 23 statistical software. The findings showed that there is a significant relationship between the way of choosing a spouse with self-esteem and attachment styles (P0.05); In the sense that self-esteem and attachment styles (secure, insecure-fearful and insecure-denying) are predictors of choosing a spouse, based on these results, it can be said that self-esteem and attachment styles are an important item. It should be considered in pre-marriage counseling.