جستجوی مقالات مرتبط با کلیدواژه "self esteem" در نشریات گروه "روانشناسی"

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.

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.

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.

The present study was conducted with the aim of comparing the effectiveness of life-therapy and compassion-therapy on self-respect and experiential avoidance in students suffering from cell phone phobia.

The research method was a semi-experimental design with a pre-test, post-test and two-month follow-up. The statistical population included all male and female students with mobile phone phobia of Azad University, Tehran West Branch, who were studying in the academic year of 2023. Among these students, based on the entry criteria and purposefully, 45 people were selected and randomly replaced in two experimental groups and one control group. The first experimental group received life-therapy intervention and the second experimental group received compassion-therapeutic intervention during 8 sessions of 90 minutes. The research tools were the questionnaires of mobile phobia, Ildrim and Correa, Cooper Smith's self-respect, and experimental avoidance by Gamez et al. The data were analyzed by repeated measurement variance analysis, Benferoni post hoc test and SPSS27 software.

The results showed that life-therapy and compassion-therapy interventions are effective in improving self-respect and experiential avoidance; this effect was also stable in the follow-up neighborhood. Also, life-therapy had a greater effect on these variables in the post-test and follow-up phase than compassion-therapy.

Based on the results, it seems necessary to use life-therapy and compassion-therapy trainings in order to reduce the psychological damage caused by mobile phones; Therefore, psychologists and therapists can use life-therapy and compassion-therapy teaching methods along with other educational methods to reduce students' fear of cell phones.

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.

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.