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

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 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 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.

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.