جستجوی مقالات مرتبط با کلیدواژه « حرمت خود » در نشریات گروه « پزشکی »

Nowadays, special attention has been paid to the preschool period, its lasting effects in all stages of life and the education of parents, especially mothers under 6 years old, in line with the positive changes and developments that occur in children. This research was conducted with the aim of the effectiveness of a mother's psychological empowerment on children's behavioral problems and self-esteem.

The research method was semi-experimental, pre-test, post-test and two-month follow-up with experimental and control groups. The research population consisted of mothers with children aged 4 to 6 years in Isfahan city in 2021, 30 of them were selected in the convenience method and were randomly replaced in two experimental and control groups (15 people in each group). The experimental group received the mother's empowerment package for 10 sessions of 90 minutes, and the control group did not receive any intervention during the research. The participants of both groups completed questionnaires of behavioral problems (Shahim and Yousefi, 2018) and self-esteem (Azizi Moghadam, 2018) in three stages. The data were analyzed by variance analysis with repeated measurements in SPSS-23 software.

The results of the repeated measures analysis of variance statistical method showed that the mother's empowerment program on behavioral problems (eta= 0.352, p< 0.001) and child's self-esteem (eta = 0.278, 0.001) p>) had a significant effect and the effectiveness of the training package remained in the follow-up stage (p>0.001).

Considering the effectiveness of the mother's psychological empowerment package training on children's behavioral problems and self-esteem, attention to this type of training is suggested to mothers, preschool centers, psychotherapists, and counselors in the field of child counseling and choosing the type of intervention for training parents.

Distress tolerance is increasingly playing an essential role in the onset and continuing of psychological trauma and prevention and treatment. This study aimed to investigate the relationship between family functioning and distress tolerance with the mediating role of self-esteem in female students.

This research method was fundamental in terms of purpose, and the data collection method was correlation and structural equation modeling. The study population included all ninth-grade female students in District 3 of Tehran in the academic year 2021-2022. The voluntary sampling method selected 220 students as the research sample. A Family Performance Questionnaire (Epstein et al., 1983), Distress Tolerance Questionnaire (Gaher and Simmons, 2005), and Self-Esteem Questionnaire (Rosenberg, 1965) were used to collect data. Structural equation modeling was performed using Amos24 software.

The findings showed that the structural model of the research has a good fit. The results showed that there is a direct relationship between family functioning and self-esteem (t = 9.02 and β = 0.63) and between self-esteem and distress tolerance (t= 6.30 and β= 0.58), but there was no direct relationship between family functioning and distress tolerance (t= 1.96 and β= 0.15). The results also showed an indirect relationship between family functioning and distress tolerance.

According to the results, there is a relationship between family functioning and distress tolerance of female students due to their self-esteem. Special attention to causal factors is suggested in formulating psychological interventions to increase the distress tolerance of female students.

Attention deficit/hyperactivity disorder (ADHD) is a prevalent childhood disorder that can result in a range of difficulties for the individual, as well as their peers, teachers, and parents, across various educational, social, and familial settings. The disorder is characterized by impulsive, hyperactive, and attention deficit behaviors. The current investigation aimed to assess the efficacy of self-compassion training on the self-esteem and perceived stress of mothers of children with ADHD.

The present study employed a quasi-experimental methodology utilizing a pre-test-post-test design with a control group. The statistical population consisted of mothers of 5–11 year old boys and girls diagnosed with ADHD in Rasht City during the 2020–2021 academic year. The research sample consisted of 28 mothers who were selected from the aforementioned statistical population using the convenience sampling method. These participants were then randomly assigned to either the experimental or control groups The experimental group underwent an 8-weekly session of the compassion training program, while the control group did not receive any intervention during this period of time. The control group was only engaged in meetings where they were asked questions that were not related to the domain of compassion. The study involved the assessment of two groups using Sorensen's Self-Esteem Questionnaire (2006) and Cohen et al.'s Perceived Stress Questionnaire (1983) during the pre-test and post-test stages. The data analysis was also analyzed by independent t-test with differential scores and SPSS26 software.

The post-test stage of the compassion training intervention showed that the experimental group's self-esteem scores significantly increased (t=-11.571, P<0.001) and its perceived stress levels were reduced (t=-9.642, P<0.001).

The results showed that compassion training, emphasizing components such as self-kindness during stress and hardships, human commonality, mindfulness, and being present at the moment, as well as being in peer groups, leads to improved levels of self-esteem and decreased perceived stress of mothers of children with ADHD. Therefore, it can be implemented as one of the parent education axes by professionals in various fields.

Academic success of students, as an efficient group and future builders of the country, is one of the important factors of their long-term professional and social progress and development in life. Thus, the present study was conducted with the aim of predicting the academic success of students based on the parenting style of their parents, with the mediation of self-efficacy and self-esteem in children.

The present research was applied in terms of purpose and descriptive-correlation in terms of data collection method, which was conducted using structural equation modeling method. The statistical population of this research included all elementary school boys in the 12th district of Tehran in the academic year 1401-1402, from which 300 people were selected according to the entry and exit criteria. Data collection tools included Academic Success Scale (Salehi, 2013), Parenting styles questionnaire (Bamrind, 1991), Self-efficacy questionnaire for Children (Morris, 2001) and Self-esteem inventories (Coppersmith, 1981). Finally, the data were analyzed using the correlation research method and the structural equation model method using SPSS26 and AMOS24 software.

The results showed that there is a negative and significant relationship between permissive and authoritarian parenting style with self-esteem and academic success, and there is a positive and significant relationship between authoritarian parenting style with self-efficacy, self-esteem and academic success (P<0.05). Also, a positive and significant relationship was observed between self-efficacy and self-esteem with academic success (P<0.05). The results showed that the indirect effect of permissive and authoritarian parenting styles on academic success through self-efficacy and the indirect effect of authoritarian parenting style on academic success through self-esteem were statistically significant (P<0.05).

Based on the results obtained in this study, it can be said that by improving self-efficacy and self-esteem skills, the relationship between parenting style and academic success of primary school students can be indirectly strengthened.

One of the main problems of working children is the problem of social adjustment and self-esteem. One of the available psychotherapies is cognitive-behavioral therapy and unified transdiagnostic therapy. Thus, the present study was conducted with the aim of comparing the effectiveness of unified transdiagnostic protocol with cognitive behavioral therapy on social adjustment and self-esteem in working children.

The current research was a quasi-experimental study with a pre-test-post-test design. The studied population included all the socially disadvantaged girls (working children) of Tehran in 2019, and 30 people were selected as the study sample with the purposeful sampling method and were randomly placed to two groups of Unified Transdiagnostic therapy and cognitive behavioral therapy. First, the social adjustment questionnaire (Sinha and Singh, 1993) and the self-esteem scale (Pope et al., 1998) were administered as a pre-test on both groups. The first experimental group received cognitive behavioral therapy for eighteen 90-minute sessions and the second experimental group received unified transdiagnostic therapy for fifteen 90-minute sessions. The data were analyzed by the method of analysis of variance with repeated measurements and SPSS version 25 software.

The results showed that both treatments managed to significantly increase their social adjustment and self-esteem in the post-test and follow-up stages in working children. However, the comparison of effectiveness between unified Transdiagnostic Protocol and cognitive-behavioral therapies shows that the effectiveness of the in self-esteem (partial ƞ2=0.34; P<0.01; F=14.46) and social adjustment (partial ƞ2=0.16; P<0.05; F=11.33) was more than cognitive behavioral therapy.

Pediatric transdiagnostic therapy was more effective in improving social adjustment and self-esteem than cognitive-behavioral therapy. Although UP-C has shown promising results, more clinical trials are needed to evaluate the effectiveness of UP-C in different communities and other concurrent mental states.

Stress, negative emotional states, emotional disorders, low self-esteem, and feelings of loneliness and isolation are among contributing factors, which can trigger disordered eating behaviors.

The present study aimed to investigate the association of perceived stress, social support, and self-esteem with disordered eating due to alexithymia.

In this correlational study with structural equation modeling, the statistical population consisted of individuals, who were referred to Baraka Obesity Treatment Clinic in Tehran, Iran, during 2021-2022. A total of 303 people with a body mass index above 30 kg/m2 were selected using the convenience sampling method. Data were collected using the Perceived Stress Questionnaire by Cohen et al. (1983), Perceived Social Support Scale by Zimmet et al. (1988), Rosenberg's Self-Esteem Scale (1965), Alexithymia Scale by Bagby et al. (1994), and Eating Behavior Questionnaire by Van Stein and colleagues (1986). The structural equation modeling method was used to analyze the data.

The results of the structural equation modeling indicated the significant direct effects of perceived stress (β=0.22, P<0.01), social support (β=-0.25, P<0.01), and self-esteem (β=-0.21, P<0.01) on disordered eating. Also, the indirect effects of perceived stress (Z=7.69, P<0.01), social support (Z=-6.13, P<0.01), and self-esteem (Z=-6.46, P<0.01) were significant on disordered eating through alexithymia.

The results of the present study showed that factors, such as the level of stress, social support, self-esteem, and identifying and expressing one’s emotions, can affect disordered eating behaviors. Therefore, by reducing stress and alexithymia and improving social support and self-esteem, disordered eating behaviors are speculated to decrease in obese people.

Autism spectrum disorder is one of the most common neurodevelopmental disorders, the diagnosis of which in children has a negative impact on the quality of life of parents, especially mothers. Thus, the present study was conducted with the aim of comparing the effect of cognitive behavioral training with an intervention based on acceptance and commitment on the self-esteem of mothers of children with autism spectrum disorder.

The current research was a semi-experimental study with a pre-test-post-test design that included two experimental groups and a control group. The study sample included 36 mothers with children with autism spectrum disorder in Rasht City in 2019, who were selected according to the entry and exit criteria. These participants were placed in one of three groups: cognitive behavioral intervention, acceptance and commitment therapy, or the control group. At first, the self-esteem questionnaire (Sorensen, 2005) was administered as a pre-test to all three groups. The first experimental group received cognitive behavioral training in ten 90-minute sessions, and the second experimental group received acceptance and commitment therapy in eight 60-minute sessions, while the control group did not receive any intervention. Then, a post-test was conducted with all three groups. And after three months, the follow-up was done. The data were analyzed using univariate covariance analysis.

The results of this study showed that the effectiveness of the on acceptance and commitment therapy for self-respect (1.318) was different from that of the cognitive-behavioral training group. And the results of the dependent t test showed that in the cognitive behavioral training group (P=0.491, t(11)=0.713) and the intervention based on acceptance and commitment (P=0.067, t(11)=2.028) no significant difference was observed between the two stages of post-test and follow-up on self-esteem (p<0.05).

Based on these findings, it can be stated that both methods of cognitive behavioral education and intervention based on acceptance and commitment increased the self-esteem of mothers with children with autism spectrum disorder. The implications of the obtained results are discussed in the article.

Students with visual impairments have built negative attitudes towards their abilities due to difficulties in achieving social skills, orientation, and independent mobility. Their negative attitude towards blindness puts them at high-risk developing loneliness, social isolation, depression, anxiety, decreased life expentancy, no participation in group activities, and low levels of social support. Lack or no social skill reduces social acceptance and real feeling about themselves, which in turn reduces self-esteem in students with visual impaiments. Using appropriate therapeutic intervention with the aim of ensuring mental health as well as promoting self-esteem can prevent many psychological problems in these people. The acceptance and commitment therapy (ACT) is one of the third wave approaches to behavioral therapy that aims to control effectively the pain, suffering and stress that a person faces in the life. The acceptance and commitment therapy helps the person increases her psychological relations with herself and her feelings, trying to adapt to the environment and community instead of changing her cognition. The present study aimed to determine the effectiveness of the acceptance and commitment group therapy on self-esteem of students with visual impairment in Tehran City. 

The present study was a quasi-experimental study in which a pretest-posttest design with a control group used along with a two-month follow-up. The sample was consisted of twenty-eight 14-20 year old female students who was selected from the population of students with visual impairment studying in the schooling year of 2019-2020 in Narjes day-and-night school for the blind individuals. In Tehran, there is only one school for female blind students and the sample purposefully selected according to the probability of sample’s dropout. At first, 50 students completed the Cooper Smith Self-Esteem Questionnaire (CSSEQ) and after scoring the CSSEQ, twenty-eigth students selected according to receiving a score of 23 or lower in the CSSEQ. All subjects matched based on their age and grade, then randomly assigned to the experimental and the control group. The experimental group (two subgroups consisted of seven people in each) participated in eight therapeutic sessions (twice a week and 75 minutes for per session) and received the acceptance and commitment group therapy while the control group participated only in the mainstream programs at the school. At the end of the therapeutic sessions all subjects completed the CSSEQ again and the experimental group completed CSSEQ after two months follow-up.The multiple analysis of covariance (MANCOVA) used for analyzing the obtained data. Furthermore, for comparing the posttest and follow-up situations in the experimental group the related t-test used. 

 The results of multiple analysis of covariance for the data obtained from the self-esteem questionnaire showed that the participation of female students with visual impairment in the acceptance and commitment group therapy sessions led to significant increase (P<0.001) in self-esteem (general, family, social, and educational) of them. In fact, according to Eta quotient, 71%, 78%, 78%, and 72% of variation in self-esteem (general, family, social, and educational respectively) of the experimental group can be explained by participating in the acceptance and commitment group therapy sessions. The results of the related t-test for comparing the self-esteem of the experimental group in post test and follow-up situations showed that the effectiveness of group therapy based on acceptance and commitment has been lasted on the self-esteem (general, family, social, and educational) of the experimental group after two months follow-up later (P>0.05). 

 We conclude according to the findings of the present study that the acceptance and commitment group therapy can use for planning and policy making instructional courses suitable for students with visual impairments. Furthermore, the specialists who are working with these children can use the ACT as a practical technique for improving self-esteem and the adaptation in many areas such as family, social and educational areas in students with visual impaiments. Additionally, the ACT recommend improving self-esteem and positive performance of students with visual impairment in social, educational and family areas along side the routin instructional couses. However, the acceptance and commitment group therapy helps the students with visual impairment know how to control their thoughts and feelings in order to prevent problems from getting worse. This therapeutic method helpls them to accept their behavioral changes through accepting the unpleasant thoughts and feelings.

Workaholism as a negative condition is associated with various individual and social consequences.The aim of present study was to investigate the mediating role of rumination in the relationship between self-esteem and maladaptive perfectionism with workaholism.

The research design was descriptive – correlational. From the statistical population of health care workers in public hopitals in Tehran, a total of 316 workers were selected using voluntary sampling method. Data were collected using Ruminative Response Scale (RRS), Workaholism Battery (WorkBAT), Positive and Negative Perfectionism Scale (PNPS) and Rosenberg Self- Esteem Scale (RSES). To analyze the data structural equation modeling were conducted.

The results showed that direct effect of self-esteem on rumination (β = -0.44, P<0.001) and direct effect of on workaholism (β= -0.15, P<0.001) were significantly negative. Also, the direct effect of maladaptive perfectionism on rumination (β = 0.37, P<0.001), the direct effect of rumination on workaholism (β= 0.28, P<0.001) and the direct effect of maladaptive perfectionism on workaholism (β = 0.26, p <0.001) were significantly positive. Finally, results of bootstrapping test showed that mediating role of rumination in the relationship between self-esteem (P <0.01) and maladaptive perfectionism (P <0.01) was significant.

The present study emphasizes the mediating role of rumination as an important cognitive mechanism in the relationship between personality factors and workaholism. The findings of this study could help to guide targeted preventions and interventions for workaholism in health care workers. Therefore, paying attention to dysfunctional cognitive mechanisms and modifying them can be a good way to reduce workaholism.

The authors conducted a quasi-experimental study to compare the effectiveness of GOSP and Triple P on self-esteem, self-efficacy and self-control of children.

Methods and Materials:

 The statistical population was students aged 8 to 11 who were studying in schools of 15th district of Tehran that had parents with high stress.30 mothers after screening process were randomly replaced in three experimental and control groups (10 people each). The subjects in the experimental groups were trained in (GOSP) (12 sessions), and Triple p (10 sessions according to the Saunders protocol, 1992) 120 minutes, weekly, and the control group did not receive any training. After the training course, post-test was performed for all three groups of students. Univariate analysis of covariance (ANCOVA) was used to assess data

Results revealed that the mean scores of students in the group (GOSP) in self-esteem and self-control were significantly higher than Triple p and the control group. the scores of emotional self-efficacy of GOSP were significantly higher than the control group, While there was no significant difference between the two experimental groups. self-esteem and self-control of children had no significant difference in two groups of positive parenting and the control group. the mean scores of self-efficacy were not significantly different in experimental groups (GOSP and triple p). Regarding social self-efficacy, no significant difference was observed between the three experimental and control groups.

These results suggest that the combination of GOD oriented spirituality perspective with considering the developmental characteristics of children, increases the effectiveness of parenting trainings on children.

Child labour refers to the exploitation of children through any form of work that deprives them of their childhood, and threatens their mental, physical, and educational health. The present study aimed to investigate the effectiveness of compassion-focused therapy on self-esteem, empathy, and forgiveness in child labour.

This research was a quasi-experimental study with pretest-posttest control group design. The population of the present study consisted of all 10 to 14 years old girls engaged in child labor in Tehran in 2019. The research sample consisted of 24 girls who were selected through convenience sampling, based on the inclusion criteria. The instruments used included Coopersmithchr('39')s Self Esteem Inventory (1967), Forgiveness Questionnaire (Rye et al., 2001) and Interpersonal Reactivity Index (Davis, 1983). Initially, all children were pre-tested. Then, the experimental group received eight 60-min sessions of compassion-focused therapy (Gilbert, 2009), while the control group underwent no intervention. Finally, the  post-test was conducted on both groups. Data were analyzed by covariance analysis in SPSS19.

Statistical findings indicated significant differences between experimental and the control group in terms of self-esteem (F=47.69، P ≤ 0.001). Also, the results showed that the mean difference of empathy and forgiveness variables between the experimental and control groups was not statistically significant.

Considering that self-esteem has widespread effects on childrenchr('39')s success in many areas, including the quality of interpersonal relations, education, and adaptation, it can be concluded that in affected children who have a lot of shame and self-criticism, compassion-focused therapy increases the self-esteem, by modifying and enhancing their interpersonal interactions.

Ignoring the social aspects of health in the elderly in the age of communications and globalization causes theirincreased vulnerability in the physical, mental, and suicidal dimensions and increased tendency to smoke and social harms.The main purpose of this study was to predict psychological well-being in the elderly in Ahvaz city based on the components of religious attitude and self-esteem.

This was a correlational study. The statistical population included the Iranian elderly in Ahvaz. Out of whom, 80 were selected by random sampling method and based on Morgan’s table. For collecting data, religious beliefs questionnaire, self-esteem scale, and psychological well-being inventory were used. The data were analyzed using descriptive statistics such as frequency analysis, mean and standard deviation, and inferential statistical tests such as correlation and multiple regression. In this study, all ethical considerations have been observed and no conflict of interest was reported by the authors.

The results appointed to the positive and significant relationship of religious attitude and its subscales with psychological well-being. There was also a positive and significant relationship between self-esteem and its subscales and psychological well-being.

It can be concluded that religion plays a role in prevention and is an important sourceof prevention of diseases. Religious and ethnic values have a positive correlation with mental health because they encourage favorable social behaviors in culture. Many forms of religion are consistent with individual growth including advancement, sustainability and stability, avoiding a harmful lifestyle, sustainable family coherence, and self-development.

< p >One of the important issues that the human system seeks in all areas is the issue of education, which is why all schools of anthropology seek to explain their educational standards. The religion of Islam is no exception to this rule and seeks true education with the revelation of the Qur''an and the sending of the Messenger. In the meantime, the book of the Qur''an, as a book revealed by God, is the best book because it has educational laws in all details of life, one of which is the issue of eating and drinking. This study aims to examine the verses on the sanctity or sanctity of the heart, to mention the educational principles related to this field, which are critical and vital in their position. In this way, first these verses are extracted and in the next stage, according to the contextual use that can be taken from the concepts contained in the verses, the principles of education related to eating and drinking are taken from these verses.

Parental divorce represents one of the most stressful events for children and adolescents and it has short-term and long-term economic, social, affective and emotional effects on them. This study aimed to investigate the effectiveness of compassion-focused therapy on fostering the self-esteem and resilience in children and adolescents with divorced parents.

This research was a quasi-experimental study with pretest-posttest control group and two-month follow-up design. The study population included twenty three 10-13-year-old male children and adolescents with divorced parents in Karaj in 2017. After screening with Self-Esteem Scale (Pepper, 1999) and Conner-Davidson Resilience Scale (2003), 20 of these students were selected by convenience sampling and then randomly assigned to either the experimental or control group. The experimental group received eight 90-min weekly sessions of compassion-focused therapy (Gilbert, 2009), while the control group underwent no intervention. Data were analyzed by repeated measure ANOVA.

Findings showed significant difference between the experimental and the control group in terms of self-esteem (F=5.67, p<0.02) and resilience (F=12.68, p=0.001) at the pretest, posttest and two-month follow-up stages.

Whereas self-esteem and resilience have widespread effects on the quality of interpersonal relations, education, and adjustment of children and adolescents with divorced parents, based on the results of this study, it can be concluded that the compassion-focused therapy increases the self-esteem and resilience of these children by modifying and increasing their interpersonal interactions.

the birth and presence of Mental Retardation child in any family can be considered an undesirable and challenging event that may lead to stress, frustration, feelings of sadness and hopelessness. Therefore the purpose of this study was to investigate the relationship between strategical Cognitive Emotion Regulation and Self-esteem with Happiness in Mothers Mentally Retarded children.

The research was a correlation study. The statistical population of this study was all Mothers of Mentally Retarded children in Tehran. The sample consisted of 200 mothers of mentally retarded children in Tehran who were selected by based on multi-stage cluster sampling method. The instrument used in the research was a questionnaires, Cognitive Emotion Regulation
of Granefski and Kraaij (2006), Self-Esteem Scale of Rosenberg (1965) and Oxford Happiness Inventory. Data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (multiple regression, Pearson correlation coefficient) and analyzed using SPSS20 software.

showed that strategies Cognitive Emotional Regulation and Self-esteem positively predict the Happiness of Mothers of Mental retarded children. Also, there was a positive and significant relationship between Cognitive Emotional Regulation with the Happiness of Mothers of Mental Retarded Children (p<0.001), and there was a positive and significant relationship between the Self-esteem and the Happiness of Mothers of Mental Retarded Children (p<0.001).

The results of this study indicate that improving the positive strategies Cognitive Emotion Regulation and Self-esteem can increase the happiness of mother of mental retarded children. The results of this research can be used in counseling centers for education and well-being centers.

 Attention-deficit / hyperactivity disorder(ADHD) is one of the most common neurodevelopmental disorders in childhood and adolescence and problems related to self-esteem and social adjustment are common in people with this disorder. The purpose of the present study was to investigate the effect of mindfulness-based group intervention on self-esteem and social problems of students with symptoms of attention deficit / hyperactivity disorder.

 The research method was semi-experimental with pre-test and post-test with control group. The statistical population consisted of all male students of 13-14 years old with symptoms of attention deficit / hyperactivity disorder in nonprofit secondary schools in Rasht city during the academic year 2017-2018. Among the 127 students who accepted the invitation for research, youth self-report (YSR) of the Achenbach system of empirically-based assessment (Achenbach & Rescorla, 2001) was implemented. 30 students with high scores on the subscale of attention problems (T <65) were selected and randomly assigned to two experimental (n = 15) and control (n = 15) groups. The self-report form of the youth self-report and the Cooper smith self-esteem questionnaire (1967) were used for data collection. Students in the experimental group received mindfulness-based intervention in 8 weekly sessions, each session for 120 minutes, but the control group did not receive the intervention.

 Results of one-way covariance analysis showed that mindfulness-based group intervention significantly improved self-esteem (F = 12.59, P <0.001) and reduced social problems (F = 16.82, P <0.001) in students with symptoms of ADHD in the experimental group compared to the control group.

 Based on the results of the present study, it can be concluded that mindfulness-based group intervention, by encouraging more positive and non-judgmental attitudes toward self and others, as well as by creating self-compassionate attitudes, have produced favorable changes in students' attitudes toward themselves and their communication styles.

Hearing is one of the most important human senses that its impairment can influence the process of environmental adaptation and may lead to the delay of mental and cognitive development and processing. Resilience indicates the skills and capabilities that empower the individual to adapt with the life challenges, problems, and struggles. Therefore, the present research mainly aimed to investigate the role of emotional intelligence and self-esteem in predicting the resilience of students with hearing impairment.    

The present study was a correlational research. The sample consisted of eighty one 10-13 year old male and female primary school students with hearing impairment in Shiraz who were selected through convenience sampling. Levels of resilience, self-esteem, and emotional intelligence were measured by Connor-Davidson resilience scale (2003), Coopersmith's self-esteem inventory (1967), and Shring emotional intelligence questionnaire (1999), respectively. Data were analyzed by Pearson correlation and stepwise regression.

The results of this study showed a significant positive correlation between resilience and emotional intelligence and self-esteem (p<0.05). Also, results of stepwise regression showed that emotional intelligence can predicts 33% of the resilience variance (p<0.002). Furthermore, the variable of self-esteem generally can predicts 24% of the resilience variance (p <0.025).

Based on the findings of this study on the role of emotional intelligence and self-esteem in predicting resilience in students with hearing loss, it can be concluded that by increasing these constructs in these students, their flexibility and level of adaptation can be improved.

Preschool period is one the most important developmental periods in childhood that paying attention to it can lead to the development of healthy personality in adulthood, because concepts related to cognitive, emotional, affective, and social development are founded and evolved in this period. Accordingly, the present research was conducted to investigate the effectiveness of Quinn’s early childhood training program on the self-esteem of preschool children.

This study was a quasi-experimental research with pretest-posttest control group design. The study population included all the preschool children (aged 5) and their parents (aged 34-42) in Isfahan city in the academic year 2016-2017. Through referring to the preschool centers and using convenience sampling, 30 children and their parents were invited to participate in the study. Then the parents were randomly assigned either to the experimental or the control group (15 individuals per group). Self-esteem Scale for Children (Azizi Moghaddam, 2007) was used to collect the data. Before executing the intervention (Quinn’s early childhood training program), the pretest was administered to both the experimental and control group. Then the experimental group received eight 90-minute sessions of Quinn’s early childhood training program. Upon the end of the intervention, both groups were administrated the posttest.

Results obtained by the analysis of covariance showed that Quinn’s early childhood training was effective on children's self-esteem (P<0.0005), in such a way that it could explain 29 % of the variance in the preschool children's self-esteem. 

Quinn’s early childhood training program teaches parents the techniques of reinforcing the knowledge, memory, visual-spatial reasoning, cognitive skills, and fine motor skills and in this way improves the self-efficiency in children which consequently shapes the higher self-esteem in them over the time.

Psychological empowerment is a very important concept that apparently may take influence from academic self-concept, which is attainable by optimum academic performance. Literature review shows that the effect of academic self-concept on psychological empowerment has not been appropriately addressed. Therefore, the present research was conducted to answer this question that whether self-concept can play a mediating role in the relationship between self-esteem and psychological hardiness with psychological empowerment. 

This research was a descriptive correlational study. The study sample consisted of 225 first cycle secondary school students (112 boys and 113 girls with the average age of 14) in Behshahr, Shirvan, during the academic year 2016-2017, selected by cluster sampling. To collect the data, Psychological Empowerment Questionnaire (Mirkamali and Narenji, 2009), Hardiness Questionnaire (Kobasa, 1979), Self-esteem Inventory (Coopersmith, 1967), and Yi-Hsin Chen School Self-concept Inventory (2004) were used.

Data analysis by correlation and path coefficient analysis showed that psychological empowerment was correlated with psychological hardiness, self-esteem, and academic self-concept (P<0.0001). Psychological hardiness, self- esteem, and academic self-concept explained 39 percent of the variance in psychological empowerment. Psychological hardiness and self-esteem explained 65% and 58 % of the variance in academic self-concept and self-esteem, respectively. The indirect effect of psychological hardiness and self-esteem on psychological empowerment with the mediating role of academic self-concept was significant at 0.01 and 0.05, respectively.

Overall, the present study showed that academic self-concept leads to the increase of self-efficiency in students which in turn causes the increase of psychological hardiness in them, which has a significant positive relationship with psychological empowerment. In addition, self-concept is the essence of self-esteem and its enhancement can improve the students' self-esteem and psychological empowerment given the relationship between self-esteem and empowerment.

Research has shown that self-esteem plays a significant role in mental health. Since the existing self-esteem scales lack spirituality dimension, the purpose of this study was to construct a spiritual self-esteem questionnaire with Islamic approach and to validate. This study was a combination of qualitative (descriptiveanalytical) and quantitative research. Firstly, verses and narrations related to the sense of spiritual value and ability were collected, categorized and analyzed. The structure of spiritual self-esteem, including ten components, was designed. The components included belief in the ability and position of man by God, belief in one's value through righteousness, divine reliance, feeling close to God, serious relationship with people, lack of feeling of need to people, self-acceptance, spiritual purposefulness, spiritual integrity, sense of control. Experts then confirmed the content validity of the components. Subsequently, the characteristics of each component were determined and fitted to each characteristic. The first questionnaire, along with a self-esteem questionnaire (Rosenberg) and spiritual health (Polotzin and Ellison), was administered among 204 participants selected through random cluster sampling from 6 available universities in Qom and Tehran. In analyzing the findings, the coefficient of detection, difficulty, Pearson correlation, exploratory and confirmatory factor analysis, Cronbach's alpha coefficient were used. All ethical issues were observed in this study and the authors of the article have not reported any conflicts of interest. The results showed that the final questionnaire of spiritual selfesteem consists of 7 components: belief in spiritual empathy, trust and divine help, feeling close to God, feeling of control, spiritual integrity, serious relationship with the people, self-acceptance and 25 items in the Fourth Likert scale. Structural validity was assessed through exploratory and confirmatory factor analysis, which was desirable (CFI=0.77), as well as reliability of the questionnaire by Cronbach's alpha (0.897) using semistructured method, Spearman (0.831) and Gutman (0.825). The relationship between spiritual self-esteem with self-esteem (0.447) and spiritual well-being (0.7677) was positive and significant (P<0.001); therefore, the validity of the questionnaire is also relatively favorable. The spiritual self-esteem questionnaire with Islamic approach consists of seven components and has a desirable validity and reliability.