جستجوی مقالات مرتبط با کلیدواژه « دانش آموز » در نشریات گروه « پزشکی »

 Parents are the most important people in children's social education. Recently, much attention has been paid to the challenges of children's social relationships and the role of parents' play therapy in solving these challenges. Therefore, the purpose of this research was to investigate the effectiveness of play therapy on reducing shyness and improving social skills of children of veterans.

 socio-statistics in this semi-experimental research; It includes all pre-school children of Zahedan veterans. The number of 30 students was determined by the purposeful sampling method in 2021 as the research sample, and they were replaced in two separate groups (15 students in the test group and 15 students in the control group). The data collection tool included the Shyness Scale by Cheek-Briggs (1990) and Yazdi's Social Isolation Questionnaire (2013). The method of data analysis was done using frequency, variance, and standard deviation tables, and in the inferential part, covariance test was done using SPSS21 software.

 The results show that the average variable of shyness (47.06 ± 38.23) and social skills (159.20 ± 123.86) Play therapy is effective in reducing shyness and increasing social skills of children of veterans (p=0.0001).

 According to the results of statistical analysis, playing with different toys strengthens the child's imagination and creates harmony between his thoughts and behavior. Based on this, it is suggested that the Ministry of Education should take the necessary measures regarding the design, implementation and evaluation of the in-service courses to familiarize the trainers of the preschool centers for girls and boys, both governmental and non-governmental, with various play therapy methods and the implementation protocol of each.

Choosing an inappropriate parenting method can have lasting effects on the personality, social, and academic development of children with autism. The lack of proper parental treatment can result in depression, anxiety, and social issues for family members if not addressed appropriately. In recent years, there has been a significant increase in the number of people with autism. Researchers have therefore decided to compare the parenting methods and problem-solving styles used by parents of children with autism and parents of healthy children.

This was a descriptive cross-sectional comparative study. The study included 234 parents of healthy and autistic children in elementary school's first to sixth grade. Participants were selected using quota and convenience sampling. The inclusion criteria included students who were not single parents, parents who lived together, did not use educational programs related to the subject of study, and had literacy. Demographic information questionnaires, Baumrind's parenting methods, and Cassidy and Long's problem-solving styles were used to collect data. An independent t-test was used to compare the mean difference between the two groups, and a chi-square test was used to assess the frequency difference among the groups. The data analysis was conducted using SPSS software version 22.

The results showed that parents of healthy children used permissive (4.95±24.70) and authoritarian (5.51±25.51) methods more than parents of children with autism. The parents of children with autism used an authoritative style more than the parents of healthy children (4.22±8.92). In comparing problem-solving methods, parents of both groups used the confrontational style more.

Choosing the right style in raising children with autism by parents and teaching correct parenting methods plays an essential role in the motor-social development process of these children. The relevant authorities should take positive steps to improve the quality of life of parents and children with autism by providing necessary training classes on parenting methods and problem-solving strategies to parents.

The increase in divorce rates in recent decades and its impact on adolescents has highlighted psychological damages, such as depression in research studies. Therefore, the researcher conducted the current study to determine the effectiveness of Meta-cognitive therapy in decreasing depression in male students aged 13 to 18 from divorced families.

This study was semi-experimental research with a pre-test, post-test, follow-up, and control group. The study's statistical population included boys between the ages of 13 to 18 years old in 2 high schools in the 5th district of Tehran in the academic year of 2021-2022. The researcher selected thirty participants through convenience sampling and randomly assigned them to an intervention group and a control group (each group consisted of 15 individuals). Then, the researcher provided Meta-cognitive therapy for the intervention group in 90-minute sessions, weekly for two months. However, the control group did not receive any intervention. Finally, the researcher assessed the participants in three stages: pre-test, post-test, and follow-up using the Adolescent Depression Questionnaire (Maria Kovacs, 1979). In order to analyse data, this study used mixed analysis of variance with repeated measures through SPSS version 26.

The results showed that Meta-cognitive therapy had a positive effect on depression (p<0.001). The post-test average scores were 30.57 for the control group and 16.87 for the intervention group. In the intervention group, there was no significant difference between the depression post-test average scores at 16.87 and the follow-up, at 17.60 (p>0.05).

The results of the study showed that Meta-cognitive therapy was an effective intervention in male students aged 13 to 18 from divorced families. The researcher recommends the use of this therapeutic approach to decrease depression.

With the expansion of the use of internet technology, teenagers, as a group of society that use cyber space more, are exposed to its abuse. The aim of the present study was to determine the structural equation model of cyberbullying based on the brain/behavioral system with the mediating role of cognitive emotion regulation in students.

In the current descriptive study, the statistical population was all students of secondary school (second period) in Gotvand City in 2022-2023. Three-hundred and eighty people were selected by multi-stage cluster random sampling method and responded to the Behavioral Inhibition/Activation, Cyberbullying-Victim Experience, and Emotional Eegulation Scales. Data analysis was performed by structural equations modeling method.

Direct effects of behavioral inhibition system on cyberbullying (β=-0.460, p=0.001), behavioral activation on cyberbullying (β=0.299, p=0.001), and cognitive regulation of excitement on cyberbullying (β=-0.376, p=0.001), and also inhibition of behavior on cognitive regulation of emotion (β=0.235, p=0.001), activation of behavior on cognitive regulation of emotion (β=-0.239, p=0.001) were significant. Moreover, the indirect effects of inhibiting behavior on cyberbullying through cognitive regulation of emotion (β=-0.122, p=0.001) and activating behavior on cyberbullying through cognitive regulation of emotion (β=-0.200, p=0.001) were significant.

The results of the present study showed that the behavior inhibition/behavior activation system is effective directly and through the cognitive regulation of emotion on cyberbullying, and the cognitive regulation of emotion also has a direct effect on cyberbullying. The results of the present research will help education experts and psychotherapists in identifying variables related to behavioral and emotional control conditions in order to increase the mental health and quality of life of adolescents with the optimal use of cyber technology.

The impact of the weight of backpacks with different weights on the foot, which is the link between the human body and the ground, has received less attention from researchers. Therefore, the aim of this study was to compare ground reaction force distribution between dominant and non-dominant legs among female students while carrying different loads.

The present study was semi-experimental and laboratory. Twenty female students at age of 14-17 participated as subject in this semi-experimental study. Participants carried backpacks with 10%, 15%, and 20% of body weight during walking. Ground reaction force data of subjects in both dominant and non-dominant legs was collected by a foot pressure system. Repeated measure ANOVA was run to analyze the obtained data. All the analyzes were performed at a significance level of 0.05 using SPSS 22 software.

The results showed that the symmetry index between dominant and non-dominant legs in lateral heel (P=0.045), second and fifth metatarsals (P=0.023), toes 2-5 (P=0.000) were significantly greater in carrying backpack 20% of body weight as compared to 10% of body weight.

According to the results, it seems that increasing weight of backpack can rise the symmetry index between dominant and non-dominant legs that indicate difference and dissimilarity in performance of dominant and non-dominant legs in students.

Schoolchildren have to use backpacks every day on routes with different characteristics and weights to carry their staff. However, the knowledge available on its effects on walking biomechanics is very limited. The purpose of this study was to investigate the effect of using backpacks with different weights on plantar kinetics and balance variables among female students during the stance phase of walking.

Twenty female students in the age range of 14-17 with available sampling participated as subjects in this semi-experimental study. Participants carried backpacks with 10%, 15%, and 20% of body weight during walking. Plantar pressure data of subjects was collected by a foot pressure system. Repeated measure ANOVA was run to analyze the obtained data.

The results showed that the force in the heel medial and fifth metatarsal were significantly lower in 10% of body weight as compared to 15% (p=0.045) and 20% (p=0.038) body weight. Also, heel rotation in carrying a backpack with 20% of body weight was significantly greater than 10% of body weight (p=0.031).

According to the results, it seems, that increasing the weight of a backpack can alter the pattern of force distribution in the foot during walking. Changing foot biomechanics leads to poor posture adjustment and raises the risk of muscle-skeletal injuries among school students.

Objectives :

This study aims to assess the structural relationship of decision-making and stress coping styles with suicidal ideation among second-year high school students, mediated by varieties of inner speech. 

Methods:

 This study uses the structural equation modeling (path analysis). The study population includes all high school students in Saqqez county, Iran in 2020-2021. Of these, 423 were selected by multi-stage cluster sampling method. The Beck Scale for Suicide Thought, Scott and Bruce’s General Decision-Making Questionnaire, Lazarus and Folkman’s way of coping Questionnaire, and the varieties of inner speech questionnaire-revised  were used to collect data. Data were analyzed using path analysis in SPSS software, vesion 19.

Results:

 The results showed that 22% of the variance in suicidal ideation was predicted by independent variables (F=9.15; P≤0.01; R2=0.22). The results of regression analysis showed that among the decision-making styles, dependent (r=0.150, P≤0.01), avoidant (r=0.289, P≤0.01), and spontaneous (r=0.259, P≤0.01) styles had a direct relationship with suicidal ideation, while the rational style (r=-0.151, P≤0.01) had an indirect relationship. Among the stress coping styles, the confrontative (r=0.189, P≤0.01) and escape-avoidance (r=0.449, P≤0.01) styles had a direct relationship with suicidal ideation, while the problem-based styles of re-appraisal (r=-0.178, P≤0.01) and social support (r=-0.131, P≤0.05) had an indirect relationship. Among the varieties of inner speech, the presence of other people (r=0.238, P≤0.001) and evaluative/critical (r=0.247, P≤0.001) had a direct relationship with suicidal ideation, while  positive/regulatory (r=-0.165, P≤0.01) had an indirect relationship.

Conclusion:

 The relationship of decision-making and stress coping styles with suicidal ideation among high school students can be mediated by inner speech styles. The present study has important implications for the study and prevention of suicide. Psychologists and clinicians should teach decision-making and stress-coping techniques to adolescents and consider their inner speech varieties.

Attention is a cognitive process, and its importance in the learning process is self-evident. One of the ways to improve the attention of these children is music therapy, specifically rhythmic and coordinated movements. This study aimed to investigate the effects of rhythmic movements on the attention of students with intellectual disability.

The present study was a quasi-experimental study with a pre-test-post-test design with a control group. The study population included second and third-grade students with intellectual disability in Tehran during the academic year 2020-2021. A sample of 20 intellectually disabled was selected from the mentioned population using a convenience sampling method, considering entry and exit criteria, and they were randomly assigned to the experimental and control groups (each group consisting of 10 students). The data collection was conducted using the fourth edition of the Wechsler Intelligence Scale. Then, interventions based on teaching rhythmic movements were carried out in eight one-hour sessions for the experimental group, while the control group received only regular school interventions. Data were analyzed using analysis of covariance (ANCOVA) in the SPSS-25 software.

The results of the analysis of covariance indicated that the rhythmic movements intervention program had a significant positive effect on the sub-scales of omission (F=96.94, p<0.001, η²= 0.58), decoding (F=12.84, p<0.001, η² =0.38), selective attention (F=14.44, p<0.001, η² =0.46), shifting attention (F=15.67, p<0.001, η²=0.42), and divided attention (F=12.95, p<0.001, η² =0.39) in students with intellectual disability.

Attention to the individual needs and specific characteristics of each child, alignment with their age level, and presenting activities in the form of play and recreation can facilitate the improvement of children's attention and cognition. To enhance children's attention, rhythmic movements must be performed regularly and coordinated with age-appropriate content. Additionally, creating a calm and suitable environment for these movements can contribute to increasing the concentration and attention of children.

In today’s world, where social environments are changing exponentially, social skills play an essential role in the mediating process between emotional intelligence factors and individuals’ performance. The present study aims to investigate the mediating role of moral reasoning in the relationship between emotional intelligence and behavior in bystanders to bullying.

This correlational research is of structural equation model type. The target population consisted of male and female secondary school students in Khorram Abad, Lorestan in the academic year of 2022-23. The study population consisted of 310 students, who were selected through cluster sampling. Data collection tools included the Defining Issues Test (The DIT, Rest et al.), Bar-On Emotional Quotient Inventory (EQ-i) and the Participant Role Questionnaire (PRS, Salmivalli et al.). Data analysis was done using structural equation model and Smart PLS 3.

Ethical Considerations: 

Ethical standards were observed, including explaining the purpose of the research, anonymity, data confidentiality, voluntary participation and obtaining informed consents from the participants.

The results of the current research indicated that all significance coefficients (t-value) were greater than 1.96, R2 values for the endogenous components of the research belonged to the range of 0.53 to 0.93 and the results of Q2 values for all model structures belonged to the range of 27. 0 to 0.61, which shows the significance of all the relationships between components at the confidence level of 95%. Based on the results, emotional intelligence has a positive and significant effect on moral reasoning and behavior in bystanders to bullying. Furthermore, the results indicated that the significance number and the indirect coefficient are equal to 8.26 and 0.45, respectively, which means that moral reasoning plays a mediating role in the relationship between emotional intelligence and behavior in bystanders to bullying (P<0.05).

The research findings showed that there is a significant relationship between emotional intelligence and behavior in bystanders to bullying. The results of the equation model indicated that students' moral reasoning can play a significant mediating role in the relationship between emotional intelligence variables and behavior in bystanders and lead to an increase in the level of effectiveness.

 Global developments, environmental uncertainty and the need to adapt to the challenges posed by them, lead educational systems to train learners who have independent and self-directed learning competencies. The aim of this study was to model the structural relationships of self-regulated learning based on moral identity mediated by spiritual intelligence in high school students.

 The present study was descriptive correlational (structural equations). The statistical population of the study consisted of all male high school students studying in public schools in Ardabil. A total of 250 students were selected by available sampling method and answered the self-regulatory learning, spiritual intelligence and moral identity questionnaires online. Data were analyzed using Pearson correlation coefficient statistical tests and structural equation modeling. In the present study, all ethical considerations were observed and the authors reported no conflict of interests.

 The results showed that self-regulation in learning has a positive and significant relationship with the total score in spiritual intelligence, moral identity and their components. Also, spiritual intelligence has a positive and significant relationship with the total score in moral identity and its components (P<0.001).

 The modeling results show that moral identity has a direct and indirect effect -through spiritual intelligence- on self-regulation learning; According to the obtained results, holding educational workshops by school psychologists is recommended to promote spirituality and moral identity and to teach self-regulatory learning strategies.

One of the most important concerns in school psychology is understanding how students strive for academic success.

The present study aimed to compare the family’s emotional climate, academic motivation, and academic buoyancy between excellent and average students.

In this causal-comparative research, the statistical population consisted of male students in the first year of middle school in districts 5, 18, and 22 of Tehran, Iran, during the academic year 2021-2022. A multistage cluster sampling method was used to recruit 300 students (n=150 per group) from these districts. Data were collected using the Family Emotional Climate Questionnaire by Hill (1964), Harter's Academic Motivation Scale (1980), and Martin and Marsh's (2008) Academic Buoyancy Scale. The collected data were analyzed using Chi-square test, regression analysis, and independent t-test in SPSS-21.

The results indicated a significant difference between the two groups in terms of the family’s emotional climate and its components, including love (P<0.001), caressing (P<0.002), approval (P<0.003), shared experiences (P<0.003), gift-giving (P<0.002), encouragement (P<0.001), trust (P<0.001), and sense of security (P<0.002). Additionally, there were significant differences between the two groups regarding the variables of academic motivation (P<0.001) and academic buoyancy (P<0.001), with the mean scores of excellent students being higher than those of the average group.

In the group of excellent students, the family’s emotional climate, academic motivation, and academic buoyancy were higher than those of the average group. Therefore; strengthening the relationship between family members and students, besides implementing skill development programs that focus on enhancing academic motivation and buoyancy in school education, can have a significant impact on the academic success of students.

Evidence-based policymaking is a type of policy based on valid, timely, and appropriate evidence. This study aimed to explain the evidence-based policy in education and health promotion to students.The method of the present research was a narrative review. The statistical population included 114 Persian and English articles published between 2010 and 2022 which were indexed in ERIC, ScienceDirect, Sage, SID, Irandoc, Magiran, and Medline databases. The search was done using evidence-based policy, health education evidence, health promotion, health education policy, educational policy and health key words. The search was conducted using the SPIDER framework due to the speciality of the subject being studied. Using Downs and Black checklist for quality assessment, the final research sample included 20 references selected through screening. Thematic analysis was used to codify the texts using the Sternberg method. We extracted 59 concepts and six themes based on coding of the findings. Evidence-based policymaking in educating and promoting student health can be categorized into six themes: the necessity for evidence-based policymaking, the characteristics of evidence-based policymaking, the prerequisites of evidence-based policymaking, the impetus for evidence-based policymaking, the barriers to evidence-based policymaking, and the consequences of evidence-based policymaking. Application of evidence-based policymaking in educating and promoting students’ health, based on global trends, technologies and strategies can lead to efficient education and health promotion policies. This study provided useful, practical guidelines such as filling the theoretical gap, ensuring clarity and motivation, influencing political decisions, and building trust among researchers, the scientific community, and other policy stakeholders to use evidence-based policymaking effectively in students’ health promotion

Physical activity is defined as a variety of purposeful activities and includes all types of body muscle movements that cause energy consumption and can be done with different goals, such as gaining physical fitness and health, or with other goals, for example, activities Everyday life is done (1). It is important to perform physical activity for the purpose of physical fitness; because it acknowledges the purposeful nature of exercise, which differentiates it from physical activity. It is difficult for researchers to measure the stages of exercise objectively, and they use the gross measurement of physical activity as an indirect indicator of exercise (1, 2). However, the increasing prevalence of sedentary lifestyles among children and youth is an international concern, responsible for increasing the risk of childhood overweight and obesity, hypertension, and mortality (3). In general, cross-sectional and interventional researches have shown that an active lifestyle and interventions based on different types of sports exercises have positive effects on health in healthy and sick people of all ages (1, 6-11). Performing physical activities such as basic activities in the form of games and sports plays an effective role in promoting physical fitness and health as well as appropriate growth of children (3, 12). Intrinsic physical literacy is a reliable factor that, despite it, the skills, knowledge and attitude of children and teenagers develop in various activities, and it causes balance and self-confidence in them to perform their activities (13). Physical activity plays a big role in the development of physical, physiological, educational, social and psychological functions in children and adolescents (14, 15). Active and regular participation in physical activity and sports during childhood and adolescence leads to an active lifestyle in the future and prevents the occurrence of diseases. In addition, children who have little physical activity often suffer from lack of movement (14). Descriptive research shows the low level of physical activity in Iranian students (16, 17); which can cause health related problems in these children. At the present time, the spread of the corona virus has caused the sports activities of students to decrease a lot, and since the life of living in the city and living in an apartment is also the reason; It can be predicted that in the future, if the current trend exists, there will be problems for students, at least in terms of physical health. And one of the important reasons is the lack of physical literacy and physical activity among students. Therefore, there may be such viruses in the future as well, and the existence of a pattern can be a way to avoid a crisis in similar situations and to be able to react appropriately in such situations, so not having a pattern can be similar to become another crisis and provide the ground for inactivity and diseases related to it. According to the mentioned materials, the aim of the present research was to compare and explain the contextual model of physical literacy during the outbreak of the Corona virus in rich and poor cities of the country.

This research was a qualitative-quantitative mixed type. The statistical population of this study was faculty members in the fields of sports management, development and motor learning and psychology. Sampling was done purposefully and was obtained with 14 theoretical saturation interviews. In a small part, the statistical population was sports teachers, whose criterion for entering the research was having a master's degree and work experience of at least five years, which were divided into two independent groups (rich cities and low-income cities). Therefore, the cities of Tehran, Mashhad, Isfahan as rich cities and the cities of Zahedan, Yasuj and Birjand as low rich cities were studied. According to the Cochran's formula, a questionnaire of 305 people in a society with a population and 234 people in a low-income society were examined.

The results of qualitative coding were 27 open codes, 8 central codes and 3 selective codes. The result of the hierarchical analysis showed that the cognitive capacity component was the most important factor and the age component was the least important factor for the development of physical literacy. Also, the independent t-test showed that there was a significant difference between all components in rich and poor cities, except for the component of hereditary factors.

The results of this research showed that the most important component of physical literacy as one of the factors affecting children's health was cognitive capacity. It can be said that the eight existing components can improve or decrease physical literacy in students. The model in this research was obtained based on the opinions of elites during the outbreak of the Corona virus. Despite the fact that the spread of the Covid-19 virus has been contained to a great extent, but considering that contagious diseases may always exist, this research helps to use the results of this research in such situations. In general, it can be said that the contextual indicators related to physical literacy in developed cities have a more favorable situation than in less privileged cities, which indicates the role of the facilities and the level of development of the city on the development of physical literacy in students. It can affect the health level of children and teenagers. It seems that in case of lack of care and proper planning to promote physical literacy, the damage caused by the change in lifestyle caused by Covid-19 will be more in less privileged cities. According to the results, it is suggested that in order to promote physical literacy, especially in low-income cities, an educational program to promote physical literacy, as well as the tendency of students to perform physical activity and the necessary facilities for children's physical activities, in the view of officials and related organizations from the sentence of the Department of Sports and Education should be considered.

Considering the importance of self-esteem as an influential variable in the mental health of children with Attention Deficit Hyperactivity Disorder (ADHD) and also the inconsistent findings in the related literature, this study intended to compare the level of self-esteem in public, social, academic, and family contexts in students with and without ADHD.

The research design was based on the causal-comparative study. The intended first population of this study consisted of students with ADHD who had visited the child and adolescent psychiatry clinic of Razi Hospital in Tabriz during 2021 (1400 in the solar calendar); the second population was made up of healthy counterparts of this clinical group (i.e., students without ADHD). Based on the purposive sampling method, 48 students who were diagnosed with ADHD without co-occurring psychiatric disorder by a child psychiatry specialist were selected as the study group. Also, 48 healthy students from Tabriz schools were selected as the group without ADHD.

Given the obtained results, a statistically significant difference was found between the ADHD group and the non-ADHD group in light of the composite scores of the self-esteem sub-components. The findings showed a statistically significant difference between the two groups in terms of the public and the family subscales, that is, the public self-esteem of the group with ADHD was higher than the mean of the general self-esteem of the non-ADHD group, and the mean of the family self-esteem of the non-ADHD group was higher than that of the ADHD group. However, there was no significant difference between the two groups in terms of the social and academic subscales.

Based on the findings, it was concluded that the self-esteem of students with ADHD in their inner world is different from other individuals’ inferences about the self-esteem of these children. In other words, these children had acceptable self-esteem in their psychological world according to their psychological conditions. In addition, considering the low family self-esteem of the participants with ADHD, the behavioral quality of these children’s parents and relatives may have affected how they define family relationships and consequently, lowered their value.

Considering the obtained results, it was suggested to pay attention to these children’s self-esteem in their interventions and use the potential of this variable in controlling individual and family behaviors.

Validating the suicide behavior scale can provide a better assessment of the quality and nature of behavior. Therefore, the aim of this study was to determine the factor structure and validity of the Suicide Behavior Assessment Scale in female high school students in Kerman City in 2021.

In this descriptive study, statistical population included all female high school students in Kerman city in 2021. A sample size of 682 was selected using cluster random sampling method. Data were collected through two suicide behavior assessment scales and the Cull and Gill’s Suicide Probability Scale. Content validity, convergent validity, structural validity, and internal consistency methods were used to examine the validity and reliability of the scale.

Exploratory and confirmatory factor analysis showed that the Suicide Behavior Assessment Scale consists of three factors that explain 62.88% of the variance of suicide behavior. The content validity ratio and content validity index were acceptable for all questions. This questionnaire, along with the Cull and Gill’s Suicide Probability Scale, with 16 items, had appropriate concurrent validity (p<0.001). The Cronbach's alpha coefficient for the entire scale was 0.84 and for subscales ranged from 0.87 to 0.95.

The 16-item Suicide Behavior Assessment Scale has appropriate reliability and validity for female high school students. Therefore, this scale can be used to evaluate the status of suicide behavior in female high school students.

Health-oriented academic lifestyle is a valuable framework in identifying motivational components and predicting studentschr('39') academic health. The aim of this study was to investigate the mediating role of self-esteem in the relationship between basic psychological needs and health-oriented academic lifestyle.

The present study was descriptive-correlational and structural equation modeling. The statistical population of the present study includes high school students in Tehran in 1300-1400, from which 744 people were selected by convenience sampling. Data collection tools included Health-Oriented Academic Lifestyle Behaviors Questionnaire, Rosenberg Self-esteem Scale and basic psychological needs questionnaire.

The results showed that health-oriented educational promoting style with basic psychological needs (0.35) has a significant positive correlation and health-oriented educational deterrent style with basic psychological needs (0.32) and self-esteem (0.21) has significant negative correlation at the level of 0.01. Also, self-esteem had a mediating role in the relationship between basic psychological needs and health-oriented academic lifestyle (P <0.05).

Based on this, in designing the necessary measures to promote health-oriented lifestyle behaviors in students, it is possible to formulate programs to improve self-esteem and basic psychological needs.

Grit is the driver of success; without grit, talent couldn’t flourish. Grit is an essential ingredient of success in school, and its improvement can lead to academic achievement; hence the present study tries to strengthen the sustaining effort and interest for long-term purposes, mental toughness, and self-efficacy of students by using the grit program as an interventional study.

In this semi-experimental study (pretest-posttest with the control group), the study's statistical population included the middle school students of district one of Rasht City in the academic year of 2018-19. Using the convenience sampling method, 82 students (41 female students and 41 male students) aged between 13 and 15 years were selected and they were randomly assigned to the experimental (n = 41) and waiting for control (n = 41) groups. The program for developing and strengthening grit and mindset including stories, choice maps, peer tutoring, self-evaluation, and verbal self-instruction (Polirstok, 2017) was provided for the experimental group in 9 90-minute sessions (three days a week). The program was group-based and focused on increasing the capacity to sustain effort and interest in long-term goals. The research instruments included the Short Grit Scale (Duckworth & Quinn, 2009), Mental Toughness Questionnaire-18 items (Clough et al., 2002), and the General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995). Data were analyzed by SPSS24 using multivariate covariance analysis (MANCOVA).

Based on the findings, the grit program enhanced the persistence of effort (ηp2 = 0.46), consistency of interest (ηp2 = 0.61), mental toughness (ηp2 = 0.46), and self-efficacy (ηp2 = 0.50) in students. The program on the consistency of interest (ηp2 = 0.61) was the most effective.

Given the facilitating role of grit in students' academic performance and success in school, it is necessary to provide interventions to develop grit in students. Our results confirm the effectiveness of the grit program on the sustaining effort and interest for long-term purposes, mental toughness, and self-efficacy of students, which are recognized as critical factors in academic success.

In today's society, one of the growing problems that has disrupted life in urban communities is related to traffic problems and the behavior of citizens in this field. In fact, living in an urban society, due to the emergence of various centers such as administrative, commercial, and residential, has led to the increase of countless intra-city trips for each member of the society and has brought with it a problem called traffic. In general, traffic can be considered a phenomenon that is the result of interaction between human actions, nature (natural environment) and machine (technology). Among the factors affecting traffic, human actions, which are known as traffic behavior, is an issue that refers to the individual skills, perceptual and cognitive abilities of the driver, and shows how the driver reacts to traffic laws and warnings. Is. Therefore, traffic behaviors play an important role in traffic accidents. So that unpleasant traffic behaviors cause more accidents, and on the other hand, positive traffic behaviors promote the creation of a safe traffic environment. Therefore, the education of any country, considering that it covers a significant level of society and citizens, can be successful in teaching traffic behavior in various aspects, and through training desirable traffic behavior in the form of training The theory in the content of the books and practical training can be effective in projects such as: police assistant, etc. at different educational levels and to some extent guarantee the health of the citizens. The research method of this article is the descriptive method of analysis with library technique.

The aim of this study was to evaluate the effectiveness of mindfulness-based stress reduction program on reducing psychosomatic symptoms and test anxiety in the University entrance exam candidates.

Methods and Materials: 

The present study was an experimental study with pre-test and post-test design with a control group. The statistical population included the senior female high school students in Bonroud district of Isfahan province in the educational year (2020-2021), who were selected by multi-stage random cluster sampling method and among students who had high anxiety scores (1 standard deviation above average). 12 students were randomly assigned to the experimental group and 12 students were randomly assigned to the control group. The experimental group underwent mindfulness-based stress reduction program intervention for 8 sessions. The control group did not receive any intervention. TAI test anxiety (Abolghasemi et al., 2006) and psychosomatic complaints (Takata and Sakata, 2004) questionnaires were used to collect data. The collected data were analyzed using statistical methods of Analysis of Covariance. Participants were allowed to leave the study whenever they wished. The informed consent form was completed by the individuals before the study began.

The results of ANCOA analysis showed that the experimental intervention could significantly reduce test anxiety (P<001) and reduce psychosomatic symptoms (P<001) in students of the experimental group.

According to the findings, it can be concluded that mindfulness-based stress reduction program has been able to have a positive effect on reducing test anxiety and psychosomatic symptoms in the University entrance exam candidates.

Lack of interest and motivation for the study has never been caused by one factor, and as a result, there are many unknowns and problems in educational failure. One of these issues is the feeling of academic boredom and its causing factors. Educational boredom is an excitement and one of the crucial factors in disrupting the optimal learning process of students. This educational excitement is defined by cognitive, emotional, physiological, and motivational components as well as external indicators or manifestations experienced during educational activities such as class attending, studying, or doing homework. On the other hand, active participation in school is a multidimensional structure that has both cognitive (self–directed learning and using cognitive strategy) and emotional (sense of belonging to school and valuing of school education) dimensions and has positive educational and personality consequences for students and is an essential and worthwhile challenge as an aspect of adolescent growth. Students' participation in the teaching and learning process is a crucial step towards increasing the quality and achieving the goals of education. Therefore, the purpose of the current study was to present a structural model of relationships between active participation in school and educational boredom with the mediating role of competency perception in high school boys.

According to its purpose, this research is fundamental, and in terms of data collection, it is a correlational analysis employing structural equation modeling. The statistical population consisted of all ninth–grade male students in public schools in Babol City, Iran. The sample size was estimated as 300, according to the number of variables, the allocation of a coefficient of 25 for each variable (10 variables observed in the model), and the possibility of some incomplete questionnaires. They were selected by a two–stage clustering method. In the first stage, 10 schools were selected from 14 public schools in Babol. In the second stage, 12 classes were randomly selected from all twenty 25–student classes. To collect data, the Questionnaire of Active Participation in the School (Wang et al., 2011), the Educational Boredom Scale (Pekran et al., 2005), and the Competency Perception Questionnaire (Harter, 1985) were used. For data analysis, regression analysis and structural equation modeling were performed in SPSS18 and Amos23 software. The significance level was set at p<0.05.

The results showed that the variables of active participation in school have a direct and significant effect on educational boredom (β=–0.274, p=0.027), perception of competence on academic boredom (β=–0.587, p=0.042), and also the indirect path of the impact of active participation in school was verified with the mediating of the competency perception on boredom (β=–0.582, p=0.001). The model had a good fit according to the indices of GFI=0.994, CFI=0.990, and RMSEA=0.044.

Based on the research findings, active participation in school affects academic burnout through the mediation of competence perception. Therefore, it is suggested that students are encouraged to participate in school activities through teamwork, solving problems creatively, doing things, and achieving a common goal with cooperation. These activities can promote cognitive behavioral activity as the essential components of competence perception and reduce academic failure, boredom, and even truancy.