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

Coronavirus disease 2019 (COVID-19) and diseases with respiratory symptoms in gatherings such as schools have the potential to escalate into an epidemic. Given the absence of any approved specific treatment for these diseases, prevention remains the only viable approach. This study aimed to investigate the impact of messages rooted in the extended parallel process model (EPPM) on the perceptual dimensions and preventive behaviors related to COVID-19 among girl students in primary schools in Borkhar City, Iran, in 2021.

This randomized controlled educational trial was conducted on 300 elementary students in Borkhar City using a random sampling method. The data collection tool utilized was a researcher-made questionnaire. Students were divided into two intervention groups (intervention through posters and based on the EPPM for teaching prevention behaviors against infectious respiratory diseases such as COVID-19) and one control group.

In the first group of intervention (threat group), after the intervention, the mean scores of attitude (P = 0.030), behavior (P = 0.001), and intention (P = 0.007) variables showed a significant increase compared to before the intervention. In the second group (efficiency group), after the intervention, the mean scores of variables related to denying the authenticity or value of the message (P = 0.001), defensive avoidance (P = 0.027), self-efficacy (P = 0.017), and fear (P = 0.042) also showed a significant increase compared to before the intervention.

In general, posters containing information about threats based on the EPPM had a greater impact on perceptual dimensions and preventive behaviors against infectious respiratory diseases like COVID-19. The application of the EPPM was effective in creating perceived intensity and sensitivity towards performing preventive behaviors, as well as in enhancing the attitude, intention, and behaviors of the group studied.

The aim of the present study was to investigate the effectiveness of metacognitive therapy on learning styles and academic self-concept of secondary school girls in Jahrom.This research was carried out in terms of practical purpose and quantitative research method of semi-experimental and pre-test and post-test design with experimental and control groups and random assignment on the statistical population of secondar school girls in Jahrom. Seventy-two subjects were selected by multistage cluster sampling method and 36 individuals placed in each group. The experimental groups underwent group metacognitive therapy during ten 70-minute sessions. The tools of this research were VARK learning styles questionnaire and Delavar's academic self-concept questionnaire. Statistical analysis was performed using univariate and multivariate covariance analysis and SPSS software.The results of the showed that the metacognitive strategies training intervention significantly increased the average of written (from 4.72 to 5.44) and visual styles (from 3.17 to 4.67), as well as academic self-concept (from 72.36 to 81.14) (p<0.05). Also, the intervention caused a significant decrease in the average of two learning listening (from 5.08 to 3.86) and movement (from 3.03 to 2.06) (p<0.05). The partial eta squared index showed that the metacognitive strategies training intervention had the most effectiveness on movement style and academic self-concept with the coefficient of 0.154 and 0.153, respectively. Metacognitive therapy is effective in improving learning styles and academic self-concept as a clinical treatment approach, and overall, it can promote mental health, and improve or treat psychological health issues outside the academic field

In order to improve the psychological and academic status of students, having an authentic tool for their cognitive evaluation seems to be one of the essential factors. The aim of this study was to develop and validate a cognitive assessment test for junior high school students in Tehran.

The research was conducted using a descriptive-survey design and an instrument validation method. The research population consisted of all junior high school students in Tehran. The research sample consisted of 300 randomly selected junior high school students who completed the researcher-made test and the Stanford-Binet test. Linear factor analysis, internal consistency, criterion validity, and Pearson correlation were used to analyze the data.

The findings obtained from the nonlinear factor analysis using the NOHARM software showed that the cognitive components were formed by five factors: knowledge, fluid reasoning, working memory, visuospatial processing, and quantitative memory. The results of KR20 confirmed the overall internal consistency in the three age groups 13 to 15. To assess the test's validity, a concurrent criterion validity method was used, employing the Pearson correlation coefficient, which showed a correlation coefficient above 0.58 in each age group (p<0.01). Content validity was assessed using the judgment of experts, yielding a value of 0.79. The overall reliability coefficient of the test ranged from 0.73 to 0.80 in all three age groups.

Based on the research findings, it can be concluded that the researcher-made cognitive assessment questionnaire has acceptable psychometric properties among junior high school students.

The Covid-19 pandemic has created unprecedented challenges and stressors for all populations around the world. The present study aimed to investigate the structural relationships patterns of Covid-19 stress prediction based on self-control with the mediating role of perceived social support in students.

This was a descriptive-correlational study of structural equations. The study population included all high school students in Ardabil in 2020. A total of 250 of these individuals were selected using the convenient sampling method and participated in the study. The Corona stress, perceived social support and self-control questionnaires were used to collect data. Pearson correlation coefficient and structural equation modeling were used to analyze the data using SPSS.25 and Lisrel-8.8 softwares.

The results of the correlation coefficient showed that Corona stress had a negative and significant statistical relationship with self-control (r=-0.70; p<0.001) and perceived social support (r=-0.73; p<0.001). Also perceived social support has a positive and significant relationship with self-control (r=0.72; p<0.001). The model was fit based on the fit indices. Based on the results self-control was effective in corona stress, both directly and indirectly through the mediation of perceived social support.

The results indicated that self-control along with perceived social support can play an important role in Corona stress. Therefore, the findings of this study can facilitate the provision of more accurate psychological interventions by educational parties.

Studies have demonstrated the effectiveness of emotion-focused group therapy (EFGT) on psychopathology in vulnerable groups. However, it remains unclear whether this intervention is effective for self-harming students. The present study aimed to investigate the effect of EFGT on emotional dysregulation, impulsivity, and tendency to risky behaviors in self-harming female students.

This quasi-experimental study utilized a pre-test, post-test, and follow-up design with a control group. The statistical population comprised all female secondary school students in Bukan city during the academic year 2023. A sample of 45 students was selected based on inclusion and exclusion criteria and randomly assigned to experimental, placebo, and control groups (15 students each). Participants completed the Difficulties in Emotion Regulation Scale, Barratt Impulsiveness Scale, Self-Harm Inventory, and Iranian Adolescents Risk-taking Scalebefore and after the group therapy and in the follow-up phase. The emotion-focused treatment protocol developed by Watson and Greenberg (2006) was administered over 8 sessions lasting 90 minutes each, conducted over a period of 2 months for the experimental group. Data were analyzed by mixed ANOVA using SPSS-25 software.

The findings indicated that EFGT significantly reduced emotional dysregulation, impulsivity, tendency to risky behaviors, and self-harm tendencies in the experimental group compared to the placebo and control groups (p<0.01). These effects were sustained during the follow-up phase (p<0.01).

The results of the present study provided appropriate experimental support for the effect of EFGT in reducing emotional dysregulation, impulsivity, tendency to risky behaviors and self-harm tendencies in at-risk students. Therefore, clinical experts and psychotherapists can use this intervention to effectively treat emotional dysregulation, risky behaviors and self-harm tendencies in students.

 The power of narratives is such that they can immerse readers in their world and transform them. Narratives can transport readers to various places and times. With this in mind, the current study sought to compare the ability to maintain effort and interest over the long term, as well as resilience, across different levels of engagement with a success narrative.

 This comparative study involved the selection of 200 middle school students (2019) from both girls' and boys' schools in the first district of Rasht, utilizing a convenience sampling method. Initially, they were provided with five short stories on success for study. Following their reading of the stories, students completed the Transportation Scale - Short Form (Appel et al., 2015), the Short Grit Scale (Duckworth & Quinn, 2009), and the Connor-Davidson Resilience Scale (Connor & Davidson, 2003). The Transportation Scale - Short Form (Appell et al., 2015) was employed to measure students' levels of engagement with the narrative on success. Finally, the data were analyzed using multivariate analysis of variance with the SPSS24 software.

 The findings revealed a significant difference between the two groups in terms of their ability to maintain effort and interest in long-term goals as well as resilience (P < 0.01). Participants in the high-level narrative transportation group demonstrated greater capacity for sustaining effort and interest in long-term goals (29.52) and resilience (67.05) (P<0.01).

 Drawing from the obtained results, one could posit that storytelling serves as a distinct form of motivation and catalyst for success, prompting students to engage deeply with narratives and be impacted by their substance, consequently fostering heightened motivation and emotional enrichment.

Background and Many researchers investigated the role of commercialization of knowledge and entrepreneurship discussion, but researchers have not paid much attention to the importance of the relationship between the knowledge and skills acquired with earning money and its role in academic dynamism and enthusiasm. Also, it seems that fewer researchers have investigated the role of commercialization of knowledge on children. Thus, the purpose of this research was to study the role of the practicality of knowledge and its commercialization in academic dynamics and the mental health of students.
This article was done using the descriptive method and library study so that different information about the research topic from different information sources including articles, university books, and domestic and foreign scientific sources from reliable scientific search databases such as Magiran, Elsevier, PubMed, and Google Scholar search engines were collected and described, explained and discussed. Search with keywords such as commercialization of knowledge, application of knowledge, benefits, and advantages of commercialization of knowledge, commercialization of knowledge, and mental health from 2004 to 2023 were collected described, explained, and discussed.
The commercialization of knowledge has many benefits and challenges for children and their families around the world. Commercialization is like a double-edged sword that in some ways can cause the growth and improvement of children's lives and well-being, and on the other hand, it may harm their well-being.
In this research, while dealing with the concept of commercialization, the necessity, benefits, and challenges of commercialization of knowledge on children's well-being, lack of employment of graduates and its relationship with mental health, vocational training, and job skills in children and adolescents have been discussed and investigated.

Leishmania is one of the indigenous diseases of Iran, which is endemic in 18 provinces of the country. It is necessary to carry out an educational intervention to promote the preventive behaviors of this disease in endemic areas. The present study was designed to determine the effect of educational intervention based on the Health Belief Model (HBM) on the preventive behaviors of cutaneous leishmaniasis in male students. 

This study was conducted using a randomized controlled trial on 80 male students of the First secondary level school in Shahin shahr in 2022. The students were randomly divided into two intervention and control groups. Data were collected based on a standard questionnaire based on the Health Belief Model. Questionnaire was completed before, immediately and three months after the intervention. The data were analyzed using SPSS 19 software and statistical tests of repeated analysis of variance, independent t-test and post hoc Ben Feroni. Significance level was considered at 0.05.

Before the educational intervention, the two groups were similar in terms of demographic information and the scores of the constructs of the HBM (p>0.05). Immediately and three months after the educational intervention, the mean scores of the constructs of knowledge, perceived susceptibility, perceived severity, self-efficacy, behavior and perceived benefits increased significantly in the intervention group (p>0.05), but there were not a statistically significant difference in the constructs of perceived barriers and cues to action (p>0/05).

The results of the present study showed the effect of educational intervention based on the preventive behaviors of Cutaneous leishmaniasis in male students. Of course, due to the lack of impact of the intervention on the perceived barriers, it is necessary to pay attention to non-educational interventions such as allocating subsidies for the purchase of protective equipment, especially in deprived areas, in addition to educational interventions.

The present study aimed to investigate the effect of cognitive-behavioral stress management training on emotion regulation strategies, life expectancy, mental well-being, and social Adjustment in students with generalized anxiety disorder.

This study was a semi-experimental pretest-posttest design with a control group. The statistical population of the study consisted of high school students with generalized anxiety disorder in Divandarreh city in the academic year 2022-2023. Using purposive sampling method, 28 of them were selected and randomly assigned to two groups: experimental (14 subjects) and control (14 subjects). Then, the experimental group received 10 sessions (90 minutes each) of cognitive-behavioral stress management protocol according to Antoni et al. (2007). To collect data, the Generalized Anxiety Disorder Questionnaire, Emotion Regulation Scale, life expectancy Scale, Mental Well-being Questionnaire, and California Social Adjustment Questionnaire were utilized. Data were analyzed using repeated measures ANOVA in SPSS-26 software.

The results indicated a significant difference between the control and experimental groups (p < 0.01) in pretest, posttest, and follow-up stages in emotion regulation strategies (p < 0.01), (pretest scores: 16.42, posttest: 28.42, follow-up: 27.14), life expectancy (p < 0.01), (pretest scores: 85.57, posttest: 119.28, follow-up: 105.07), mental well-being (total) (p < 0.01) (pretest scores: 92.71, posttest: 128.71, follow-up: 126.71), and social Adjustment (total) (p < 0.01) (pretest scores: 10.06, posttest: 18.70, follow-up: 17.15).

Considering the effectiveness of cognitive-behavioral stress management training in enhancing emotion regulation strategies, life expectancy, mental well-being, and social Adjustment in students with generalized anxiety disorder, the results of the present study can be used in counseling and psychotherapy centers for intervention in individuals with generalized anxiety disorder.

Aggressive behavior in abused female students can have many negative effects on their personal, social, and emotional development. This research was conducted with the aim of investigating the effectiveness of emotion regulation training based on the Gross process model on reactive aggression, and alexithymia of aggressive female students with abusive parents.

The research method employed was a semi-experimental design with pre-test-post-test control group accompanied by a one-month follow-up. The statistical population included all female students in Mahshahr city with aggression problems and some other criteria for entering the research, in 1402-1403. A total of 30 people were selected by available sampling method and randomly assigned to two groups of 15 people, experimental and alternative control. The research tools included Bart's impulsivity and self-control (Tanji et al., 2004) questionnaires. The experimental group received the emotion regulation training package based on the Gross process model during 10 ninety-minute sessions, and the control group did not receive any intervention. Both groups were evaluated by research tools in three stages: pre-test, post-test and follow-up. The data were analyzed by the method of analysis of variance with repeated measures and Bonferroni's post hoc test. Statistical analyses were conducted with SPSS_V26 statistical software.

The results showed that the average scores of impulsivity and self-control of the experimental group, compared to the control group, decreased significantly in the post-test phase and this decrease remained relatively constant in the follow-up phase (p<0.001).

Emotion regulation training based on the Gross process model has a significant effect on reducing impulsivity, and self-control of aggressive female students with abusive parents and can be used to improve psychological factors in aggressive female students with  abusive parents.

Cardiovascular and sports experts recommend the use of oxygen consumption cost indicators, heart rate and fatigue index to control work pressure in sports and rehabilitation. Meanwhile, it is very common to control the intensity of exercise by heart rate index. However, the maximum heart rate (HRmax) must first be measured or estimated as the basis for the calculations. The purpose of the present study is to evaluate the validity of HRmax estimation equations in healthy children.

The HRmax was measured and estimated in 205 healthy boys between 8 and 12 years old by two methods, Bruce's incremental exercise test and special equations for children. In order to compare the estimated and measured HRmax, Pearson's correlation, t-correlated and root mean square error (RMSE) were used.

A weak correlation between estimated and measured HRmax was observed (R=0.09-0.18). A significant difference was observed between the estimated and measured HRmax (beats per minute = 1.4-4.8) (P<0.05). So, the Nikolaidis equation led to a significant overestimation and the Shargal and Gelbert equations led to a significant underestimation of the HRmax. Also, the root mean square error values for HRmax estimation equations were high (RMSE = 6.9 - 7.4 beats per minute).

Considering the ineffectiveness of foreign equations for estimating the HRmax in Iranian children, it is recommended to design native equations for estimating the HRmax for Iranian children.

 Resilience is the ability of people to effectively adapt to the environment exposed to risk factors. A large share of learners' failures is rooted in stress. The purpose of this study was to determine the effectiveness of self-compassion training on resilience and academic stress of students with low academic performance.

 The research method was a semi-experimental pre-test and post-test design with a control group. Sixty 11th-grade males from low-performing high schools in the city of Tabriz were selected by cluster random sampling and randomly assigned to equal the intervention and control groups. The intervention group received a training course on self-compassion in 10 sessions and the control group continued with their regular classroom programs. Data were collected using Connor & Davidson resilience and Kohn & Frazer academic stress questionnaires and were analyzed using covariance analysis test and SPSS Statistics for Windows, version 22.0 (SPSS Inc., Chicago, Ill., USA).

 The mean (SD) of resilience scores in the experimental group increased from 52.5 (22.5) before the intervention to 69.6(16.8) after the intervention (P=0.017). Academic stress scores in the experimental group decreased from 79.7 (33.6) before the intervention to 54.1(18.0) after the intervention (P<0.001). In the control group, there was no difference between the pre-test and post-test scores.

 The study showed that teaching self-compassion is an effective and significant intervention to increase resilience and reduce academic stress of school students with low academic performance.

Excessive consumption of sugar-sweetened beverages among elementary school students is increasing. This is related to adverse health consequences, in particular the occurrence of chronic diseases in adulthood. Understanding the predictors of reducing the intention to consume these drinks makes it possible to design more effective interventions. The present study was conducted with the purpose of determining the factors affecting the intention to consume sugar-sweetened beverages in primary school students using the theory of planned behavior.

This cross-sectional-analytical study was conducted on 300 elementary school students in Arak city. Students were selected by cluster sampling. The number of consumed glasses of sugar-sweetened beverages per day by students and their mothers as well as the structures of the theory of planned behavior were assessed using the researcher-made questionnaire to determine the most effective predictors of the intention to reduce the consumption of sugar-sweetened beverages in students. The results were analyzed by linear regression test. Ethical considerations were observed in all stages of the study.

The mean age of the students was 11.14±1.26 years and their consumption of sugar-sweetened was 3.86±2.59 glasses per day. Perceived behavioral control (p < 0.001, β = 0.55) and subjective norms (p < 0.001, β = 0.25) were predictors of intention to reduce the consumption of sugar-sweetened beverages. These variables were able to predict 49% of the variance of the intention to reduce the consumption of sugar-sweetened beverages.

The results of this study showed that the perceived behavioral control constructs and subjective norms from the theory of planned behavior significantly explained the intention to reduce the consumption of sugar-sweetened beverages in students. It is recommended to design educational interventions to reduce the consumption of sugar-sweetened beverages among students based on this theory.

The emergence of Covid-19 has many psychological effects on teenagers, one of which is depression, anxiety and stress, and it has brought physical and psychological effects.

The purpose of this study is to investigate the prevalence of anxiety and depression in students of Sanandaj city during the epidemic of the Covid-19 virus in 1401.

This study was conducted in a cross-sectional descriptive analytical way. The studied population included all middle school students of Sanandaj city in 1401 with a sample size of 270 people and an age range of 13-15 years. DASS-21 questionnaire was used to collect data. The data was analyzed using SPSS-24 software.

The results of the study showed that the average scores of depression, anxiety and stress were 14.68 ± 3.39, 14.56 ± 2.99 and 14.74 ± 2.989, respectively. There is a significant relationship between the mean score of depression, anxiety and stress with sleep time, duration of daily activity and body mass index (P<0.05). Also, there is a statistically significant relationship between gender, history of covid-19 in the student and their family, having daily activities and economic status with the average score of depression, anxiety, stress (P>0.05).

The outbreak of the Covid-19 pandemic causes anxiety, depression and stress in students. This phenomenon is intensified when children are confined at home and do not have outdoor activities. As the spread of covid-19 increases, the level of anxiety, stress and depression also increases. Therefore, increasing public awareness of this disease and providing positive psychological programs can reduce anxiety in society

The current generation of children requires more social skills and adaptability in their social environment than ever before. Accordingly, the present study was conducted to design a life skills training package for children and determine its effectiveness on the social adjustment of primary school students. The research method was qualitative, using theme analysis, and the quantitative part of the research was quasi-experimental with a pretest-posttest design, a control group, and a two-month follow-up period. The statistical population of the research consisted of 12698 primary school students in Shahrekord city in the academic year 2021-2022. A total of 109 students were selected by convenience sampling and randomly assigned to experimental and control groups. The students in the experimental group received the life skills training package over ten weeks in 10 sessions. The Social Adjustment Questionnaire (SAQ) was used as the measurement tool in this study. The data were analyzed through mixed ANOVA using SPSS23 software. The study showed that the life skills training package has sufficient content validity. Also, this training package significantly impacted the social adjustment of students (P<0001; Eta=0.58; F=149.17). The effect size of the present intervention on social adjustment was 0.58. Based on the findings, the life skills training package, by familiarizing students with their strengths and weaknesses, teaching effective communication skills and empathy, emotion management, problem-solving skills, and creative thinking, can be an efficient method of improving the social adjustment of primary school students.

Anxiety is one of the psychological factors that learners of the educational system experience a wide range of, on the other hand, academic vitality is one of the capabilities that play a role in students' adaptation, so the present study aims to determine the effectiveness of behavioral-cognitive group training in anxiety and the academic life of the students was done.

The current research method was quasi-experimental with a pre-test and post-test design and a control group with a follow-up period. The research population included all secondary school girls in Birjand city in the academic year of 2021-2022, 30 of whom were selected using accessible sampling and were randomly divided into two test groups (15 people) and control groups (15 people). The data collection tools included Lavibond and Lavibond's anxiety questionnaire and Dehghanzadeh and Hossein Chari's academic vitality. The experimental group was subjected to intervention in eight face-to-face sessions of 90 minutes over a period of eight weeks (two months) and the control group received the usual intervention. In data analysis, analysis of variance with repeated measurement between groups was used with SPSS version 20 software.

The results showed that the average anxiety scores in the behavioral-cognitive group training group compared to the control group in the post-test and follow-up stages decreased compared to the pre-test stage, but the academic vitality variable increased, and these results continued in the follow-up period as well. (P<0.01)

According to the obtained results, the use of behavioral-cognitive group training had positive effects on reducing anxiety and improving the academic vitality of students, therefore, it is suggested to use this treatment as a complementary treatment in schools and medical centers for students.

Mental health problems in adolescence have a high prevalence and students are also affected by these problems as an active segment of society. In this context, mental health literacy and seeking professional psychological help are important components in the prevention, diagnosis, and timely treatment of mental disorders. the present study aims to examine the relationship between mental health literacy and attitude towards seeking professional psychological help in high school students of Amol City during the academic year 2022-2023.

This is a descriptive-analytical cross-sectional study conducted on high school students of Amol City during the academic year 2022-2023. With multi-stage random sampling, 416 students participated in the research, and considering the inclusion and exclusion criteria, 357 were analyzed. Data were collected using the demographic and educational form, mental health literacy scale (MHLS), and short form of attitude towards seeking professional psychological help scale (ATSPPH-S). Data analysis was performed using SPSS V22, employing descriptive statistics tests, univariate and multiple generalized linear regression models.

In this study, the mean age of the participants was 16.62±0.645 years and 52.4% of them were males. Also, most of them were in the 11th grade and studying technical and professional fields. The results of the study showed that the average mental health literacy and attitude towards seeking professional psychological help in students were 78.32±9.17 and 15.70±4.31 respectively which were almost in the middle range. The ability to identify mental disorders had the highest average (23.34) and the awareness of risk factors had the lowest average (5.12) among the components of mental health literacy. The result of univariate generalized linear regression indicated that there was a significant relationship between attitude towards seeking professional psychological help and students' mental health literacy (P<0.05). Moreover, multiple generalized linear regression’s results showed that attitude towards seeking professional psychological help, gender and mothers' education had a significant relationship with students' mental health literacy(P<0.05). Other demographic and educational variables had no significant relationship with mental health literacy(P<0.05).

Considering the direct and meaningful relationship between mental health literacy and attitude towards seeking professional psychological help in students, it is suggested that managers and educational and health officials make decisions to improve the mental health literacy of students. This can increase their willingness to seek psychological support when necessary. It is also important to create suitable conditions for training and improving the mental health literacy of the parents of students so that they can play an effective role in improving the mental health of themselves and their children.

 Socialization and the ability to interact with others is essential. Healthy social growth requires the natural and healthy development of personality and learning social skills. Storytelling is a great way to help intellectual development in children. This study aims to investigate the effect of storytelling on the social-emotional skills of primary school male students in Iran.

 This is a quasi-experimental study with a pre-test/post-test/follow-up design. The study population included all 12-year-old primary school male students in Tehran (educational district 1) in 2019-2020. Using a purposive sampling method, 40 eligible students were selected and randomly assigned to intervention (n=20) and control (n=20) groups. The intervention group received the storytelling program at 14 sessions of 30 minutes, two sessions per week. The Social-Emotional and Character Development Scale was used to collect the data, which was completed by the students. Analysis of covariance was used to analyze the data.

 There was a significant difference between the two groups in social-emotional skills (P<0.05).  The scores increased in the intervention group after storytelling. In the two-month follow-up phase, the changes were stable.

 Storytelling is an effective way to increase primary school male students’ social-emotional skills and can be used in educational settings.

Students can play an effective role in protecting the environment by changing environment-related beliefs and strengthening responsibility and self-efficacy. The use of behavior change models is a reasonable approach to identifying psychological factors effective on pro-environmental behavior (and is an undeniable necessity before designing cognitive-behavioral interventions. The current study aimed to determine the variables affecting pro-environmental behaviors in elementary school students in Qazvin City using the theory of planned behavior (TPB).

Using a multi-stage sampling method, 184 fifth- and sixth-grade students of public elementary schools participated in a cross-sectional study in 2022-2023. The data collection tool was a self-report questionnaire including demographic information, a knowledge scale, and a 20-item questionnaire to assess pro-environmental behaviors and TPB-related subscales. The data were analyzed using LISREL 8.80 software and statistical tests, such as the Chi-square test, independent T-test, one-way ANOVA, Pearson correlation, and path analysis at a significant level of less than 0.05.

The status of some behaviors, such as warning about environmental issues, controlling the ambient temperature, using public transportation, and the pattern of watching TV programs were inappropriate. The strongest correlation coefficient was reported between knowledge and attitude (r=0.675, P<0.05) and the weakest between subjective norms and behavior (r=0.235, P<0.01). Moreover, perceived behavioral control (β=0.49, P<0.05) and attitude (β=0.31, P<0.05) formed the most important constructs affecting intention, and 66.7% and 28.5% of the variance of pro-environmental intentions and behaviors was explained by TPB, respectively.

The TPB is considered a suitable and logical theoretical framework for understanding and evaluating psychological variables effective on pro-environmental behavior in students. It is recommended to focus on attitude and perceived behavioral control in designing educational interventions to encourage pro-environmental behaviors.