جستجوی مقالات مرتبط با کلیدواژه "دانش آموزان" در نشریات گروه "پزشکی"

Health-promoting behaviors encompass a range of behaviors that empower individuals to take charge of their health and other members of society. Considering that many high-risk behaviors are formed early in life, this study aimed to investigate health-promoting behaviors and the factors influencing them among sixth-grade elementary school students in Isfahan City, Iran, in 2023.

This cross-sectional study was conducted with participation of 201 boy and girl elementary school students selected through two-stage cluster random sampling. Health-promoting behaviors were assessed using a standard questionnaire, Health-Promoting Lifestyle Profile (HPLP), and a demographic characteristics questionnaire also was used. Data analysis was performed using descriptive and inferential statistical tests with SPSS software.

The average score for health-promoting behaviors was 137.33 ± 18.97. The highest average score was observed in the self-actualization dimension, which was 31.89 ± 4.35, while the lowest average score was in the stress management dimension, at 12.98 ± 3.12. Overall, 5.5% of students were classified as having good health, 73.5% were at an average health level, and 22.7% were categorized as having undesirable health. A significant difference was found between girls and boys only in the dimension of self-actualization; no significant differences were observed in the other dimensions.

Considering that few students were in good health, it is necessary to develop a health promotion behavior training program for this age group to enhance their physical and mental health.

Mindfulness can be effective in reducing mind wandering and internet addiction. The present study aimed to predict Internet addiction based on mindfulness with the mediation of mind wandering in students of the second secondary school in Tehran.

The research method is descriptive-correlation. The statistical population of the research was all the secondary school students in Tehran in the academic year 2021-2022, from which 200 were selected by non-random sampling method. Research instruments included the demographic questionnaire, "Internet Addiction Test", "Five Facet Mindfulness Questionnaire" and "Mind Wandering Questionnaire". The validity of the instruments was measured using content validity using a qualitative method and reliability using the internal consistency method by calculating Cronbach's alpha coefficient. The collected data were analyzed in SPSS .26 and Amos. 24.

The mindfulness negatively and significantly predicts Internet addiction (β=-0.148, P=0.001). Mind wandering positively and significantly predicts Internet addiction (β=0.393, P=0.001). Mindfulness negatively and significantly predicts Internet addiction through the mediation of mind wandering (β=-0.085, P=0.001).

Mindfulness, with the mediation of mind wandering, predicts Internet addiction in high school students in Tehran. Therefore, it is suggested that health counselors and psychologists reduce their mind wandering and internet addiction by holding mindfulness courses for high school students.

Ageism develops from childhood, and examining children’s attitudes towards old age can help in understanding the situation and planning for successful aging. Therefore, the aim of this study was to analyze the content of primary school students' paintings in Izeh city to determine their attitudes towards older adults.

The method of this study was quantitative content analysis. First, 145 students were selected by simple random sampling method in the ages of 6–12-year-old in Izeh city in 2019. Then, 284 elderly male and female characters drawn by these students were included in the study as the analysis unit. The Danowski checklist, the Tree diagram and descriptive statistics such as frequency and percentage, as well as inferential statistics such as Chi-square and multivariable logistic regression were used to analyze the data.

The mean age of students was 9.28 (±1.85). Analysis of students' drawings showed that although more than half of the drawings (69.4%) portrayed positive stereotypes the grandparents, 88.8% of students did not like getting old and only 23.4% of students had a positive view toward old age. Logistic regression findings showed that being a boy increased the probability of portraying elderly with negative stereotypes by 5 times (OR=5.620; CI=1.34-23.63) and with increasing age more negative stereotypes were observed in students' drawings (OR=1.50; CI=1.03-2.20).

Considering the increase of negative stereotypes among students with increasing age and also more negative stereotypes among boys, it is necessary to pay more attention to this issue in educational programming and intergenerational interventions at schools. Early intervention in childhood, can help prevent ageism in the future aging society of Iran.

Academic procrastination has negative consequences for academic achievement and motivations, cognitions, behaviors, and emotions related to education. One of the most effective structures in academic procrastination is executive functions. Executive functions include the abilities that children will need in the future for school learning. Another factor affecting academic procrastination is addiction to the Internet, especially dependence on cyberspace. Dependence on cyberspace is a new issue that the whole society, many people, and families are involved in today. One of the factors that causes dependence on cyberspace to lead to academic procrastination is a lack of time management due to being involved with cyberspace. Determining the role of dependence on cyberspace, executive functions, and time management in academic procrastination requires field research in Iran. Thus, this research benefits from structural equations modeling for academic procrastination based on dependence on cyberspace and executive functions with the mediation of time management in junior female high school students.

This research method was of the correlation analysis type based on the structural equation modeling. The statistical population of the research was made up of all the female junior high school students in Kerman City, Iran, numbering 8150 people in the academic year 2022–2023. Among them, 384 people were selected as samples by a stratified random sampling method. The sample size was based on the rule proposed by researchers in structural equation modeling, which states that the number of samples should be 15 to 20 times the number of observed variables. In this research, considering 20 obvious variables, 400 people were considered, and after distributing 450 questionnaires among students, 384 people answered thoroughly. Data were gathered via the Internet Addiction Test (Widyanto & Mcmurran, 2004), the Behavior Rating Inventory of Executive Function (BRIEF) (Gioia et al., 2000), the Time Management Questionnaire (TMQ) (Truman & Hartley, 1995) and Procrastination Assessment Scale–Students (PASS) (Solomon & Rothbloom, 1984). Data were analyzed at a significance level 0.05 using structural equation modeling in SPSS version 25 and AMOS version 24.

The results showed that the model for predicting academic procrastination based on dependence on cyberspace and executive functions with the mediation of time management is an acceptable fit for junior female high school students in Kerman. Thus, the direct effects of dependence on cyberspace on time management (β=–0.76, p<0.001), executive functions on time management (β=0.24, p=0.012), dependence on cyberspace on academic procrastination (β=0.69, p<0.001), executive functions on academic procrastination (β=–0.46, p<0.001), and time management on academic procrastination (β=–0.56, p<0.001) were significant. On the other hand, time management plays a mediating role in the relationship between dependence on cyberspace (β=0.381, p<0.001) and executive functions (β = 0.24, p<0.001) and students' academic procrastination. The goodness–of–fit indices indicated a good fit of the model (χ2/df=3.53, GFI=0.907, IFI=0.925, CFI=0.924, RMSEA=0.079).

According to the findings, dependence on cyberspace and weakness in executive functions reduces the ability to time management and naturally lead to an increase in academic procrastination among students.

Academic resilience is one of the main structures for understanding motivation, excitement, and academic behavior. Academic resilience helps students adapt and regain their previous academic performance in the event of academic failure. Various factors can affect academic resilience, including self–compassion and positive self–talk. Self–compassion emphasizes the fundamental principle that external soothing thoughts, views, and behaviors must be internalized. In this situation, the mind relaxes in internal situations and reacts to external conditions. Positive self–talk is done to correct the interpretation of events related to oneself and others. In this situation, it has common goals with compassion–based therapy and has an effective role in resilience. Students who have low academic resilience learn to be compassionate and have positive self–talk by expressing beneficial positive statements, being kind to themselves, and improving their self–esteem.

The research method was correlational analysis. The statistical population includes all 8200 secondary school students in the city of Kerman, Iran, in the academic year 2022–2023, of which 384 students were selected as a sample based on Krejcie & Morgan's table (1970) using stratified random sampling based on the gender of the students. The inclusion criteria for the subjects were as follows: students of the second secondary school, studying in Kerman City, interest in cooperation in research, and no physical and mental diseases (according to the information in the student's academic records). The exclusion criterion was non–cooperation in the research. The data collection tools were the Self–Compassion Scale (Neff, 2003), the Self–Talk Scale (Brinthaupt et al., 2009), and the Conner–Davidson Resilience Scale (Conner & Davidson, 2003). Data analysis was done using SPSS version 25 software with the Pearson correlation coefficient and multiple linear regression tests considering a significance level 0.05.

The results showed that self–compassion (p<0.001, β=0.466) and positive self–talk (p<0.001, β=0.335) were predictors of academic resilience (R2adj=0.467). In addition, self–kindness (p<0.001, β=0.252), isolation (p=0.044, β=0.105), mindfulness (p=0.008, β=0.144), and extreme identification (p<0.001, β=0.248) were predictors of academic resilience (R2adj=0.397). Also, social assessment (p=0.027, β=0.146), self–enhancement (p=0.005, β=0.184), and self–criticism (p<0.001, β=0.273) predict students' academic resilience (R2adj=0.30).

The present study determined that self–compassion and positive self–talk influence students' academic resilience. Through their self–compassion and positive self–talk, the students' level of academic resilience can be expected to improve.

Since students are the core of the educational system, paying more sensitivity and attention to the variables and components related to them is necessary. Academic vitality refers to a positive, constructive, and adaptive response to all kinds of problems and obstacles that students deal with every day. One of the variables that is effective in students' education is academic engagement, which refers to a positive behavior, a psychological state, and the opposite of burnout. This motivational state is not transitory but a stable emotional–cognitive state that is not focused on a specific object, event, person, or behavior and refers to a penetrating, stable, and positive state of mind related to work. It is one of three components of empowerment, commitment, and absorption in learning, and it has emotional, cognitive, and agency dimensions. Cognitive and metacognitive strategies are the activities the learner performs for better learning.

This quasi–experimental research employed a pretest–posttest design with two groups (experimental and control groups). The statistical population comprised all Saadi Girls' High School students in Neishabur City, Iran, in the academic year 2022–2023. To collect data, a sample of 30 students was selected by available sampling. Students in the experimental group were trained in cognitive and metacognitive strategies for 10 sessions, and the control group did not receive any training. The inclusion criteria were as follows: being in ninth grade, not participating in extracurricular classes, not having to repeat the grade in the ninth grade, not taking medication, and being interested in participating in the research. The exclusion criteria were as follows: high absenteeism and non–cooperation in the research. The research tools were the Academic Vitality Questionnaire (Dehghanizadeh and Hosseinchari, 2012) and the Academic Engagement Questionnaire (Zerang, 2012). Mean and standard deviation were used to analyze the data at the descriptive statistics level. At the level of inferential statistics, multivariate covariance analysis and univariate covariance analysis were used via SPSS version 22 software. The significance level was set at 0.05.

The results showed that after removing the effect of the pretest, the posttest score between the experimental and control groups for cognitive involvement (p<0.001), motivational involvement (p<0.010), behavioral involvement (p<0.001), total academic participation index (p<0.001), and academic vitality (p<0.001) were significant. Also, the effect size of cognitive–metacognitive strategies training was 86% on academic vitality, 72% on behavioral engagement, 60.6% on cognitive engagement, 22.3% on motivational engagement, and 33.7% on academic engagement.

Based on the findings, it is concluded that cognitive and metacognitive strategies effectively increase academic engagement and vitality.

Considering many life problems today, research on positive psychology is growing daily. Psychological well-being is a state of mind and the ability to cope with problems and different communication modes in society. Among the positive factors that affect psychological well-being are worry, self-efficacy, distress tolerance, hope, and optimism. Considering that students constitute a considerable part of the country's population and mental health is directly related to all aspects of people's lives, mental health and well-being are necessary for the maintenance and durability of the social, occupational, and academic functions of the people in society. This condition causes improvement and growth and realizes the human character. So, this study aimed to investigate the relationship between worry, self-efficacy, and disturbance tolerance with the psychological well-being of junior and senior high school students with the mediating role of hope and optimism.

The research method used correlational analysis, which was done using structural equation modeling. The statistical population of the present study included all senior and junior female and male high school students in the city of Bileh-Swar, Iran, in the academic year 2022-2023. According to the conceptual model of the research and observance of the minimal criteria proposed by Klein (2016), 200 people were selected as the standard sample. The random sampling method was a multi-stage cluster. Data were gathered via the Life Orientation Test-Revised (LOT-R) (Scheier et al. 1994), the Psychological Well-Being Scale (PWB) (Ryff, 1989), the Penn State Anxiety Questionnaire (PSWQ) (Meyer et al., 1990), the Distress Tolerance Scale (DTS) (Simons & Gaher, 2005), the Life Expectancy Questionnaire (Snyder et al., 1991), and the Self-Efficacy Scale (Sherer et al., 1982). The Pearson correlation coefficient and structural equation modeling were used for data analysis using SPSS 24 and AMOS 24. The significance level in all tests was considered 0.05.

The results showed direct paths between worry (p<0.001, β=-0.75), self-efficacy (p<0.001, β=0.44), disturbance tolerance (p<0.001, β=0.61), hope (p<0.001, β=0.75) and optimism (p<0.001, β=0.81) were significant with psychological well-being. The goodness of fit indices supported the good fit of the research model with the collected data (RMSEA=0.071, CFI=0.933, AGFI=0.927, IFI=0.941, GFI=0.932, NFI=0.939, CMIN/df=2.50).

Based on the research findings, worry has a negative and significant effect on psychological well-being, and self-efficacy and disturbance tolerance have a positive and significant effect on psychological well-being. In addition, hope and optimism effectively play a mediating role between worry and self-efficacy and distress tolerance with psychological well-being.

Adolescence is one of the most important stages of human life. This period provides growth opportunities both physically and spiritually in terms of cognitive and social adequacy, independence, and self-esteem. Among the problems frequently seen among students and teenagers is the inability to direct their learning and face academic problems. Among these problems is academic self-regulation. Self-regulation consists of two factors: self-cognition and motivation. Self-cognition consists of two parts: self-control and planning. The motivational factor consists of self-efficacy and effort. The formation of self-discipline depends not just on the individual's will, and various factors can be involved, including self-confidence. Different psychological elements influence students' academic and educational performance; among them is psychological toughness, and today, they have a valuable place in the studies of psychologists. Therefore, this study aimed to investigate the effectiveness of psychological toughness training on self-confidence and academic self-discipline of second-year high school boys.

The present research method was quasi-experimental, employing a pretest-posttest design with a control group. The statistical population included all students referred to the Psychological Counseling Center of the Department of Education in 2021-2022 to solve educational and psychological problems. An available random sampling method was used to select the research sample. In this research, after the announcement of the call from among the volunteer students who wanted to participate in the project and qualified to enter the meetings, 30 eligible male students who obtained the lowest scores in the Self-Confidence and Academic Self-Regulation questionnaire were selected. By random assignment method, 15 people were assigned to the experimental group and 15 to the control group. The research tools included the Eysenck Self-Confidence Scale (Eysenck & Wilson, 1976) and the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989). After the pretest, psychological toughness training interventions were implemented in ten 60-minute sessions, and at the end of the sessions, the subjects of each group were given a posttest. The data were analyzed using SPSS22 software and multivariate covariance analysis at a significance level 0.05.

The results showed that the average self-confidence scores in the experimental group after removing the pretest effect were higher in the posttest compared to the control group (p=0.021). Also, the average academic self-regulation scores in the experimental group after removing the effect of the pretest increased in the posttest compared to the control group (p=0.024).

Based on the research findings, psychological toughness intervention effectively increases students' self-confidence and internal self-regulation.

Restrictions imposed during the coronavirus disease 2019 (COVID-19) pandemic led to a decrease in physical activity levels across various age groups, particularly among students. This study aimed to determine the effect of eight weeks of corrective exercises on musculoskeletal pain levels in 13-15-year-old students.

This clinical trial was conducted on 101 students (44 girls and 57 boys) aged 13 to 15 experiencing musculoskeletal pain in various body parts in Bandar Mahshahr, Khuzestan Province, during the second half of the academic year 2021-2022. Participants were selected based on the Adolescent Nordic Musculoskeletal Questionnaire (NMQ), considering only the first question regarding the presence or absence of pain in each of the nine body regions (neck, shoulder, elbow, hand, upper back, lower back, pelvis, knee, and ankle) in the past seven days. A score of 1 was assigned to the presence of pain and 0 to the absence of pain. Participants were randomly assigned to two groups of 60: A control group and an intervention group. The intervention group performed corrective exercises at home for eight weeks, with three sessions per week, each lasting 40 minutes. No intervention was provided to the control group. Musculoskeletal pain levels in the neck, shoulder, upper back, elbow-arm, wrist, lower back, knee, and ankle were then compared in the pre-test, post-test, and follow-up.

The mean and standard deviation of the total pain scores for the intervention and control groups were 1.32±0.41 and 1.33±0.46 in the pre-test, 1.01±0.08 and 1.34±0.46 at the post-test, and 1.17±0.36 and 1.11±0.31 at follow-up, respectively. Results revealed that eight weeks of corrective exercises significantly reduced musculoskeletal pain levels in the students’ neck, shoulder, upper and lower back, elbow, knee, wrist, ankle, pelvis, and thigh (P<0.05); however, this improvement was not sustained at the follow-up.

Performing corrective exercises reduced musculoskeletal pain levels in the neck, shoulder, upper and lower back, elbow, knee, wrist, ankle, and pelvis and thigh of 13-15-year-old students; however, the benefits were not sustained when the exercises were stopped.

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.

Promoting moral judgment and critical thinking is one of the main goals in the education system; therefore, the aim of the present study was to investigate the effect of teaching philosophy with native-Iranian stories on studentschr('39') moral judgment and critical thinking.

The quasi-experimental research method was pretest-posttest with a control group. The statistical population included all male and female students of the fourth and fifth grades of elementary school in Chalous in the academic year 2019-2020 who were selected by sampling method available to 30 people and were divided into two groups of 15 experimental and control. They responded to the Ricketts Critical Thinking Scale and the Sinha and Varma Judgment Questionnaire. The experimental group participated in 17 sessions of philosophical training, but the control group was on the waiting list. Data analysis was performed using SPSS software version 22 and multivariate analysis of covariance.

The results showed that there was a difference between the mean scores of moral judgment and critical thinking in the experimental and control groups and the growth rate of moral judgment and critical thinking in the experimental group was higher than the control group (P <0.01).

The philosophy education program with indigenous-Iranian stories had a positive effect on the moral judgment and critical thinking of students.

Adolescents are crucial and sensitive age group in any society, with their health forming a fundamental basis for the society health. Despite the importance of healthy nutrition during adolescence, most adolescents globally consume less than the recommended amounts of fruits and vegetables while increasing their intake of carbonated drinks and high-fat processed fast food. This study aims to determine the knowledge, attitudes, and practices related to fruit and vegetable consumption among female high school students and the factors influencing these behaviors.

This cross-sectional study included 270 first female high school students from Nehbandan city in 2023, randomly selected using multi-stage sampling method. Data were collected using a demographic questionnaire along with knowledge, attitude, and practice assessments, and analyzed using SPSS-23 software utilizing descriptive-analytical statistics, the Kruskal-Wallis test, and Spearman's correlation.

The average age of the students was 13.9±0.75 years. The mean scores and standard deviations for beverage and vegetable consumption, attitude, and daily performance were 17.76±2.8, 24.68±5, and 3.7±1.5 respectively, with the daily and weekly performance of fruit and vegetable consumption at (3.7±1.5) and 10.28±5.3 respectively. There was a significant relationship between fruit and vegetable consumption and factors such as father's occupation, family income, and mother's education (p< 0.05).

The results indicated that while students had favorable knowledge and attitudes towards fruit and vegetable consumption, their actual consumption practices were inadequate. Factors such as attitudes, mother's education level, father's occupation, and income significantly influenced students' fruit and vegetable consumption. Therefore, educational interventions and counseling for mothers on the importance of fruit and vegetable consumption for family health, especially for adolescents, along with government support for low-income families to improve nutrition, are essential.

Food and nutrition literacy has become increasingly important in food and nutrition research in recent years and is considered a key factor in population health and complex public health problems. The purpose of this cross-sectional study was to investigate the status of nutrition literacy of 10-12-year-old Kurdish children in Kurdistan province in western Iran. In this cross-sectional study, data were collected using a food and nutrition literacy tool. In 2022, based on targeted cluster sampling, primary school students were used. The total number of samples was 390 (male=195 and female=195). The same number of people from grades 4,5, 6 were randomly selected from 52 elementary schools. A total of 10 schools were selected from north, south, east, west and center of Baneh city in Kurdistan province, half of them were boys and half were girls. Among the seven areas of food and nutrition literacy, the highest score was related to the area of knowledge of healthy eating (84.5) and the lowest score was related to the area of nutrition label literacy (26.9). About 10% in the cognitive field and about 33% in the skill field had low food and nutrition literacy. The results of this study show the gap between the knowledge and skill areas of food and nutritional literacy levels at young ages, that is, although the level of literacy and nutrition of children is relatively favorable in the field of knowledge, it is not suitable in the field of skills.

Strengthening metacognitive therapy strategies in self-concept and academic performance can be a crucial step in identifying, improving, and clinically treating psychological issues and promoting mental health. 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. Seventytwo 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 questionnaire. Statistical analysis was performed using univariate and multivariate covariance analysis and SPSS. v. 28 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 styles: 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 thecoefficient 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 .

Today, one of the major crises of educational systems in different countries is the problem of academic stress among students, so the present study was conducted to mediate the role of psychological hardiness in the relationship between spiritual health and students' academic stress.

The descriptive research method was structural equations type. The research population included all ninth-grade male and female students of the first secondary school in Birjand city in the academic year of 2022-2023, 200 eligible samples were selected by stratified sampling method and they responded to the spiritual health questionnaire of Palutzin and Ellison (1982), psychological toughness of Kiamrai et al., (2017) and academic stress of Lacau (2009). SPSS version 22 and Amos software were used for data analysis and research model.

The results showed the direct effect of spiritual health and psychological hardiness on negative academic stress and also indicated the indirect effect of spiritual health on academic stress through the mediating variable of psychological hardiness (P<0.01).

By providing the content and suitable educational environment and adopting effective teaching strategies, by promoting the students' spiritual health and psychological toughness, the policymakers and implementers of the educational programs provided the ground for reducing the students' academic stress during their studies.

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.

The prevention against tobacco dependence project (PAD) in Iran is an interventional project that is in progress in four phases with a focus on the prevention of tobacco use from childhood to adolescence. This study, as the second phase of this project, aims to evaluate the effectiveness of the PAD project by investigating the knowledge and attitudes of school students with and without education based on this project.

This is a quasi-experimental and quantitative study that was conducted in Varamin, Iran, in 2022. Using a proportional stratified sampling method, 200 school students who were PAD helpers were selected as the intervention group and 200 non-PAD students as the control group. The educational intervention was about prevention against tobacco products provided by using booklets, pamphlets, brochures, posters, educational videos, holding scientific, cultural and artistic competitions, providing consulting services, and recreational and training camps. A 57-item questionnaire was designed based on the World Health Organization questionnaires. The obtained data were analyzed in SPSS software, version 23 using t-test and Pearson’s correlation test. The significance level was set at 0.05.

The mean score for the knowledge of the harms of tobacco in the PAD (24.41±0.32) and non-PAD (21.02±0.32) groups showed the significantly higher knowledge of the PAD group (P<0.05). Moreover, the mean score for the attitude variable in the PAD (18.156±0.31) and non-PAD (15.752±0.31) groups showed the significantly higher attitude of the PAD group (P<0.001). 

The PAD project has been effective in increasing awareness and changing the attitude of school students in Iran regarding tobacco smoking during the COVID-19 pandemic.

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.

Academic sustainability and well-being influence students’ academic success. This study examines the relationship between mental health, persistence, and academic well-being, considering the mediating role of transformational capital. This applied research adopts a descriptive-correlational approach. Information was collected through library and field methods. The statistical population included first-year male and female secondary school students in Kerman, with 300 students selected from six schools in a multi-stage cluster. The data collection tools included the Transformational Capital Questionnaire, the Academic Well-being Questionnaire by Tominen-Swini et al., and the Academic Sustainability Scale. Data analysis was performed using AMOS and SPSS version 23 software path analysis. The results indicated that transformational capital, as a mediating variable, affects the relationship between mental health, sustainability, and academic well-being. A relationship between academic sustainability and academic well-being is mediated by transformational capital. The model analysis showed that the indirect effect of academic sustainability on academic well-being through transformational capital was 0.35, indicating a relationship between academic sustainability and academic well-being mediated by students’ transformational capital. Students with higher developmental capital (social, cultural, and family) exhibit cohesion and integrity and experience academic satisfaction. The external-textual dimension of transformational capital, which is the positive experiences individuals receive daily from relationships with people and the social system, can influence their well-being and academic sustainability.