جستجوی مقالات مرتبط با کلیدواژه « Emotional adjustment » در نشریات گروه « پزشکی »

 Investigating the effective factors in the emotional adjustment of neglected and poorly supervised teenagers is necessary because of their problems; therefore, the present study was conducted with the aim of investigating the role of spiritual health and cognitive flexibility in the emotional adjustment of poorly supervised and neglected adolescents.

 The current research is descriptive-correlational. The research community consisted of all the poorly supervised and neglected adolescents aged 13 to 18 supported by the welfare centers of Bojnord city (Helia Girls' Center and Ehsan Land Center) in the academic year 2022-2023. They were 120 and were selected using the census sampling method. They filled in Palutzin and Ellison's Spiritual Health, Dennis and Vanderwaal's Cognitive Flexibility, and Sinha and Singh's Emotional Adjustment questionnaires. Pearson correlation test and multiple regression analysis method on SPSS version 25 software were used for data analysis. In the present study, all ethical considerations were observed and the authors reported no conflict of interests.

 The results showed that the relationship of spiritual health (r=0.587) and cognitive flexibility (r=0.599) with emotional adjustment was positive and significant (P<0.01). Also, the regression results showed that spiritual health explained 33.6% and cognitive flexibility explained 37.3% of the variance in emotional adjustment.

 Strengthening the spiritual health and cognitive flexibility of poorly supervised and neglected adolescents can be effective in strengthening their emotional adaptation; The fundamental effect of spiritual health can play a very important role as one of the main sources of identity creation and identification in society, especially in a religious society like Iran.

In the early years of schooling, factors such as being far from parents for 5 hours, academic and social demands can be stressful for children and provide the conditions for creating or intensify some mental disorders. Therefore, it is important to investigate the prevalence of emotional-behavioral disorders and their related factors at this age.

The purpose of the present study was to investigate the prevalence of emotional-behavioral disorders with and without comorbidity in children aged 6 to 8 years, and also to predict the severity of these disorders based on the mother's reaction to the child's negative emotions.

The research method was descriptive-analytical. The population included all the first and second grade primary school students of Malayer city in the academic year 2017-2018, and 454 people were selected by cluster sampling method. In order to collect data, the Child's Behavior Checklist (2002) and the Child's Reaction to Negative Emotions Questionnaire (1990) were used. Data were analyzed through SPSS version 22 software and stepwise linear regression model was employed.

The findings of the present study revealed that, the pure prevalence of emotional and behavioral disorders in these children was 8.6% and prevalence with comorbidity of these disorders was 7.3%. In addition, mother's reactions to children's negative emotions could predict the severity of children's emotional-behavioral problems (P=0.001).

In the age range of 6 to 8, the comorbidity of emotional and behavioral disorders of these children is high and the mother's supportive or unsupportive reactions to the child's negative emotions play a significant role in it, so it is suggested that child psychologists and psychiatrists pay special attention to these findings in diagnostic interviews and treatment strategies.

Emotional adjustment is very important for the better development of preschool children. The aim of this study was to compare the effectiveness of affective capital training and life skills training on emotional adjustment among 4-6-year-old children.

This research was a semi-experimental study with a pretest and posttest design with a control group. The statistical population was preschool children in preschool centers in the winter of 2022 in Isfahan, Iran. From them, 45 preschool children were selected by purposive sampling method and randomly assigned to two experimental groups and a control group (15 children for each group). emotional adjustment questionnaire of Thorlacius and Gudmundsson (2017) was used to assess the dependent variable in two stages. The two training groups were each trained for 10 sessions of 45 minutes and the control group did not receive any treatment. The data were analyzed by analysis of covariance and posthoc Bonferroni test.

The results showed that there was a significant difference between affective capital training and life skills training with the control group in the two components of temper control and social assertiveness (p<0.01), but there was no significant difference between the two training groups (p>0.05). In the control of anxiety, there was no significant difference between affective capital training and life skills training in the control group (p>0.05).

According to the research results, affective capital training and life skills training are effective in increasing temper control and social assertiveness in preschool children. It is recommended that these two training be used for preschool children in preschool training centers.

Cancer causes a decrease in self-esteem and psychological adjustment in mothers with children with cancer. This study was conducted with the aim of determining the effect of spiritual intervention on self-esteem and emotional adjustment of mothers with children with cancer.

In this semi-experimental research, 90 mothers with children with cancer who met the inclusion criteria were selected by available sampling method and divided into two intervention groups (45 people) and control (45 people) using random allocation. Spiritual intervention was conducted in the form of 6 training sessions for 45 minutes, focusing on spiritual issues, for the mothers of the intervention group, but no intervention was done for the patients of the control group. Rosenberg's standard self-esteem questionnaire and Rabiot's emotional adjustment questionnaire were used to collect data. The data were analyzed using spss software version 23 and paired t-tests and analysis of covariance.

The results showed that the average score of self-esteem in both intervention and control groups before and after the test did not show a significant difference (P>0.05). However, the average emotional adjustment score in the intervention group was higher after the intervention and showed a significant difference (P<0.001), but no statistically significant difference was observed in the control group (P=0.549). The results of analysis of covariance (ANCOVA) showed that the effect of the test on self-esteem in both intervention and control groups is effective (P=0.015) and emotional adjustment in people with the effect size (0.243) is effective (P<0.001).

Based on the results, it seems that the use of spiritual interventions in mothers with children with cancer as an accessible and free intervention can increase their self-esteem and emotional adjustment.

Binge eating disorder (BED), manifested as persistent and compulsive eating, could be the result of affects created due to people's evaluation and perception of their relationships with their parents. This study aimed to compare the effectiveness of cognitive-behavioral therapy (CBT) and schema therapy (ST) on emotional adjustment and the sense of loneliness in women with BED who perceived parental rejection.

This was a controlled semi-pilot study with a pretest-posttest-follow-up design. The statistical population comprised all individuals with BED visiting diet clinics in Naein, Iran (2020-2021). Using convenience sampling and based on the inclusion and exclusion criteria, a sample of 45 was selected. The participants filled out the Emotional Adjustment Questionnaire (Rubio et al., 2007), the UCLA Loneliness Scale (Russell and Pilva, 1980), and the Parental Acceptance-Rejection Questionnaire (Abdul Khaleque and Rohner, 2010). They were then randomly allocated to two experimental groups and one control group. The experimental groups received CBT (one 90-minute session per week for 12 weeks) or ST (one 90-minute session per week for 12 weeks), while the control group received no treatment. The data were analyzed using two-way repeated-measures ANCOVA.

There was a significant difference between the ST and CBT groups, on the one hand, and the control group, on the other hand, in terms of emotional adjustment (Eta= 0.59, p≤ 0.01, F= 60.63) and the sense of loneliness (Eta= 0.26, p≤ 0.01, F=16.03). The ST was more effective in the emotional adjustment and the sense of loneliness of the participants with perceived parental rejection. On the follow-up, the effects of this intervention were more persistent than those of CBT (p≤ 0.01).

Based on these results, ST appears to be a more effective intervention for improving emotional adjustment and alleviating the sense of loneliness in women with BED and perceived parental rejection.

Background & Aims

Today, unlike in the past, each person's ability to learn is not dependent only on his intelligence and talents. In addition to the intrinsic factors of intelligence and talent, according to new theories, non-intrinsic factors such as self-regulatory strategies are considered effective in learning. Self-regulation was first proposed in 1967 by Bandura. There are several definitions of self-regulation, which shows that researchers have not reached the same view on this component, but it should be noted that the common denominator of all definitions, self-regulation is a set of psychological efforts to control the internal situation. , To achieve long-term goals. In general, self-regulation refers to the ability of individuals to control their thoughts, emotions, and behavior, and studies have shown that people with high self-regulation are at a higher level in terms of interpersonal relationships, mental health, and academic achievement. Take. Students with academic self-regulation are hard-working and innovative learners and do not simply give up in dealing with issues and problems, they consider learning as an active process during which some responsibility must be taken. Accept and in case of problems try to understand what they need to solve it. There are several definitions of self-regulation, which shows that researchers have not reached the same view on this component. Several definitions of self-regulation will be presented below, but it should be noted that the common denominator of all definitions is self-regulation. Introduce psychological efforts to control the inner state to achieve long-term goals. Self-regulation of learning is one of the important and effective components of students' education and various studies have been conducted to investigate the relationship between this component and other psychological components that in some cases these results are not consistent with each other in general and Given the above, the purpose of this study is to answer the question whether successful emotional adjustment and intelligence can predict self-regulation of learning?

The method of the present study is a correlation. The statistical population of the present study was male and female high school students in Tehran, which according to statistics numbered over 500,000 students, and using the Cochran's formula, 400 subjects is enough for this population, but for more validity of the results, 600 the student was selected as a multi-stage cluster. To conduct the research, the research license was first obtained from the university to refer to schools in Tehran. Then, in coordination with the education of Tehran, educational districts and schools were selected. At this stage, three districts were selected from among the 19 districts of Tehran to represent the socio-economic status of the whole city, and one girls' school from each district. A boys' area was selected. In the next step, the schools were referred to and the purpose of the research was explained to the school principals. Attended a meeting and after explaining the research and agreeing to cooperate, completed the Self-Regulated Learning Questionnaire (SRQ-A); Successful Intelligence Questionnaire; they completed the Emotional Adjustment Scale (EAM).

The results of this study were analyzed using SPSS-18 software and simultaneous regression analysis method and the results showed that successful emotional adjustment and intelligence were positive and significant (p = 0.001) Predict learning self-regulation.

The aim of this study was to investigate the question of whether emotional adaptation and successful intelligence can predict learning self-regulation? The results show that emotional adjustment and successful intelligence have a significant relationship with learning self-regulation and in addition, they have the ability to predict this component positively, which means that the higher the emotional adjustment and successful intelligence. Learning self-regulation will also be higher. In order to investigate the factors affecting learning self-regulation, numerous studies have shown the existence of complex and strong relationships between different psychological components and learning self-regulatory strategies. In explaining the relationship between successful intelligence and learning self-regulation, it can be said that children with high successful intelligence have less stereotyped thinking, and this issue causes them to use different approaches to solve their problems in different situations, and this ability gives them Help achieve the goals. Also, children with high successful intelligence learn about different uses of information and also how to use this information in different life situations, and this meditation on their information increases self-regulation and higher motivation in learning, which is one of the reasons. Another effect of successful intelligence is on the growth of learning self-regulation. Also, high successful intelligence causes more goal-oriented behavior. In other words, self-regulation and successful intelligence act in the same way because both cause students' goal-oriented behaviors. It shows the deep connection between these two components. Another component that has been considered in the present study is emotional adjustment and its relationship with learning self-regulation. Studies have shown that high emotional adjustment in students makes them less involved in marginal issues. And become dangerous, such as criminal groups, physical conflicts, etc., which in turn leads to a greater focus on goals and better self-regulation of education. The emotional adjustment also allows students to better control their negative emotions towards the environment or some subjects, and this plays an important role in their academic self-regulation, while if they can not control their negative emotions towards the subjects. And control environment will have low academic self-regulation. On the other hand, it should be considered that low emotional adjustment will cause more aggression and abnormal behaviors in the school environment, and this will lead to punitive behaviors by school officials and parents, which will cause the whole educational process of knowledge. The learner will be impressed. In other words, emotional regulation does not directly but by affecting the student's behavior, and the feedback he observes from his behavior affects the whole process of student's education and academic self-regulation.

 Polycystic ovary syndrome has reduced the quality of life due to many physical and psychological complications. The aim of this study was to explain the structural relationships between quality of life based on emotional and marital adjustment mediated by coping strategies in women with polycystic ovary syndrome.

 This study was correlation using structural equation modelling. The statistical population included all married women aged 20 to 50 years with polycystic ovary syndrome referred to hospitals of all Tehran University of Medical Sciences in 2020. Among the hospitals with gynaecology clinics, Bu-Ali and Arash were selected by simple random sampling method. A total of 300 women with polycystic ovary syndrome were included in the study by available sampling method. Emotional adjustment, marital adjustment, coping strategies and quality of life questionnaires were used to collect data.  Data were analysed using Pearson correlation, structural equation modelling, PLS, and SPSS Statistics for Windows, version 22.0 (SPSS Inc., Chicago, Ill., USA). The significance level of the tests was considered 0.05.

 By increasing the mean (SD) of emotional adjustment 94.1 (1.2) and marital adjustment 103.1 (1.2), quality of life increased to 77.7 (0.73) (P<0.01). Also, by increasing the mean (SD) of problem-oriented strategy 48.7(8.5), quality of life increased, and increasing the emotion-oriented strategy decreased the quality of life 53.1 (9.6) (P<0.01). Problem-oriented coping strategy (β=0.28) and emotion-oriented (β=-0.24) played a mediating role in the relationship between emotional adjustment and quality of life. In this way, with increasing the amount of problem-oriented coping strategy, and decreasing the amount of emotion-oriented coping strategy, the quality of life score increased. Problem-oriented coping strategies (β = 0.32) and emotion-oriented strategies (β = -0.30) had a mediating role in the relationship between marital adjustment and quality of life, as the problem-oriented coping strategy increased, and Decreased emotion-oriented coping strategy, quality of life score increased.

 The study showed that both emotional and marital adjustment improved the quality of life in women with polycystic ovary syndrome. Problem-oriented strategy was also associated with improved quality of life, but emotion-focused strategy worsened the quality of life. In addition, problem-oriented and emotion-oriented coping strategies played a mediating role in the relationship between emotional adjustment and marital adjustment with quality of life. That is, with the increase of the problem-oriented strategy, the quality of life improved and with the increase of the emotion-oriented strategy, the quality of life worsened.

 The COVID-19 virus is a large group of viruses identified as a public health crisis and has challenged people worldwide. The epidemic of respiratory infectious disease and quarantine, limitations, stress, and other effects of this disease have affected the health, mental well-being, and emotional adjustment of all age groups. This study aimed to investigate the effect of sport on the health and emotional adjustment of students of universities in Qazvin province during the COVID-19 virus pandemic.

This research method was applied, presented, and described in this area. The statistical population included students of Qazvin province who, according to Cochran’s formula, 382 students participated in this study by cluster sampling. The research tools included demographic questions and the Bell Adjustment Inventory questionnaire, which used two dimensions of Emotional and Health Adjustment with acceptable reliability. Data were analyzed in descriptive and inferential statistics sections, and the Kolmogorov-Smirnov test, t-test, two independent samples, and Leuven test were used.

 The t-test of two independent samples and Leuven showed that sport significantly affected students’ health adjustment (P≤0.05). Regarding the variable of emotional adjustment, it was found that sports activities significantly affect the emotional adjustment of the statistical population (P≤0.05). The means of both health and emotional adjustment variables for the two groups (with and without sports history) were significantly different, and this difference was statistically significant (P≤0.05).

 The results showed that sport improved the emotional and health adjustment of the students studied in this research. In other words, people with a history of sport could use more adaptive methods to deal with the problems caused by the CPVID-19 pandemic because sport contributes to physical and mental health. Thus, universities can use the benefits of promoting sport and physical activities to improve the adjustment of their students at different times as well as very new, unknown, and even exhausting crises or situations.

Students with academic self-regulation are hard-working and innovative learners and do not simply give up in dealing with issues and problems. They consider learning as an active process during which somehow take responsibility for it and, if faced with problems, try to figure out what they need to do to solve it. The aim of this study was to develop a self-regulatory model of learning based on successful intelligence and emotional adjustment with the mediating role of psychological well-being.

The research method was correlational and the statistical population of the present study was male and female high school students in Tehran. Four hundred and fifty-six of them were selected in a multi cluster sampling and were asked to complete the self-regulatory learning scale (SRQ-A), the Successful Intelligence Questionnaire, the Psychological Well-Being scale, and the Emotional Adjustment Scale (EAM). The obtained results were analyzed using AMOS software and path analysis method.

The results showed that emotional adjustment and successful intelligence mediated by psychological well-being predict positively and significantly (p <0.01) self-regulation of learning.

According to the results of the present study, it can be suggested that the higher the successful intelligence and emotional adjustment, the direct and mediated psychological well-being have a positive and significant effect on promoting learning self-regulation. Therefore, parents and educational authorities to strengthen academic self-regulation should provide rich environments to strengthen these three components.

The way of coping with infertility affects the mental health of infertile couples. The association of coping strategies and adaptability in women who underwent assisted reproductive treatment are controversial. The aim of the present study was to determine the relationship between coping strategies and adaptability in infertile women who underwent assisted reproductive therapy.

This cross-sectional study was conducted on 212 women who underwent assisted reproduction treatment using convenience sampling. Adaptability to infertility and coping strategies were evaluated using validated self-report questionnaires. Statistical analysis was performed using the multivariable linear regression test. The structural equation modeling was done using AMOS software version 24.

The results showed that independent of the age, monthly income and duration of infertility, there was a negative significant relationship between adaptability to infertility and self-blame, ruminative self-focus, emotional expression, and emotional understanding. Although, a positive significant relationship between adaptability and liberation of the mind strategy exists. The overall structural equation model analysis represented good fit for the model indicating the relationship between coping strategies and infertility adaptability (CMIN/DF = 0.46, P = 0.91).

The results showed that in women who underwent assisted reproductive therapy, only the use of mind liberation strategies had a positive effect on adaptability and other coping strategies had an inverse effect with adaptability.

Burnout is one of the most important unavoidable consequences of work stress that causes physical fatigue, changes in job behavior and performance. The purpose of the present study was to investigate the effectiveness of self-healing training on job burnout, quality of life, and emotional resilience of Isfahan's social emergency personnel.

The research method was semi-experimental with pretest/posttest/follow-up design and a control group. The statistical population of the study included all social emergency personnel in Isfahan city. Using the stratified random sampling method, 36 personnel were selected and randomly assigned into two groups (n=18) of experimental and control. The subjects in the experimental group received 14 sessions of 90 minutes of self-healing training. The burnout questionnaire, the WHO quality of life questionnaire, and the emotional flexibility questionnaire were used to collect data in three stages. Analysis of variance with repeated measures was used.

Findings showed that self-healing training is effective in reducing burnout, improving quality of life, and emotional resilience of social emergency personnel (p<0.05); So that it affected on all dimensions of burnout, two dimensions of the quality of life (physical and mental health), and all dimensions of emotional flexibility.

The self-healing training can be used in stressful work environments to increase tranquility and mental health.

Resilience is a capacity to resist stress and disaster conditions. The aim of this study was to determine the relationship between emotional adjustment and cognitive emotion regulation with resilience.

This descriptive study was conducted in 2020. A total of 185 military nurses from military hospitals and clinics in Shiraz, Iran were included in the study by simple random sampling. The instruments used were Rabio et al.chr('39')s questionnaire with 4 questions to measure emotional adjustment, Besharat questionnaire with 5 questions to measure cognitive emotion regulation and Connor and Davidson questionnaire with 6 questions to measure resilience. All three questionnaires were completed by all military nurses.

The mean scores of military nurses in emotional adjustment was 4.62±1.06 (out of 5), in cognitive emotion regulation was 4.38±1.11 and in resilience was 4.79±1.08. Spearman correlation coefficient and the effect of variables according to the output of artificial neural network were calculated between emotional adjustment with resilience 0.64 and 0.63, respectively, and between cognitive regulation of emotion with resilience 0.52 and 0.37, respectively. 

The effect of stress on medical personnel in military environments can cause many problems for them. Staff in these military units can increase resilience by increasing their skills and competencies in controlling and utilizing emotions and professional adjustment.

Attention–Deficit/Hyperactivity Disorder (ADHD) is among the most frequent behavioral disorders in students. A factor influencing the improvement of parent–child interactions is Emotional Adjustment (EA). EA manifests with symptoms, such as the ability to control emotions and satisfy needs, relate well to others, and cope with failure. An effective component of students' education is Teacher–Student Interaction (TSI), i.e., among the strongest predictors of students' conflicts. Academic Adjustment (AA) also affects students’ mental health status. It is important to address students' behavioral disorders as the future builders of society, especially those with ADHD. Besides, there is insufficient information concerning the relationship between AA, quality of TSI, and EA in students with ADHD. Thus, the present study aimed to predict AA, the quality of TSI, and EA in students with ADHD based on the symptoms of ADHD.

The statistical population of the current descriptive–correlational study included all students with ADHD referring to educational counseling centers in Tehran City, Iran, in 2019. Of them, 280 students were chosen by the convenience sampling method as the research sample. The inclusion criteria of the study were being an elementary schooler, obtaining a score of effort required, referring to counseling centers by the teacher or school principals, and having a normal Intelligence Quotient (IQ). The exclusion criteria of the study were >13 and <7 years of age; referrals to counseling centers by parents, and failure to complete the consent form for participation in the research. The following tools were used to collect the necessary data in this study: the Children Symptom Inventory–4 Questionnaire (Sprafkin & Gadow, 1994), the Inventory of Teacher–Student Relationships (Murray & Zvoch, 2010), and the Emotional, Social Wellbeing and Academic Adjustment Scale (Squington, 1990). Pearson correlation coefficient and regression analysis were used to analyze the obtained data in SPSS.

All components of ADHD (ADHD, impulsivity disorder) presented a significant negative correlation with AA in the studied students (p<0.001). Furthermore, the impulsive subcomponent indicated the highest (r=–0.54), and the attention deficit subcomponent presented the lowest (r=–0.31) correlation coefficient with AA. The subcomponents of attention deficit, hyperactivity, and impulsivity were significantly and negatively correlated with the quality of TSI (p<0.001). Besides, the subcomponent of attention deficit revealed the highest (r=0.46) and the impulsive subcomponent suggested the lowest (r=–0.34) correlation coefficient with the quality of TSI. Additionally, the components of attention deficit, hyperactivity, and impulsivity were significantly and negatively associated with EA (p<0.001). The subcomponents of attention deficit and impulsivity demonstrated a higher correlation coefficient (r=–0.45) and the hyperactivity subcomponent presented a lower correlation coefficient (r=–0.40) with EA. The results of multivariate regression analysis suggested that attention deficit (B=–0.227, t=–0.04, p=0.042), hyperactivity (B=–0.63, t=–3.97, p<0.001), and impulsivity (B=–1.03, t=8,67, p<0.001) could negatively and significantly predict AA. These variables explained 35% of the variance of the academic adjustment score (R2=0.35). Moreover, attention deficit (B=–0.58, t=6.41, p<0.001), hyperactivity (B=0.40, t=3.74, p<0.001), and impulsivity (B=0.25, t=3.16, p=0.002) could negatively and significantly predict the quality of TSI. These variables explained 29% of the variance of the quality score of TSI (R2=0.29). Besides, attention deficit (B=–0.76, t=–54–5, p<0.001), hyperactivity (B=–0.74, t=–450, p<0.001), and impulsivity (B=0.69, t=5.68, p<0.001) could negatively and significantly predict EA. These variables explained 35% of the variance of the EA score (R2=0.35).

According to the present study results, the symptoms of ADHD were predictive of AA, TSI quality, and EA in the explored students with ADHD. Considering the effects of the predicting variables, education experts must pay attention to the symptoms of ADHD concerning education.