جستجوی مقالات مرتبط با کلیدواژه « Self–monitoring » در نشریات گروه « پزشکی »

Self-monitoring is a complex and subjective concept, and various definitions of it have been presented. Lack of proper understanding and application by the treatment staff leads to an increase in the burden of referrals, imposing costs and reducing the quality of people's lives. This concept has been used many times by researchers, but its dimensions have not been fully identified. This study was done with the aim of clarifying the concept of self-monitoring.

Analysis of the concept of self-monitoring, based on the model of Walker and Avant (2005) was done in eight steps by searching PubMed, Web of Science, Scopus, CINAHL, Irandoc, Magiran and SID databases and using the keywords monitoring, self-monitoring, self-control and self-regulation, and also their English equivalent without time limit until 1402 (2023).

Self-monitoring is a multidimensional concept. Health literacy, motivation and purposefulness are its most important components. This type of care can occur at different individual, interpersonal, family and community levels.

The present study identified different dimensions of the concept of self-monitoring. Future studies can use the results of this study to create tools and design effective and multidimensional interventions so that its effects can be seen on a wide scale.

Mobile phone dependency has become a global problem due to its high incidence, rapid growth rate, and serious adverse consequences. The aim of this study was to model the structural relationships of mobile phone addiction in male students based on negative excitement and boredom proneness with the mediating role of self-monitoring.

This study was a descriptive study, and the statistical population consisted of all male high school students studying in public schools in Ardabil in the academic year 1400. From this population, a sample of 170 people were selected by convenience sampling method, and answered the questionnaires of mobile phone addiction, boredom proneness, negative excitement, and self-monitoring. In order to analyze the data, structural equation modeling was used.

The results showed that negative excitement with a coefficient value of 0.38 and boredom proneness with a coefficient value of 0.27 directly have a significant effect on mobile phone addiction. Also, negative excitement with a coefficient value of 0.20 and boredom proneness with a coefficient value of 0.12 indirectly have a significant effect on mobile phone addiction with the mediation of self-monitoring (p<0.001).

According to the results of the present study, interventions related to boredom, negative excitement, and self-monitoring are recommended for training to facilitate valuable activities, manage negative emotions, and regularly practice self-monitoring.

Academic anxiety is a type of situational or specific anxiety that occurs in a social context due to educational conditions. This anxiety, which is the most important type of anxiety in adolescence, has an adverse effect on students' mental health, the efficiency and flourishing of their talents, personality development, academic motivation, and social identity. Academic involvement involves different dimensions: behavioral involvement requires student participation in learning activities such as persistence and attention; cognitive involvement involves active self–regulation and complex learning strategies. It is more and more about motivational concepts of learning. Academic burnout can be significantly affected by defective cognitive and metacognitive strategies. Cognitive and behavioral techniques can be effective in reducing it. Given this, as well as the relationship between these variables and academic anxiety, it seems that cognitive –behavioral training can be effective in this regard. However, not much attention has been paid to such interventions. The purpose of this study was to investigate the effectiveness of self–monitoring model training in improving academic burnout and engagement in students with academic anxiety.

The method of this research was quasi –experimental with a pretest –posttest design with a control group. The statistical population consisted of all female high school students with academic anxiety in Tehran city, Iran who were studying in the junior high schools in the academic year of 2019 –2020. After obtaining the necessary permits, announcements about participating in the research were distributed in the Martyrs' School (District 18) in Tehran. Then, for the volunteers participating in the research, the Test Anxiety Scale (Sarason, 1977) was performed. Among the volunteers, individuals whose anxiety scores were above average were selected as a sample and randomly assigned to the control and experimental groups (each group with 12 people). Other tools for collecting data were Maslach Burnout Inventory–Revised (Schaufeli et al., 2002) and Academic Engagement Questionnaire (Zerang, 2012). After grouping, the experimental group participated in 10 training sessions and the control group did not receive any intervention. The collected data were analyzed in the pretest and posttest using descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance) in SPSS software version 25. Also, the level of significance considered in the present study was 0.05.

The results showed that after adjusting the effect of pretest scores, in the posttest, there was a significant difference between the experimental and control groups in the variables of academic fatigue (p<0.001), academic inefficiency (p<0.001) and academic engagement (p<0.001); but no significant difference was observed in academic apathy ( p=0.094).

The study results emphasized the self –monitoring model’s relative efficiency on improving burnout, anxiety, and academic engagement of students with academic anxiety. Applying this training model improves the variables of academic fatigue, academic inefficiency, and academic engagement.

University students are the intellectual human resources of any society and they are the prospects of their country. Paying attention to their mental, spiritual, social, cultural and physical health will provide the ground for realization of a dynamic and healthy life in the future. The purpose of the present study was to determine the effectiveness of self-monitoring training using the Islamic contemplation approach on self-restraint among female students of Tehran University.

This study adopted a quasi-experimental pretest and posttest control group design. The statistical population consisted of all students of University of Tehran who were studying in the educational year 2017. A sample of 30 female students from Tehran University was selected using available sampling method. They were randomly assigned to two experimental (15) and a control group (15). Participants in the experimental group received an Islamic-contemplation self-monitoring training program in eight (one-and-a-half-hour) sessions. A self-restraint questionnaire Gatfordson and Hirschi was used to collect data. Data were analyzed using covariance analysis. In this study, all the ethical considerations have been observed and no conflict of interest was reported by the authors.

The results showed that the female students in the experimental group had significantly higher self-control scores than the control group on the post-test and the hypothesis of the study concerning the effectiveness of self-monitoring training by Islamic contemplation approach on self-restraint of Tehran University students was confirmed (P>0/01).

Based on the findings, group religious-spiritual intervention had a positive effect on the internal and self-control power of female students, and this intervention could be used to improve the psychological resources in increasing students’ self-restraint.

The main purpose of the present study was to investigate the effectiveness of life skills training on self-monitoring, spiritual health, and academic optimism.

The research method was pretest-posttest with control group. The statistical population of the study was all male and female students of secondary school in Karaj in the school year of 99-98. 100 students (50 girls and 50 boys) were selected using cluster sampling method. Spiritual, self-monitoring, and academic optimism responded. Then, based on the questionnaire scores, 50 of those who scored lower on the cut-off point in the spiritual health, academic optimism and self-monitoring questionnaire were selected as the sample of the study and randomly divided into two control groups (n = 25) and Experiments (n = 25) were inserted. The experimental group received eight 90-minute sessions of life skills training. But the control group did not receive the training. After the training, data analysis was done using SPSS22 software and covariance analysis.

The results showed that life skills training increased students' self-supervision (p> 0.001), spiritual health (p> 0.001) and academic optimism (p> 0.001).

Life skills training is effective on self-monitoring, spiritual health and academic- optimism.

Researchers in the context of reading comprehension, have either a cognitive-social view or a self-regulating learning perspective. There is lack between combinations of a cognitive-social perspective with self-regulation learning. The aim of present study is to combine the social cognitive perspective (scaffolding) and self-regulation learning (self-monitoring and metacognitive strategies) to improve the reading comprehension and reading motivation in students. The research method was semi-experimental pretest post-test with control group. Sample size consisted of 53 fourth grade elementary students (28 in experimental group, 25 in control group) who were selected by cluster random sampling method. For data collecting PIRLS reading literacy test and Wigfield and Guthrie reading motivation questioner were used. The experimental group received combination of self-monitoring strategies and meta-cognitive scaffolding training for 18 sessions while the control group was trained with traditional method. In the end, reading comprehension test and reading motivation questioner was accomplished on both group. Data were analyzed by covariance analysis method. Obtained result showed that reading comprehension and reading motivation of students in experimental group who received combination of self-monitoring and meta-cognitive scaffolding training were significantly higher than control group who received traditional method. Based on the obtained results, it is possible to emphasize the importance of teaching self-monitoring strategies and metacognitive scaffolding on students 'reading comprehension, and reading motivation so this method can be used to improve students' reading comprehension skills and reading motivation.

The aim of this study was to investigate the effectiveness of Self-Monitoring Strategy (SMS) on student's Social Anxiety Disorder (SAD).
A quasi experimental pre and post-test with control group was Conducted for evaluating effectiveness of the intervention. For this purpose, 30 female students from Tabriz high schools were selected using cluster random sampling and screening methods. Student who received highest score in the initial implementation of the Social Phobia Questionnaire and did not have mental disorders according to SCL-90-R (elementary screening) and were matched in terms of intelligence, were selected. They were randomly divided into two control and experimental groups. After the random assignment of the subjects, the social phobia questionnaire was conducted in the pretest about members of the two groups. Then the experimental group participated in 7 sessions of self-monitoring strategy group training; however, the control group received no intervention. After the treatment sessions, the post-test was performed and one month later the follow up test performed. Then data were analyzed using Analysis of Covariance (ANCOVA).
The results revealed a significant difference in social phobia symptoms scores of both groups (P ≤ 0.01) and mean scores of social phobia was lower in intervention group than in the control group both at the post test and follow up phases.
This study has implications for psychologists, researchers, parents and teachers in the effective use of self-monitoring technique.

The aim of this study was to comparison of the identity styles, self-monitoring and fear of success among normal and anxiety medical sciences university students.
The method of this study is causal-comparative. The population of this study included all students in Ardabil University of Medical Sciences in the academic 2014-15 year; from this population 90 students were selected as sample by using available sampling method. Also for determination of anxious students after the administration of anxiety questionnaire, students who have high score in anxiety test, were selected as anxiety group and with the same number of students who have low score in anxiety test were taken as normal students group (45 anxiety students, 45 normal students) were selected and tested and responded to the White Identity Styles Questionnaire, Grow Self-monitoring Questionnaire and Foss Fear of Success Questionnaire. Data analysis was achieved through the variance statistical test.
result showed that there were lower level of anxiety among students who have normative and informative identity styles and was high among students who have confused identity style. Also results showed that students who were self-regulatory had less anxious and students who have a fear of success, reported more anxious.
Therefore, it can be concluded that the students who have normative and informative identity styles and high self-monitoring were less anxious and students who have confused style and fear of success were more anxiety.

The present study aimed at investigating the relationship between self-monitoring and thought control. The research method was descriptive, and statistical population included all administrative employees of Mashhad University of Medical Sciences, official or contractual form, and 141 of whom were randomly chosen. Data collection tools, Wells and Davis Thought Control and self-monitoring questionnaires, were based on the pattern Mohammad Moqimy with a reliability of 84% and 83% percent. The collected data were inferentially analyzed through SPSS software, tests of Pearson correlation and regression analysis. As indicated by the results of the study, there is no significant relationship between self-monitoring and thought control. Regression analysis also showed that the obtained regression model is not significant (P= 0/279). F (1.274) revealed that the thought control components can significantly predict self-monitoring scores. Therefore, the research hypothesis regarding the relationship between self-monitoring and thought control is not approved. Keywords: self-monitoring, thought control, thinking, training

Fasting in diabetic patients is accompanied by various changes in metabolism, lifestyle and medication. Evaluation of diabetic patients’ knowledge in the field of fasting conditions, the fasting-induced changes, complications, and ways to deal with them, is the first step towards efficient and effective diabetes self-management training in Ramadan fasting. The purpose of this study was to design a valid and reliable questionnaire on fasting knowledge of diabetic patients and evaluate the knowledge and determinant factors in diabetic patients. In this study a questionnaire on diabetic patient’s awareness was designed in 5 sections: 1- fasting conditions in patients with diabetes (fasting status of diabetic patients), 2- drug use, 3- controlling of blood glucose, 4- physical activity and 5- diabetic diet in Ramadan. Validity and reliability (Cronbach's alpha coefficient=0.79) of the questionnaire was confirmed. In a cross-sectional study, the fasting knowledge of 200 diabetic patients of Diabetes and Metabolic disorders clinic were examined, before Ramadan 2012. The association between the knowledge and patients’ age, sex, weight, diabetes duration, educational levels, Ramadan fasting group education, fasting blood sugar, HbA1c and type of diabetes were evaluated. The mean of total correct answers were 46% with the highest scores in dietary information (62.5%) and lowest in physical activity (18%) and drug use (23%). Significant positive association was found between total and each part scores with patients’ educational level. Also group of participating in the Ramadan fasting education study and group of non- participating, showed significant difference in response to questions. Findings of this study revealed (indicated) poor fasting knowledge in diabetic patients. Educational programs before Ramadan can increase awareness and could improve self-management of diabetic patients during Ramadan fasting and decrease complications.