Ali mohammad Ahmadi Gharacheh, Salimeh Rava, Ladan Khodadadi, Khalil Nabavi, Roya Hayati nia, Mahsoom Ranjbar Bastaki
{"title":"The Effectiveness of Group Hope Training on Academic Engagement and Social Adjustment in Female High School Students","authors":"Ali mohammad Ahmadi Gharacheh, Salimeh Rava, Ladan Khodadadi, Khalil Nabavi, Roya Hayati nia, Mahsoom Ranjbar Bastaki","doi":"10.52547/ieepj.4.2.256","DOIUrl":"https://doi.org/10.52547/ieepj.4.2.256","url":null,"abstract":"","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117251310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: Burnout is a state of emotional, physical, and mental exhaustion. The personality trait is one of the major causes of burnout. Moreover, schemas as personality traits discussed in personality developmental psychology are very important in this regard. Therefore, in this study, we investigated the predictive effect of early maladaptive schemas and hardiness on burnout of first grade elementary school teachers. For this purpose, the study questionnaires were distributed to all of the first-grade elementary school teachers in Gonbad Kavous city, Iran (142 people) to collect data. At the end, 108 questionnaires were analyzed. The research instruments included demographic questionnaire, Burnout Scale, Kobasa’s Hardiness Scale –Short Form (1982) and Young's maladaptive schema-short form (2005). According to results, there was a positive and significant relationship between three domains of early maladaptive schemas including impaired performance and autonomy, impaired limits and hyper vigilance/inhibition with burnout. Also, there was a significant inverse relationship between hardiness and burnout. According to the results of multiple regression analysis, the model of study explained the 50.9% of the variance of burnout with the predictive power of two domains of impaired performance and autonomy and hyper vigilance/inhibition. Therefore, we conclude that considering the high predictive power of these two domains, schema-based educational and therapeutic interventions can be effective in preventing or reducing teacher burnout. relationship and hardiness, and burnout of first grade elementary school teachers in Gonbad Kavous city.
{"title":"The Predictive Effect of Early Maladaptive Schemas and Hardiness on Burnout of Elementary School Teachers","authors":"F. Bay, Eshagh Novinrouz","doi":"10.52547/ieepj.4.1.73","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.73","url":null,"abstract":": Burnout is a state of emotional, physical, and mental exhaustion. The personality trait is one of the major causes of burnout. Moreover, schemas as personality traits discussed in personality developmental psychology are very important in this regard. Therefore, in this study, we investigated the predictive effect of early maladaptive schemas and hardiness on burnout of first grade elementary school teachers. For this purpose, the study questionnaires were distributed to all of the first-grade elementary school teachers in Gonbad Kavous city, Iran (142 people) to collect data. At the end, 108 questionnaires were analyzed. The research instruments included demographic questionnaire, Burnout Scale, Kobasa’s Hardiness Scale –Short Form (1982) and Young's maladaptive schema-short form (2005). According to results, there was a positive and significant relationship between three domains of early maladaptive schemas including impaired performance and autonomy, impaired limits and hyper vigilance/inhibition with burnout. Also, there was a significant inverse relationship between hardiness and burnout. According to the results of multiple regression analysis, the model of study explained the 50.9% of the variance of burnout with the predictive power of two domains of impaired performance and autonomy and hyper vigilance/inhibition. Therefore, we conclude that considering the high predictive power of these two domains, schema-based educational and therapeutic interventions can be effective in preventing or reducing teacher burnout. relationship and hardiness, and burnout of first grade elementary school teachers in Gonbad Kavous city.","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125130949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
zahra Kazemi saleh, Setareh Mokhtari, S. Gharibzadeh, F. Bakouie
: The main aim of this study was to examine the relation of the sequential implicit learning and visuospatial working memory capacity in childhood. The statistical population for this study were all pre-elementary and elementary female students who are studying at schools of Tehran in 2018 – 2019 academic year. The sample of this study consisted of 27 girls aged 6 to 7.5 and 25 girls aged 9 to 10.5 recruited based on availability sampling method. The participants completed the Corsi span task and a modified version of the Serial Reaction Time (SRT) task in a single session. Data were analyzed using independent sample t-test and the Pearson-r. The results showed that although younger children had a lower visuospatial working memory capacity in comparison with the elder children, there is no significant relationship between the visuospatial working memory capacity and SIL. This means that implicit learning of the sequences is not influenced by the differences of the visuospatial working memory capacity.
{"title":"The Relationship Between Sequential Implicit Learning and Visuospatial Working Memory Capacity: A Developmental Study","authors":"zahra Kazemi saleh, Setareh Mokhtari, S. Gharibzadeh, F. Bakouie","doi":"10.52547/ieepj.4.1.54","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.54","url":null,"abstract":": The main aim of this study was to examine the relation of the sequential implicit learning and visuospatial working memory capacity in childhood. The statistical population for this study were all pre-elementary and elementary female students who are studying at schools of Tehran in 2018 – 2019 academic year. The sample of this study consisted of 27 girls aged 6 to 7.5 and 25 girls aged 9 to 10.5 recruited based on availability sampling method. The participants completed the Corsi span task and a modified version of the Serial Reaction Time (SRT) task in a single session. Data were analyzed using independent sample t-test and the Pearson-r. The results showed that although younger children had a lower visuospatial working memory capacity in comparison with the elder children, there is no significant relationship between the visuospatial working memory capacity and SIL. This means that implicit learning of the sequences is not influenced by the differences of the visuospatial working memory capacity.","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129161818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: The aim of this study was to predict the tendency to high-risk behaviors based on psychological flexibility and attachment styles in male and female high school students. This research was applied in terms of purpose, and descriptive and correlational in terms of data collection. The statistical population of this study was all high school students in the academic year 2020-2021. Using cluster random sampling method, 300 people were selected as a sample. At the descriptive statistics level, the mean, standard deviation, minimum and maximum scores, and at the inferential statistics level, Pearson coefficient and multiple regression have been calculated. The results indicated that the flexibility and secure attachment had a negative and significant relationship with the tendency to high-risk behavior and the avoidant attachment. Moreover, it was indicated that ambivalent attachment had a positive and significant relationship with the tendency to high-risk behavior. Also flexibility (p <0.05, β = -0.17), secure attachment style (p <0.05, β = -0.19), avoidance attachment style (p <0.05, = 0.18) β) and ambivalent attachment style (p <0.05, β = 0.13) were significant predictors of the tendency to high-risk behavior.
{"title":"Predicting the Tendency to High-Risk Behaviors Based on Psychological Flexibility and Attachment Styles in Male and Female High School Students","authors":"S. Monajati, N. Amini, GholamReza Jaafarinia","doi":"10.52547/ieepj.4.1.92","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.92","url":null,"abstract":": The aim of this study was to predict the tendency to high-risk behaviors based on psychological flexibility and attachment styles in male and female high school students. This research was applied in terms of purpose, and descriptive and correlational in terms of data collection. The statistical population of this study was all high school students in the academic year 2020-2021. Using cluster random sampling method, 300 people were selected as a sample. At the descriptive statistics level, the mean, standard deviation, minimum and maximum scores, and at the inferential statistics level, Pearson coefficient and multiple regression have been calculated. The results indicated that the flexibility and secure attachment had a negative and significant relationship with the tendency to high-risk behavior and the avoidant attachment. Moreover, it was indicated that ambivalent attachment had a positive and significant relationship with the tendency to high-risk behavior. Also flexibility (p <0.05, β = -0.17), secure attachment style (p <0.05, β = -0.19), avoidance attachment style (p <0.05, = 0.18) β) and ambivalent attachment style (p <0.05, β = 0.13) were significant predictors of the tendency to high-risk behavior.","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126512893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: Academic engagement is a multidimensional structure that consists of various behavioral, cognitive and motivational components. The purpose of this study was to investigate the factors affecting students' academic engagement through the schools of idealism, realism and pragmatism. The research method was descriptive-correlational and a researcher-made questionnaire based on the qualitative stage of the research was used to collect data. The statistical population of the study included all high school students in districts one and two of education in Urmia, Iran. The research sample was selected by stratified random sampling. Accordingly, 440 students (220 people from each education district) were randomly selected and answered the research questionnaires. Data were analyzed using statistical method of structural equation modeling in LISREL software. The reliability of the developed questionnaire was estimated to be 0.95, which indicated its optimal reliability. Also, based on the results of confirmatory factor analysis and standard factor loads, the measures of the latent variables of the schools of idealism, realism and pragmatism had a positive factor load that supported the validity of the measures in measuring the structure. As a result, the factor structure of the questionnaire for these variables could be confirmed. In general, the research findings supported the measurement of the structure of academic engagement through the educational schools of idealism, realism and pragmatism. Therefore, the questionnaire can be used to measure academic engagement through educational schools in research and educational contexts. burnout and well-being. In a study, showed that emotional engagement is associated with burnout, well-being and well-being. a overall school engagement negatively predicted academic failure. Students who attended classes regularly focused on learning topics, adhered to school rules, scored high overall, and performed better on standardized academic achievement tests. In the research of Mahmodiyan, emotional engagement had the most negative relationship with academic burnout. Hashemizade and Mahdiyan in a showed that there was a positive and significant relationship between academic engagement and blossoming with positive academic emotions. the results multiple
{"title":"Investigating the Effective Factors on Students' Academic Engagement through the Schools of Idealism, Realism and Pragmatism","authors":"Yusef Farmani, Sharareh Habibi, Mehdi Kelantari","doi":"10.52547/ieepj.4.1.115","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.115","url":null,"abstract":": Academic engagement is a multidimensional structure that consists of various behavioral, cognitive and motivational components. The purpose of this study was to investigate the factors affecting students' academic engagement through the schools of idealism, realism and pragmatism. The research method was descriptive-correlational and a researcher-made questionnaire based on the qualitative stage of the research was used to collect data. The statistical population of the study included all high school students in districts one and two of education in Urmia, Iran. The research sample was selected by stratified random sampling. Accordingly, 440 students (220 people from each education district) were randomly selected and answered the research questionnaires. Data were analyzed using statistical method of structural equation modeling in LISREL software. The reliability of the developed questionnaire was estimated to be 0.95, which indicated its optimal reliability. Also, based on the results of confirmatory factor analysis and standard factor loads, the measures of the latent variables of the schools of idealism, realism and pragmatism had a positive factor load that supported the validity of the measures in measuring the structure. As a result, the factor structure of the questionnaire for these variables could be confirmed. In general, the research findings supported the measurement of the structure of academic engagement through the educational schools of idealism, realism and pragmatism. Therefore, the questionnaire can be used to measure academic engagement through educational schools in research and educational contexts. burnout and well-being. In a study, showed that emotional engagement is associated with burnout, well-being and well-being. a overall school engagement negatively predicted academic failure. Students who attended classes regularly focused on learning topics, adhered to school rules, scored high overall, and performed better on standardized academic achievement tests. In the research of Mahmodiyan, emotional engagement had the most negative relationship with academic burnout. Hashemizade and Mahdiyan in a showed that there was a positive and significant relationship between academic engagement and blossoming with positive academic emotions. the results multiple","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"268 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125818692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: The present study aimed to examine the effectiveness of neuropsychological intervention on reading performance and executive functions in dyslexic children. The research method was quasi-experimental. The statistical population of this study included all third grade dyslexic students who referred to the Learning Disabilities Centers in Zahedan in 2021. A total of 28 patients were selected by convenience sampling method and randomly assigned to experimental and control groups (14 people in each group). The neuropsychological intervention was performed in the experimental group for 15 one-hour sessions. Reading and Dyslexia Test (NEMA) (KaramiNouri & Moradi, 2005) and Behavior Rating Inventory of Executive Function (Gioia et al., 2000) was used to collect data. Multivariate analysis of covariance was used to analyze the research hypotheses. The results indicated that the neuropsychological intervention is effective on both reading performance (except for the elimination of sounds and words-fake reading) and executive functions (P <0.01). Furthermore, the results of repeated measures ANOVA showed that the results were significant in the follow-up phase (P <0.01). The findings generally indicated that the intervention can be used as an effective treatment of dyslexia in learning disabilities treatment centers.
本研究旨在探讨神经心理干预对失读症儿童阅读表现和执行功能的影响。研究方法为准实验方法。本研究的统计人群包括2021年到扎黑丹学习障碍中心就诊的所有三年级阅读障碍学生。采用方便抽样法选取28例患者，随机分为实验组和对照组，每组14人。实验组进行了15次一小时的神经心理学干预。使用阅读和阅读障碍测试(NEMA) (KaramiNouri & Moradi, 2005)和执行功能行为评定量表(Gioia et al.， 2000)收集数据。采用多变量协方差分析对研究假设进行分析。结果表明，神经心理干预对阅读成绩(除消除语音和虚假阅读外)和执行功能均有效(P <0.01)。此外，重复测量方差分析结果显示，在随访阶段，结果具有显著性(P <0.01)。研究结果普遍表明，在学习障碍治疗中心，干预可以作为一种有效的治疗阅读障碍的方法。
{"title":"Effectiveness of Neuropsychological Intervention on Reading Performance and Executive Functions in Dyslexic Children","authors":"F. Sabeghi, M. Mohammadyfar, A. rezaei","doi":"10.52547/ieepj.4.1.13","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.13","url":null,"abstract":": The present study aimed to examine the effectiveness of neuropsychological intervention on reading performance and executive functions in dyslexic children. The research method was quasi-experimental. The statistical population of this study included all third grade dyslexic students who referred to the Learning Disabilities Centers in Zahedan in 2021. A total of 28 patients were selected by convenience sampling method and randomly assigned to experimental and control groups (14 people in each group). The neuropsychological intervention was performed in the experimental group for 15 one-hour sessions. Reading and Dyslexia Test (NEMA) (KaramiNouri & Moradi, 2005) and Behavior Rating Inventory of Executive Function (Gioia et al., 2000) was used to collect data. Multivariate analysis of covariance was used to analyze the research hypotheses. The results indicated that the neuropsychological intervention is effective on both reading performance (except for the elimination of sounds and words-fake reading) and executive functions (P <0.01). Furthermore, the results of repeated measures ANOVA showed that the results were significant in the follow-up phase (P <0.01). The findings generally indicated that the intervention can be used as an effective treatment of dyslexia in learning disabilities treatment centers.","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"251 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115847832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: This study draws primarily on ZPD and concept of mediation (a key element in the sociocultural theory) to analyze the mediational talk in speaking group-works. The authors present an analysis of how EFL learners' speaking skill is socioculturally mediated and developed through teacher-student and student-student collaborative interactions. Situated micro genesis was used as a tool for analyzing the interactions generated between the participants during a dialog making task. The results showed the characteristics of a dialogic communication among the learners as they took part in diverse conversation-making tasks collaboratively. Consequently, the analysis of the communicative discourse of the EFL speaking tasks was indicative of precious insights into the nature of the peer-peer and student-teacher interactions as well as their pivotal contributions to scaffolding the EFL learners' speaking skill in different forms. The findings provide worthwhile evidence substantiating that dialogic exchanges in collaborative tasks are crucial as a mediationally facilitative activity conducive to the improvement of second language speaking ability. Finally, the study proposes some constructive implications for EFL instructors encouraging the integration of collaborative tasks in their speaking classes.
{"title":"A Socioculturally Microgenetic Scrutiny on the Mediational Role of Teacher/Peer Scaffolding via Dialogic Collaboration in EFL Speaking Development","authors":"S. M. A. Soozandehfar, Marzieh Souzandehfar","doi":"10.52547/ieepj.4.1.156","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.156","url":null,"abstract":": This study draws primarily on ZPD and concept of mediation (a key element in the sociocultural theory) to analyze the mediational talk in speaking group-works. The authors present an analysis of how EFL learners' speaking skill is socioculturally mediated and developed through teacher-student and student-student collaborative interactions. Situated micro genesis was used as a tool for analyzing the interactions generated between the participants during a dialog making task. The results showed the characteristics of a dialogic communication among the learners as they took part in diverse conversation-making tasks collaboratively. Consequently, the analysis of the communicative discourse of the EFL speaking tasks was indicative of precious insights into the nature of the peer-peer and student-teacher interactions as well as their pivotal contributions to scaffolding the EFL learners' speaking skill in different forms. The findings provide worthwhile evidence substantiating that dialogic exchanges in collaborative tasks are crucial as a mediationally facilitative activity conducive to the improvement of second language speaking ability. Finally, the study proposes some constructive implications for EFL instructors encouraging the integration of collaborative tasks in their speaking classes.","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131068460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: Cyberbullying, harassment of others through new technologies, is a growing phenomenon that has important consequences for its victims. The purpose of this study was to compare psychological problems (depression, anxiety & stress) and sleep quality in two groups including victims of cyberbullying and a normal group using a causal-comparative design. The design of this research was causal comparative. The statistical population of this research included all male adolescents in Zanjan City, Iran during the 2020 year. The participants of this study were 100 male adolescents (50 victims of cyberbullying & 50 normal people), who were selected by multi stage random sampling. The instruments used in this study were Cyberbullying Experiences Questionnaire (CEQ), Depression- Anxiety- Stress Scale (DASS) and Petersburg Sleep Quality Questionnaire (PSQI). Results indicated that index of F in Quality of sleep was equal to 28.54, in Depression, 15.82, in Anxiety, 22.71, and in Stress, 34.87. The results of Multivariate Analysis of Variance (MANOVA) showed that there were significant differences (p<.01) between Quality of Sleep, Depression, Anxiety and Stress in victims of cyberbullying group and the normal group. The results of the current study showed that there were differences between victims of cyberbullying adolescents and normal adolescents in quality of sleep, depression, anxiety and stress. In fact, victims of cyberbullying group had higher scores on depression, anxiety and stress than the comparison group and also they had lower quality of sleep than the comparison group.
网络欺凌，即通过新技术对他人的骚扰，是一种日益严重的现象，对受害者产生了重要影响。本研究的目的是比较两组(包括网络欺凌受害者和正常组)的心理问题(抑郁、焦虑和压力)和睡眠质量，采用因果比较设计。本研究的设计是因果比较。本研究的统计人口包括2020年伊朗赞詹市的所有男性青少年。本研究以100名男性青少年为研究对象，采用多阶段随机抽样法抽取50名网络欺凌受害者和50名正常人。本研究采用网络欺凌经历问卷(CEQ)、抑郁-焦虑-压力量表(DASS)和彼得堡睡眠质量问卷(PSQI)。结果:睡眠质量F指数为28.54，抑郁F指数为15.82，焦虑F指数为22.71，压力F指数为34.87。多变量方差分析(Multivariate Analysis of Variance, MANOVA)结果显示，网络欺凌受害者的睡眠质量、抑郁、焦虑和压力与正常组有显著差异(p< 0.01)。本研究结果显示，网络欺凌青少年受害者与正常青少年在睡眠质量、抑郁、焦虑和压力方面存在差异。事实上，网络欺凌组的受害者在抑郁、焦虑和压力方面的得分高于对照组，而且他们的睡眠质量也低于对照组。
{"title":"Comparison of Psychological Problems and Sleep Quality in Two Groups of Cyberbullying Victims and Normal People","authors":"Elaheh Sarabadani, Z. Morovati","doi":"10.52547/ieepj.4.1.103","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.103","url":null,"abstract":": Cyberbullying, harassment of others through new technologies, is a growing phenomenon that has important consequences for its victims. The purpose of this study was to compare psychological problems (depression, anxiety & stress) and sleep quality in two groups including victims of cyberbullying and a normal group using a causal-comparative design. The design of this research was causal comparative. The statistical population of this research included all male adolescents in Zanjan City, Iran during the 2020 year. The participants of this study were 100 male adolescents (50 victims of cyberbullying & 50 normal people), who were selected by multi stage random sampling. The instruments used in this study were Cyberbullying Experiences Questionnaire (CEQ), Depression- Anxiety- Stress Scale (DASS) and Petersburg Sleep Quality Questionnaire (PSQI). Results indicated that index of F in Quality of sleep was equal to 28.54, in Depression, 15.82, in Anxiety, 22.71, and in Stress, 34.87. The results of Multivariate Analysis of Variance (MANOVA) showed that there were significant differences (p<.01) between Quality of Sleep, Depression, Anxiety and Stress in victims of cyberbullying group and the normal group. The results of the current study showed that there were differences between victims of cyberbullying adolescents and normal adolescents in quality of sleep, depression, anxiety and stress. In fact, victims of cyberbullying group had higher scores on depression, anxiety and stress than the comparison group and also they had lower quality of sleep than the comparison group.","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128678227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: The aim of this study was to evaluate the effectiveness of the positive youth development education program with an Islamic approach on social health and rumination of male adolescents at risk of methadone addiction in Bushehr city, Iran in 2022. This quasi-experimental study was conducted with a pretest-posttest control group design. The statistical population of the study was male adolescents at risk of methadone addiction in Bushehr. Thirty male adolescents at risk of methadone addiction who had the highest scores in problems of social health and rumination were purposefully selected and randomly assigned into experimental and control groups. After performing the pre-test, the experimental group was exposed to the positive youth development education program with an Islamic approach based on Kiani study, for 9 sessions of 60 minutes (one session per week). The Keyes Social Health Questionnaire and the Hoeksema and Morrow Ruminative Response Scale were used to collect data. The results indicated that the positive youth development education program with an Islamic approach improved social health and its components including social cohesion, social adaptation, social participation, social prosperity and social acceptance in the experimental group compared to the control group. The intervention also reduced rumination in the experimental group compared to the control group. of positive youth development education program on life satisfaction and self-efficacy in adolescents. The results showed that in the short and long term, the positive youth development education program is effective on adolescent life satisfaction and self-efficacy. Babaee et al. (2018) in a study on the psychometric properties of the Adolescent Positive Development Scale in students showed that positive adolescent development has a positive relationship with discipline and academic achievement and a negative and significant relationship with bullying. Jiang et al. (2021) in a study examined the effect of the positive youth development education program on psychological wellbeing and mental health among Chinese adolescents. The results showed that the characteristics of positive change affect the psychological well-being of homeless youth. Wong (2012) in a study examined the effect of the negative versus positive thinking development program on the psychological well-being and intellectual maladaptation of Singaporean students. The results showed that the evolution of negative thinking leads to a decrease in psychological well-being and an increase in psychological maladaptation in Singaporean students. Rew et al. (2019) in a study examined the effect of positive youth development education program on the mental health and psychological well-being of homeless youth. The results showed that the characteristics of positive change affect the mental health of homeless
本研究的目的是评估伊斯兰积极青年发展教育计划对2022年伊朗布什尔市有美沙酮成瘾风险的男性青少年的社会健康和反思的有效性。本准实验研究采用前测后测对照组设计。该研究的统计人群是布什尔有美沙酮成瘾风险的男性青少年。有目的地选择30名在社会健康和反刍问题上得分最高的有美沙酮成瘾风险的男性青少年，并将其随机分为实验组和对照组。在完成前测试后，实验组接受了基于Kiani研究的伊斯兰教积极青年发展教育项目，为期9次，每次60分钟(每周一次)。采用Keyes社会健康问卷和Hoeksema and Morrow反思反应量表收集数据。结果表明，与对照组相比，伊斯兰教方法的积极青年发展教育方案改善了实验组的社会健康及其组成部分，包括社会凝聚力、社会适应、社会参与、社会繁荣和社会接受。与对照组相比，干预还减少了实验组的反刍行为。积极青少年发展教育项目对青少年生活满意度和自我效能感的影响。结果显示，青少年积极发展教育计划对青少年生活满意度和自我效能感有短期和长期的影响。Babaee et al.(2018)在青少年积极发展量表对学生心理测量特性的研究中发现，青少年积极发展与纪律和学业成绩呈正相关，与欺凌呈显著负相关。Jiang et al.(2021)在一项研究中考察了积极的青少年发展教育项目对中国青少年心理健康和心理健康的影响。结果显示，积极改变的特质影响流浪青少年的心理健康。Wong(2012)在一项研究中考察了消极思维与积极思维发展计划对新加坡学生心理健康和智力适应不良的影响。结果表明，消极思维的演变导致新加坡学生心理幸福感下降，心理适应不良增加。Rew等人(2019)在一项研究中研究了积极的青年发展教育计划对无家可归青年心理健康和心理健康的影响。结果表明，积极变化的特征影响着无家可归者的心理健康
{"title":"The Effectiveness of a Positive Youth Development Education Program with an Islamic Approach on Social Health and Rumination of Male Adolescents at Risk of Methadone Addiction","authors":"Farzad Poorgholamy, Setareh Mohannaee, Raeishasan Raeissaadi, Mahbobeh Moji, Reza Farashbandi","doi":"10.52547/ieepj.4.1.63","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.63","url":null,"abstract":": The aim of this study was to evaluate the effectiveness of the positive youth development education program with an Islamic approach on social health and rumination of male adolescents at risk of methadone addiction in Bushehr city, Iran in 2022. This quasi-experimental study was conducted with a pretest-posttest control group design. The statistical population of the study was male adolescents at risk of methadone addiction in Bushehr. Thirty male adolescents at risk of methadone addiction who had the highest scores in problems of social health and rumination were purposefully selected and randomly assigned into experimental and control groups. After performing the pre-test, the experimental group was exposed to the positive youth development education program with an Islamic approach based on Kiani study, for 9 sessions of 60 minutes (one session per week). The Keyes Social Health Questionnaire and the Hoeksema and Morrow Ruminative Response Scale were used to collect data. The results indicated that the positive youth development education program with an Islamic approach improved social health and its components including social cohesion, social adaptation, social participation, social prosperity and social acceptance in the experimental group compared to the control group. The intervention also reduced rumination in the experimental group compared to the control group. of positive youth development education program on life satisfaction and self-efficacy in adolescents. The results showed that in the short and long term, the positive youth development education program is effective on adolescent life satisfaction and self-efficacy. Babaee et al. (2018) in a study on the psychometric properties of the Adolescent Positive Development Scale in students showed that positive adolescent development has a positive relationship with discipline and academic achievement and a negative and significant relationship with bullying. Jiang et al. (2021) in a study examined the effect of the positive youth development education program on psychological wellbeing and mental health among Chinese adolescents. The results showed that the characteristics of positive change affect the psychological well-being of homeless youth. Wong (2012) in a study examined the effect of the negative versus positive thinking development program on the psychological well-being and intellectual maladaptation of Singaporean students. The results showed that the evolution of negative thinking leads to a decrease in psychological well-being and an increase in psychological maladaptation in Singaporean students. Rew et al. (2019) in a study examined the effect of positive youth development education program on the mental health and psychological well-being of homeless youth. The results showed that the characteristics of positive change affect the mental health of homeless","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121947025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Prediction of Nomophobia Based on Self-Esteem, Five Personality Factors and Age in Undergraduate Students","authors":"Zahra Amiri, N. Taghinejad","doi":"10.52547/ieepj.4.1.136","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.136","url":null,"abstract":"","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127147843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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