Pub Date : 2020-01-01DOI: 10.30476/INTJSH.2020.85300.1052
Shakiba Asadi-Melerdi, Elnaz Rajabi-Shamli, R. Sheikhhoseini, Hashem Piri
Background: Postural abnormalities are prevalent among elementary school students. The aim of this study was to investigate the association of the upper quarter posture with depression, anxiety and level of physical activity in elementary school students of Karaj. Methods: In this cross-sectional study, 346 sixth grade students were randomly selected from 10 elementary schools. Levels of physical activity, anxiety, and depression were measured and the data were collected employing International Physical Activity Questionnaire-Short form (IPAQ-SF), Revised Children’s Manifest Anxiety Scale (RCMAS), and Children’s Depression Inventory (CDI), respectively. Photogrammetric method and a flexible ruler were used to assess the students’ posture. Pearson correlation test and linear regression model at the confidence level of 95% (P<0.05) was utilized to analyze the data. Results: There was a significant relation between depression and the craniovertebral angle (P=0.003); physical activity levels were also correlated with the sagittal head angle (P=0.012), and kyphosis (P=0.012). Conclusions: Certain postural abnormalities were associated with physical activity and psychological problems. Therefore, preventive actions are of great necessity to decrease postural and psychological problems.
{"title":"Association of Upper Quarter Posture with Depression, Anxiety, and Level of Physical Activity in Sixth Grade Elementary School Students of Karaj City, Iran","authors":"Shakiba Asadi-Melerdi, Elnaz Rajabi-Shamli, R. Sheikhhoseini, Hashem Piri","doi":"10.30476/INTJSH.2020.85300.1052","DOIUrl":"https://doi.org/10.30476/INTJSH.2020.85300.1052","url":null,"abstract":"Background: Postural abnormalities are prevalent among elementary school students. The aim of this study was to investigate the association of the upper quarter posture with depression, anxiety and level of physical activity in elementary school students of Karaj. Methods: In this cross-sectional study, 346 sixth grade students were randomly selected from 10 elementary schools. Levels of physical activity, anxiety, and depression were measured and the data were collected employing International Physical Activity Questionnaire-Short form (IPAQ-SF), Revised Children’s Manifest Anxiety Scale (RCMAS), and Children’s Depression Inventory (CDI), respectively. Photogrammetric method and a flexible ruler were used to assess the students’ posture. Pearson correlation test and linear regression model at the confidence level of 95% (P<0.05) was utilized to analyze the data. Results: There was a significant relation between depression and the craniovertebral angle (P=0.003); physical activity levels were also correlated with the sagittal head angle (P=0.012), and kyphosis (P=0.012). Conclusions: Certain postural abnormalities were associated with physical activity and psychological problems. Therefore, preventive actions are of great necessity to decrease postural and psychological problems.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":"7 1","pages":"48-55"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70072139","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}
Pub Date : 2020-01-01DOI: 10.30476/INTJSH.2020.83659.1030
Benjamin Oluwasegun Adesina, A. Adebayo, O. Iken
Background: The use and abuse of psychoactive substances among adolescents pose serious health problems in society. It is crucial to ascertain the factors predisposing adolescents to this in order to enable action by stakeholders. This study was conducted to determine the prevalence and factors associated with psychoactive substance use among in-school adolescents in Zaria Local Government Area (LGA) of Kaduna State, Nigeria. Methods: A descriptive cross-sectional study was conducted in nine secondary schools selected by balloting with a sample size of 639 students. A semi-structured, self-administered questionnaire was used to obtain information on socio-demographics and lifetime/current use of psychoactive substances. Data were analyzed by descriptive statistics, chi-square test, and logistic regression at P=0.05. Results: The mean age of respondents was 15.98±1.52 years, 51% were male, and 54.6% were aged 14-16 years. The lifetime and current prevalence of psychoactive substances were 69.3% and 46%, respectively. Kolanut was the most widely used substance with a lifetime and current use prevalence rates of 56% and 37.6%, followed by 14.4%, 12.8%, and 11% of respondents with lifetime use of sedatives, alcohol, and tobacco, respectively. Respondents’ age (OR 2.493 95% CI=1.670-5.185; P=0.001), mothers’ educational level (OR 1.703 95% CI=4.201-5.057; P=0.001), family (OR 3.428 95% CI=9.778–8.856; P=0.023) and friends’ (OR 2.252 95% CI=1.315–3.856; P=0.003) use of psychoactive substances were predictors of substance use. Conclusions: The study revealed that both lifetime and current use of psychoactive substances among the adolescents were high, especially among the males. Kolanut was the most used psychoactive substance among in-school adolescents, followed by sedatives and alcohol. Age, mothers’ educational level, and parents’ occupation were predisposing factors to psychoactive substance use.
{"title":"Factors Associated with Psychoactive Substance Use among In-School Adolescents in Zaria Local Government Area, Kaduna State, Nigeria: A Cross-Sectional Study","authors":"Benjamin Oluwasegun Adesina, A. Adebayo, O. Iken","doi":"10.30476/INTJSH.2020.83659.1030","DOIUrl":"https://doi.org/10.30476/INTJSH.2020.83659.1030","url":null,"abstract":"Background: The use and abuse of psychoactive substances among adolescents pose serious health problems in society. It is crucial to ascertain the factors predisposing adolescents to this in order to enable action by stakeholders. This study was conducted to determine the prevalence and factors associated with psychoactive substance use among in-school adolescents in Zaria Local Government Area (LGA) of Kaduna State, Nigeria. Methods: A descriptive cross-sectional study was conducted in nine secondary schools selected by balloting with a sample size of 639 students. A semi-structured, self-administered questionnaire was used to obtain information on socio-demographics and lifetime/current use of psychoactive substances. Data were analyzed by descriptive statistics, chi-square test, and logistic regression at P=0.05. Results: The mean age of respondents was 15.98±1.52 years, 51% were male, and 54.6% were aged 14-16 years. The lifetime and current prevalence of psychoactive substances were 69.3% and 46%, respectively. Kolanut was the most widely used substance with a lifetime and current use prevalence rates of 56% and 37.6%, followed by 14.4%, 12.8%, and 11% of respondents with lifetime use of sedatives, alcohol, and tobacco, respectively. Respondents’ age (OR 2.493 95% CI=1.670-5.185; P=0.001), mothers’ educational level (OR 1.703 95% CI=4.201-5.057; P=0.001), family (OR 3.428 95% CI=9.778–8.856; P=0.023) and friends’ (OR 2.252 95% CI=1.315–3.856; P=0.003) use of psychoactive substances were predictors of substance use. Conclusions: The study revealed that both lifetime and current use of psychoactive substances among the adolescents were high, especially among the males. Kolanut was the most used psychoactive substance among in-school adolescents, followed by sedatives and alcohol. Age, mothers’ educational level, and parents’ occupation were predisposing factors to psychoactive substance use.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":"7 1","pages":"14-22"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70072234","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}
Pub Date : 2020-01-01DOI: 10.30476/INTJSH.2020.84305.1043
M. Rezapour, H. Soori, A. Tabar, N. Khanjani
Background: There are few studies on the association between bullying types and psychosomatic issues in pupils. The current study aimed to examine the association of verbal, relational, physical, and cyber bullying with psychosomatic problems among students. Methods: This was a cross-sectional study conducted in northern Iran on 834 participants, which were in 8th and 9th grades in 2014. Bullying and psychosomatic problems were measured by the Iranian-version of the Olweus Bullying and the Health and Illness Questionnaires. Descriptive statistics and multilevel logistic regression analysis were used for data analysis. Results: Findings revealed that bad temper was the most prevalent psychosomatic problem and the prevalence of headache (P=0.021), feeling low (P=0.009), bad temperedness (P=0.004), nervousness (P<0.001), sadness (P=0.001), and anxiety (P<0.001) was higher in girls than boys. Only-bullies and bully-victims in the verbal form, and only-victims and bully-victims in the physical form had more psychosomatic issues. Difficulties in getting to sleep, anxiety, feeling low, dizziness, sadness, and headache were the most common conditions related to the types of bullying. For instance, the risk of difficulties in getting to sleep increased 1.5 to 3 times among the victims of verbal bullying (OR=1.54 for only-victim, OR=2.22 for bully-victims, and OR=3.08 for onlybully), relational only-bully (OR=2.69), physical only-victim and bully-victim, cyber only-bully and only-victim. Conclusions: The results showed the different psychological and somatic burdens associated with various types of bullying. Therefore, it is necessary to implement preventive and interventional programs so as to reduce bullying behaviors in Iran. Implications of these findings for health care professionals, educational systems, and parents were further discussed.
{"title":"Psychosomatic Problems and their Relation with Types of Involvement in School Bullying in Iranian Students: A Cross-Sectional Study","authors":"M. Rezapour, H. Soori, A. Tabar, N. Khanjani","doi":"10.30476/INTJSH.2020.84305.1043","DOIUrl":"https://doi.org/10.30476/INTJSH.2020.84305.1043","url":null,"abstract":"Background: There are few studies on the association between bullying types and psychosomatic issues in pupils. The current study aimed to examine the association of verbal, relational, physical, and cyber bullying with psychosomatic problems among students. Methods: This was a cross-sectional study conducted in northern Iran on 834 participants, which were in 8th and 9th grades in 2014. Bullying and psychosomatic problems were measured by the Iranian-version of the Olweus Bullying and the Health and Illness Questionnaires. Descriptive statistics and multilevel logistic regression analysis were used for data analysis. Results: Findings revealed that bad temper was the most prevalent psychosomatic problem and the prevalence of headache (P=0.021), feeling low (P=0.009), bad temperedness (P=0.004), nervousness (P<0.001), sadness (P=0.001), and anxiety (P<0.001) was higher in girls than boys. Only-bullies and bully-victims in the verbal form, and only-victims and bully-victims in the physical form had more psychosomatic issues. Difficulties in getting to sleep, anxiety, feeling low, dizziness, sadness, and headache were the most common conditions related to the types of bullying. For instance, the risk of difficulties in getting to sleep increased 1.5 to 3 times among the victims of verbal bullying (OR=1.54 for only-victim, OR=2.22 for bully-victims, and OR=3.08 for onlybully), relational only-bully (OR=2.69), physical only-victim and bully-victim, cyber only-bully and only-victim. Conclusions: The results showed the different psychological and somatic burdens associated with various types of bullying. Therefore, it is necessary to implement preventive and interventional programs so as to reduce bullying behaviors in Iran. Implications of these findings for health care professionals, educational systems, and parents were further discussed.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":"7 1","pages":"6-13"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70072087","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}
Pub Date : 2020-01-01DOI: 10.30476/INTJSH.2020.83562.1010
A. Aflakseir, M. Ziaee, M. Imani
Background: A great number of high school students expecting university entrance exam experience a high level of stress. The purpose of this study was to examine the effectiveness of self-acceptance group therapy on stress reduction in a group of school students expecting university entrance exam in Hamadan, Iran. Methods: Thirty 12th grade male students participated in this study. Using convenience sampling, the participants were recruited from Farzanegan pre-university center in Hamedan, Iran from April to August 2016. Next, the subjects were randomly assigned into experimental and control groups and they completed the Stress Response Inventory (SRI). The SRI includes different components such as aggression, tension, fatigue, frustration, anger, depression, and somatization. The experimental group attended self-acceptance group therapy while the control group did not participate in any group therapy. To analyze the data, statistical tests such as mean, standard deviation, and analysis of covariance were used via SPSS software. Results: The findings showed after intervention, the experimental group’s means and standard deviations of depression (M=11.33, SD=1.71), tension (M=9.46, SD=1.40), aggression (M=7.86, SD=1.12), fatigue (M=10.73, SD=2.21), anger (M=10.40, SD=1.72), and frustration (M=11.13, SD=1.50) were lower than the control group. Analysis of covariance showed a significant difference between experimental and control group concerning most dimensions of stress responses, including aggression (F=“32.88”, P=“0.003”), tension (F=“26.39”, P=“0.008”), fatigue (F=“29.39”, P=“0.004”), frustration (F=“53.78”, P=“0.001”), anger (F=“37.19”, P=“0.002”), and depression (F=“51.39”, P=“0.001”). In other words, self-acceptance group therapy significantly reduced aggression, tension, fatigue, frustration, anger, and depression in the experimental group. Conclusions: This study underscored the pivotal role of self-acceptance in reducing stress among pre-university students expecting university entrance exam.
{"title":"The Effectiveness of Self-Acceptance on Stress Reduction among a Group of High School Male Students Expecting University Entrance Exam in Hamadan, Iran","authors":"A. Aflakseir, M. Ziaee, M. Imani","doi":"10.30476/INTJSH.2020.83562.1010","DOIUrl":"https://doi.org/10.30476/INTJSH.2020.83562.1010","url":null,"abstract":"Background: A great number of high school students expecting university entrance exam experience a high level of stress. The purpose of this study was to examine the effectiveness of self-acceptance group therapy on stress reduction in a group of school students expecting university entrance exam in Hamadan, Iran. Methods: Thirty 12th grade male students participated in this study. Using convenience sampling, the participants were recruited from Farzanegan pre-university center in Hamedan, Iran from April to August 2016. Next, the subjects were randomly assigned into experimental and control groups and they completed the Stress Response Inventory (SRI). The SRI includes different components such as aggression, tension, fatigue, frustration, anger, depression, and somatization. The experimental group attended self-acceptance group therapy while the control group did not participate in any group therapy. To analyze the data, statistical tests such as mean, standard deviation, and analysis of covariance were used via SPSS software. Results: The findings showed after intervention, the experimental group’s means and standard deviations of depression (M=11.33, SD=1.71), tension (M=9.46, SD=1.40), aggression (M=7.86, SD=1.12), fatigue (M=10.73, SD=2.21), anger (M=10.40, SD=1.72), and frustration (M=11.13, SD=1.50) were lower than the control group. Analysis of covariance showed a significant difference between experimental and control group concerning most dimensions of stress responses, including aggression (F=“32.88”, P=“0.003”), tension (F=“26.39”, P=“0.008”), fatigue (F=“29.39”, P=“0.004”), frustration (F=“53.78”, P=“0.001”), anger (F=“37.19”, P=“0.002”), and depression (F=“51.39”, P=“0.001”). In other words, self-acceptance group therapy significantly reduced aggression, tension, fatigue, frustration, anger, and depression in the experimental group. Conclusions: This study underscored the pivotal role of self-acceptance in reducing stress among pre-university students expecting university entrance exam.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":"7 1","pages":"56-60"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70071979","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}
Pub Date : 2020-01-01DOI: 10.30476/INTJSH.2020.83673.1035
M. Kian, Zeynab Adibnasab, Balal Izanloo
Background: Formation of social skills in elementary students is usually dependent on several factors, which need to be identified for the improvement of school outputs. The purpose of this study was to predict social skills of students based on attitude towards school and school environment. Methods: A descriptive-correlational method was used. The statistical population consisted of all high school female students in Qazvin in the academic year 2018-2019. Using cluster sampling, 240 students were selected as the sample. The tools included Delaware School Climate, Gresham and Elliot’s Social Skills, and McCook and Siegel’s Attitude to School questionnaires. To analyze the data, some descriptive and inferential statistics were used for multivariate analysis of variance and structural equation modeling. Results: The findings showed that “responsibility” (22.03), “attitude toward teacher and class” (35.42), and “student-teacher relations” (21.35) had the highest mean in public schools. Furthermore, in non-public schools, “responsibility” (22.24), “motivation/self-regulation” (51.90) and “student-teacher relations” (25.15) had the highest mean. In addition, there was a positive correlation between some “school climate” dimensions and “attitude to school” and “social skills”, by P=0.001 (cooperation=0.023, assertiveness=0.012, accountability=0.0001, participation=0.020, self-control=0.024). The highest effect belonged to “cooperation” and “responsibility”, and the lowest effect pertained to “sympathy”. There was no significant difference between public and non-public schools regarding “communication” (P=0.021) and “cooperation” (P=0.0154). Moreover, “school environment” was different in school type (P=0.001), but “attitude to school” did not differ significantly (P>0.05). Conclusions: Based on the results, it could be said that the association between school environment and attitude to school can be an important factor in dealing with social skills; therefore, to improve students’ social skills, it is recommended that the educational planners pay more attention to the quality of schools’ environment and attitude to school.
{"title":"Social Skills in Elementary Students: The Role of Attitude to School and School Environment","authors":"M. Kian, Zeynab Adibnasab, Balal Izanloo","doi":"10.30476/INTJSH.2020.83673.1035","DOIUrl":"https://doi.org/10.30476/INTJSH.2020.83673.1035","url":null,"abstract":"Background: Formation of social skills in elementary students is usually dependent on several factors, which need to be identified for the improvement of school outputs. The purpose of this study was to predict social skills of students based on attitude towards school and school environment. Methods: A descriptive-correlational method was used. The statistical population consisted of all high school female students in Qazvin in the academic year 2018-2019. Using cluster sampling, 240 students were selected as the sample. The tools included Delaware School Climate, Gresham and Elliot’s Social Skills, and McCook and Siegel’s Attitude to School questionnaires. To analyze the data, some descriptive and inferential statistics were used for multivariate analysis of variance and structural equation modeling. Results: The findings showed that “responsibility” (22.03), “attitude toward teacher and class” (35.42), and “student-teacher relations” (21.35) had the highest mean in public schools. Furthermore, in non-public schools, “responsibility” (22.24), “motivation/self-regulation” (51.90) and “student-teacher relations” (25.15) had the highest mean. In addition, there was a positive correlation between some “school climate” dimensions and “attitude to school” and “social skills”, by P=0.001 (cooperation=0.023, assertiveness=0.012, accountability=0.0001, participation=0.020, self-control=0.024). The highest effect belonged to “cooperation” and “responsibility”, and the lowest effect pertained to “sympathy”. There was no significant difference between public and non-public schools regarding “communication” (P=0.021) and “cooperation” (P=0.0154). Moreover, “school environment” was different in school type (P=0.001), but “attitude to school” did not differ significantly (P>0.05). Conclusions: Based on the results, it could be said that the association between school environment and attitude to school can be an important factor in dealing with social skills; therefore, to improve students’ social skills, it is recommended that the educational planners pay more attention to the quality of schools’ environment and attitude to school.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":"54 1","pages":"30-39"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70072044","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}
Pub Date : 2020-01-01DOI: 10.30476/INTJSH.2020.83610.1022
Sareh Shakerian, M. Fallahi
Background: Known as a health and medical problem in the community, osteoporosis (OP) is the most prevalent metabolic bone disease. The most facile approach to dealing with osteoporosis is prevention and lifestyle modification. In adolescents, in particular, lifestyle plays the most important role in preventing from osteoporosis in the adulthood. This study was conducted to determine the level of osteoporosis preventive lifestyle and awareness among 13-15-year-old students in Garmsar city in 2018. Methods: This descriptive cross-sectional study was conducted on 400 high school students selected by two-stage cluster sampling method in Garmsar city in 2018. The data were collected with a three-part questionnaire containing 38 questions related to personal data and measurement of the awareness and lifestyle dimensions associated with osteoporosis prevention, including habits (smoking cigarettes and hookah and exposure to the sun to mention a few), nutrition, and physical activity. Cronbach’s alpha of awareness (0.84), habits (72. 5), and nutrition (0.72) was calculated to specify the reliability of the tool and the content validity was calculated with Lawshe method containing CVR (0.9) and CVT (0.86). For data analysis, use made of descriptive statistics and multiple linear regression by SPSS software version 24. Results: The results of awareness dimension with merely 42.77% correct answers indicated the low awareness of students. The dimension of habits in the preventive lifestyle was in optimal condition with a score of 61.1%. With scores of 33.4 and 25.2%, physical activity and activity without mobility were optimum (score: 70%). There was a direct and significant correlation between students’ awareness and their performance regarding osteoporosis (P<0.05). A direct correlation was further observed between awareness and lifestyle (r=0.255). Conclusions: The studied population had inadequate awareness and poor lifestyle. Given the existing risk factors, it is necessary to pay close attention to education and lifestyle changes in adolescents and their families.
{"title":"Assessment of Osteoporosis Preventive Lifestyle and Awareness in 13-15-Year-Old Students in Garmsar City in 2018","authors":"Sareh Shakerian, M. Fallahi","doi":"10.30476/INTJSH.2020.83610.1022","DOIUrl":"https://doi.org/10.30476/INTJSH.2020.83610.1022","url":null,"abstract":"Background: Known as a health and medical problem in the community, osteoporosis (OP) is the most prevalent metabolic bone disease. The most facile approach to dealing with osteoporosis is prevention and lifestyle modification. In adolescents, in particular, lifestyle plays the most important role in preventing from osteoporosis in the adulthood. This study was conducted to determine the level of osteoporosis preventive lifestyle and awareness among 13-15-year-old students in Garmsar city in 2018. Methods: This descriptive cross-sectional study was conducted on 400 high school students selected by two-stage cluster sampling method in Garmsar city in 2018. The data were collected with a three-part questionnaire containing 38 questions related to personal data and measurement of the awareness and lifestyle dimensions associated with osteoporosis prevention, including habits (smoking cigarettes and hookah and exposure to the sun to mention a few), nutrition, and physical activity. Cronbach’s alpha of awareness (0.84), habits (72. 5), and nutrition (0.72) was calculated to specify the reliability of the tool and the content validity was calculated with Lawshe method containing CVR (0.9) and CVT (0.86). For data analysis, use made of descriptive statistics and multiple linear regression by SPSS software version 24. Results: The results of awareness dimension with merely 42.77% correct answers indicated the low awareness of students. The dimension of habits in the preventive lifestyle was in optimal condition with a score of 61.1%. With scores of 33.4 and 25.2%, physical activity and activity without mobility were optimum (score: 70%). There was a direct and significant correlation between students’ awareness and their performance regarding osteoporosis (P<0.05). A direct correlation was further observed between awareness and lifestyle (r=0.255). Conclusions: The studied population had inadequate awareness and poor lifestyle. Given the existing risk factors, it is necessary to pay close attention to education and lifestyle changes in adolescents and their families.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":"27 1","pages":"23-29"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70071550","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}
Pub Date : 2020-01-01DOI: 10.30476/INTJSH.2020.83598.1019
M. Tehrani, A. Pourabbasi
Background: With the increasing prevalence of obesity among adolescents, many studies have been conducted on the impact of body mass index (BMI) on adolescents’ health-related quality of life. The objective of this research was to study the association among eating behavior constructs, anthropometric parameters of BMI, and health-related quality of life (HRQOL). Methods: Random cluster sampling was employed to select 250 female high school students and their mothers in six schools located in District 3 of Tehran, Iran, in October 2017. The research tools were: Child Eating Behavior Questionnaire (CEBQ), Short Form of Health-Related Quality of Life Questionnaire for Children and Adolescents (Kidscreen-10), and BMI measurements. Data were analyzed by Pearson correlation coefficient and analysis of variance. Results: The findings of the research showed a significant indirect correlation between certain practices of eating behavior with HRQOL variables such as emotional over-eating (r=“0.13”, P=0.038) and emotional under-eating (r=“0.14”, P=0.022); a weak significant indirect correlation was further observed between slowness in eating (r=“0.11”, P=”0.078”) and variables of HRQOL. The results showed no association between BMI and HRQOL. Conclusion: The present study showed that controlling behaviors such as slowness in eating, emotional over-eating, and emotional under-eating are able to significantly improve the quality of life regardless of anthropometric indices. Eating behaviors ultimately make up a major component of adolescents’ lifestyle; therefore, they play a key role in improving their quality of life.
{"title":"Eating Behaviors vs. BMI: which is more related with Health-Related Quality of Life? A Cross-Sectional Study on Iranian Female Adolescents","authors":"M. Tehrani, A. Pourabbasi","doi":"10.30476/INTJSH.2020.83598.1019","DOIUrl":"https://doi.org/10.30476/INTJSH.2020.83598.1019","url":null,"abstract":"Background: With the increasing prevalence of obesity among adolescents, many studies have been conducted on the impact of body mass index (BMI) on adolescents’ health-related quality of life. The objective of this research was to study the association among eating behavior constructs, anthropometric parameters of BMI, and health-related quality of life (HRQOL). Methods: Random cluster sampling was employed to select 250 female high school students and their mothers in six schools located in District 3 of Tehran, Iran, in October 2017. The research tools were: Child Eating Behavior Questionnaire (CEBQ), Short Form of Health-Related Quality of Life Questionnaire for Children and Adolescents (Kidscreen-10), and BMI measurements. Data were analyzed by Pearson correlation coefficient and analysis of variance. Results: The findings of the research showed a significant indirect correlation between certain practices of eating behavior with HRQOL variables such as emotional over-eating (r=“0.13”, P=0.038) and emotional under-eating (r=“0.14”, P=0.022); a weak significant indirect correlation was further observed between slowness in eating (r=“0.11”, P=”0.078”) and variables of HRQOL. The results showed no association between BMI and HRQOL. Conclusion: The present study showed that controlling behaviors such as slowness in eating, emotional over-eating, and emotional under-eating are able to significantly improve the quality of life regardless of anthropometric indices. Eating behaviors ultimately make up a major component of adolescents’ lifestyle; therefore, they play a key role in improving their quality of life.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":"7 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70071993","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}
Background: Job performance is one of the most important variables in industrial and organizational psychology and its importanceis clear to both individuals and organizations. The purpose of this study was to investigate the relationship between spiritual wellbeingand organizational virtuousness with the performance of high school teachers in Bandar Lengeh, Hormozgan Province.Methods: This was a cross sectional study conducted on all secondary teachers in Bandar Lengeh city, Hormozgan Province. 127 individuals were determined by using Morgan table. Measurement tools were 40-item Spiritual Well-being Questionnaire, 15-item of Organizational Virtuousness Questionnaire, and the 12-item Job Performance Questionnaire. Level of statistical significance was set at P<0.05.Results: The majority of respondents (77%) were men. 71% (n=90) of the respondents had a bachelor’s degree. The findings of this study showed that there was a positive and significant relationship between spiritual well-being and its dimensions (relationship with God, self-relationship, relationship with others, and relationship with nature) with the performance of highschool teachers (P<0.001). Also, there was a positive and significant relationship between organizational virtuousness and its dimensions (optimism, trust, sympathy, cohesion, and forgiveness) with the performance of high school teachers (P<0.05).Conclusion: Based on the findings of this study, it can be said that enhancing spiritual well-being and organizational virtuousness can enhance the performance of secondary school teachers.
{"title":"The Relationship between Spiritual Well-being and Organizational Virtuousness with Performance of Secondary School Teachers in Bandar Lengeh City, 2017","authors":"Hamed Delam, F. Ghasemi, Esmaeil Kavi, Behnam Masmouei, Mozhgan Jokar, Mohammad-Rafi Bazrafshan","doi":"10.30476/INTJSH.2019.45907","DOIUrl":"https://doi.org/10.30476/INTJSH.2019.45907","url":null,"abstract":"Background: Job performance is one of the most important variables in industrial and organizational psychology and its importanceis clear to both individuals and organizations. The purpose of this study was to investigate the relationship between spiritual wellbeingand organizational virtuousness with the performance of high school teachers in Bandar Lengeh, Hormozgan Province.Methods: This was a cross sectional study conducted on all secondary teachers in Bandar Lengeh city, Hormozgan Province. 127 individuals were determined by using Morgan table. Measurement tools were 40-item Spiritual Well-being Questionnaire, 15-item of Organizational Virtuousness Questionnaire, and the 12-item Job Performance Questionnaire. Level of statistical significance was set at P<0.05.Results: The majority of respondents (77%) were men. 71% (n=90) of the respondents had a bachelor’s degree. The findings of this study showed that there was a positive and significant relationship between spiritual well-being and its dimensions (relationship with God, self-relationship, relationship with others, and relationship with nature) with the performance of highschool teachers (P<0.001). Also, there was a positive and significant relationship between organizational virtuousness and its dimensions (optimism, trust, sympathy, cohesion, and forgiveness) with the performance of high school teachers (P<0.05).Conclusion: Based on the findings of this study, it can be said that enhancing spiritual well-being and organizational virtuousness can enhance the performance of secondary school teachers.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":"6 1","pages":"34-40"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48083904","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}
Pub Date : 2019-10-01DOI: 10.30476/INTJSH.2019.45885
A. Olashore, O. Akanni, John A Ogunjumo, J. Swetha
Background: Many African children with Attention Deficit Hyperactivity Disorder (ADHD) do not receive adequate treatment services despite the availability of effective treatments. Studies have majorly concentrated on assessing the contribution of knowledge deficit among parents while neglecting teachers who play a significant role in their upbringing. The present study hoped to address this by exploring the beliefs and misconceptions about ADHD and their effect on treatment acceptability in primary school teachers in Botswana. Methods: This was a cross-sectional study conducted among 264 primary school teachers, using a modified ADHD Beliefs Scale. Data was obtained using a two-stage random sampling technique. Results: The mean age of the participant was 39 (9.3) years and they were mostly females (72.7%). One hundred and ten (41.7%) of the schoolteachers do not believe in orthodox treatments. Those with professional development (OR=0.56, 95%CI: 0.32-0.97) and interest in teaching children with ADHD (OR=0.31, 95%CI: 0.19-0.54) were less likely to refuse orthodox treatment, while those with high myth score were more likely to refuse orthodox treatment (OR=1.08, 95%CI: 1.01-1.16). Conclusion: The existence of erroneous conceptions about ADHD and the rejection of orthodox treatment among a sample of teachers in Botswana is notable. Whilst misconception was shown to discourage orthodox treatment acceptability, personal interest in knowledge, and appropriate training were shown to increase its acceptability. It is; therefore, possible that with adequate informative training to correct the myth surrounding ADHD, there would be an improved acceptance of orthodox treatment.
{"title":"Acceptability of Orthodox Treatment of Attention Deficit Hyperactivity Disorder and its Associated Factors among Primary School Teacher in Botswana","authors":"A. Olashore, O. Akanni, John A Ogunjumo, J. Swetha","doi":"10.30476/INTJSH.2019.45885","DOIUrl":"https://doi.org/10.30476/INTJSH.2019.45885","url":null,"abstract":"Background: Many African children with Attention Deficit Hyperactivity Disorder (ADHD) do not receive adequate treatment services despite the availability of effective treatments. Studies have majorly concentrated on assessing the contribution of knowledge deficit among parents while neglecting teachers who play a significant role in their upbringing. The present study hoped to address this by exploring the beliefs and misconceptions about ADHD and their effect on treatment acceptability in primary school teachers in Botswana. Methods: This was a cross-sectional study conducted among 264 primary school teachers, using a modified ADHD Beliefs Scale. Data was obtained using a two-stage random sampling technique. Results: The mean age of the participant was 39 (9.3) years and they were mostly females (72.7%). One hundred and ten (41.7%) of the schoolteachers do not believe in orthodox treatments. Those with professional development (OR=0.56, 95%CI: 0.32-0.97) and interest in teaching children with ADHD (OR=0.31, 95%CI: 0.19-0.54) were less likely to refuse orthodox treatment, while those with high myth score were more likely to refuse orthodox treatment (OR=1.08, 95%CI: 1.01-1.16). Conclusion: The existence of erroneous conceptions about ADHD and the rejection of orthodox treatment among a sample of teachers in Botswana is notable. Whilst misconception was shown to discourage orthodox treatment acceptability, personal interest in knowledge, and appropriate training were shown to increase its acceptability. It is; therefore, possible that with adequate informative training to correct the myth surrounding ADHD, there would be an improved acceptance of orthodox treatment.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":"6 1","pages":"7-13"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43336048","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}
Pub Date : 2019-10-01DOI: 10.30476/INTJSH.2020.83622.1027
Seyyed Ahmad Mousavi, N. Parvizi, R. Hemayattalab
Background: Recent studies have demonstrated that autonomy support, social-comparative feedback, and attentional factors contribute to performance and motor learning skills. The present study investigated the influence of self-controlled attention and social-comparative feedback on the performance and learning of a throwing task. Methods: 80 healthy students of Shahid Khalaj Azad junior high school from Takestan (mean age=14.12 ±0.752 SD) in 2017 academic year, placed in five groups: internal-experimenter-controlled, external-experimenter-controlled, internal-self-controlled, external-self-controlled, and control. Internal groups practiced based on an internal focus of attention, an external group practiced based on an external focus of attention. Experimenter-controlled groups received only veridical feedback, self-controlled groups in addition to the veridical feedback received social-comparative feedback. We used a four (pre-test; acquisition; retention; transfer) × five (groups) repeated measure analyses of variance (ANOVA) in SPSS software version 25 to analyze data. Results: The results indicated that throwing tasks differed significantly between phases. The retention phase score was higher than the other phases (83.14±0.72, P<0.001). Test of between-subjects effects determined that groups significantly differed from each other. The Internal-self-controlled group score was higher in other groups (81.15±6.15, P=0.041). Conclusions: These findings demonstrated that the self-controlled focus of attention in companion with social-comparative feedback enhances motor learning in the first stage of the learning.
{"title":"The Impact of Self-controlled Attention and Social-comparative Feedback on the Learning of Sandbag Throwing in Adolescents","authors":"Seyyed Ahmad Mousavi, N. Parvizi, R. Hemayattalab","doi":"10.30476/INTJSH.2020.83622.1027","DOIUrl":"https://doi.org/10.30476/INTJSH.2020.83622.1027","url":null,"abstract":"Background: Recent studies have demonstrated that autonomy support, social-comparative feedback, and attentional factors contribute to performance and motor learning skills. The present study investigated the influence of self-controlled attention and social-comparative feedback on the performance and learning of a throwing task. Methods: 80 healthy students of Shahid Khalaj Azad junior high school from Takestan (mean age=14.12 ±0.752 SD) in 2017 academic year, placed in five groups: internal-experimenter-controlled, external-experimenter-controlled, internal-self-controlled, external-self-controlled, and control. Internal groups practiced based on an internal focus of attention, an external group practiced based on an external focus of attention. Experimenter-controlled groups received only veridical feedback, self-controlled groups in addition to the veridical feedback received social-comparative feedback. We used a four (pre-test; acquisition; retention; transfer) × five (groups) repeated measure analyses of variance (ANOVA) in SPSS software version 25 to analyze data. Results: The results indicated that throwing tasks differed significantly between phases. The retention phase score was higher than the other phases (83.14±0.72, P<0.001). Test of between-subjects effects determined that groups significantly differed from each other. The Internal-self-controlled group score was higher in other groups (81.15±6.15, P=0.041). Conclusions: These findings demonstrated that the self-controlled focus of attention in companion with social-comparative feedback enhances motor learning in the first stage of the learning.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":"6 1","pages":"48-55"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41916953","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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