Ali Javadi Nejad, A. Heidari, F. Naderi, S. B. Pour, Fariba Haffezi
Background: Spiritual intelligence is one of the important and influential variables in many psychological characteristics including resilience and responsibility. Objectives: Based thereon, the present study was conducted with the objective of determining the effectiveness of spiritual intelligence training in responsibility and resilience of secondary high school students in the city of Baghmalek. Methods: The present study was a semi-experimental study with pretest-posttest design and experimental/control groups. The research population included all secondary high school students from Baghmalek city during 2017 - 2018. Finally, 60 students were selected by the multistage cluster sampling method and randomly assigned to experimental and control groups. Data collection was done using the Connor-Davidson resilience scale (CD-RISC) and Kordlou’s responsibility questionnaire. The experimental group participated in eight 90-min sessions for spiritual intelligence instruction while the control group was placed in a waiting list and did not receive any instructions. After the termination of the sessions, both of the groups were subjected to posttest. Results: The results indicated that there was a linear significant relationship between the pretest and posttest scores of resilience (F = 56.32, P < 0.001) and the pretest and posttest scores of responsibility (F = 12.98, P = 0.004) in the experimental and control groups. The results of univariate analysis for resilience (F = 15.55, P < 0.001) and responsibility (F = 7.14, P = 0.016) as dependent variables were found significant. Thus, spiritual intelligence instruction increased resilience and responsibility in students. Conclusions: Spiritual intelligence training could be an appropriate interventional method for enhancing the students’ responsibility and resilience considering the society’s need for committed and flexible students who can resist problems and challenges.
背景:精神智力是影响心理弹性和责任感等心理特征的重要变量之一。目的:在此基础上，本研究旨在确定巴格马利克市中学生精神智力训练在责任感和弹性方面的有效性。方法:本研究为半实验研究，采用前测后测设计，分为实验组和对照组。研究人群包括2017 - 2018年巴格马利克市的所有中学生。最后，采用多阶段整群抽样法抽取60名学生，随机分为实验组和对照组。数据收集采用Connor-Davidson弹性量表(CD-RISC)和Kordlou责任问卷。实验组参加了8个90分钟的精神智力指导课程，而对照组则被排在等候名单上，没有接受任何指导。会议结束后，两组都进行了后测。结果:实验组和对照组心理弹性前测和后测得分(F = 56.32, P < 0.001)与责任心前测和后测得分(F = 12.98, P = 0.004)呈显著的线性相关。单因素分析结果发现，弹性(F = 15.55, P < 0.001)和责任(F = 7.14, P = 0.016)作为因变量具有显著性。因此，精神智力指导提高了学生的适应力和责任感。结论:考虑到社会对学生的需求，精神智力训练是一种适当的增强学生责任感和韧性的干预方法。
{"title":"Effectiveness of Spiritual Intelligence in Resilience and Responsibility of Students","authors":"Ali Javadi Nejad, A. Heidari, F. Naderi, S. B. Pour, Fariba Haffezi","doi":"10.5812/INTJSH.86677","DOIUrl":"https://doi.org/10.5812/INTJSH.86677","url":null,"abstract":"Background: Spiritual intelligence is one of the important and influential variables in many psychological characteristics including resilience and responsibility. Objectives: Based thereon, the present study was conducted with the objective of determining the effectiveness of spiritual intelligence training in responsibility and resilience of secondary high school students in the city of Baghmalek. Methods: The present study was a semi-experimental study with pretest-posttest design and experimental/control groups. The research population included all secondary high school students from Baghmalek city during 2017 - 2018. Finally, 60 students were selected by the multistage cluster sampling method and randomly assigned to experimental and control groups. Data collection was done using the Connor-Davidson resilience scale (CD-RISC) and Kordlou’s responsibility questionnaire. The experimental group participated in eight 90-min sessions for spiritual intelligence instruction while the control group was placed in a waiting list and did not receive any instructions. After the termination of the sessions, both of the groups were subjected to posttest. Results: The results indicated that there was a linear significant relationship between the pretest and posttest scores of resilience (F = 56.32, P < 0.001) and the pretest and posttest scores of responsibility (F = 12.98, P = 0.004) in the experimental and control groups. The results of univariate analysis for resilience (F = 15.55, P < 0.001) and responsibility (F = 7.14, P = 0.016) as dependent variables were found significant. Thus, spiritual intelligence instruction increased resilience and responsibility in students. Conclusions: Spiritual intelligence training could be an appropriate interventional method for enhancing the students’ responsibility and resilience considering the society’s need for committed and flexible students who can resist problems and challenges.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43377375","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: A quiet eye is the final fixation or tracking before moving on, which requires concentration and attention, and is an effective way of teaching interceptive tasks. Methods: In the current semi-experimental study, 20 volunteer female students from a volleyball center of Shiraz District 1 (mean age = 12.10, SD = 0.718) were selected as the participants from February 2017 to February 2018. After taking the pre-test, they were randomly divided into two groups of 10 (technical training and quiet eye training). The intended task was to receive volleyball serve with the forearm from three receiving areas of the mini-volleyball court. To measure the accuracy of the volleyball serve reception, a volleyball Serve Reception Test by forearm was used in mini-volleyball court. Ergoneers eye tracking (EET) was used to record the visual data. After the pre-test, the participants took part in 9 separate training sessions three sessions a week, and 48 hours after the last training session, the first retention test and one month later the second retention test was performed. Data were analyzed by 2×3 mixed analysis of variance (ANOVA) of quiet eye duration and performance, using SPSS software at a significant level of P≤0.05. Results: The results showed that the mean performance of the quiet eye training group increased from 4.30±1.76 in pre-test to 11±1.76 in the first retention and 12±2 in long-term retention in comparison to the technical training group (P = 0.007). However, there was no significant difference between the mean quiet eye duration of the quiet eye and technical training groups (P = 0.512). Conclusions: It seems that quiet eye training has a significant effect on the long-term learning of beginners compared to technical training, but it does not have a significant difference in the duration of beginners’ quiet eye compared to technical training.
{"title":"Effect of Technical and Quiet Eye Training on the Gaze Behavior and Long-Term Learning of Volleyball Serve Reception in 10 to 12-Year-Old Female","authors":"Fatemeh Sharafian, M. Shahbazi, S. T. Boroujeni","doi":"10.5812/intjsh.94951","DOIUrl":"https://doi.org/10.5812/intjsh.94951","url":null,"abstract":"Background: A quiet eye is the final fixation or tracking before moving on, which requires concentration and attention, and is an effective way of teaching interceptive tasks. Methods: In the current semi-experimental study, 20 volunteer female students from a volleyball center of Shiraz District 1 (mean age = 12.10, SD = 0.718) were selected as the participants from February 2017 to February 2018. After taking the pre-test, they were randomly divided into two groups of 10 (technical training and quiet eye training). The intended task was to receive volleyball serve with the forearm from three receiving areas of the mini-volleyball court. To measure the accuracy of the volleyball serve reception, a volleyball Serve Reception Test by forearm was used in mini-volleyball court. Ergoneers eye tracking (EET) was used to record the visual data. After the pre-test, the participants took part in 9 separate training sessions three sessions a week, and 48 hours after the last training session, the first retention test and one month later the second retention test was performed. Data were analyzed by 2×3 mixed analysis of variance (ANOVA) of quiet eye duration and performance, using SPSS software at a significant level of P≤0.05. Results: The results showed that the mean performance of the quiet eye training group increased from 4.30±1.76 in pre-test to 11±1.76 in the first retention and 12±2 in long-term retention in comparison to the technical training group (P = 0.007). However, there was no significant difference between the mean quiet eye duration of the quiet eye and technical training groups (P = 0.512). Conclusions: It seems that quiet eye training has a significant effect on the long-term learning of beginners compared to technical training, but it does not have a significant difference in the duration of beginners’ quiet eye compared to technical training.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45690445","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}
M. Hajebi, S. Pourabdol, Mahdi Beyki, Seyed Hamed Sajjadpour
Background: Social anxiety disorders are among disorders that decrease the academic performance of students and cause emotional and behavioral problems. Objectives: The aim of this study was to evaluate the role of brain/behavioral systems and emotional processing in predicting social anxiety of students. Methods: This research was descriptive and correlational. The research population included all 5th grade male students of Ardabil city during years 2016 to 2017, among which 123 students were selected by the multi-stage cluster sampling method. Data collection was done through brain/behavioral systems scale, emotional processing, and social anxiety questionnaire. For data analysis, the researchers used Pearson’s correlation and multiple regression analysis. Results: The results showed mean (and standard deviation) of BAS, BIS, and FFS for emotional processing and social anxiety among students under study was 77.26 (2.76), 79.78 (57), 82.93 (3.25), 114.21 (22.84), and 32.41 (14.22), respectively. Also, the results showed that there was a significant negative correlation between behavioral activation system (BAS) and students’ social anxiety (P < 0.001). Also, a significant positive relationship was found between behavioral inhibition system and fight-or-flight system with students social anxiety (P < 0.001). In addition, there was a negative correlation between social anxiety and emotional processing. Results of regression analysis showed that 46% of the variance in social anxiety of students was significantly explained by brain/behavioral systems and emotional processing variables. Conclusions: Based on these results, it could be said that the relationship between individual differences, emotional processes, and brain behavioral processes can be an important factor in dealing with anxiety.
{"title":"The Role of Brain/Behavioral Systems and Emotional Processing in Predicting Social Anxiety of Students","authors":"M. Hajebi, S. Pourabdol, Mahdi Beyki, Seyed Hamed Sajjadpour","doi":"10.5812/INTJSH.85784","DOIUrl":"https://doi.org/10.5812/INTJSH.85784","url":null,"abstract":"Background: Social anxiety disorders are among disorders that decrease the academic performance of students and cause emotional and behavioral problems. Objectives: The aim of this study was to evaluate the role of brain/behavioral systems and emotional processing in predicting social anxiety of students. Methods: This research was descriptive and correlational. The research population included all 5th grade male students of Ardabil city during years 2016 to 2017, among which 123 students were selected by the multi-stage cluster sampling method. Data collection was done through brain/behavioral systems scale, emotional processing, and social anxiety questionnaire. For data analysis, the researchers used Pearson’s correlation and multiple regression analysis. Results: The results showed mean (and standard deviation) of BAS, BIS, and FFS for emotional processing and social anxiety among students under study was 77.26 (2.76), 79.78 (57), 82.93 (3.25), 114.21 (22.84), and 32.41 (14.22), respectively. Also, the results showed that there was a significant negative correlation between behavioral activation system (BAS) and students’ social anxiety (P < 0.001). Also, a significant positive relationship was found between behavioral inhibition system and fight-or-flight system with students social anxiety (P < 0.001). In addition, there was a negative correlation between social anxiety and emotional processing. Results of regression analysis showed that 46% of the variance in social anxiety of students was significantly explained by brain/behavioral systems and emotional processing variables. Conclusions: Based on these results, it could be said that the relationship between individual differences, emotional processes, and brain behavioral processes can be an important factor in dealing with anxiety.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47003573","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: School mental health programs have the potential to bridge the gap in mental health care for young people. There are limited data on the views of young people about these programs in developing countries. Objectives: The study aimed to determine the views of school-going adolescents on addressing mental health issues in schools. Methods: In this study, 379 students completed an open-ended semi-structured questionnaire on the suitability of addressing mental health concerns in schools. A subset of students who received a targeted school-based mental health intervention provided additional information on their experience. Data were analyzed using thematic analysis. Results: The majority of the students indicated that school was not a suitable place for addressing mental health issues. Concerns cited included the deviation from the primary aims of the school system, lack of resources, and the potential for stigmatization. However, the subset of students who received a targeted mental health intervention found it helpful and wished the program could be made more widely available in schools. Conclusions: This suggests that if well targeted and appropriately delivered, the school-based mental health interventions have the potential to reach Nigerian adolescents in need of mental health interventions, who would; otherwise, be without support.
{"title":"Should Mental Health Be Addressed in Schools? Preliminary Views of In-School Adolescents in Ibadan, Nigeria","authors":"T. Bella-Awusah, C. Ani, A. Ajuwon, O. Omigbodun","doi":"10.5812/INTJSH.85937","DOIUrl":"https://doi.org/10.5812/INTJSH.85937","url":null,"abstract":"Background: School mental health programs have the potential to bridge the gap in mental health care for young people. There are limited data on the views of young people about these programs in developing countries. \u0000Objectives: The study aimed to determine the views of school-going adolescents on addressing mental health issues in schools. \u0000Methods: In this study, 379 students completed an open-ended semi-structured questionnaire on the suitability of addressing mental health concerns in schools. A subset of students who received a targeted school-based mental health intervention provided additional information on their experience. Data were analyzed using thematic analysis. \u0000Results: The majority of the students indicated that school was not a suitable place for addressing mental health issues. Concerns cited included the deviation from the primary aims of the school system, lack of resources, and the potential for stigmatization. However, the subset of students who received a targeted mental health intervention found it helpful and wished the program could be made more widely available in schools. \u0000Conclusions: This suggests that if well targeted and appropriately delivered, the school-based mental health interventions have the potential to reach Nigerian adolescents in need of mental health interventions, who would; otherwise, be without support.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48689936","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}
Somaye Gholami, M. Rahmanian, Saeedeh Jam Ashkezari, Narjes Hazar, Seied Mohammad Reza Aghaee Meybody, N. Namiranian
Background: The prevalence of overweight and obesity in all age groups, especially in childhood, has become alarming. Identification, intervention, and prevention are important factors affecting it. Objectives: The purpose of this study was to investigate the association the body mass index (BMI) in children and transportation to school in greater areas of Yazd during 2014 2015. Methods: This is an analytical cross-sectional study. It was conducted on 2000 primary school students between six to 13 years old who lived in the greater areas of Yazd. Data were collected using a validated questionnaire. Anthropometrics were collected using standardized instruments. Results: In this study, 2000 students were enrolled and 1700 students’ information aged between six to 13 years were recruited completely. About 42% of the participants were male. The mean ± SD age of students was 9.55 (± 1.9) years old. The frequency of normal weight was 56%, overweight was 10.9%, and obesity was 20.6. Students who actively commuted to school had a lower BMI (P = 0.035). Conclusions: The results of this study showed that the way students can travel could affect their BMI. The use of vehicle was higher in obese and overweight students.
{"title":"The Prevalence of Obesity and Overweight and Its Relevance to Transportation Among Primary School Students: Yazd, Iran; 2015","authors":"Somaye Gholami, M. Rahmanian, Saeedeh Jam Ashkezari, Narjes Hazar, Seied Mohammad Reza Aghaee Meybody, N. Namiranian","doi":"10.5812/INTJSH.90365","DOIUrl":"https://doi.org/10.5812/INTJSH.90365","url":null,"abstract":"Background: The prevalence of overweight and obesity in all age groups, especially in childhood, has become alarming. Identification, intervention, and prevention are important factors affecting it. Objectives: The purpose of this study was to investigate the association the body mass index (BMI) in children and transportation to school in greater areas of Yazd during 2014 2015. Methods: This is an analytical cross-sectional study. It was conducted on 2000 primary school students between six to 13 years old who lived in the greater areas of Yazd. Data were collected using a validated questionnaire. Anthropometrics were collected using standardized instruments. Results: In this study, 2000 students were enrolled and 1700 students’ information aged between six to 13 years were recruited completely. About 42% of the participants were male. The mean ± SD age of students was 9.55 (± 1.9) years old. The frequency of normal weight was 56%, overweight was 10.9%, and obesity was 20.6. Students who actively commuted to school had a lower BMI (P = 0.035). Conclusions: The results of this study showed that the way students can travel could affect their BMI. The use of vehicle was higher in obese and overweight students.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42595786","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}
Objectives: The aim of this study was to investigate the effect of game-based balance training on body composition and psychomotor performance of obese students. Methods: The study recruited a convenience sample of 23 volunteer students in the fifth and sixth grades. The students were randomly assigned to experimental and control groups. Anthropometric characteristics including weight, percent body fat, and muscle mass were measured at pretest and posttest via a body composition analyzer. The level of physical activity was measured by the international physical activity questionnaire-short form (IPAQ-SF). Psychomotor performance was measured using Vienna’s universal system. Results: The results indicated that all parameters of psychomotor performance improved following the game-based balance training (P ≤ 0.05). Median cognitive reaction time (532 ms at pretest vs. 520 ms at posttest; P = 0.027) and median motor time (1.90 at pretest vs. 1.75 s at posttest; P = 0.001) improved significantly after the intervention. Movement accuracy including correct response (20.50 at pretest vs. 22.83 at posttest; P = 0.001) and correct rejection (30.37 at pretest vs. 32.2 at posttest; P = 0.001) also improved after the exercise protocol. However, no significant change was found in body composition variables (P ≥ 0.05). Conclusions: Game-based balance training is highly recommended for improving the psychomotor performance of obese students. However, such an exercise was unable to make positive changes in the body composition of obese students.
{"title":"The Effect of Game-Based Balance Training on Body Composition and Psychomotor Performance of Obese Students","authors":"M. Taheri, K. Irandoust","doi":"10.5812/INTJSH.83341","DOIUrl":"https://doi.org/10.5812/INTJSH.83341","url":null,"abstract":"Objectives: The aim of this study was to investigate the effect of game-based balance training on body composition and psychomotor performance of obese students. \u0000Methods: The study recruited a convenience sample of 23 volunteer students in the fifth and sixth grades. The students were randomly assigned to experimental and control groups. Anthropometric characteristics including weight, percent body fat, and muscle mass were measured at pretest and posttest via a body composition analyzer. The level of physical activity was measured by the international physical activity questionnaire-short form (IPAQ-SF). Psychomotor performance was measured using Vienna’s universal system. \u0000Results: The results indicated that all parameters of psychomotor performance improved following the game-based balance training (P ≤ 0.05). Median cognitive reaction time (532 ms at pretest vs. 520 ms at posttest; P = 0.027) and median motor time (1.90 at pretest vs. 1.75 s at posttest; P = 0.001) improved significantly after the intervention. Movement accuracy including correct response (20.50 at pretest vs. 22.83 at posttest; P = 0.001) and correct rejection (30.37 at pretest vs. 32.2 at posttest; P = 0.001) also improved after the exercise protocol. However, no significant change was found in body composition variables (P ≥ 0.05). \u0000Conclusions: Game-based balance training is highly recommended for improving the psychomotor performance of obese students. However, such an exercise was unable to make positive changes in the body composition of obese students.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49141818","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: Teachers play a critical role as health promoters. However, relatively little knowledge is available to date about health literacy of pre-service teachers in Iran. Objectives The aim of this study was to determine the health literacy level of pre-service teachers from Farhangian University in Tehran, Iran. Methods: A cross-sectional study was conducted on a representative random sample of pre-service teachers stratified by major and gender from May to June 2015. Health literacy was measured using the health literacy for adults (HELIA) questionnaire, with 33 items on the domains of access to health information, reading, understanding, appraisal, and behavioral intention. SPSS version 20 was employed to analyze data using statistics including mean, standard deviation, and frequency, t-test and ANOVA. Results: In total, 704 pre-service teachers participated in the study. The mean age of the participants was 20.88 ± 1.43 and 65.8% were female. The health literacy score was 66.30 ± 12.66. Inadequate health literacy was found in 7.3% of the participants, problematic health literacy in 43.3%, sufficient health literacy in 38.5%, and excellent health literacy in 10.9%. Health literacy was significantly associated with age, gender, and marital status. Conclusions: As the high prevalence of limited health literacy in teachers is a barrier to enhancing the health literacy of students at schools, there is a need to design, implement, and evaluate different educational interventions to address health literacy among pre-service teachers.
背景:教师作为健康促进者发挥着至关重要的作用。然而，迄今为止，对伊朗职前教师的健康素养了解相对较少。目的了解伊朗德黑兰法尔汉吉安大学职前教师的健康素养水平。方法:对2015年5 - 6月按专业和性别分层的具有代表性的职前教师随机抽样进行横断面研究。健康素养采用成人健康素养调查问卷(HELIA)进行测量，问卷包含健康信息获取、阅读、理解、评价和行为意向等33个项目。采用SPSS version 20对数据进行统计分析，采用均值、标准差、频率、t检验、方差分析等统计方法。结果:共有704名职前教师参与本研究。参与者的平均年龄为20.88±1.43岁，女性占65.8%。健康素养得分为66.30±12.66。7.3%的参与者健康素养不足，43.3%的参与者健康素养有问题，38.5%的参与者健康素养充足，10.9%的参与者健康素养优秀。健康素养与年龄、性别和婚姻状况显著相关。结论:由于教师健康素养有限的高流行率是提高学校学生健康素养的障碍，有必要设计、实施和评估不同的教育干预措施，以解决职前教师健康素养问题。
{"title":"Health Literacy of Pre-Service Teachers from Farhangian University: A Cross-Sectional Survey","authors":"Fatemeh Ahmadi, Ali Montazeri","doi":"10.5812/INTJSH.82028","DOIUrl":"https://doi.org/10.5812/INTJSH.82028","url":null,"abstract":"Background: Teachers play a critical role as health promoters. However, relatively little knowledge is available to date about health literacy of pre-service teachers in Iran. Objectives The aim of this study was to determine the health literacy level of pre-service teachers from Farhangian University in Tehran, Iran. \u0000Methods: A cross-sectional study was conducted on a representative random sample of pre-service teachers stratified by major and gender from May to June 2015. Health literacy was measured using the health literacy for adults (HELIA) questionnaire, with 33 items on the domains of access to health information, reading, understanding, appraisal, and behavioral intention. SPSS version 20 was employed to analyze data using statistics including mean, standard deviation, and frequency, t-test and ANOVA. \u0000Results: In total, 704 pre-service teachers participated in the study. The mean age of the participants was 20.88 ± 1.43 and 65.8% were female. The health literacy score was 66.30 ± 12.66. Inadequate health literacy was found in 7.3% of the participants, problematic health literacy in 43.3%, sufficient health literacy in 38.5%, and excellent health literacy in 10.9%. Health literacy was significantly associated with age, gender, and marital status. \u0000Conclusions: As the high prevalence of limited health literacy in teachers is a barrier to enhancing the health literacy of students at schools, there is a need to design, implement, and evaluate different educational interventions to address health literacy among pre-service teachers.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44795088","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}
M. Rezapour, N. Khanjani, Moghadameh Mirzai, M. Mohebbi
Background: Bullying among adolescences is known as a public health abnormality and studying the prevalence of bullying behaviors using different methods of data gathering can help researchers in surveillance and planning preventions. Objectives: The objective of this study was to compare the prevalence of perpetration and victimization of bullying reported by self-report, peer-report, and principle-report. Methods: In this cross-sectional study that was conducted in 2017 - 2018, a total of 1,540 students from 42 schools throughout Mazandaran province completed self- and peer-report questionnaires and 42 principals of 42 schools completed a principal-report questionnaire. The chi-square test was used to compare the prevalence of victimization and perpetration of bullying with self-report, peer-report, and principal-report methods across gender, school types and grade levels. Results: The prevalence of bullies and victims in self-, peer-, and principal-report methods were different (20.2% as victim and 7.8% as a bully for self-report, 9.4% as victim and 8.9% as a bully for peer-report, and 4.3% as victim and 3.1% as a bully for principal-report). Conclusions: This study showed the discrepancy in the prevalence of perpetration and victimization of bullying reported in three measurement methods (self-, peer-, and principal-report) in Iranian schools and suggests the use of multiple assessment methods for bullying behaviors.
{"title":"Comparison of Self-Report, Peer-Report, and Principal-Report in Bullying Victimization and Perpetration Among Iranian Students","authors":"M. Rezapour, N. Khanjani, Moghadameh Mirzai, M. Mohebbi","doi":"10.5812/INTJSH.89882","DOIUrl":"https://doi.org/10.5812/INTJSH.89882","url":null,"abstract":"Background: Bullying among adolescences is known as a public health abnormality and studying the prevalence of bullying behaviors using different methods of data gathering can help researchers in surveillance and planning preventions. \u0000Objectives: The objective of this study was to compare the prevalence of perpetration and victimization of bullying reported by self-report, peer-report, and principle-report. \u0000Methods: In this cross-sectional study that was conducted in 2017 - 2018, a total of 1,540 students from 42 schools throughout Mazandaran province completed self- and peer-report questionnaires and 42 principals of 42 schools completed a principal-report questionnaire. The chi-square test was used to compare the prevalence of victimization and perpetration of bullying with self-report, peer-report, and principal-report methods across gender, school types and grade levels. \u0000Results: The prevalence of bullies and victims in self-, peer-, and principal-report methods were different (20.2% as victim and 7.8% as a bully for self-report, 9.4% as victim and 8.9% as a bully for peer-report, and 4.3% as victim and 3.1% as a bully for principal-report). \u0000Conclusions: This study showed the discrepancy in the prevalence of perpetration and victimization of bullying reported in three measurement methods (self-, peer-, and principal-report) in Iranian schools and suggests the use of multiple assessment methods for bullying behaviors.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42095381","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}
Comprehensive sex education (CSE) aims to help youth gain a positive view of sexuality and appropriate knowledge to make healthy decisions about their sex lives. This report reviews CSE’s holistic approach towards biological, psychological and social development. Relevant articles were gathered from Google Scholar and PubMed search engines, after applying inclusion criteria and screening papers. CSE proved to reduce STDs, pregnancy, delay sex initiation and promote safe sex. The psychological outcomes included decreased depression and increased self-esteem. CSE promoted healthy relationships and reduced discrimination around sexual orientation. Therefore, CSE programs support holistic youth development. This report recommends further research to correct inaccurate assumptions and increase support for CSE programs.
{"title":"Comprehensive Sex Education: Holistic Approach to Biological, Psychological and Social Development of Adolescents","authors":"Danielle Fernandes, Mohita Junnarkar","doi":"10.5812/INTJSH.63959","DOIUrl":"https://doi.org/10.5812/INTJSH.63959","url":null,"abstract":"Comprehensive sex education (CSE) aims to help youth gain a positive view of sexuality and appropriate knowledge to make healthy decisions about their sex lives. This report reviews CSE’s holistic approach towards biological, psychological and social development. Relevant articles were gathered from Google Scholar and PubMed search engines, after applying inclusion criteria and screening papers. CSE proved to reduce STDs, pregnancy, delay sex initiation and promote safe sex. The psychological outcomes included decreased depression and increased self-esteem. CSE promoted healthy relationships and reduced discrimination around sexual orientation. Therefore, CSE programs support holistic youth development. This report recommends further research to correct inaccurate assumptions and increase support for CSE programs.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44498650","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: The mental and physical comfort of students in the classroom is very important because it affects students’ learning. The structure of negative emotional states, including stress, anxiety, and depression is influenced by the building environment and its physical features. Objectives: The present study aimed to survey the relationship between ventilation by window opening and female student’s stress, anxiety, and depression in high school classrooms. Methods: The current study was conducted as a quasi-experimental method, using pre-test and post-test with the control group. Statistical population of this study was female students studying at Shiraz high schools during 2016 - 2017. A total of 384 students were selected randomly using Cochran’s formula for participation in the study. The students in 14 classrooms were divided into two groups of intervention and control. The pre-test was used for assessing stress, anxiety, and depression in DASS-21 questionnaires. The intervention group was then allowed to improve the air quality for 6 weeks by opening the window in the classroom. However, this discretion was not given to students in the control group. After 6 weeks of post-test, DASS 21 questionnaire was used. Results: The mean stress score in the intervention group was 20.36 ± 4.326 at pre-test and 19.91 ± 5.162 at post-test and in the control group was 20.28 ± 5.348 at pre-test and 19.91 ± 5.162 at post-test. The mean anxiety score in the intervention group was 20.15 ± 4.705 at pre-test and 18.55 ± 4.673 at post-test and in the control group was 19.12 ± 5.272 at pre-test and 18.92 ± 5.0 at post-test. Also, the mean depression score in the intervention group was 18.29 ± 4.878 at pre-test and 18.53 ± 4.750 at post-test and in the control group was 17.83 ± 5.501 at pre-test and 17.28 ± 5.375 at post-test. Ventilation by window opening could significantly decrease the level of stress (P < 0.001) and anxiety (P < 0.001) but no significant difference was observed in depression (P = 0.067). Conclusions: Ventilation by window opening in the classroom could reduce the stress and anxiety of female high school students in eight weeks, but did not affect the level of depression.
{"title":"The Effect of Ventilation by Window Opening on Stress, Anxiety, and Depression of Female High School Students","authors":"N. Najafi, K. Movahed, Z. Barzegar, S. Samani","doi":"10.5812/INTJSH.87038","DOIUrl":"https://doi.org/10.5812/INTJSH.87038","url":null,"abstract":"Background: The mental and physical comfort of students in the classroom is very important because it affects students’ learning. The structure of negative emotional states, including stress, anxiety, and depression is influenced by the building environment and its physical features. \u0000Objectives: The present study aimed to survey the relationship between ventilation by window opening and female student’s stress, anxiety, and depression in high school classrooms. \u0000Methods: The current study was conducted as a quasi-experimental method, using pre-test and post-test with the control group. Statistical population of this study was female students studying at Shiraz high schools during 2016 - 2017. A total of 384 students were selected randomly using Cochran’s formula for participation in the study. The students in 14 classrooms were divided into two groups of intervention and control. The pre-test was used for assessing stress, anxiety, and depression in DASS-21 questionnaires. The intervention group was then allowed to improve the air quality for 6 weeks by opening the window in the classroom. However, this discretion was not given to students in the control group. After 6 weeks of post-test, DASS 21 questionnaire was used. \u0000Results: The mean stress score in the intervention group was 20.36 ± 4.326 at pre-test and 19.91 ± 5.162 at post-test and in the control group was 20.28 ± 5.348 at pre-test and 19.91 ± 5.162 at post-test. The mean anxiety score in the intervention group was 20.15 ± 4.705 at pre-test and 18.55 ± 4.673 at post-test and in the control group was 19.12 ± 5.272 at pre-test and 18.92 ± 5.0 at post-test. Also, the mean depression score in the intervention group was 18.29 ± 4.878 at pre-test and 18.53 ± 4.750 at post-test and in the control group was 17.83 ± 5.501 at pre-test and 17.28 ± 5.375 at post-test. Ventilation by window opening could significantly decrease the level of stress (P < 0.001) and anxiety (P < 0.001) but no significant difference was observed in depression (P = 0.067). \u0000Conclusions: Ventilation by window opening in the classroom could reduce the stress and anxiety of female high school students in eight weeks, but did not affect the level of depression.","PeriodicalId":33610,"journal":{"name":"International Journal of School Health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42492366","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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