Showing 4 results for Students.
Saeed Akbari Zardkhaneh, Baharehalsadat Heidariehzadeh, Ali Mohammad Zanganeh, Nader Mansourkiaei, Siamak Tahmasebi Garmatani, Mohsen the Glory of Knowledge, Seideinollah Teimori,
Volume 14, Issue 4 (2-2021)
Abstract
Due to the great importance of mental health students screening and lack of an appropriate native tool that was prepared based on prevalent psychopathological problems in students, the aim of this study was to provide an Short Scale-Electronic Secondary Adolescent Mental Health Problems-Teacherchr('39')s Edition.The purpose of the present study was to conduct a descriptive survey in terms of purpose of applied research. The statistical population of this study was second year high school students in Sivik province in the year 1396-97 with a total of 3761 students. Results: The results of item analysis showed that most items have the necessary conditions for tool presence. Exploratory and confirmatory factor analysis showed that the eight-item 40-item model could be considered as the most appropriate scale factor structure. Factor correlation coefficients ranged from 0.7 to 0.94, and item-to-item correlation coefficients ranged from 0.63 to 0.82. Also, the coefficients of correlation between short and long-range factors were between 0.65 and 0.97. Conclusion: It can be concluded that the resulting psychometric properties indicate the suitability of the short form of psychological health questionnaire for screening practices in the student population.
Hava Mahmoudzadeh Kenari, Afsaneh Khajound Khoshli, Javanshir Asadi,
Volume 19, Issue 2 (9-2025)
Abstract
The present study aimed to examine the effectiveness of emotion-focused therapy in reducing anxiety sensitivity and intolerance of uncertainty in students with obsessive-compulsive disorder (OCD). This semi-experimental study employed a pretest-posttest design with a control group. The statistical population consisted of female high school students diagnosed with OCD during the 2024–2025 academic year in Babolsar. Thirty participants were purposefully selected and randomly assigned to experimental and control groups (15 in each). The experimental group received eight 90-minute sessions of emotion-focused therapy, while the control group received no intervention. Data were collected using the Anxiety Sensitivity Index (ASI) and the Intolerance of Uncertainty Scale (IUS) at pretest and posttest stages. Data were analyzed using analysis of covariance (ANCOVA) and the least significant difference test. Results indicated that emotion-focused therapy significantly reduced anxiety sensitivity and intolerance of uncertainty in the experimental group compared to the control group (p < 0.01). These findings suggest that emotion-focused therapy can be an effective approach to reduce cognitive-emotional components related to OCD in adolescents.
Marzieh Barati, Zohreh Mortezaei Karahrody,
Volume 19, Issue 2 (9-2025)
Abstract
| The present study aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on academic burnout and social anxiety symptoms among female upper secondary school students. The study was conducted using a quasi-experimental design with a pretest–posttest control group and a one-month follow-up. The statistical population consisted of female students attending public schools in Tehran, Iran, during the 2024–2025 academic year. Following an initial screening, 30 students with elevated levels of social anxiety were purposively selected and randomly assigned to either an experimental group or a control group.The experimental group participated in eight 90-minute sessions of Acceptance and Commitment Therapy, while the control group received no intervention. Data were collected using the Adolescent Social Anxiety Scale and the Academic Burnout Questionnaire. The data were analyzed using repeated-measures analysis of variance.The results indicated that ACT significantly reduced social anxiety symptoms and academic burnout in the experimental group compared to the control group, and these effects were maintained at the one-month follow-up. Overall, the findings suggest that ACT, through enhancing psychological flexibility and reducing experiential avoidance, can improve students’ academic and social adjustment and may serve as an effective intervention within educational settings. |
Zohreh Ahmadi,
Volume 19, Issue 4 (3-2025)
Abstract
The present study aimed to determine the effectiveness of mindfulness-based cognitive therapy on rumination and depressive symptoms in students with major depressive disorder. This study was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population included all students with major depressive disorder referred to the Tehran Health Center in 1404, from which 30 students with major depressive disorder were selected through purposive sampling and randomly assigned to two experimental and control groups. The experimental group underwent 8 90-minute sessions of mindfulness-based cognitive therapy intervention, while the control group did not receive any intervention. Data collection tools included the Beck Depression Inventory (BDI-II) and the Rumination Scale (RRS). Data were analyzed using analysis of covariance. The results of data analysis showed that there was a significant difference between the mean pre-test and post-test scores of the experimental group in rumination variables and depressive symptoms. In fact, participating in mindfulness-based cognitive therapy sessions led to a significant reduction in the repetition of unwanted thoughts and the alleviation of clinical symptoms of depression in students. Mindfulness-based cognitive therapy, by teaching the skills of being present in the moment and accepting without judgment, is an effective tool for managing repetitive thoughts and improving the mental state of students with major depression and can be used as a complementary intervention in university counseling centers.
