رضا دستجردی

The ability to manage and regulate emotions helps students adaptively manage these academic stresses; therefore, the present study aimed to compare the effectiveness of studying skills training with and without emotion regulation on self-destructive educational behaviors of medical students.

The present study was quasi-experimental, with pre-tests, post-tests, and a control group. The study's statistical population was students (male and female) studying at Birjand University of Medical Sciences in 2022. 60 people were selected using convenience sampling and placed randomly in two experimental and control groups of 20 people. To compare the two groups, the study skills training group with emotion regulation received group training for 16 90-minute sessions and the study skills training group without emotion regulation received training for 16 90-minute sessions. The Cunningham Educational Self-Destructive Behaviors Questionnaire (2002) was used to measure educational self-destructive behaviors. Finally, the research data were analyzed using the covariance test in SPSS-26.

The results of the study indicated that both methods of teaching study skills based on emotion regulation and without emotion regulation significantly reduced self-destructive educational behaviors in medical students (P<0.05). A comparison of means showed that teaching study skills based on emotion regulation was more effective than teaching study skills without emotion regulation.

The results of this study showed that combining study skills with emotion regulation can effectively reduce self-defeating educational behaviors and improve the quality of students' learning. These findings emphasize the importance of integrating emotional aspects in educational programs to increase academic productivity.

Considering the fundamental role of education and development of executive functions in enhancing academic, educational, and social capabilities, and the challenges faced by students with learning disorders due to weaknesses in executive function components, the current research aimed to compare the effectiveness of brain-based learning and self-regulatory training on the executive functions of students.

This study, in line with its objectives, was an applied research employing a quasi-experimental design, using a pre-test, immediate post-test, and delayed post-test (follow-up) with a control group. The population consisted of all female students in district two of Kerman city, totaling 6,515 individuals. The sample included 60 ten-year-old female students selected through multi-stage cluster sampling. Within each cluster, individuals were chosen using simple random sampling. Each group - the control group, the brain-based learning group, and the self-regulatory training group - consisted of 20 students and received 16 sessions of 45 minutes each, focusing on executive functions. At the end of the training, an immediate test and a follow-up test two months later were conducted to assess the sustainability of the intervention. The measurement tools of this research included the fourth-grade reading book, Stroop Test (2006), Wisconsin Card Sorting Test (1948), Continuous Performance Test (1956), and N-Back Test. The data were analyzed using repeated measures test within the framework of multivariate analysis of covariance (MANCOVA) using SPSS-V.24 software.

The results indicated a difference in the effectiveness of brain-based learning and self-regulatory training on executive functions of students with reading learning disorders. Specifically, the improvement in the brain-based learning group was more significant than that in the self-regulatory training group (P < 0.05).

Therefore, it can be concluded that educational interventions, especially brain-based learning, can be effective and efficient strategies to enhance the performance and skills of students, particularly those with reading disorders.

The present research was conducted with the aim of investigating the teacher-student and teacher-parent relationships on academic outcomes by mediating the role of metacognitive awareness. The interaction of teacher-student relationships and cognitive and metacognitive strategies plays an important role in increasing the quality of the educational environment and improving learning and performance of learners. Another factor is the significant effect of teacher-parent relationships and parental involvement on students' learning and developmental and academic processes. Utilizing cognitive and metacognitive strategies is one of the individual characteristics that are strongly affected by the learning and classroom environment and affects a person's performance and academic success, and according to Martin's model of motivation and involvement, it can act as a mediator between teacher-student and teacher-parent relationship along with educational consequences. 

The current research was a descriptive-correlation type. The statistical population included all the students of the second secondary level of Birjand city and one of their parents in the academic year in 1398-99. The studied sample included 392 students (254 girls, 138 boys) and one of their parents, who were selected by random multi-stage cluster sampling. Data using tools, teacher-student relationship Murray & Zvoch, teacher-parent relationship Vickers & Minke, metacognitive awareness Schraw & Dennison, academic vitality Dehghanizadeh & Chari, perceived learning subscale Alavi, and Marks, planning for graduation subscale of the National Questionnaire of Student Engagement (NSSE), readiness to enter university student subscale Sokol, and happiness subscale and behavior in the classroom of the National Educational Progress Assessment Questionnaire Blazar & Kraft. For collected and analyzed the data using structural equation modeling and path analysis.

The findings showed that the direct effect of the teacher-student and teacher-parent relationship on metacognitive awareness is positive and significant and on academic consequences is positive and non-significant. Metacognitive awareness directly, positively, and significantly affects on academic consequences. Also, the indirect effect of teacher-student and teacher-parent relationships on academic consequences through metacognitive awareness is positive and significant. The overall effects of the teacher-student and teacher-parent relationship on academic consequences through metacognitive awareness are positive and significant

The findings of this study, influenced by the ecological theory and the teacher's interpersonal behavior model along with a metacognitive orientation based on the social constructivist perspective showed that students' academic consequences are affected by both mesosystem and exosystem level variables, also the important role of teacher-student, teacher-parents, and metacognitive awareness as a mediator in these relationships in improving the educational consequences. Based on these findings, teachers and parents are recommended to pay attention to the elements of metacognitive awareness in the development of student's academic skills to help them become metacognitive experts who are aware of their thinking processes and self-regulated learning skills.

Congenital hypothyroidism is the most common and preventable cause of mental retardation in children. This study aimed to investigate mental development in healthy children and children with hypothyroidism treated in South Khorasan in 2020.

This cross-sectional study was performed on 64 children aged five to seven years in South Khorasan, divided into two groups (n=32): the control group and the group with congenital hypothyroidism. Data were collected using checklist demographic data, including gender, age, treatment, socioeconomic status, place of residence, and parents’ level of education, as well as children’s intellectual quotient (IQ) based on the Raven’s Progressive Matrices test of intelligence. Data were analyzed using the SPSS software (version 24) at a significant level of less than 0.05

The mean age of children was 6.22±0.79 years, and there was no significant difference between the two groups concerning their age (P=0.78). The results also showed no significant difference between the groups for their gender (P>0.05). The average IQ score was 125.50±8.00 in the population with hypothyroidism and 127.14±5.41 in healthy children; however, the difference was not statistically significant (P=0.50). Additionally, there was no significant relationship between the IQ scores and case groups (P=0.40). Finally, the comparison of IQ classes was not significant between the two groups regarding their age (P>0.05) and gender (P> 0.05).

The results of the present study showed that the screening program for congenital hypothyroidism can positively affect children’s mental development or IQ.

The present study was conducted with the aim of comparing the effectiveness of central nervous system reorganization method (Domain-Delacato) and neurofeedback on improving the reading skills of dyslexic children. The present study was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population of the present study was made up of all students aged 10 to 13 with reading disorders who referred to educational and clinical centers in Qochan city in the academic year of 2018-2019; And the research sample included 45 subjects who were selected by available sampling method and were randomly placed in three experimental groups 1 (15 people), experimental 2 (15 people) and control (15 people). To collect data, the reading and dyslexia test of Karmi Nouri and Moradi (2008) was used. For the statistical analysis of the data, analysis of covariance was used with the help of SPSS software. The results showed that the method of reorganizing the central nervous system (Domain-Delacato) and neurofeedback compared to the control group improved the scores of reading skills and reading components of words, word chain, rhyme test, naming pictures, understanding text, understanding words, eliminating sounds, Pseudo-words and non-words, letter signs and categorized signs (P<0.05). The neurofeedback group has been more effective in increasing reading skills and components of word reading, word chain, rhyme test, naming pictures, understanding words, pseudowords and nonwords, and category signs than the central nervous system reorganization method (Domain-Delacato). Also, there is no statistically significant difference between the effectiveness of the central nervous system reorganization method (Domain-Delacato) compared to neurofeedback in increasing the scores of text understanding, removing sounds, letter signs (P>0.05). Therefore, the method of reorganizing the central nervous system (Domain-Delacato) and neurofeedback is an effective method in improving the reading skills of dyslexic children.

A human is a social being and needs social cohesion, support, and understanding. The relationship between the dentist and patient is a specific example of social support and empathy. The patient is also an example of social support. An empathetic dentistpatient relationship can effectively improve the physical, psychological, and social wellbeing of the patient. In this relationship, a physician can make a better diagnosis and deliver a more satisfactory treatment outcome. Therefore, this study aimed to evaluate empathy and its related factors in dental students of Birjand University of Medical Sciences, Birjand City, Iran, in 2020.

The study population consisted of all students of clinical dentistry. After obtaining informed consent from the students, Jefferson’s questionnaire was distributed among them. Students’ demographic information was asked in the questionnaire. The obtained data were analyzed by ANOVA and the independent t test at the significant level of 0.05.

A total of 78 (42.3% male and 57.7% female) dental students participated in this study. Their Mean±SD score of empathy was 57±5.57. The mean empathy score was significantly higher in females than males (P=0.04). The mean score of empathy was significantly higher in students who were more interested in their field (P=0.03). The mean score of empathy for students was not significantly different in terms of study semester (P=0.06), marital status (P=0.95), communication skills (P=0.16), and mother’s (P=0.11), and father’s (P=0.92) education.

The mean score of empathy was significantly higher in females and students who were more interested in their field.

The purpose of this study was to validate the Mathematical Self-efficacy Questionnaire developed by the American Longitudinal Studies Association based on the Liu & Koirala (2009), and May (2009) Mathematical Academic Self-efficacy Questionnaires for high school students. According to the need and necessity, the statistical population of Birjand's elementary school students was administered in the school year of 97-98. Multistage random cluster sampling was used to select 24 schools and from each schools select one class to answer the math self-efficacy questionnaire. In order to overcome the problem of missing single data, in SPSS statistical software, with the help of Hot-Deck Imputation method, data were completed and out of 460 subjects, 441 subjects answered as sample size. The final was analyzed. The findings of this study were analyzed using SPSS 21, LISREL 8.80 and R 3.6.1 statistical methods and two descriptive findings and the research hypothesis test and structural equation modeling in the measurement model section. The RMSEA was lower than 0.08 and all GFI, AGFI, NFI, NNFI, and CFI indices were above 0.90, confirming the validity of the math self-efficacy questionnaire for elementary students

During epidemics of infectious diseases, individuals’ health, especially their mental health, are affected. This study aimed to evaluate general health and its dimensions during the COVID-19 epidemic in South Khorasan province, Iran.

This study is a cross-sectional study. Individual information was collected voluntarily on the web. General health evaluation was performed by a standard questionnaire (GHQ-28). The collected data were entered into the SPSS v.23 and statistical tests were performed.

This study was performed on 320 people, most of the subjects were in the age range of 20-30 years. Also, 80 (25.0%) participants reported nonspecific symptoms of COVID-19 such as headache, sore throat, and dry cough, and 216 people (67.5%) used personal protective equipment (PPE). The mean score of the GHQ-28 one month before the COVID-19 epidemic (BE) was 16.5 ± 9.1, while the mean of this score during the epidemic (DE) increased by 1.8 points and reached 18.3 ± 10.2 (P ≤0.003, effect size=10.9%). The score of anxiety/insomnia subscale showed the highest increment. Adjusted R2 values for the scores of somatic symptoms, anxiety/insomnia, and social dysfunction subscales, and the score of the GHQ-28 were 14.8%, 10.5%, 13.8%, and 13.1%, respectively.

This study showed that with the COVID-19 epidemic, the community has been faced with conditions in which individualschr anxiety, depression, social function, and in general, various dimension of health, has been deteriorated. The results of this study can be beneficial for appropriate planning for maintaining, promoting, and improving health in the community.

The purpose of this study was to determine the effect of NCTM standards-based education on the attitude and academic achievement of fifth grade students in mathematics. This research was a quasi-experimental study which was done on 100 elementary fifth grade students in Birjand in the 2018-2019 semester. Research samples were collected by convenience sampling method. Then, Students were randomly assigned to two groups of experiment and control (n = 50). The selected topics were taught to the experimental group for 8 weeks in 10 sessions using a process-based approach by the researcher. The control group was also taught the traditional method. Data were collected using demographic information form, mathematics attitude questionnaire and academic achievement test. Finally, data analysis was performed using descriptive and analytical statistics in SPSS software version 18 at the significant level p

Marital disturbance widely impact the quality of marriage in couples. Besides, the lack of communication skills among couples is considered as one of the most significant personal factors influencing marriage distress. Therefore, this research aimed to determine the impact of communication skills training on marital disturbance. 

In this interventional study, the target population was all couples residing in the marginal regions of Birjand City, in 2016. Sixty couples (N=120) were randomly selected and assigned into two groups of intervention (30 couples) and control (30 couples). The data collection instrument consisted of two sections of private information and the Pines couple burnout measure. 

Educational intervention was conducted for the intervention group in six sessions of 120 minutes. The questionnaire was completed before and three months after the intervention, in both groups. Then, the obtained data were analyzed using the chi-squared test, independent t-test, and paired t-test, considering the significant level of 0.05, in SPSS V. 18. The Mean±SD age was 32.27±6.24 years and 34.85±5.74 years in the intervention and control groups, respectively. Also, the Mean±SD marriage life of couples was 7.33±5.29 years and 9.57±5.73 years in the intervention and control groups, respectively. 

The mean of marital disturbance modifications, marital distress, and physical and emotional loss significantly differed between the intervention and control groups (P<0.05). Communication skills training can significantly reduce marital distress and its dimensions, including physical, emotional, and mental retardation, in couples living in the suburb.

The main life skills could promote adolescents' self-esteem. However, to teach all skills requires many resources and prioritization. Therefore, the aim of this study was to investigate on factors that predict self-esteem in adolescent girls.

A cross-sectional study was conducted on 364 student girls aged 12-14 years old in Birjand, Iran  in 2018 using cluster sampling. Data collected using the Life Skills and the Rosenberg Self-Esteem Questionnaires. Self-esteem was the dependent variable and the ten main life skills were the independent variables. Statistical analysis was performed using regression in order to assess the predictive factors of self-esteem in adolescent girls.

The mean life skills scores was 138.23 ± 80.26 and the mean self-esteem score was 4.98 ± 4.41. Regression analysis showed that among the ten main life skills, self-awareness (p<0/001), interpersonal relationships (p=0/004) and creative thinking (p=0/005) had a significant relationship with self-esteem. Interpersonal relationships influences creative thinking, and they both influence self-awareness. Self-awareness was the strongest predictor. In other words, the adolescent will have a higher self-esteem by knowing more about strengths and weaknesses and desire of themselves.

The findings suggest that in order to improve self-esteem among adolescents the focus should be on teaching self-awareness, interpersonal relationships and creative thinking skills.

Nowadays, nursing-related disciplines have examined the effect of psychological constructs on mental and physical health. This study was aimed to determine the role of emotional/internalizing dysfunction and behavioral/externalizing dysfunction based on the Minnesota Multiphasic Personality Inventory-2-Restructured Form in self-transcendence and Self-directiveness nurses.

In this descriptive-correlational study, 339 nurses were selected among the public hospitals in Birjand in 2019 by Sampling method available and completed the Minnesota Multiphasic Personality Inventory-2-Restructured Form (2008), Adult Self-Transcendence Inventory scale (2005) and Self-directiveness subscale of Temperament Character Inventory  (1994). Data were analyzed by SPSS22 software and multiple regression analysis..

The results showed that there is a negative and significant relationship between emotional/internalizing dysfunction and behavioral/externalizing dysfunction with self-transcendence and Self-directiveness (p< 0.01) and emotional/internalizing dysfunction and behavioral/externalizing dysfunction account for 25% and 26% of their variance in self-transcendence (R Square =0.25) and Self-directiveness(R Square =0.25), respectively.

The results showed that there is a negative and significant relationship between emotional/internalizing dysfunction and behavioral/externalizing dysfunction with self-transcendence and self-directiveness. Results showed that emotional/internalizing dysfunction and behavioral/externalizing dysfunction is an important role in predicting self-transcendence and Self-directiveness nurses in nurses.Therefore, it is necessary to consider the role of these predictor variables by health care professionals and institutions when hiring, training, apprenticeships and professional retraining of nurses.

Adolescence is an important period in life cycle. However, the fast social and cultural changes plus the complexity and diversity of human relationships put pressure on an adolescent, which require psychosocial abilities to cope with. This study investigated the impact of life skills’ training on adolescent girls.

This was an experimental study with pre- and post-test design. The population included student girls aged 12-14 years old in Birjand, Iran, in 2018. The life skills questionnaire of Saatchi and colleagues was used for data collection. The participants completed the questionnaire before and two months after the training. The training included six sessions of a theory-based educational intervention for the adolescents on anger management and stress control skills and a session for their parents.

The mean life skills scores were 124.57 ± 43.28 and 148.35 ± 85.25 in the intervention group and 142.4 ± 34.10 and 139.79 ± 95.13 in the control group, respectively indicating that life skills significantly increased in all aspects in the treatment group.

The findings suggest that training on anger management and stress control based on social cognitive theory is effective on improving life skills in adolescents.

Dialysis patients experience problems with sexual activity due to the nature of their illness and its complications. The aim of this study was to determine the quality of sexual life and its relationship with marital satisfaction and emotional divorce in hemodialysis patients. this descriptive cross-sectional study was performed on 92 men and women of hemodialysis referring to Special Diseases Center and Vali-e-Asr Hospital in Birjand during the winter of 1396. The research instruments included demographic questionnaires, sexual quality of life for women and men, ENRICH marital satisfaction, and GOTTMAN's emotional divorce. Data were analyzed by SPSS 22 software at a significant level of 0.05. The mean score of sexual quality of life of a hundred points was in men (57.48± 11.3) and in women (55.6± 10.4), which showed no significant difference. (P= 0.43). Also, the mean score of marital satisfaction was not significantly different between males and females (P= 0.15), but the mean score of emotional divorce was significantly higher in females than males (P= 0.001). Relationship between quality of life quality and marital satisfaction There was a significant positive correlation (r= -0.46, P<0.001), but between marital satisfaction with emotional divorce (r= -0.61, P<0.001) and quality of sexual life and emotional divorce. Hemodialysis patients had low grade of sexual quality of life, therefore attention to their sexual problems and their improvement is important.