adolescents

The objective of this study was to investigate the predictive power of social media use and body image perceptions on eating attitudes among youth in South Africa.

Methods and Materials: 

A correlational descriptive research design was employed involving 350 South African youth participants selected using stratified random sampling, with sample size determined according to Morgan and Krejcie's table. Data were collected using standardized instruments: Eating Attitudes Test (EAT-26), Social Media Use Integration Scale (SMUIS), and Body Shape Questionnaire (BSQ), all validated in previous research. Data analysis was performed using SPSS-27 software, employing descriptive statistics, Pearson correlation coefficients, and linear regression analyses.

The mean scores for Eating Attitudes (24.53 ± 6.42), Social Media Use (38.29 ± 7.56), and Body Image (107.45 ± 22.18) indicated moderate maladaptive eating behaviors and significant variability in social media usage and body dissatisfaction. Pearson correlation analyses revealed significant positive correlations between Eating Attitudes and Social Media Use (r = .38, p < .01) and Body Image (r = .57, p < .01). Linear regression analyses demonstrated that social media use and body image significantly predicted maladaptive eating attitudes (F(2, 347) = 103.48, p < .01, R² = .37), with body image emerging as the stronger predictor (β = .52, p < .01) compared to social media use (β = .18, p < .01).

These results underscore the importance of addressing both social media consumption habits and negative body perceptions through targeted interventions to improve healthy eating attitudes and psychological well-being among youth.

The aim of the present study was to compare the effectiveness of the ability to enjoy educational package with the PERMA well-being educational package and the time perspective educational package on the academic burnout of adolescents.

Methods and Materials:

 The current research was a semi-experimental type of pre-test-post-test and follow-up with a control group. The statistical population consisted of all high school students who had veteran parents in the academic year of 2021-2022 in Isfahan City. For this aim, 72 students were selected by purposeful sampling and randomly assigned to three experimental groups (18 people) and a control group (18 people). Individuals of the experimental groups participated in parallel and simultaneous training sessions on the ability to enjoy, PERMA well-being and time perspective; But for the control group, there was no intervention. The measuring tool included the academic burnout questionnaire of Berso et al. (1997). This is measuring three areas of academic fatigue, academic apathy and academic ineffectiveness. For data analysis, the statistical method of repeated measurements analysis of variance, along with Bonferroni's post-hoc test, was employed using SPSS-24 software.

The results showed that all three training packages were effective on pessimism, training on the ability to enjoy and PERMA on emotional exhaustion in students with veteran parents (p<0.05), but these three training packages were not effective on academic burnout of these students (p<0.05). The findings of this research emphasize the importance of paying attention to the academic vitality of children of veterans and have important practical implications for educational interventions useful for them.

According to the results of the present research, it is possible to suggest the use of these two educational packages to managers, teachers and counselors to reduce the academic burnout of adolescents.

This study aimed to investigate the effectiveness of humor-based group therapy on depression and self-esteem among adolescents.

Methods and Materials: 

A randomized controlled trial design was employed, involving 30 adolescent participants from Bulgaria randomly assigned to either an experimental group (humor-based group therapy; n = 15) or a control group (no intervention; n = 15). The experimental group participated in eight weekly 90-minute sessions focused on humor-based techniques designed to enhance emotional regulation, self-esteem, and social interactions. Dependent variables were measured using standardized tools: depression was assessed via the Beck Depression Inventory-II, and self-esteem was assessed with the Rosenberg Self-Esteem Scale at three time points—pre-test, post-test, and a five-month follow-up. Data were analyzed using repeated-measures ANOVA and Bonferroni post-hoc tests through SPSS-27.

The findings revealed significant reductions in depression (F(2,54) = 28.94, p < .001, η² = .539) and significant increases in self-esteem (F(2,54) = 26.75, p < .001, η² = .498) for the experimental group compared to the control group, with substantial improvements maintained at five-month follow-up. Specifically, depression scores in the experimental group significantly decreased from pre-test (M = 27.60, SD = 4.12) to post-test (M = 15.87, SD = 3.45, p < .001) and remained stable at follow-up (M = 16.53, SD = 3.72). Self-esteem scores significantly improved from pre-test (M = 18.80, SD = 3.67) to post-test (M = 28.40, SD = 4.18, p < .001) and remained high at follow-up (M = 27.87, SD = 4.01).

Humor-based group therapy effectively reduced depressive symptoms and significantly enhanced self-esteem among adolescents, with beneficial effects persisting at five months post-intervention, suggesting it as a promising therapeutic option for adolescent mental health interventions.

The purpose of the current research is to investigate the effect of attachment style on the tendency to commit suicide and psychological well-being with a moderating role of resilience among adolescents who refer to counseling centers in Tehran.

The current research utilized a descriptive-correlational and cross-sectional research method, employing structural equation modeling (SEM). The research's statistical population comprised all adolescents who sought counseling in Tehran between July and November 2023. A sample of 146 adolescents was selected using purposive sampling. Research tools included Revised Adult Attachment Scale (RAAS), Beck Scale for Suicidal Ideation (BSSI), Ryff's Psychological Well-Being Scales (PWB) and Connor-Davidson resilience scale (CD-RISC). Jamovi version 2.4.14 software was used to perform descriptive statistics and evaluate the effect of the moderating variable, and SmartPLS version 4 software was used to analyze the path between variables. A significance level of 0.05 was considered.

Based on the results of the present study, the Anxious attachment component had a negative and significant effect on Autonomy (β=-0.270, P=0.000). Similarly, Anxious attachment component had a negative and significant effect on Positive relationship with others (β=-0.310, P=0.000).

The findings of this study suggest that both attachment styles and resilience have a significant impact on influencing suicidal thoughts and psychological well-being. These insights could be valuable for parents, mental health professionals, and family counselors, helping them to better understand the psychological well-being and attachment styles of adolescents.

This study aims to compare the effects of traditional and game-based teaching models on the acquisition of volleyball skills in adolescent boys.

Methods and Materials: 

This quasi-experimental study employed a pretest-posttest design with two experimental groups: the traditional teaching model and the game-based teaching model. A total of 40 male students aged 10–13 years, with no prior volleyball experience, were randomly assigned to either the traditional group (n = 20) or the game-based group (n = 20). Participants underwent an 8-week training program (2 sessions per week). Volleyball skills were measured using standardized tests for overhead serve, forearm pass, and setting skills. Descriptive statistics were calculated, and ANCOVA was used to analyze the differences between groups while controlling for baseline scores.

Both teaching models significantly improved volleyball skills across all variables (p < .05). The traditional teaching model showed slightly higher posttest scores for technical skills, with moderate effect sizes (partial eta squared = 0.32–0.35). The game-based teaching model demonstrated significant improvements as well, particularly in fostering applied and situational learning, with effect sizes ranging from 0.24 to 0.27.

While both methods are effective in improving volleyball skills, the traditional teaching model excels in enhancing technical precision, whereas the game-based teaching model better supports decision-making, teamwork, and applied skill development. Combining these approaches is recommended to optimize skill acquisition and overall performance in volleyball training for adolescents.

This study aimed to evaluate the effectiveness of Cognitive Behavioral Therapy (CBT) in reducing self-harming thoughts, impulsivity, and suppressed anger in adolescents.

Methods and Materials: 

A randomized controlled trial was conducted with 30 adolescents (15 in the CBT group and 15 in the control group). The participants were assessed at three stages: pre-test, post-test, and follow-up, using validated self-report measures to evaluate self-harming thoughts, impulsivity, and suppressed anger. The CBT intervention consisted of 12 weekly sessions, focusing on cognitive restructuring, emotion regulation, and behavioral skills. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests to assess within-group and between-group differences over time.

The results revealed significant reductions in self-harming thoughts, impulsivity, and suppressed anger for the CBT group compared to the control group across all three stages. Specifically, the CBT group showed greater improvement at the post-test and follow-up compared to the control group, with significant between-group differences in all three variables. The effect size for the self-harming thoughts (η² = 0.25), impulsivity (η² = 0.32), and suppressed anger (η² = 0.28) indicated moderate to large effects. The findings suggest that CBT is highly effective in addressing emotional dysregulation and impulsive behaviors in adolescents.

Cognitive Behavioral Therapy significantly reduced self-harming thoughts, impulsivity, and suppressed anger in adolescents, indicating its potential as an effective intervention for emotional and behavioral issues in this population. Further research is needed to examine long-term effects and the role of individual differences in treatment outcomes.

 This study aimed to evaluate the effectiveness of Behavioral Activation Therapy (BAT) on reducing anhedonia and enhancing school participation among adolescents in Malaysia.

Methods and Materials:

 A randomized controlled trial design with a five-month follow-up was used, involving 30 adolescents randomly assigned into intervention and control groups (n = 15 each). The intervention group received 12 weekly sessions of Behavioral Activation Therapy, each lasting 45–60 minutes, targeting increased participation in rewarding and meaningful activities. The control group received no intervention during the study period. Anhedonia was measured using the Snaith–Hamilton Pleasure Scale (SHAPS; Snaith et al., 1995), and school participation was assessed by the School Function Assessment (SFA; Coster et al., 1998) at pre-test, post-test, and five-month follow-up. Repeated measures ANOVA with Bonferroni post-hoc tests were performed using SPSS-27.

Repeated measures ANOVA demonstrated significant improvements in the intervention group on both anhedonia (F(2, 56) = 61.54, p < .001, η² = .70) and school participation (F(2, 56) = 36.42, p < .001, η² = .56). Mean anhedonia scores in the intervention group significantly decreased from pre-test (M = 10.47, SD = 1.36) to post-test (M = 5.13, SD = 1.21) and remained stable at follow-up (M = 5.20, SD = 1.33). Similarly, school participation significantly increased from pre-test (M = 56.27, SD = 6.84) to post-test (M = 72.40, SD = 5.92), with effects sustained at follow-up (M = 71.53, SD = 6.15). Post-hoc comparisons confirmed that all significant changes occurred between pre-test and post-test, with stability from post-test to follow-up.

Thes findings suggest the therapy suitability as an effective therapeutic approach within educational and psychological practice settings.

This study aimed to explore how adolescents from low-income communities in Pakistan perceive and construct hope and future orientation.

Methods and Materials: 

The study employed a qualitative design using semi-structured interviews with 20 adolescents aged 14 to 18 years from low-income urban and semi-urban communities in Pakistan. Participants were selected through purposive sampling to ensure diversity in gender and educational status. Data were collected until theoretical saturation was reached. All interviews were conducted in Urdu, transcribed verbatim, and analyzed thematically using NVivo software. Thematic analysis followed Braun and Clarke’s six-step approach, focusing on identifying patterns related to hope, aspirations, coping mechanisms, and environmental influences.

Thematic analysis revealed four major categories: hope as a psychological resource, barriers to future orientation, future goals and aspirations, and sources of hope and support. Subcategories within these themes included emotional resilience, self-efficacy, spiritual coping, family responsibilities, economic hardship, gender constraints, educational dreams, altruistic goals, and community-based support systems. Adolescents expressed strong internal motivation and aspirational thinking despite significant socio-economic barriers. Support from parents, peers, teachers, and religious beliefs played a key role in sustaining their hope. However, structural challenges such as poverty, school quality, and restrictive gender norms frequently disrupted their goal pursuit.

Despite living in disadvantaged conditions, adolescents from low-income communities in Pakistan demonstrate meaningful hope and future orientation. Strengthening psychosocial supports, enhancing educational resources, and addressing structural inequities are essential for nurturing their developmental potential.

This study aimed to explore the key components of identity development in adolescents with sensory impairments. This qualitative study employed a phenomenological approach to examine the lived experiences of adolescents with sensory impairments. Data were collected through semi-structured interviews with 31 participants recruited via online platforms. Theoretical saturation was reached, ensuring a comprehensive understanding of identity development in this population. Interviews were transcribed and analyzed using thematic analysis, with NVivo software facilitating the identification of core themes and subthemes. The results highlighted four primary themes shaping identity development in adolescents with sensory impairments. Personal identity formation was influenced by self-perception, emotional regulation, autonomy, and future aspirations. Social identity was shaped by peer relationships, family dynamics, social stigma, and the presence of mentors. Cultural and community belonging emerged as a significant factor, with participants emphasizing the role of cultural engagement, media representation, and community participation in shaping their identity. Coping strategies, including the use of assistive technologies, psychological resilience, and adaptive social skills, were found to play a crucial role in navigating identity-related challenges. These findings align with existing literature emphasizing the intersection of self-perception, social interactions, and cultural narratives in identity formation. The study underscores the complexity of identity development in adolescents with sensory impairments, highlighting the interplay between personal, social, cultural, and adaptive factors. The findings suggest that fostering inclusive educational environments, providing mentorship opportunities, and improving media representation can positively impact identity formation in this population. Further research is needed to explore identity development across diverse cultural and socioeconomic backgrounds to develop targeted interventions.

This study aimed to examine the predictive role of frustration tolerance and social competence in body image satisfaction among adolescents with physical disabilities. This research utilized a correlational descriptive design with a sample of 350 adolescents with physical disabilities, selected based on Morgan and Krejcie’s sample size determination table. Participants completed standardized self-report measures assessing body image satisfaction (MBSRQ), frustration tolerance (FDS), and social competence (SSRS). Data analysis was conducted using Pearson correlation to explore associations between variables and linear regression to determine the predictive power of frustration tolerance and social competence on body image satisfaction. All statistical analyses were performed using SPSS-27, and assumptions of normality, linearity, and multicollinearity were confirmed before conducting the regression analysis. Descriptive statistics showed that participants had a mean body image satisfaction score of 74.56 (SD = 9.87), a frustration tolerance score of 62.34 (SD = 8.23), and a social competence score of 68.21 (SD = 7.95). Correlation analysis revealed significant positive relationships between body image satisfaction and frustration tolerance (r = 0.52, p < 0.01) and body image satisfaction and social competence (r = 0.61, p < 0.01). The regression model was statistically significant (F(2, 347) = 90.75, p < 0.01, R² = 0.46), indicating that frustration tolerance (B = 0.42, β = 0.39, t = 5.25, p < 0.01) and social competence (B = 0.56, β = 0.47, t = 7.91, p < 0.01) were both significant predictors of body image satisfaction. The findings suggest that higher frustration tolerance and greater social competence are associated with increased body image satisfaction in adolescents with physical disabilities, with social competence playing a slightly stronger role. These results highlight the importance of resilience-building and social skills interventions to enhance body image satisfaction in this population.