دانش آموزان دختر

Aggression and social isolation are childhood behavioral disorders that have adverse consequences on children's mental health and threaten their mental health. Therefore, it is necessary to use effective training to control these disorders. The purpose of this study was to determine the effect of dating skills training on aggression and social isolation of elementary school girls.

The current research was semi-experimental with a pre-test-post-test design with a control group. The research population was all fourth and fifth grade female students in Mashhad in the academic year of 1402-1403 (a total of 7000 student). The research sample included 30 students who were selected by multi-stage cluster random sampling method and were randomly divided into two experimental and control groups. The experimental group underwent 10 sessions of 60-minute dating skills training, and the control group did not receive any training. The tools used were Buss&   Perry's aggression and Russell's social isolation questionnaires. The collected data were analyzed using multivariate covariance analysis in SPSS version 26 software.

The results indicated a significant difference between the experimental group and the control group in the scores after the intervention in aggression (F=22.075, P<0.001) and social isolation (F=5.009, P=0.034), which showed; dating skills training has reduced aggression and social isolation in children (P>0.05).

Considering the effect of dating skills training on children's aggression and social isolation, it is recommended to psychologists, counselors and school administrators to take action in the field of dating skills training.

 Adolescents, especially girls, in most cases, pay special attention to their body weight and shape, and often adopt wrong attitudes towards themselves, their feelings, and emotions in an effort to face the pressures associated with the changes of the critical and challenging period of puberty. They say that this exposure may cause eating behavior problems. Therefore, the present study aims to model the structure of binge eating based on self-compassion and impulsivity with the mediation of emotion regulation in female students with obesity.

The research method was correlation using structural equation modeling. The research sample consisted of 300 teenage girls suffering from binge eating in District One of Tehran city in 2024, who were selected through convenience sampling. The research tools included the Persian version of the Binge Eating Scale (BES; Gormally et al, 1982), The Self-Compassion Scale (SCS; Neff, 2003), The Barratt Impulsiveness Scale (BIS) (Barat, 2009) and the Emotion Regulation Questionnaire (ERQ, Gross & John, 2003). Data analysis was done with Pearson correlation tests and structural equations using SPSS26 and AMOS24 software.

Based on the results of the fit indices, the structural model of binge eating based on self-compassion and impulsivity with the mediation of emotion regulation had a good fit in female students with obesity. Also, reappraisal and suppression components had a negative and significant effect on self-compassion and a positive and significant effect on impulsivity, self-compassion had a negative and significant effect on binge eating, and impulsivity had a positive and significant effect on binge eating (P<0.001).

Emotion regulation is the reservoir of adolescents' response when faced with stressful factors, and binge eating disorder behaviors are a performance adjustment for adolescents who experience a high level of annoying emotions due to a lack of self-compassion and impulsive behaviors.

Body image is a multifaceted construct and has been the subject of many recent studies in the field of psychology and social sciences. In this research, we aim to investigate the relationship between social self-efficacy and body image concern in female adolescents.

This is a descriptive correlational study with a cross-sectional design. Participants were 117 second-grade high school female students in Kavar County, Fars Province, Iran, in the academic year 2016-2017, who were selected using a multi-stage cluster sampling method. The data collection tools included Littleton’s body image concern inventory and Connolly’s adolescent social self-efficacy scale. The collected data were analyzed using Spearman’s correlation test and multiple linear regression analysis in SPSS software, version 26.

The mean score of social self-efficacy was 64.91±22.10, and the median, first quartile, and third quartile of body image concern were 72, 61.5, and 78.5, respectively. The results of Spearman’s correlation test showed a very strong and negative significant correlation between body image concern and social self-efficacy (P<0.001).

The officials and decision-makers in the field of mental health and education in Iran should design educational programs related to proper nutrition and physical activity for female adolescents to maintain their body weight within the normal range and consequently reduce their body image concern and increase their self-efficacy.

Distress tolerance is increasingly playing an essential role in the onset and continuing of psychological trauma and prevention and treatment. This study aimed to investigate the relationship between family functioning and distress tolerance with the mediating role of self-esteem in female students.

This research method was fundamental in terms of purpose, and the data collection method was correlation and structural equation modeling. The study population included all ninth-grade female students in District 3 of Tehran in the academic year 2021-2022. The voluntary sampling method selected 220 students as the research sample. A Family Performance Questionnaire (Epstein et al., 1983), Distress Tolerance Questionnaire (Gaher and Simmons, 2005), and Self-Esteem Questionnaire (Rosenberg, 1965) were used to collect data. Structural equation modeling was performed using Amos24 software.

The findings showed that the structural model of the research has a good fit. The results showed that there is a direct relationship between family functioning and self-esteem (t = 9.02 and β = 0.63) and between self-esteem and distress tolerance (t= 6.30 and β= 0.58), but there was no direct relationship between family functioning and distress tolerance (t= 1.96 and β= 0.15). The results also showed an indirect relationship between family functioning and distress tolerance.

According to the results, there is a relationship between family functioning and distress tolerance of female students due to their self-esteem. Special attention to causal factors is suggested in formulating psychological interventions to increase the distress tolerance of female students.

Background &

Adolescence is undoubtedly one of the most adventurous periods of human life. The physical, cognitive, emotional, and social transformations that occur during this period have turned adolescence into a dual time for growth or damage. Therefore, helping the teenager in growing and expanding the skills needed for a good life, creating or increasing self-confidence in dealing with problems, the growth and development of emotions, and the social skills necessary for successful adaptation to the environment and an effective and constructive life are necessary to It seems But the conducted researches show that the number of teenagers suffering from behavioral, cognitive and emotional dysfunctions is increasing day by day. During adolescence, relationships with peers play an important role in growth, social skills, and personal feelings as a foundation for adaptation throughout life; therefore, preventing or interfering factors in the occurrence of social behavior of teenagers is considered one of the important platforms of clinical and developmental researches, and one of these factors is the fear of negative evaluation. Fear of negative evaluation is the fear of being judged negatively; in this structure, even harmless and vague social signs can potentially be interpreted as a negative evaluation by others. Due to the importance of the mental health of students, different treatments have been proposed to improve the mental health of students and teenagers. Several therapeutic studies have been used to improve the mental state of teenagers and students. Today, with the third generation of psychotherapies, they can be called acceptance-based models under the general title; such as therapy based on acceptance and commitment. The main goal of Acceptance and Commitment Therapy (ACT) is to create psychological flexibility; it means creating the ability to choose an action among different options that is more appropriate, rather than doing an action simply to avoid disturbing thoughts, feelings, memories, or desires or imposing it on a person (15). In this treatment, first of all, it is tried to increase the psychological acceptance of the person regarding the mental experiences, and in turn, the ineffective control actions are reduced. The patient is taught that any action to avoid or control these unwanted mental experiences has no effect or has the opposite effect and causes them to intensify, and these experiences must be removed without any internal or external reaction. Fully accepted (2015). According to the mentioned materials and considering this point, no similar research has been done so far, the current research aims to answer the basic question of whether the treatment based on acceptance and commitment is effective on the fear of negative evaluation, speech anxiety, social-adaptive performance. And academically unproductive behaviors of female students in the second year of high school have a significant effect?

This research is applied and semi-experimental with a pre-test-post-test multi-group design. In this research, treatment methods in a level of treatment based on acceptance and commitment and a level of non-intervention (control group) as independent variables and the variables of fear of negative evaluation, speech anxiety, social-adaptive performance, and academically unproductive behaviors as variables. The statistical population of this research consisted of all affected female students in the second year of high school in Fasa in the second semester of the academic year 1401-1400. 30 eligible people were selected through available sampling and randomly assigned to an experimental group and a control group (15 people in each group). The research entry criteria include the age range of 15 to 18 years and obtaining written consent to participate in the research, and the criteria for exiting the study were the use of psychiatric drugs and not undergoing any other psychological treatment. After obtaining the necessary permits and applying to second-year secondary schools in Tehran, 30 students were selected from among the students who met the entry criteria. Then, explanations were given to the subjects about the treatment logic and the research objective, and they were also assured that all information would remain confidential. In the next step, the questionnaires were implemented as a pre-test. After this stage, a contract was signed with the subjects of the experimental group in order to participate in the treatment sessions. The treatment was conducted for 14 sessions based on the protocol of Hayes (2004) by the researcher. The research data were collected using Lori's scale of fear of negative evaluation (1983), Yangra's speech anxiety questionnaire (2004), Spence's social-adaptive performance questionnaire (2002), and Rimkus' academic unproductive behaviors questionnaire (2012); and analyzed by multivariate covariance statistical method.

The results showed a significant difference in all variables, and the treatment based on acceptance and commitment significantly improved the fear of negative evaluation, speech anxiety, social adaptive functions, and academically unproductive behaviors in the experimental group and the post-test stage.

According to the findings of the research, it can be concluded that treatment based on acceptance and commitment is effective in improving the psychological indicators of female students. Every research, along with scientific achievements, has limitations that can be resolved in subsequent research to achieve more defensible results, and this research is no exception to this rule. Among the limitations of this research, we can mention the lack of accurate control of demographic characteristics; also, collecting information using questionnaires and self-reporting methods can question the validity of the results. In this regard, it is suggested that qualitative data collection methods such as observation and interview should also be used in future researches; and finally, it is suggested that this intervention be investigated on other populations and compared with the results of other treatments and populations.

The present study was conducted with the aim of investigating the effectiveness of teaching philosophy to children on the academic self-efficacy of fourth grade female students. The research method was semi-experimental with a pre-test-post-test design with a control group. The follow-up period was also implemented in two months. The statistical population included fourth grade female students who were studying in the city of Shahrekord in the academic year of 2020-2021. The sample in this research consisted of 60 female students of the fourth grade of elementary school who were selected by random cluster sampling and randomly assigned to experimental and control groups (30 students in the experimental group and 30 students in the control group). Then, the teacher of the students in the experimental group taught philosophy to children during an 8-hour workshop and performed it as a group for the students in 12 75-minute sessions during 12 weeks. The applied questionnaire in this study included Academic Self-Efficacy Questionnaire (Morgan- Jinks, 1999). The data from the study were analyzed through mixed ANOVA via SPSS23 software. The results showed that the teaching philosophy to children through teachers had an impact on the academic self-efficacy (P<0001; Eta=0.56; F=74.23) of fourth grade female students. Based on the findings of the research, it can be concluded that teaching philosophy by introducing students to cooperation and thinking skills, improving communication and social responsibility, developing critical thinking and discovering cognitive and perceptive abilities can be used as an efficient method to improve students' academic self-efficacy.

N-methyl D-aspartate (NMDA) is one of the leading causes of synaptic formability. This study aimed to investigate the effect of ginseng supplementation and aerobic exercise on NMDA levels in non-athlete female students.

 In this quasi-experimental study, the statistical population included all female students aged 15 to 18 years in Zahedan. Among the eligible individuals, 48 were selected voluntarily and purposefully and were randomly divided into four groups: "Exercise," "Exercise + Supplement," "Supplement," and "Control." The training protocol included six weeks of running in the gym for 25 to 40 minutes. Exercise intensity was 60 to 70% of the reserve heart rate. Subjects in the supplement groups received 500 mg of ginseng daily (250 mg in the morning and 250 mg in the afternoon). In the pre-test stage, five ccs of blood were taken from the right arm vein of each subject. Then, 48 hours after the end of the intervention (end of the sixth week), sampling of the participants was repeated in conditions similar to the pre-test stage. ELISA measured plasma NMDA levels. Data were analyzed by two-way analysis of variance, Bonferroni post hoc test, and paired t-test, and the significance level of P<0.05 was considered.

 N-methyl D-aspartate levels increased significantly after six weeks of aerobic exercise and ginseng supplementation in the exercise + supplement group compared to the other groups. In addition, the levels of NMDA in the same group (Exercise + Supplement) showed a significant increase compared to the pre-test after six weeks of exercise and ginseng supplementation (p=0.001). Also, the N-methyl D-aspartate index increased in the exercise, Exercise+Supplement, and supplement groups compared to baseline values (p=0.001). In contrast, no change in this index was observed in the control group.

 Aerobic exercise and ginseng supplementation significantly improve N-methyl D-aspartate level in non-athlete girls.

Adolescence is a period in which the prevalence of self-harming and aggressive behaviors increases due to physical, psychological, and social changes. Acceptance and commitment therapy is an intervention that may work for these people. This study aims to investigate the effectiveness of acceptance and commitment-based therapy on aggression and cognitive flexibility of female students with self-injurious behavior in high school in Shiraz.

This was a quasi-experimental study with pre-test, post-test, follow-up, and control group. The statistical population of this study included all adolescent girls aged 14-18 years referred to the Education Counseling Clinic in Shiraz in the academic year 2020-2021. By purposive sampling method, 30 people were purposefully selected and divided into two groups of experimental (15 people) and control (15 people). The research instruments included the Aggression Questionnaire and the Cognitive Flexibility Questionnaire, which were completed by the participants in the pre-test, post-test, and two-month follow-up stages. In the experimental group, acceptance and commitment therapy was performed in 8 sessions of 90 minutes, while the control group did not receive treatment. Repeated measure ANOVA was used to analyze the data.

The time effect source, group effect source, and time effect group and source interaction test results were significant in aggression and flexibility scores at the level of 0.001. In the experimental group, in the post-test stage, aggression scores decreased while flexibility increased compared to the pre-test.

According to the results, acceptance and commitment therapy effectively reduced aggression and increased flexibility in students with self-injurious behavior. Therefore, acceptance and commitment therapy can be used to minimize psychological damage in adolescents.

The family traditionally has special supportive care functions; However, in recent times, this social institution, along with increasing the fluidity of public culture, has faced significant functional challenges. Among them is the inability of the family to control adolescents formally and informally, which results in general abnormalities such as self-harm. This study aimed to investigate the family contexts leading to self-harm among female students in Yazd.

 This research was done by using a qualitative approach and the underlying theory method. Twenty-three high school girls in Yazd were selected by theoretical sampling method. They were in-depth interviewed about self-harm in the context of family issues. Until the data saturation, the theoretical sampling process continued. 

The data were analyzed by the open, axial, and selective coding method and presented as storylines including twenty-six main categories and one core category and paradigm model. Results showed that family time-space separation is mainly created by some agents including emotional/financial deficit, losing father, and family anomie by the second marriage, analogy humiliation, lived experience of punishment and injury, and the heritage of self-harm and consumption. Adolescent girls are choosing different strategies for this matter including comprehensive secrecy, dual behaviors in home and school, conventional show-off, and self-harm. These strategies can cause consequences such as the new family utopia, emotional separation from parents, persistent frustration, and trauma.

Family time-space separation has led to a problematic situation in which families lost their functions and capability of making positive change. In other words, there is no ability to solve problems from existing paths, or especially from prior and traditional paths. As a result, smart intervention measures must be taken in such families.

Acceptance and commitment therapy has a positive effect on improving emotional components and increasing the quality of life in students. This study aimed to determine the effectiveness of acceptance and commitment training on academic emotions in high school female students.

This is a quasi-experimental study with a pre-test, post-test, and control group. The statistical population of the present study consisted of all high school female students in the 4th district schools of Mashhad in the academic year of 2018-2019. To select the sample, the multi-stage cluster random sampling method was used, and two classes (with a total of 40 people) were randomly assigned to experimental and control groups. For the experimental group, eight 90-minute sessions of acceptance and commitment training were performed, and the control group did not receive any training. The academic achievement emotions questionnaire of Pekran was used to collect data; then, the multivariate analysis of covariance (MANCOVA) test, independent t-test, and chi-square test were used to analyze the data.

Mean and standard deviation in the pre-test (post-test) of the experimental group for the studied components in class were as following anger: 19.03±6.04 (17.31±6.18), anxiety: 33.04±8.98 (31.12±10.80), shame: 27.77±7.52 (24.68±8.81), disappointment: 20.53±7.76 (18.96±8.04), and fatigue: 28.86±9.90 (25.69±9.07); no significant change was observed in the control group. The results showed that the effect of acceptance and commitment-based education on students' academic excitement was statistically significant (p<0.001), compared with the control group.

Considering the reduction effectiveness of acceptance and commitment education on negative academic emotions, it is recommended to be used in educating students.

Identifying the factors that can prevent or reduce studentschr('39') risk-taking behaviors is crucial; therefore, this study aimed to investigate the prediction of female studentschr('39') risk-taking beahaviors based on basic psychological needs and emotion regulation.

The present study was a descriptive correlational study. From the population that included females in first and second high school students in Saravan in the 2019-2020 academic year, 357 people were selected by convenience sampling method. To collect information, the basic Psychological Needs Questionnaires (Deci & Ryan, 2000), Emotional rRgulation (Gross and John, 2003), and Iranian Adolescents Risk-Taking Behaviors (Zadeh Mohammadi, Ahmadabadi & Heidari, 2011) were used. Data were analyzed by using the SPSS-24 and Pearson correlation coefficient and simultaneous multiple regression tests at a significance level of 0.05.

The results showed a correlation between basic psychological needs (r = -0.590) and its components including autonomy (r = -0.442), competence (r = -0.552) and relationship (r = -0.330) with risk-taking behaviors was negative and significant (p<0.01). Also, the correlation between emotion regulation (r = -0.527) and its components including reassessment (r = -0.461), and repression (r = -0.443) with negative and significant risk (p <0.01) was significant. The results also showed that the variables of basic psychological needs and emotion regulation explain 54% of risk-taking behaviors variances in the model (p <0.01).

Based on the results of the research, the gratification of basic psychological needs and emotion regulation predict studentschr('39') risk-taking; therefore, intervention programs are suggested by school counselors and psychologists to improve these variables.

Aim and Background:

Interacting parents with their children can affect many psychological factors such as children's emotional regulation. The purpose of this study was to investigate the effect of parent-child interaction therapy on emotional regulation of fifth grade elementary girls with anxiety.

Methods and Materials:

The present study was a semi-experimental design with pre-test-post-test design and follow-up with the control group. The statistical population of this study was all girls studying in the fifth grade of elementary school in the year 2017-2018 in Sirjan city. Thirty subjects were selected as a sample and randomly assigned to two groups of intervention (n=15) and control (n=15). Birmaher anxiety disorder questionnaire (1999) Shields and Sichati Excitement Scale (1997) were used. The parent-child-based treatment scheme used in this research was a conception derived from various studies in this field in 14 sessions of 60 minutes. Data were analyzed by variance analysis with repeated measures and dependent t at significance level of .05.

The results indicated a meaningful effect of a parent-child interaction-based treatment course on emotion regulation of female students (P<0.001).

In this regard, it can be said that, the main benefits of this type of therapy to improve the emotion regulation of children were as follows: the approach of parents to children through the game, the process of group work governing this program, and the support of parents to educate each other, encouraging the therapist to establish a strong relationship between parents and the child, reflecting their emotions and their excitement as well as offering feedback by doing homework at home.

Test anxiety is one of the most common mental disorders that have a detrimental role on mental health and educational students. So, the aim of this study was to investigate the effectiveness of threatening cognitive bias correction on the reduction of test anxiety.

In this quasi-experimental study, statistical community was Twelfth grade girl students in district 3 of Tehran city during 2018-2019. 300 students were selected by cluster random sampling and Sarason questionnaire was used for screening test anxiety subjects and dot probe was used for cognitive bias. Finally, 32 participants were randomly assigned to the experimental (16) and control (16) groups. In the experimental group, bias adjustment was performed in 8 sessions, before and after the intervention, test anxiety was measured.

The results showed that the mean scores of test anxiety in the experimental group decreased significantly from 23.93 to 17.75  and in the control group it increased from 23.87 to 24.06 and was unchanged. The results of univariate analysis of covariance showed that the modification of threat-related cognitive bias was effective in reducing the test anxiety of 12th grade students.

It seems that a cognitive bias modification program could have clinical implications to facilitate the release of attention from the threat in the treatment of test anxiety.

Various local and comprehensive exercises are recommended to strengthen abdominal muscles that play an important role in core stability. Few studies have compared the effectiveness of these exercises in populations yet. Thus, the aim of this study was investigating the effect of local, comprehensive and combined exercises on the weakness of abdominal muscles of schoolgirls.

For this purpose, 60 non-athlete 15-17 years old schoolgirls selected by purposive sampling then randomly divided into four groups including: local, comprehensive, combined and control. Experimental groups performed training programs for 12 weeks. Sit-up and Double Straight Leg Lowering (DSLL) tests were used to evaluate abdominal muscles endurance and strength, respectively.

Results showed that the abdominal muscles weakness significantly improved after exercise programs, so that the pre and post-test mean difference of abdominal muscles’ endurance and strength in local, comprehensive and combined exercises were significant (p < 0.05). MANCOVA and Bonferroni post-hoc test showed that comprehensive and combined exercises improved endurance and strength of the abdominal muscles better than that of local exercises (p < 0.05).

The comprehensive and combined exercise protocols showed better results in endurance and strength tests in terms of abdominal muscles strengthening. The results of this study support better effectiveness of comprehensive and combined exercises in optimizing performance. It seems that the better effectiveness of the combined exercises is due to the comprehensive exercises involved in. Therefore, it is recommended to therapists and coaches to perform comprehensive exercises more than the others for improving abdominal muscles’ endurance and strength.

Learning to solve problems leads to new knowledge and skills. One of the factors that can be effective in studentschr('39') academic ethics and academic self-efficacy is teaching group problem-solving methods. This study aimed toto evaluate the effectiveness of group problem-solving methods in academic ethics and academic self-efficacy of female students in public high schools.

The present study was a quasi-experimental study with  pretest-posttest design with a control group. The statistical population consisted of 771 female students in the tenth grade of Zanjan city in the 98-97 academic year. Out of 183 people who had a score lower than the cut score, a sample of 40 people was selected using a simple random sampling method. They were then randomly assigned to two groups (testing and control). The academic ethics questionnaire and  academic self-efficacy questionnaire were used to collect information. The test group underwent 8-minute, 45-minute training sessions on group problem-solving techniques, while the control group did not receive any intervention during this time. Finally, the data were analyzed using SPSS software version 24 using a multivariate analysis of covariance.

The results of the covariance analysis test showed a statistically significant difference between the mean of academic ethics score between the two groups of test and control so that the test group had a higher academic ethics score (P ˂0.001). The results also showed a significant statistical difference in the mean score of academic self-efficacy between the two groups of test and control so that the test group had a higher score of academic self-efficacy (P ˂ 0.001).

Teaching group problem-solving methods increases academic ethics and academic self-efficacy in students. Therefore, teachers, psychologists, and specialists in the field of education can use this method to promote ethics and academic self-efficacy.

A comprehensive study of suicidal attempt motives in different age groups is a significant factor in the development of preventive measures and effective treatment approaches. This study aims to investigate the lived experience of suicidal attempts in 12-18-year-old female students in Khomeini Shahr city.

This was a qualitative and phenomenological study that targeted the 12-18-year-old girls with a history of suicide in 2018, according to the information of Khomeini Shahr Health Center. They were 30 people, 17 of whom were selected based on the saturation limit. The data collection tool was a semi-structured interview. The seven-step Klaizi method was used to analyze data.

562 codes, 73 concepts, and 12 categories in three core titles of infertile individuality (psychological stress, personal failure, maturity process tensions, and religious rupture), structural pressure (generation gap, need for attention, lifestyle, and economic pressure), and social exclusion (loss of social capital, social pressure, virtual pressure, and weakness in communication skills) were obtained.

It is concluded that adolescence is the period of identification with peers, parents, and educational systems, especially with teachers and cyberspace. Therefore, experts should consider the requirements in order to increase awareness of families, schools, and the legislative system for monitoring cyberspace and increasing media literacy. In this way, the basic principles in the prevention of adolescent suicide should be compiled, and the underlying factors should be eliminated or adjusted.

Educational optimism is an individual belief that can be formed by the environmental factors. This study examines the relationship between teacher’s optimism and school progress of female student at two level high school in Romeshgan city.

The method of this study is correlation. The statistical population is consisted of two groups: 1) All of the female students of two level of high school. 2) All of the female teachers of high school in Romeshgan city in 93-94 academic years that were 828 persons. Among these populations, 351 teachers and students were participated in this study. Teacher optimism questionnaire by Hoy & Tarter (2006) and student optimism by Moran et al (2007) were used for data collection. Pierson correlation and Regression analysis used for analyzing data.

The result showed that there is a positive and significance relationship between teachers and students’ academic optimism. Correlation coefficient between teachers and student’s optimism with school progress was 0.48 and 0.19 respectively. Moreover, Correlation coefficient between of teachers and student’s academic optimism was equal to r=0.33.

Based on the result of the study it can be said that students and teacher’s academic optimism play a significant role in student school progress.