esteem

Dyslexia refers to children's disorder in reading. The most psychologists consider dyslexia merely as a sign of a special disorder in the process of reading instruction which is an important factor to lower the confidence of these children. We aimed to investigate the relationship between attachment styles and parenting styles with self-esteem in elementary dyslexic girl students.
At a cross-sectional study, the study samples included elementary dyslexic girl students in Kermanshah Center of Learning Disorders No.2, Kermanshah city (Iran); and 116 elementary dyslexic girl students selected by available sampling method. The tools used in this study included Cooper's Self-esteem questionnaire, Attachment Scale (RASS), and Parenting Styles Questionnaire. Children completed the self-esteem and attachment scale questionnaires and parents answered the parenting styles scale. Data were analyzed using SPSS software version 22.0
The mean of self-esteem in elementary dyslexic girl students was 28.84±13.06 (ranged 0-50), attachment styles were 27.87 ± 6.41(ranged 0-90), and parenting styles were 29.12 ± 8.67 (ranged 0-150). There was a significant positive correlation between self-esteem with ambivalent attachment style (r=0.28), and easy-going parenting styles (r=0.27), and rational authority parenting styles (r=0.21) at level p According to the results, there was a positive correlation between ambivalent attachment style, easy-going parenting styles and rational authority with self-esteem, and these variables have the ability to predict self-esteem in elementary dyslexic girl students.

Self-esteem and lack of social phobia are considered amongst the components of mental health. These features are more likely to be created during the early years of life like any other mental aspect. Hence, the present research aimed to investigate the effectiveness of cognitive-behavioral play therapy in self-esteem and social anxiety of student. The statistical population included all the students in Tehran, from whom a sample of 24 was drawn through multi-stage cluster sampling. They were randomly assigned into the experimental and control groups. The data gathering tools included Rosenberg's Self-Esteem Scale and Connor Social Phobia Inventory. The experimental group underwent the group play therapy while the control group received no treatment. The findings indicated that group play therapy was effective in the increase of self-esteem and decrease of social phobia among the students. Therefore, it is recommended that children’s counseling and therapy centers as well as school officials employ the necessary interventions to enhance health, improve self-esteem, and decrease social phobia with regard to the necessary constructs for the improvement of children’s and adolescents’ mental health.

Premenstrual syndrome (PMS) is one of themost common disorders of reproductive age, and it is reported that 90% - 85% of the people are suffering fromthis disorder. Among themultiple symptoms of mental premenstrual syndrome, dysphoria, irritability, tension, anxiety and physical symptoms of bloating and breast pain are more common symptoms that can interfere with personal, family and community relationships.

This study aimed to evaluate the frequency of the symptoms of PMS (physical, psychological and social) and the level of self-esteemin girls with PMS in 2013.

A cross-sectional study was performed on 200 girl high-school students of Shiraz city who had PMS. The study tools in- cluded demographic questionnaire, premenstrual symptoms, screening tool (PSST), (completed in two consecutive months) and Cooper Smith questionnaire. Data was analyzed by applying SPSS (version 16) and descriptive statistics.

Themean age of the study population was 16.341.06. About 50.5 percent were within 14-16 years old. 11.433.89, 12.87 4.49, and 39.28  16.2 were the mean scores of physical, mental and total symptoms in girls with PMS, respectively. Moderate and high levels of self-esteemwere reported 53% and 47% respectively among the patients with PMS.

The results showed that high self-esteem is decreased in patients with premenstrual syndrome. Due to the mood disorders, the subjects may avoid their perfection tendency and intensify their negative self-concept leading to low self-esteem. Different treatments, particularly psychological remedies, are required for those suffering fromPMS.

Betrayal inmarriage is amoving issue for couples and families.

The present study aimed to examine the effectiveness of group reality therapy in rumination and self-esteemof women with the experience of betrayal fromtheir husbands.

Researchmethod was semi-experimental with a pre-test post-test design. The statistical population of the research con- sisted of women who had visited consultation centers in Tehran and had requested for consultation services. Using a convenience non-randomsamplingmethod, 30 individualswere selected and divided into two groups: experimental group (15 individuals) and control group (15 individuals). Data collectionwas done based on the rumination questionnaire designed by NolanHoksma aswell asMaro and Rozenberg’s self-esteemquestionnaire.

Findings showed the average of rumination in women with the experience of betrayal fromtheir husbands has changed, leading to a decrease in rumination. Moreover, teaching reality therapy helps increase in women’s self-esteem(P < 0.05).

Basedonthefindingsof this research, it canbe concludedthatgroupreality therapyhas apositive effectonrumination and self-esteemin women with the experience of betrayal.

Quality of life, self-esteem and attribution styles have important effects on people’s individual and social functions. Through determining the interactional relations of these factors, parents and schools can plan to change each one of them and improve their children’s functions.
The current study aimed to investigate the interactional relations among students’ quality of life, self-esteem and attribution styles.
The research sample included 365 primary school students (154 boys and 211 girls), who were selected through random cluster sampling. They filled in the questionnaire after each item was read by their teacher. Research tools included three questionnaires including Sieberer’s quality of life, Seligman’s attribution styles and Rosenberg’s self-esteem questionnaires. Statistical analyses were conducted by Pearson correlation and analysis of regression.
The results indicated that there was a significant positive relationship among dimensions of quality of life (except for physical well-being and peers relation and support) and self-esteem. Furthermore, there was a significant negative relationship between self-esteem and negative mood (from components of quality of life) and all components of quality of life were significant predictors of self-esteem. On the other hand, self-esteem was the greatest predictor of negative mood (0.13) and efficiency in the school environment (0.02) (from components of quality of life) (P = 0.01). The results also showed that there were significant positive correlations among optimistic attribution style, self-perception and peers relation and support (from components of quality of life).
Since variables of negative mood and efficiency at the school environment were effective factors on self-esteem and, optimistic attribution style was affected by peers relation and support, educational planning for each indicator can improve the quality of life of primary school students.

Self-esteem, attributional styles, and self-handicapping play key roles in students’ individual and social performances. Through determining interactional relations among these factors, parents and schools can plan for improving students’ performances.
Hence, this study aimed to investigate the relationship of self-esteem and attributional styles with self-handicapping among primary school students.
The statistical population of this study comprised of 3rd to 5th grades of primary school students in Zahedan, during the 2015 - 2016 academic year. The research sample consisted of 365 primary students (154 boys and 211 girls) aged 9 to 11 years old who were selected using the random cluster sampling method. The research measurement tools were the Seligman et al. Children’s attributional style questionnaire, the rosenberg self-esteem scale, and the Midgley et al. self-handicapping scale. The statistical analyses were performed via SPSS16 using both descriptive and inferential statistics including the correlation test and the Inter regression analysis.
The descriptive results indicated that the means of the pessimistic (9.15), optimistic (9.39) attribution styles, and self-handicapping (7.11) among the students were lower than the nominal mean of the questionnaires, however, the mean of self-esteem (31.20) was higher than the nominal mean score. Furthermore, results showed that self-handicapping was significantly and positively related to the pessimistic attribution style and it was significantly and negatively correlated with self-esteem. In addition, the results of the regression analysis showed that self-handicapping was a negative predictor of self-esteem (P ≤ 0.001) and was a positive predictor of the pessimistic attributional style (P = 0.03).
Therefore, given the obtained results, students who had high self-esteem experienced low levels of self-handicapping. Moreover, students who applied the optimistic attributional style had high academic achievement and low self-handicapping. In this regard, methods aimed at improving self-esteem and the optimistic attributional style can be used to promote students’ educational statuses.

Various aspects of the psychological component have been affected by the spread of social networks and using these networks by the students.

This study aimed to examine the personality traits, mental health and self-esteem in users and non-users of social networks.

This study conducted as a casual-comparative study among the descriptive designs. In this regard, 372 female high school students studying in the school year 2015 - 2016 were selected from the Instagram and Telegram users of the social networks using multi-stage cluster sampling. Self-made demographic information questionnaire for the participants, Rosenberg questionnaire for evaluating self-esteem index, Hegzako questionnaire for personality traits and Goldberg mental health questionnaire for mental health index were used in the study. Data were analyzed by chi-square, analysis of variance and Bonferroni test.

The results showed that there was a significant difference between users and non-users groups in terms of openness personality component (P < 0.05). Furthermore, there was a significant difference in four components of mental health (P < 0.01). There was also a significant difference for self-esteem index between two groups (P < 0.05).

The findings of this study emphasize the attention to psychological factors in planning of preventive interventions.