فهرست مطالب

Iranian Journal of Neurodevelopmental Disorders
Volume:3 Issue: 1, Spring 2024
- تاریخ انتشار: 1403/03/12
- تعداد عناوین: 7
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The Effect of Students' Satisfaction with Online Education on Students' Mental HealthPage 0Background and Purpose
With the expansion of online education, it is necessary to investigate the effect of students' satisfaction with this type of learning on their mental health. Virtual education can provide ease of access to educational resources, but it may also lead to isolation and psychological pressures. Satisfaction with online learning acts as a key factor in students' mental health, and understanding the relationship between the two can help improve their educational and psychological quality. The present study was conducted in order to determine the effect of students' satisfaction with online education on their mental health.
MethodThe descriptive research method was correlation type. The statistical population of the research included all students of the second level of high school in Tehran in the academic year 1402-1403. From the aforementioned statistical population, 250 people were selected by staged cluster sampling method. In order to collect data, the mental health scale (Goldberg, 1979) and students' satisfaction with online education (Zaghiri, 2022) were used. Data analysis was done with Pearson correlation test and multivariate regression with Spss-V25 statistical software.
FindingsThe findings showed that 62% of students presented high scores in mental health components (anxiety, depression, social dysfunction and insomnia). Also, the average scores of satisfaction with online learning were evaluated at the average level. Statistical analysis showed that there is a significant relationship between the level of satisfaction with online education and mental health (r=-0.52, p<0.01).
Discussion and ConclusionThe findings of this research indicate that online education, while it can bring benefits such as flexibility and easy access to educational resources, may lead to an increase in psychological problems such as anxiety and depression in students. Accordingly, it is essential that online educational programs are designed and optimized according to the psychological needs of students in order to reduce the negative effects of this type of education. Also, it is suggested that psychological interventions be implemented along with online education in order to maintain the mental health of students in a better way.
Keywords: Satisfaction With Online Education, Mental Health, Students -
Pages 1-9Purpose
This study aimed to evaluate the effectiveness of a school-based intervention designed to enhance social and adaptive skills among children with Attention Deficit Hyperactivity Disorder (ADHD).
Methods and Materials:
A randomized controlled trial (RCT) was conducted with 30 children diagnosed with ADHD, aged between 8 and 12 years. Participants were randomly assigned to either the intervention group (n=15) or the control group (n=15). The intervention group participated in a ten-session program over ten weeks, focusing on social and adaptive skills training. The control group received standard care. Data were collected at three time points: pre-intervention, post-intervention, and five-month follow-up, using the Social Skills Rating System (SSRS) and the Adaptive Behavior Assessment System, Second Edition (ABAS-II). Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS-27.
FindingsThe intervention group showed significant improvements in social skills from pre-intervention (M = 45.67, SD = 3.45) to post-intervention (M = 50.35, SD = 3.12) and follow-up (M = 48.76, SD = 3.30). Similarly, adaptive skills improved from pre-intervention (M = 42.53, SD = 3.21) to post-intervention (M = 47.28, SD = 2.98) and follow-up (M = 45.89, SD = 3.09). Repeated measures ANOVA indicated significant main effects of time on social skills, F(2, 56) = 35.78, p < .001, and adaptive skills, F(2, 56) = 32.45, p < .001, as well as significant interaction effects between time and group for both social skills, F(2, 56) = 20.12, p < .001, and adaptive skills, F(2, 56) = 16.93, p < .001. Bonferroni post-hoc tests confirmed significant differences between pre-intervention and post-intervention, and pre-intervention and follow-up for the intervention group (p < .001).
ConclusionThese findings underscore the importance of incorporating structured, skill-building programs into school curricula to support children with ADHD.
Keywords: ADHD, School-Based Intervention, Adaptive Skills, Social Skills, Randomized Controlled Trial, Early Intervention, Child Development -
Pages 10-16Introduction
The Lives of Others won 2006 Academy Award for best foreign language film. This movie exposes the unlimited potential of human beings; it is a multidimensional movie, which concludes tragedy, political oppression, intrigue, and betrayal. This paper aims to examine lives of women in the light of sociological outlook of gendered subaltern and also the concept of Self and Other in “The Lives of Others”.
Materials and MethodThe methodology of this study is qualitative library-based. It portrays the life of people in East Berlin in 1984, five years before the fall of Berlin Wall.
ResultsIt is found that this movie is successful in portraying the male citizens’ exploitation, and hardship of their activist’s task, but it marginalizes women and portrays them as those of ignorant gendered subalterns who do not have any voice of themselves and do not know how to use the language which is the tool for maintaining Otherness and protecting the Self.
ConclusionWomen are portrayed as others since they are capable of betrayal under pressure and they are deviant as the result of being the only person in the movie to be addicted to drag. On the whole they are those who are not capable of being among decision makers even those men decision makers who are considered as others before Stasi.
Keywords: Women, Self, Other, Gendered, Subaltern, Marginalization -
Pages 17-21Introduction
The present study aims was to examine the relationship between sensation seeking, happiness with marital satisfaction in female teachers of high school in Ahwaz.
Materials and methodIn doing so, 260teachers from the education office of 4 districts Ahvaz were selected using random sampling. The sample responded to the Sensation Seeking Scale (Zuckerman, 1987), Work Motivation and Job Satisfaction Scale (Akinboye’s, 2001) and Satisfaction Marital Questionnaire (Olson, et al., 1987). Data analysis involved both descriptive and inferential statistics including mean, standard deviation, Pearson’s correlation coefficient and regression analysis.
ResultsSensation seeking, Motivation and Job Satisfaction showed significant correlation with marital satisfaction. Results of multi regression analysis also revealed that overall, sensation seeking; Motivation and Job Satisfaction can predict 0.29 changes of marital satisfaction.
ConclusionJob satisfaction and Work Motivation and Marital satisfaction helps people to be successful cheerful and likely to experience a fulfilling life and manage sensation seeking which motivated to continuously work for things that will make them happy and experience new emotions
Keywords: Sensation, Seeking Work, Motivation, Job, Satisfaction, Marital, Satisfaction -
Pages 22-26Introduction
The present study aimed at comparing social skills and assertiveness of girl pupils of grade fifth in elementary schools of Arak city by applying different parenting styles including (permissive, Authoritative and authoritarian) in the academic year of 2012-2013.
Materials and methodFor doing so, a sample of 180 persons was selected among the fifth grade students in elementary schools of Arak city as study subjects. Gambrill and Richey’s assertiveness questionnaire, Matson’s Social skills questionnaire and Baumrind’s parenting questionnaire were employed to measure pupils’ social skills, assertiveness and parenting styles respectively.
ResultsResults shows that there is a significant difference between levels of social skills in parenting styles and also between levels of assertiveness in parenting styles.
ConclusionThe attitudes, assumptions and family behavior have the highest level of effect on children personality. Authoritarian parenting styles let the children get obedient personality which is accompanied with less creativity and less social skills but applying democratic parenting style causes children to have much more creativity and through their parents support they increase social skills. Furthermore democratic parenting style creates much more assertiveness and authoritarian styles lessen the assertiveness. The authoritarian parenting styles cause enmity and hostility between parents and their children, theses in their own turn, create complexes which can affect the whole life of persons and individuals.
Keywords: Social Skills, Assertiveness, Parenting Styles -
Pages 27-33Introduction
The current study aimed at finding if there is any significant difference between male and female participants in the type of refusal strategies they use across different age and education levels as well as politeness systems.
Materials and method110 Persian native speakers, 48 male and 42 female took a Discourse Completion Test (DCT) which included 8 scenarios in each of which the respondents were presented with a situation in which they had to respond to a stimulus by rejecting it. The answers given to each item were analyzed and coded by an expert in pragmatics based on the taxonomy employed by Beebe, Takahashi and Uliss-Weltz (1990). To investigate the first research questions a series of Mann-Whitney U Test was used. Also, to investigate the effect of age (the second research question), educational background (the third research question), and the politeness system (the fourth research question) on the use of refusal strategies, three sets of Kruskal-Wallis H Tests were carried out using SPSS.
ResultsBased on the results obtained, male and female participants were found to differ significantly only in their use of the ‘regret’ type of refusal strategies. A significant difference was observed among the age groups, different educational backgrounds and different politeness systems.
ConclusionThere are significant differences in refusal strategies based on gender, age, educational backgrounds and politeness systems.
Keywords: Refusal Strategies, Iranian EFL Learners, Demographic Variables -
Pages 34-41Objective
The objective of this study was to evaluate the effectiveness of the 5E Learning Model in reducing academic anxiety among male middle school students in Zabol, comparing its application in face-to-face and online learning environments during the COVID-19 pandemic. Methods and Materials: This research used a quasi-experimental design with a pre-test/post-test approach. A sample of 60 male middle school students from Zabol was randomly divided into three groups: a face-to-face 5E model group, an online 5E model group, and a control group. The 5E model groups were exposed to a series of instructional activities based on the 5E framework (Engage, Explore, Explain, Elaborate, Evaluate) over a period of four weeks. Academic anxiety was assessed using a standardized questionnaire before and after the intervention. The data were analyzed using ANCOVA and post-hoc tests to compare pre- and post-test anxiety levels across groups.
FindingsThe study found significant reductions in academic anxiety in both the face-to-face and online 5E model groups compared to the control group. However, the reduction was more pronounced in the face-to-face group. The post-hoc tests revealed that both intervention groups showed significant improvements from pre-test to post-test, but no significant differences were observed between the face-to-face and online groups in terms of intervention effectiveness.
ConclusionThe 5E Learning Model is an effective strategy for reducing academic anxiety in middle school students, with face-to-face learning showing slightly greater benefits compared to online learning. These findings suggest that inquiry-based learning models, such as the 5E framework, can be successfully adapted to different learning environments to alleviate academic anxiety.
Keywords: 5E Learning Model, Academic Anxiety, Face-To-Face Learning, Online Learning, Middle School Students, COVID-19 Pandemic