Journal of adolescent and youth psychological studies
Volume:6 Issue: 1, Jan 2025

 The purpose of this study is comparing the effect of Social-Emotional Aspects of Learning (SEAL) package with Parent Effectiveness Training (PET) package on the improvement of attention deficit hyperactivity disorder (ADHD) symptoms in children aged 6-12 years with ADHD.

 This research was semi-experimental and a pre-test-post-test design was used with a control group (2 experimental groups and one control group). The statistical population of this research was all male and female students aged 6-12 years old with ADHD in Isfahan who were studying in the academic year of 2021-2022. The research sample was 48 parents and students with ADHD who were purposefully selected and randomly placed in groups. Students were selected according to the criteria for entering the research. Each training package included 8 sessions for children and parents, that SEAL package for children and PET package for parents. The Child Symptom Inventory-4 (CSI-4) questionnaire (Mohammed Ismail & Alipour, 2002) was used to collect data. To analyze the data, after checking the assumptions of the parametric tests, ANCOVA and MANCOVA analysis were used using SPSS-23.

 The findings showed that there is a significant difference between the average scores before the intervention and after that. But after the intervention, a significant difference observed in the average scores of the experimental and control groups. (P>0/05)

 It can be concluded that the improvement of symptoms of ADHD after the training programs in the experimental group is different from the control group. So, the programs improved the symptoms of ADHD.

 The present study aimed to examine the impact of anxiety thoughts, frustration tolerance, and learning strategies on test anxiety among female high school students in their second year.

Methods and Materials: 

The research was descriptive-correlational in nature. The statistical population included all female high school students in Tonekabon during the academic year 2023-2024, from which a stratified proportional sample of 341 students was selected. The research instruments included the Wells Anxiety Thoughts Index (AnTI) (1994), the Harrington Frustration Discomfort Scale (FDS) (2005), the Pintrich et al. Motivated Strategies for Learning Questionnaire (MSLQ) (1993), and the Phillips Test Anxiety Questionnaire (PAQ) (1978). The data were analyzed using structural equation modeling (SEM).

 The findings indicated that anxiety thoughts have a positive and direct effect on students' test anxiety (p < .05). Frustration tolerance and learning strategies have a negative and direct effect on test anxiety (p < .05).

 It can be concluded that anxiety thoughts, frustration tolerance, and learning strategies play a significant role in shaping test anxiety among female high school students.

 The aim of the present study was to develop a model of students' subjective well-being based on attachment styles, self-compassion, and emotion regulation styles with the mediating role of quality of life.

Methods and Materials:

 This study is fundamental in terms of its objective and descriptive-correlational in terms of data collection method. The statistical population of this study included all students of the University of Tabriz in the first semester of the 2023-2024 academic year, approximately 24,000 individuals, from which 378 were selected using a multi-stage cluster random sampling method. To collect information in this study, the following questionnaires were used: the Subjective Well-Being Questionnaire by Molavi et al. (2009), the Adult Attachment Styles Questionnaire by Hazan and Shaver (1987), the Self-Compassion Scale by Neff (2003), the Emotion Regulation Questionnaire by Gross and John (2003), and the World Health Organization Quality of Life Questionnaire (1993). Pearson correlation coefficient and structural equation modeling were used for data analysis.

 The results showed that secure attachment, self-compassion, emotion regulation (reappraisal), and quality of life positively, and anxious attachment, avoidant attachment, and emotion regulation (suppression) negatively, have a direct effect on subjective well-being. Moreover, secure attachment, self-compassion, and emotion regulation (reappraisal) positively, and anxious attachment, avoidant attachment, and emotion regulation (suppression) negatively, have an indirect effect on subjective well-being through quality of life.

  Based on the results of this study, it is possible to improve students' subjective well-being by managing the quality of life, even in the presence of insecure attachment styles, insufficient self-compassion, and unhealthy emotion regulation styles.

 The present study aimed to determine the effectiveness of Reality Therapy training based on Choice Theory on mental health and emotion regulation in female middle school students.

Methods and Materials: 

The research method was quasi-experimental with a pre-test, post-test, follow-up, and control group design. The statistical population of the present study included all female middle school students in District 11 of Tehran during the 2021-2022 academic year, from which 30 individuals were selected through purposive sampling and randomly assigned to two groups: intervention and control. Participants completed the Goldberg General Health Questionnaire (1978) and the Gross and John Emotion Regulation Questionnaire (2003) for pre-test, post-test, and follow-up assessments. In this study, Reality Therapy training based on Choice Theory was conducted in 12 sessions, each lasting 90 minutes. Repeated measures ANOVA was used for data analysis.

 The results indicated that Reality Therapy based on Choice Theory in the intervention group significantly reduced mental health problems compared to the control group (P = 0.001). Additionally, Reality Therapy based on Choice Theory in the intervention group led to a decrease in suppression and an increase in reappraisal compared to the control group (P = 0.001).

 The findings of the present study demonstrated that Reality Therapy training based on Choice Theory improved mental health and emotion regulation in female middle school students. Based on these results, it is recommended to conduct Reality Therapy training sessions based on Choice Theory for adolescent girls in schools.

 The present study aimed to examine the mediating role of active planning in the relationship between human agency and competence beliefs, as well as intrinsic motivation, with the moderating effect of academic hardiness among students in Ramsar and Tonekabon counties.

Methods and Materials:

 The statistical population of this study included all male and female students in the second stage of high school in Tonekabon and Ramsar counties (8,178 students in the 2018-2019 academic year). Considering the number of items in each questionnaire used, five students were considered per item, resulting in 144 items in this study. A final sample of 720 students was selected using stratified random sampling. The study utilized the Academic Hardiness Questionnaire by Kobasa (1979), the Academic Motivation Questionnaire by Harter (1981), the Human Agency Questionnaire by Jaskylla et al. (2016), the Active Planning Questionnaire by Quine (1990), and the Competence Beliefs Questionnaire by Harter (1982). Data were analyzed using Pearson correlation coefficients and structural equation modeling via SPSS-24 and Amos-24 software.

 The significance statistic between the variables of academic hardiness and human agency was 2.461, which is greater than 1.96, indicating that the relationship between academic hardiness and human agency is significant at the 95% confidence level. Additionally, the path coefficient between these two variables was 0.234, demonstrating the positive impact of academic hardiness on human agency.

 The structural relationships of academic hardiness, competence beliefs, intrinsic motivation, and planning with agency among high school students in Tonekabon and Ramsar counties have a significant role.

 The objective of this study was to examine the effect of physical activity on the factors of body image, perceived competence, and anger management among high school students in Tehran.

Methods and Materials:

 This research is applied in its aim and descriptive-correlational in nature, conducted in the field with active participation from the subjects. The statistical population of this study comprised all high school students in Tehran. A sample of 384 high school students in Tehran was selected through a multi-stage cluster random sampling method. Data collection was carried out using four standardized questionnaires: the Sharkey Physical Activity Questionnaire, the Body Image Questionnaire (Marsh, 1994), the Perceived Competence Scale (Jinks & Morgan, 1999), and the Anger Management Questionnaire (Hajati et al., 2016). The face and content validity of the questionnaires were confirmed by the supervising professor, and the reliability of the questionnaires was calculated using Cronbach's alpha coefficients, which were 0.85, 0.88, 0.91, and 0.87 for the physical activity, body image, perceived competence, and anger management questionnaires, respectively. Data analysis was conducted using descriptive statistics, Spearman's correlation coefficient, and structural equations modeling with PLS and SPSS software.

 The results indicated a positive and significant relationship between physical activity and body image among high school students in Tehran. Additionally, the findings confirmed a positive and significant relationship between physical activity and perceived competence among these students. Furthermore, the results showed a positive and significant relationship between physical activity and anger management among high school students in Tehran.

  The study concludes that physical activity positively influences body image, perceived competence, and anger management among high school students in Tehran.

  The aim of this study was to norm the motivational and metacognitive beliefs in online and offline learning environments.

Methods and Materials:

 This study is applied in terms of its objective and descriptive-survey in terms of its methodology. The statistical population of the research included all seventh-grade male students in the city of Manoojan during the 2020-2021 academic year. A convenience sampling method was used in this study, where, based on the Morgan table, 265 students receiving offline and online mathematics instruction were selected. The research tools in this study were the Motivational Beliefs Questionnaire (Pintrich et al., 1991) and the Metacognitive Beliefs Questionnaire (Wells, 2004). Data analysis was performed using SPSS 26 and AMOS 22 software.

 Among the 25 items of the Motivational Beliefs Questionnaire and 30 items of the Metacognitive Beliefs Questionnaire, the content validity index for all items was confirmed as being above 0.70. The Motivational Beliefs Questionnaire included 25 items and four components: goal orientation, intrinsic value, self-efficacy, and test anxiety. The Metacognitive Beliefs Questionnaire included 30 items and five components: cognitive awareness, memory confidence, uncontrollability and danger, need to control thoughts, and positive beliefs about worry. The factor loadings for all items were above 0.50, Cronbach's alpha reliability for all components was above 0.70, and the average variance extracted for all components was above 0.50.

 The results indicated that the measurement tools for assessing motivational and metacognitive beliefs in online learning environments for students have appropriate validity. Educational specialists and planners can use these tools to measure students' motivational and metacognitive beliefs and design and implement programs to enhance learning and academic achievement based on these components.

 This study aimed to investigate the impact of parental psychological control on adolescent risky behaviors, with an emphasis on the mediating role of gratitude.

Methods and Materials: 

The research utilized a descriptive-survey design, with a sample of 361 first-year high school students in Tonekabon, selected through simple random sampling. Data were collected using the Iranian Adolescent Risk-Taking Scale, the Parental Psychological Control Scale (Soenens et al., 2010), and the Gratitude Scale (Morgan et al., 2017). Structural equation modeling (SEM) was employed to analyze the relationships between variables, using the Smart PLS software.

 The results showed that parental psychological control has a significant negative impact on gratitude and a direct positive effect on adolescent risky behaviors. Gratitude was found to mediate the relationship between parental psychological control and adolescent risky behaviors, with partial mediation. Additionally, gratitude was negatively associated with risky behaviors, acting as a protective factor.

 Parental psychological control increases the likelihood of risky behaviors in adolescents, while gratitude plays a significant mediating role in reducing this effect. Interventions focused on enhancing gratitude may help mitigate the negative influence of psychological control on adolescent behavior.

 The study aimed to explore the barriers to spiritual health in adolescents.

Methods and Materials:

This research employed a qualitative content analysis approach, utilizing semi-structured interviews to gather data. The study sample included 12 adolescents (born between 2003 and 2009), 8 parents, and 7 experts in spiritual health and adolescent psychology, all residing in Tehran. Data were collected over 2022–2023 through in-depth interviews, coded, and categorized into thematic areas. Participants were selected using purposive sampling until saturation was reached. The data analysis followed the Graneheim and Lundman (2004) content analysis methodology.

 The study identified multiple barriers to adolescent spiritual health, categorized into environmental, belief-based, cognitive, behavioral, educational, and psychological-emotional themes. Key factors included urban distractions, social media, doubts about religious beliefs, religious laxity, instrumental use of religion, emotional instability, perfectionism, and lack of educational support. Adolescents were found to grapple with existential questions, self-identity issues, and a lack of understanding or support from their environment, leading to mental and spiritual conflicts.

 Spiritual health in adolescents is deeply influenced by family, education, and environmental factors. Despite the innate potential for spiritual growth, external barriers such as excessive technological exposure, parental pressure, and societal distractions can hinder spiritual development. Policymakers and educators should focus on reducing these barriers by fostering supportive environments and integrating spiritual health into adolescent development programs.

  The objective of the present study was to predict addiction potential in adolescent boys based on sensation seeking, with the mediation of resilience.

Methods and Materials: 

The research method was descriptive and correlational. The statistical population included all 12-year-old male students from public schools in Tehran during the first and second semesters of the 2018-2019 academic year. A total of 300 students were selected through multi-stage random sampling. The research tools included the Sensation Seeking Scale, the Connor-Davidson Resilience Scale, and the Adolescent Addiction Potential Scale. The data were analyzed using structural equation modeling and AMOS software.

 The results showed that sensation seeking (β = 0.501, P = 0.001) positively and significantly predicted addiction potential in adolescents, while resilience (β = -0.246, P = 0.001) negatively and significantly predicted addiction potential in adolescents. Sensation seeking, through the mediation of resilience, predicted addiction potential in adolescents (β = 0.074, P = 0.010).

 Sensation seeking, through the mediation of resilience, predicted addiction potential in adolescent boys. It is recommended that specialists implement educational and therapeutic programs aimed at enhancing resilience for sensation-seeking adolescents and youth in educational and university settings.

 The present study aimed to compare the effectiveness of shame-awareness therapy and cognitive-behavioral therapy (CBT) on body image and self-esteem in adolescent girls with gender dysphoria.

Methods and Materials: 

This research employed a quasi-experimental design with a pre-test and post-test format, involving two intervention groups. The statistical population consisted of all girls who had sought treatment at various clinics in Zahedan, complaining about their acceptance of their gender. A purposive sampling method was used to select 36 girls, who were then randomly assigned to three groups. The experimental groups underwent 13 sessions of 60-minute interventions using either the shame-awareness therapy or CBT packages, while the control group received no such training. After the intervention period, a post-test was administered to all groups. The data were analyzed using multivariate analysis of covariance (MANCOVA) with SPSS statistical software.

  The results indicated that both shame-awareness therapy and CBT had significant effects on body image and self-esteem in adolescent girls with gender dysphoria.

 The study concludes that both shame-awareness therapy and cognitive-behavioral therapy are effective in significantly improving body image and self-esteem in adolescent girls with gender dysphoria, with no significant difference observed between the two interventions. These findings suggest that either therapy can be utilized to support psychological well-being in this population.

  The objective of this study was to evaluate the effectiveness of an integrative coaching psychology intervention program on the well-being of parent with preadolescent with symptoms of externalizing disorders.

Methods and Materials: 

This quasi-experimental study utilized a mixed between-within subjects design, including one experimental group and one control group, with random assignment and pre-test, post-test, and two-month follow-up assessments. The participants were parents of preadolescent diagnosed with symptoms of externalizing disorders, selected through purposive sampling. The intervention involved a 10-week integrative coaching psychology program. Data were collected using the PERMA well-being questionnaire and the Achenbach Child Behavior Checklist (CBCL). Data analysis included descriptive statistics and two-way repeated measures ANOVA to evaluate the impact of the intervention.

 The results indicated a significant improvement in the well-being scores of the experimental group from pre-test to post-test and follow-up stages (p < .01), with no significant difference between post-test and follow-up scores, indicating the stability of the intervention's effects. The experimental group also showed significantly lower scores in negative emotions and loneliness, and higher scores in overall happiness, health, and well-being compared to the control group. The control group did not exhibit significant changes across the stages.

 The integrative coaching psychology intervention program was effective in enhancing the well-being of parent with preadolescent with symptoms of externalizing disorders. The program led to significant improvements in positive emotions, engagement, relationships, meaning, and accomplishment, while reducing negative emotions and loneliness.