Background: Various aspects of the psychological component have been affected by the spread of social networks and using these networks by the students. Objectives: This study aimed to examine the personality traits, mental health and self-esteem in users and non-users of social networks. Methods: 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. Results: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). Conclusions:The findings of this study emphasize the attention to psychological factors in planning of preventive interventions.
Background & objectives: Regarding the prevalence of psychological problems in cancer patients, some reports have shown the effectiveness of self-efficacy model to be superior to previous conventional psychological therapies for increasing the well-being of cancer patients. The aim of this study was to evaluate a self-efficacy education model on quality of life in patients with cancer at Urmia Omid hospital. Methods: This was an experimental study with pre and post-test design and control group. The sample included 40 patients with cancer in Omid Hospital, 2018. At first, quality of life test was performed on 250 patients with cancer, and among them 40 patients with poor quality of life were selected. Of these 40 patients, 20 subjects were assigned in each experimental or control group by random assignment. Intervention based on pain self-efficacy was performed in 10 sessions of 90 minutes, one session per week. After the end of sessions, the quality of life test was repeated for two groups. Data were analyzed in SPSS software version 21 using multivariate analysis of covariance. Results: Data analysis showed that there was a significant difference between the mean scores of post-test in the experimental and control groups (p<0.01), so that the self-efficacy training improved the performance components of quality of life (physical, role, emotional, cognitive and Social) in experimental group (p<0.01). Conclusion: Considering the positive effect of pain self-efficacy training, the use of these capacities and training in planning the mental health interventions is recommended, especially for cancer patients,.
Introduction: Emotions are one of the dimensions of human existence and their role in life is so prominent that imagining missing them is impossible and in terms of tools and management, they are one of the distinguishing factors between individuals. Academic emotion is directly related to academic activities or academic outcomes. The purpose of this study was to investigate the effect of educational program based on academic emotions on students' academic satisfaction in Hamadan University of Medical Sciences. Method: This present study is a semi-experimental design of pre-test and post-test with control group. The statistical population of the study consisted of all students studying at Hamadan University of Medical Sciences during 2018-2019. Using random sampling method, 60 students with low academic satisfaction were selected and randomly assigned to experimental and control group. The experimental group was taught 10 session of 90-minute educational program based on academic emotion. The Members of both groups completed Torkzadeh and Mohtaram Respected academic satisfaction questionnaire in all two stages of pre-test and post-test. Data were analyzed by ANOVA using SPSS. Results:The results showed that there was a significant difference between the mean scores of the post-test of academic satisfaction compared to the pre-test, but no significant changes were observed in the control group . Also by controlling the pre-test scores, the adjusted mean of academic satisfaction scores in the experimental group was significantly higher than the control group (P = 0.001). Conclusion:The results showed that educational program based on academic emotion leads to increased academic satisfaction. Therefore, the mentioned educational program has influenced students' academic satisfaction.
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