Objectives: Healthcare workers involved in the fight against corona are at high risk for depression and anxiety; therefore, this study aimed to predict Corona anxiety in nurses based on perceived social support and a sense of coherence. Methods: The research method was descriptive and correlational. The present study’s statistical population consisted of all nurses working in hospitals and clinics in Rasht, employed in 2020, and 200 people participated in the survey online and through virtual networks. Data collection tools included the Corona anxiety Scale, Multidimensional Scale of Perceived Social Support, and Sense of Coherence Inventory-(SOC)13 Scale. Data were analyzed using the Pearson correlation test and simultaneous regression analysis using SPSS V. 23 software. Results: Corona anxiety in nurses had a negative and significant relationship with perceived social support (β=-0.581; P<0.03) and sense of coherence(β=-0.672; P<0.001). Perceived social support and a sense of coherence of 42% of variance predicted Corona anxiety scores in nurses (P<0.01). Conclusion: Therefore, perceived social support and a sense of coherence play an essential role in nurses’ Corona anxiety. Therefore, educating nurses to increase the understanding of cohesion to empower and implement understandable support programs is recommended.
Background and Objectives: Painting therapy has been widely used and although it has yielded positive results in clinical practice, it has rarely been researched. Therefore, the aim of this research was to determine the effectiveness of painting therapy based on mindfulness on emotional expression in female students with test anxiety disorder.
Materials and Methods:The present study was a quasi-experimental research and the statistical population of the research was all female students in the middle school in the 9th district of Tehran during the academic year 2021-2022, among which 30 girls (15 girls in both the control group and the experimental group) were selected using convenience sampling method and random assignment. The experimental group was trained in painting therapy based on mindfulness (10 sessions of 60 minutes). The control group did not receive any training. In this study, the Test Anxiety Inventory of Abolghasemi et al., the Emotional Expression Questionnaire of King and Emmons, and the Mindfulness-Based Painting Therapy Protocol of Seyedesmaili Ghomi et al. were used to collect data. Descriptive statistics (mean and standard deviation) and multivariate analysis of covariance were applied to analyze the data.
Results:The results showed that painting therapy based on mindfulness was effective in modulating emotional expression in the post-test phase (p<0.001). The eta square showed that 0.681 of the variance of positive emotion expression, 0.632 of the variance of intimacy , and 0.695 of the variance of negative emotion expression were caused by the experimental conditions.
Conclusion:Based on the findings of the present research, it is recommended to use painting therapy based on mindfulness as a psychological intervention to improve the mental and physical conditions of children with test anxiety.
Background and Objectives:The educational, social, and psychological problems of Orphan and poorly supervised students need special attention. Therefore, the present study was performed with the aim of designing and testing the casual model of academic adjustment based on behavioral emotion regulation with the mediating role of mindfulness in orphan and poorly supervised students.
Materials and Methods:The method of the present study was descriptive. The statistical population of this study consisted of all orphan and poorly supervised students in Ardabil province during the academic year 2020-2021, of which 210 were selected via convenient sampling method and participated in this research. For data collection, the standardized questionnaire of academic adjustment of Sinha and Sink, Behavioral Emotion Regulation of Kraaij & Garnefski, and mindfulness of Brown and Ryan were used. The collected data were analyzed by Pearson's correlation analysis and structural equations modelling.
Results:The results showed that behavioral emotion regulation (β= 0.163) and mindfulness (β= 0.678) have a direct and positive effect on academic adjustment (p< 0.001). The results related to fit indices of the model also showed that mindfulness can mediate the relationship between behavioral emotional regulation and academic adjustment.
Conclusion:In general, mindfulness mediation can be confirmed in the relationship between behavioral emotion regulation and academic adjustment of orphan and poorly supervised students. According to the significance of the proposed model and confirming the mediating role of mindfulness, it is recommended to therapists and counselors in the educational field, in the first place, to examine and measure the important variable of emotion behavioral regulation and consider the important role of mediating variables.
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