In the present study, the effect of group hope therapy on labor pain and mental health of pregnant women was investigated, in consideration of the Iranian health policy's emphasis on encouraging women to have a healthy delivery. The research plan was a semiexperimental pretest-posttest design with a control group. A total of 36 pregnant women were assigned to the treatment and control group using a random procedure. General Health Questionnaire and a Visual Analog Scale were used to collect data about dependent variables. For the analysis of hypotheses, independent samples t test and covariance analysis were used. The findings showed that hope therapy had a significant effect on labor pain (t = 5.17; P < 0.001) and mental health (F = 28.21; P < 0.001). In general, the findings of the present study confirm the application of group hope therapy in relieving labor pain and increasing the mental health of pregnant women. This therapeutic approach can simultaneously reduce the labor pain, generate positive emotions in women, and turn the experience of delivery into a pleasant one.
Result from Wang et al. study described the development and validation of an empathy scale for teachers (EST) and suggested that the EST could be an effective tool to assess the empathy of primary, middle and high school teachers in relation to their students. This study examines the factorial structure and factorial invariance of the EST in an Iranian sample. Confirmatory factor analysis was conducted to explore dimensionality and test for measurement invariance in factor structure, factor loadings and intercepts across gender in a sample (N = 462), of Iranian high-school male and female teachers (24–55 years). The data supported the multidimensional structure in both male and female samples. Accordingly, all factor loadings were significant and scale structure confirmed like the original scale. The results indicated that the EST includes three dimensions: cognitive empathy, negative affective empathy and positive affective empathy, and the internal consistency reliability of the three subscales are satisfactory in total sample and both sexes. Furthermore, the results revealed that invariance of the measure according to gender was confirmed. In addition, as the validity evidence, the EST is positively correlated with empathic concern scale scores. The study suggests that the EST could be an effective tool to measure the empathy of high school teachers in relation to their students in Iranian sample.
The first stages of a person's life are the most important periods for improving, modifying, and changing behavior. The acquisition of social and life skills can greatly prevent the emergence of behavioral, emotional, and psychosocial problems in children. It can also increase their self-awareness and self-control levels. Research shows that many children suffer from various problems in establishing social relationships, adapting to environmental conditions, and displaying self-care, self-control, and emotion control behavior, and thereby require training (Nasirzadeh & Roshan, 2010). Children are generally unwilling to attend therapeutic or training sessions; therefore, alternative methods such as play therapy, storytelling, and role-playing should be employed. At the same time, parents may be unaware of the real causes of their children's maladaptive behavior and behavioral disorders; thus, they may destroy children's characters through aggressive behavior. In such families, parents' aggressive behavior will
The present study was intended to predict young adults’ self-concept according to couples’ coordination and intellectual mutuality. The study’s statistical population consists of Qeshm County high-school students and their parents, and their data was collected from March 2014 until August 2015. The sample of this descriptive-co relational study consisted of 200 individuals selected using the convenience sampling method. For data analysis, simple correlation and multivariate regression were used in the deductive section to predict and analyze the relationship between variables. This study used the Piers-Harris Children's Self-Concept Scale (CSCS) and the Iranian Couples’ Intellectual Mutuality and Coordination Questionnaire by Javedan (2013), as well as SPSS 21 for data analysis. The results showed a simple and multivariate relationship between the young adults’ self-concept and couples’ intellectual mutuality, and these variables were significant at the P≤0.01 level.
The aim of this study was to compare the sense of belonging, adjustment and academic buoyancy among Iranian and Afghan students in elementary schools. To this end, a causal-comparative design was used. The statistical population included all Iranian and Afghan primary school students who were studying in one of the primary schools in the 11th district of Shiraz, Iran in the 2020 academic year. The sample consisted of 60 Afghan and Iranian male and female students who were selected by random sampling method. To collect data, HosseinChari and Dehghanizadeh Academic Buoyancy Scale, Brew et al. students' sense of connectedness with school scale and the Student Adjustment Scale were used. Data analysis was done using univariate and multivariate analysis of variance. Findings indicated that the scores of sense of connectedness with school, the adjustment (general adjustment, emotional adjustment, social adjustment and academic adjustment) and the feeling of buoyancy in Iranian students are higher than Afghan students. Cultural differences and immigration of Afghan students may be the possible explanations of the findings.
Introduction: This study was conducted to model the relationships of academic identity, psychosocial sense of school membership, and teacher support with academic performance by the mediating role of academic adjustment.
Materials and Methods: In this cross-sectional research, structural equation modeling (SEM) was employed to analyze the relationships. The statistical sample of the study (n=422) were students selected by multi-stage cluster sampling method. The instruments used to gather the necessary data were the following questionnaires: Adjustment Inventory for School Students, Academic Identity Status Scale, Psychological Sense of School Membership Scale, and Teacher Emotional Support Scale. Furthermore, the studentchr('39')s grade point average in the current semester was considered as a measure of academic performance. The collected data were analyzed in AMOS software (version 24) using path analysis and SEM.
Results: The direct affecting analysis results revealed that the variables of moratorium identity and achievement identity, psychological sense of school membership, and academic adjustment each had a direct significant effect on studentschr('39') academic performance (P<0.05). However, there was no significant relationship between teacher affective support and studentschr('39') academic performance (P>0.05). The results of the indirect-affecting analysis showed that such variables as moratorium, diffusion, and achievement identity, psychological sense of school membership, and teacher affective support by the mediating role of academic adjustment had a significant effect on academic performance (P<0.05).
Conclusion: The results showed that besides the teacher affective support, some aspects of academic identity, psychological sense of school membership, and academic adjustment had a significant effect on studentschr('39') academic performance. Therefore, it is recommended to develop programs based on the variables of this study to increase studentschr('39') academic performance.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.