Major risk factors for diabetes, cardiovascular disorders and cancer (prostate, intestine, breast, etc.) are obesity and being overweight. This study aims to investigating the effect of neurofeedback training to food craving and mental health in overweight women. To this aim, thirty overweight women were divided into two groups; neurofeedback and control groups, using a simple random method. In this experiment, which was accompanied with pre-test and post-test with the control group, women in the experimental group received 10 sessions of neurofeedback. Both experimental and control subjects filled the food craving and general health questionnaire before and after the intervention. Univariate analysis of covariance was used for data analysis. The results showed a significant difference in food craving and mental health between the neurofeedback group and control group. The results showed that neurofeedback training can be considered as one of the complementary therapy intervention, in the field of obesity and overweight.
Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.
Background and aims: Subjective well-being as a major prerequisite of health ensures mental and physical health, a long life, happiness, improved quality of life, and higher socioeconomic indices. The present study aimed to investigate the effectiveness of mindfulness-based cognitive therapy (MBCT) and acceptance and commitment therapy (ACT) on subjective well-being, psychological distress, and emotion regulation in medical science students. Methods: The statistical population of this semi-experimental comprised all female students at Kerman University of Medical Sciences (Iran) in the academic year of 2019-2020. Forty-five students referring to the university counseling center were selected as the sample of the study using convenience sampling and randomly divided into two experimental groups and a control group (n=15 per group). The first and second experimental groups underwent eight 90- and 45-sessions (twice a week) of MBCT and of ACT, respectively. The research instruments included the Subjective Well-being Scale (SWS), the Depression, Anxiety, and Stress Scale, and the Cognitive Emotion Regulation Questionnaire. Results: The results showed that MBCT and ACT were effective in improving the components of subjective well-being and emotion regulation in medical students (P<0.001). Moreover, MBCT and ACT significantly reduced the post-test scores of psychological distress subscales in the experimental group compared to the control group (P<0.001). Finally, no difference was observed between the two therapies in terms of effectiveness. Conclusion: According to the results, MBCT and ACT effectively promoted female students’ subjective well-being and emotion regulation and alleviated their psychological distress.
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