Showing 27 results for Students
Leila Sadat Modarresi, Zahra Alsadat Haji Seyed Taghiya Taghavi, Parisa Kolahi,
Volume 19, Issue 1 (6-2025)
Abstract
The aim of the present study was to determine the effectiveness of psychological capital training on academic enthusiasm of female second-year high school students. This study was a quasi-experimental design with a pre-test, post-test, and two-month follow-up with a control group. The statistical population of the study included all female second-year high school students in schools in District 2 of Tehran in the academic year 1403-1404, from whom 30 were selected by purposive sampling and randomly assigned to two experimental and control groups (15 people in each group). The experimental group received psychological capital training during five sessions. Data were collected in three stages: pre-test, post-test, and follow-up, and analyzed using a mixed analysis of variance with repeated measures. The findings showed that psychological capital training significantly increased academic enthusiasm in the experimental group compared to the control group (P<0.05). Also, no significant difference was observed between post-test and follow-up scores, indicating the stability of the intervention effect in the follow-up period. Overall, psychological capital training was effective in increasing and sustaining academic enthusiasm among female high school students. Accordingly, using this intervention in school counseling and psychological programs can help improve students' academic enthusiasm.
Hava Mahmoudzadeh Kenari, Afsaneh Khajound Khoshli, Javanshir Asadi,
Volume 19, Issue 2 (9-2025)
Abstract
The present study aimed to examine the effectiveness of emotion-focused therapy in reducing anxiety sensitivity and intolerance of uncertainty in students with obsessive-compulsive disorder (OCD). This semi-experimental study employed a pretest-posttest design with a control group. The statistical population consisted of female high school students diagnosed with OCD during the 2024–2025 academic year in Babolsar. Thirty participants were purposefully selected and randomly assigned to experimental and control groups (15 in each). The experimental group received eight 90-minute sessions of emotion-focused therapy, while the control group received no intervention. Data were collected using the Anxiety Sensitivity Index (ASI) and the Intolerance of Uncertainty Scale (IUS) at pretest and posttest stages. Data were analyzed using analysis of covariance (ANCOVA) and the least significant difference test. Results indicated that emotion-focused therapy significantly reduced anxiety sensitivity and intolerance of uncertainty in the experimental group compared to the control group (p < 0.01). These findings suggest that emotion-focused therapy can be an effective approach to reduce cognitive-emotional components related to OCD in adolescents.
Marzieh Barati, Zohreh Mortezaei Karahrody,
Volume 19, Issue 2 (9-2025)
Abstract
| The present study aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on academic burnout and social anxiety symptoms among female upper secondary school students. The study was conducted using a quasi-experimental design with a pretest–posttest control group and a one-month follow-up. The statistical population consisted of female students attending public schools in Tehran, Iran, during the 2024–2025 academic year. Following an initial screening, 30 students with elevated levels of social anxiety were purposively selected and randomly assigned to either an experimental group or a control group.The experimental group participated in eight 90-minute sessions of Acceptance and Commitment Therapy, while the control group received no intervention. Data were collected using the Adolescent Social Anxiety Scale and the Academic Burnout Questionnaire. The data were analyzed using repeated-measures analysis of variance.The results indicated that ACT significantly reduced social anxiety symptoms and academic burnout in the experimental group compared to the control group, and these effects were maintained at the one-month follow-up. Overall, the findings suggest that ACT, through enhancing psychological flexibility and reducing experiential avoidance, can improve students’ academic and social adjustment and may serve as an effective intervention within educational settings. |
Masoomeh Hoseinian, Fatemeh Mohammadifar,
Volume 19, Issue 2 (9-2025)
Abstract
The aim of the present study was to investigate the effectiveness of Intensive Short-Term Dynamic Psychotherapy (ISTDP) on reducing perceived stress in female students with social anxiety. The research method was quasi-experimental with a pretest–posttest design and a control group. The statistical population included seventh-grade female students of lower secondary schools in District 3 of Tehran during the 2024–2025 academic year. The sample consisted of 20 students with symptoms of social anxiety who were selected through purposive sampling and randomly assigned into experimental and control groups (10 students in each group). The experimental group received 9 sessions of 90-minute Intensive Short-Term Dynamic Psychotherapy, while the control group did not receive any intervention. The research instruments included the Social Phobia Inventory (SPIN) and the Depression, Anxiety and Stress Scale (DASS-21). Data were analyzed using analysis of covariance (ANCOVA) in SPSS-26 software.
The results showed that after controlling for the pretest effect, there was a significant difference between the two groups in perceived stress (p < 0.01). The effect size was 0.569, indicating a considerable effectiveness of the intervention. The findings indicated that Intensive Short-Term Dynamic Psychotherapy can significantly reduce stress in female students with social anxiety. |
Ms Khadijeh Miadi, Dr Soheila Rahmani,
Volume 19, Issue 4 (3-2025)
Abstract
The aim of the present study was to investigate the mediating role of body image concerns in the relationship between metacognitive beliefs, emotional dysregulation, and intolerance of uncertainty with the severity of bulimia nervosa symptoms in women. This study was descriptive-correlational and based on structural equation modeling. The statistical population included all women with bulimia nervosa referring to medical centers in Tehran in 1403, from which 250 people were selected through purposive sampling. The research instruments included the Body Image Concerns Questionnaire, Metacognitive Beliefs Questionnaire, Difficulty in Regulating Emotions Scale, Intolerance of Uncertainty Scale, and Eating Disorder Assessment Questionnaire, and the data were analyzed using AMOS software. The results showed that metacognitive beliefs, emotional dysregulation, and intolerance of uncertainty have a positive and significant relationship with body image concerns; also, body image concerns had a significant relationship with the severity of bulimia nervosa symptoms. Path analysis showed that all three variables mentioned have an indirect and significant effect on the severity of bulimia nervosa symptoms through body image concerns. As a result, it can be said that body image concerns play an important mediating role in the relationship between cognitive-emotional variables and the severity of bulimia nervosa disorder; accordingly, therapeutic interventions should focus on correcting dysfunctional metacognitive beliefs, improving emotion regulation, and increasing tolerance for uncertainty in order to reduce the symptoms of bulimia nervosa disorder in patients by reducing body image concerns.
Alireza Mojab Ghasrodashti, Ali Naseri,
Volume 19, Issue 4 (3-2025)
Abstract
The present study aimed to examine the effectiveness of life skills training on internalized shame and perceived stress among university students. This research was conducted using a quasi-experimental design with a pretest–posttest control group and a two-month follow-up. The study population consisted of students at the Islamic Azad University, Shiraz Branch, in 2024, from whom 72 participants were selected through convenience sampling and randomly assigned to experimental and control groups (36 in each group). The research instruments included the Internalized Shame Scale (Cook) and the Perceived Stress Scale (Cohen). The experimental group received life skills training based on Kleinke’s protocol in 10 weekly sessions of 45 minutes, while the control group received no intervention. Data were analyzed using repeated measures analysis of variance. The results indicated that life skills training led to a significant reduction in internalized shame and perceived stress in the experimental group compared to the control group (p < 0.05), and these effects were maintained at follow-up. The findings suggest that life skills training is an effective educational and preventive intervention for improving mental health indicators among university students and can be incorporated into student mental health promotion programs.
Zohreh Ahmadi,
Volume 19, Issue 4 (3-2025)
Abstract
The present study aimed to determine the effectiveness of mindfulness-based cognitive therapy on rumination and depressive symptoms in students with major depressive disorder. This study was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population included all students with major depressive disorder referred to the Tehran Health Center in 1404, from which 30 students with major depressive disorder were selected through purposive sampling and randomly assigned to two experimental and control groups. The experimental group underwent 8 90-minute sessions of mindfulness-based cognitive therapy intervention, while the control group did not receive any intervention. Data collection tools included the Beck Depression Inventory (BDI-II) and the Rumination Scale (RRS). Data were analyzed using analysis of covariance. The results of data analysis showed that there was a significant difference between the mean pre-test and post-test scores of the experimental group in rumination variables and depressive symptoms. In fact, participating in mindfulness-based cognitive therapy sessions led to a significant reduction in the repetition of unwanted thoughts and the alleviation of clinical symptoms of depression in students. Mindfulness-based cognitive therapy, by teaching the skills of being present in the moment and accepting without judgment, is an effective tool for managing repetitive thoughts and improving the mental state of students with major depression and can be used as a complementary intervention in university counseling centers.
