Showing 4 results for Male Students
Morteza Manteghi, Jahangir Rashidihor,
Volume 6, Issue 2 (9-2012)
Abstract
The goal of the present research was to provide an outline on the governing relations in the game nets. Primary interviews and a researcher-made questionnaire were used to collect the data. 150 boys going to game nets were interviewed, and they were asked some questions concerning the ups and downs of the game nets. The questionnaire was developed based on the previous researches and literature concerning this subject following its facial validity was approved, and acceptability of the questionnaire’s Cronbach alpha was revealed after being conducted as a test, the researchers used the questionnaire in the study. This questionnaire was completed by 550 male high school students of three towns and cities of Tehran province all these students were the users of game nets. The results implied that there was an improper social atmosphere in game nets, and this problem should be removed or reformed through changing the managing and controlling system of the game nets.
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.
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. |
