Jafar Bahadorikhosroshahi,
Volume 4, Issue 34 (5-2017)
Abstract
The aim of this study was the effect of teaching acceptance and commitment with self-criticism and perceived competence in students with experience of self-harm. Quasi experimental research design and pretest-posttest control group design. The population of male high school students in the academic year 2016-2017 was the city of Tabriz. To select a sample from a boys' school to two secondary school and purposive sampling of 26 students, according to advisor and teacher at the experience of self-harm were selected and randomly divided into two groups of 13 students (experimental group) and 13 students (control group) were included. To collect the data, Self-criticism questionnaire Thompso & Zuroff, perceived competence, Harter and training acceptance and commitment programs were. Data analysis was performed using multivariate analysis of covariance. Results showed that teaching acceptance and commitment on self-criticism and perceived competence influences students with the experience of self-harm. In fact, active learning and increased self-criticism reduces the perceived competence students with the experience of self-harm can result. Therefore, active education on self-criticism and improvement of competencies students with the experience of self-harm are recommended.
Jafar Bahadorikhosroshahi, Reza Nasirpourkakolond,
Volume 18, Issue 52 (3-2026)
Abstract
The aim of the present study was to determine the role of addiction to virtual social networks, academic self-concept, and perception of parenting style on predicting students' academic quality of life. This study was applied in terms of purpose and descriptive and correlational in terms of methodology. The statistical population was the first-year high school students of Ilkhechi County in the academic year 2024-2025, from which 250 people were selected and studied using the Morgan table and cluster random sampling method. For data collection, Anderson and Burke's Academic Quality of Life questionnaire, Turrell and Serenko's Addiction to Virtual Social Networks, Yi-Sen Chen's Academic Self-Concept, and Grolink et al.'s Perception of Parenting Style were used. Data analysis was performed using Pearson's correlation coefficient and multiple regression analysis (simultaneous). The results of the study showed that there is a negative and significant relationship between addiction to virtual social networks and the components of habit, addiction, and high involvement with the quality of academic life. There is also a positive and significant relationship between academic self-concept and the components of general and educational self-concept and the perception of the parenting style of the mother and father with the quality of academic life. On the other hand, the results of the regression analysis showed that the variables of addiction to virtual social networks (habit, addiction, and high involvement), academic self-concept (general, educational, and non-educational self) and the perception of the parenting style of the mother and father are able to predict the quality of academic life. Therefore, paying attention to reducing addiction to social networks and improving the academic self-concept and parenting style of the mother and father can play an important role in increasing the academic quality of students in school.
