Showing 24 results for Students
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 this study was to investigate the effectiveness of Intensive Short-Term Dynamic Psychotherapy (ISTDP) on stress among female seventh-grade students with social anxiety in District 3 of Tehran. The present study was applied in terms of purpose and employed a quasi-experimental design with a pretest-posttest and a control group. The statistical population comprised all female seventh-grade students with social anxiety in schools of District 3 of Tehran during the academic year 2025. The sample consisted of 20 students (10 in the experimental group and 10 in the control group) selected based on the cut-off score (50) of the Connor et al. (2000) Social Anxiety Scale and in coordination with school counselors, and were then randomly assigned to the two groups. Data collection instruments included the Connor et al. (2000) Social Anxiety Scale, the Lovibond and Lovibond (1995) Depression, Anxiety and Stress Scale (DASS-21), and the ISTDP intervention protocol based on Davanloo's (1990) approach. Data were analyzed using SPSS software version 26 at both descriptive (mean, standard deviation) and inferential (analysis of covariance) levels. The results of analysis of covariance indicated that Intensive Short-Term Dynamic Psychotherapy had a significant effect on reducing stress in female students with social anxiety, and the results of the Bonferroni post hoc test showed that the mean stress scores of the experimental group in the posttest phase were significantly lower than those of the control group.
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.
Setare Hajili, Fatemeh Gholami, Akbar Mohammadi,
Volume 19, Issue 4 (3-2025)
Abstract
The aim of the present study was to investigate the prediction of empathy impairment based on childhood trauma, mediated by theory of mind deficits, among female university students. This study is applied in purpose and descriptive-correlational in methodology. The statistical population consisted of all female students at Islamic Azad University, Karaj Branch, in Khordad 1404. The sample size was 210 individuals, determined using Cochran's formula (2023) and selected via convenience sampling.To measure the research variables, the short form of the Childhood Trauma Questionnaire by Bernstein et al. (2003), the Reading the Mind in the Eyes Test by Baron-Cohen et al. (2001), and the Interpersonal Reactivity Index by Davis (1991, note: corrected from "Batson") were used. Data were analyzed using SPSS version 28 and Amos version 24 software, employing Pearson correlation and path analysis. Results indicated that the research model had good fit (p<0.05). Childhood trauma predicted theory of mind deficits (β=0.484) and empathy impairment (β=0.435). Theory of mind deficits also predicted empathy impairment (β=0.299). Additionally, theory of mind deficits mediated the relationship between childhood trauma and empathy impairment among female students (β=0.145).Thus, it can be concluded that childhood trauma predicted empathy impairment in female students through the mediation of theory of mind deficits.
