Showing 3 results for pourdel
Jafar Samari Safa, Mahla Dashti, Mozhgan Pourdel,
Volume 20, Issue 77 (5-2021)
Abstract
Aim: The aim of this study was to develop a model of academic buoyancy based on school connection, family emotional atmosphere, motivation, self-efficacy, and academic engagement of students. Methods: This research was of descriptive-correlational. The statistical population of the study included all first and second grade high school students in Isfahan in 2018-2019. From among them, a sample of 375 people were selected by multi-stage cluster random sampling. The tools for data collection included the following questionnaires: Dehghanizadeh and Hosseini Chari Academic Buoyancy Scales (2013), Panaghi et. al School Connection Questionnaire (2011), Razavieh Vesamani Family Emotional Atmosphere (2000), Patrick, Hicks and Ryan (1997) Academic Self-Efficacy Scale, Reeve, Agentic Engagement Scale (2013), and The Harter Academic Motivation Scale (1981). Results: The results showed that at 95% confidence level, the direct effect of school connection on academic buoyancy was confirmed with an impact factor of 0.207. Also, academic engagement has an effect on academic buoyancy, with an impact factor of 0.356, and self-efficacy has an impact on academic buoyancy with an impact factor of 0.202. Conclusion: Findings showed that the indirect effect of school relationship on academic buoyancy mediating academic engagement is confirmed, so that the intensity of the indirect effect is equal to 0.206, the indirect effect of family emotional atmosphere on academic buoyancy mediated academic engagement was also confirmed, and that the indirect effect is equal to 0.055. Furthermore, the indirect effect of academic motivation on academic buoyancy is mediated by self-efficacy, the intensity of the indirect effect is equal to 0.084 (p <0.05).
Sajjad Sheykh, Abolghasem Khosh Konesh, Taghi Ebrahim Poor, Mojgan Pourdel,
Volume 21, Issue 81 (5-2022)
Abstract
Aim: The aim of this study was to compare attitudes and tendencies towards premarital relationships and irrational beliefs with self-restraint in male and female students. Methods: The research method was descriptive causal-comparative. The statistical population consisted of all students of Shahid Beheshti University in 2015-2016, from which 365 people (170 boys and 195 girls) were selected as a sample by stratified random sampling method. Tools for data collection included the following questionnaires: Irrational Beliefs (Jones, 1980), Premarital Relationship (Cordlow, 2001), and the Self-Determent Questionnaire (Weinberger and Schwartz, 1990). Results: Data analysis by independent t-test showed that there is a significant difference between attitudes and tendencies towards premarital relationship, irrational beliefs and self-restraint in male and female students (P<0.01). Conclusion: The results showed that gender is a factor influencing attitudes and tendencies towards premarital relationships, irrational beliefs and self-restraint. As such, males had greater attitudes and tendencies toward premarital relationships, and lower irrational and slef-restrait, compared with female students.
Mrs Mojgan Pourdel, Mrs Melika Sefid Rood, Mrs Masoumeh Valipour, Mona Mobayeni,
Volume 22, Issue 85 (3-2023)
Abstract
Aim: The aim of this study was to compare the effectiveness of solution-focused approach and compassion-focused therapy on emotional cognitive regulation and post-traumatic stress disorder in female-headed households. Methods: The research method was quasi-experimental having pre-test and post-test with a control group. The statistical population included female-headed households who referred to the Welfare Center of Tehran province in 2021. Thirty-six female-headed households were selected through simple random sampling and randomly assigned to three groups of 12 (two experimental groups and one control group). The research instruments were Mississippi (2006) Post Traumatic Stress Disorder Scale and Garnfsky, Grich & Spinhaven (2002) Cognitive Emotion Regulation Questionnaire. Participants in the experimental group received Grant’s (2011) Solution-focused counseling sessions and Gilbert’s (2010) Compassionate Therapy sessions, both for 8 sessions. In addition to descriptive statistics, analysis of covariance and Benferoni pair comparison were used to analyze the data.
Findings: The results of data analysis showed that the differences between the three groups in the variables of adaptive emotion regulation (F=30.61, P <0.001), uncompromising emotion regulation (F=22.73, P<0.001) and post-traumatic stress disorder (F=37.45, P <0.001), is significant. There is no significant difference between solution-focused therapy and compassion-focused therapy on the regulation of compromised emotion and post-traumatic stress disorder, but there is a significant difference in the non-compromised variable. Conclusion: The findings of this study shows that solution-focused therapy and compassion-focused therapy were both effective in improving cognitive emotion regulation and stress disorder (PTSD), and of the two approaches can be used to reduce emotional regulation and post-traumatic stress disorder in female-headed Households.
