Showing 3 results for Prevention
Hossein Hedayat Khozani, Ilnaz Sajjadian, Ahmad Abedi, Mohammadreza Abedi,
Volume 23, Issue 89 (6-2024)
Abstract
Aim: Academic Performance is one of the issues raised in the field of education, which not only affects the academic future of students from various dimensions, but also determines their fate in various fields. Therefore, the current research was conducted with the aim of comparing the effectiveness of an educational package to prevent academic procrastination as well as treatment based on acceptance and commitment on academic motivation and performance of procrastinating students. Methods: The research method was semi-experimental with a pre-test, post-test and follow-up design with a control group. The statistical population included all secondary school students suffering from academic procrastination in city of Isfahan. Among them, 45 people were selected by purposive sampling and randomly divided into two experimental groups (educational package to prevent academic procrastination and treatment based on acceptance and commitment) and a control group (15 people in each group). Research tools included academic procrastination questionnaires (Solomon and Rothblum, 1984), academic motivation (Abdkhodaei et al., 2017) and academic performance (Pham and Taylor, 1999). In order to analyze the data, analysis of variance with repeated measurements was used. Results: The findings showed that the educational package of prevention of academic procrastination and treatment based on acceptance and commitment had a significant effect on the academic motivation and academic performance of procrastinating students (p<0.001) and there is a significant difference between the two interventions, so that the educational package to prevent academic procrastination has been more effective. Conclusion: Those involved in the field of student education are recommended to use the educational package to prevent academic procrastination in order to solve students' academic problems, especially to improve academic motivation and academic performance
Saeid Zandi, Masoumeh Esmaeili, Kumars Farahbakhsh,
Volume 23, Issue 91 (11-2024)
Abstract
Aim: Administrative corruption prevention in Iran lacks models based on psychological research. This study aimed to design and validate the "administrative corruption prevention model based on psycho-contextual etiology and representation of the impacts of administrative corruption on citizens' lives". Methods: In the first phase (identification of the perception of public employees about the psychological and contextual factors that prevent corruption), data were collected using phenomenological method and semi-structured interviews with 14 public employees working in public sector organizations in Tehran, who were selected using convenience sampling and considering saturation principle. In the second phase (identification of the citizens’ perception about the effects of corruption on their lives), data were gathered through semi-structured interviews with 15 Tehran residents, who were recruited via convenience sampling and considering conceptual saturation. In the third phase (determining the dimensions and components of the model), using delphi method and surveying eight experts, who were selected via the purposive sampling, the model was assessed and modified. Results: The results of data analysis in the first phase led to formation of six main themes: cognitive characteristics, emotional patterns, personality characteristics, behavioral strategies, familial background, and organizational context. In the second phase, two main themes emerged: negative individual consequences and negative collective consequences. The third phase showed that the agreement of the expert panel with the whole model was 92.61% and with each component was 88% or higher, confirming the validity of the model. The model was finalized with five dimensions and 13 components. The dimensions are: ‘appropriate selection and appointment’, ‘individual and group counseling interventions’, ‘behavioral strategies training’, ‘organizational culture modification and promotion’, and ‘monitoring and feedback’. Conclusion: A set of individual and contextual components have a potential role in self-control towards committing corruption. The presented model can be used and evaluated in designing and implementing preventive programs
Fatemeh Jalali, Ebrahim Naeimi,
Volume 24, Issue 96 (1-2026)
Abstract
Objective: The aim of this study was to explore the perceptions of university counseling center counselors regarding their role in preventing substance abuse among students. Method: This research adopted a qualitative approach and used thematic analysis. The research population consisted of counselors from university counseling centers. The sample group included 13 experienced counselors in the field of addiction from the counseling centers of universities in Tehran, Allameh Tabatabai, Alzahra, Sharif University of Technology, Amirkabir University of Technology, Iran University of Science and Technology, Khajeh Nasir al-Din Tusi University, University of Isfahan, University of Esfahan, University of Tabriz, University of Gilan, University of Shiraz, and Ferdowsi University of Mashhad. The sampling method used was purposeful sampling. Data related to the research question were collected through semi-structured interviews and analyzed using thematic analysis. Findings: After analyzing the interviews and coding them, 30 sub-themes and 9 main themes were extracted, including: counselors' attention to risk factors, awareness-raising for students, awareness-raising for influential individuals in relation to students, preventive education, therapeutic interventions based on professional frameworks, counselors' attention to facilitative components in prevention, the effective capacity of universities in prevention, effective barriers to counselors' attention to prevention, and the role of community-based factors in prevention. Conclusion: Based on the findings, it can be concluded that although counselors at university counseling centers focus on awareness-raising activities and skill-building, they are more focused on therapeutic roles and secondary and tertiary prevention, and regard other factors as more effective in primary prevention. Therefore, university counseling centers need to be more effective in primary prevention and take further steps in this area. It is essential for higher authorities to develop a comprehensive program and organize training courses for counselors in this regard for all universities.
