درخت حوزه‌های تخصصی

Introduction: Given the importance of screening as one of the health behaviors in cervical cancer, the aim of this study is to develop and evaluate the psychometric characteristics of Cervical Cancer Screening Behavior Scale (CCSBS). Methods: In this cross-sectional study, 376 women who referred to Javaheri Health Center during the study period due to health problems, were selected through convenience sampling method. Then, the scale was developed and its content and face validities were examined. To ensure divergent and convergent validity, Depression Anxiety Stress Scale (DASS-21) was used. Internal consistency method (Cronbach's alpha) was used to determine the reliability of the questionnaire. Finally, confirmatory factor analysis was used to assess the construct validity of the CCSBS and SPSS and LISREL software were applied for analyzing data. Results: The findings of this study provided strong supports, which confirmed the content and face validities. Regarding the convergent and divergent validity, perceived vulnerability, perceived severity and deterioration, and perceived barriers have a direct and significant relationship with the three variables of depression, anxiety, and stress. On the other hand, perceived motivation had a significant inverse correlation with all three variables of depression, anxiety, and stress. Additionally, perceived self-efficacy had a significant inverse correlation with depression. The results of the Cronbach's alpha indicated the appropriate internal consistency of the whole questionnaire and its components. Cronbach's alpha for the whole questionnaire was 0.78. According to confirmatory factor analysis, the goodness of fit indicators of proposed model was confirmed and the paths were significant. Conclusion: CCSBS is a reliable and valid tool for measuring the screening behavior of cervical cancer in Iranian women and it appears to be a comprehensive and useful tool for assessing women's beliefs related to cervical cancer and cervical cancer screening.

The purpose of the present study was to model the structural relationships of job stressors and teachers' autonomy support with mediation of emotional exhaustion. This research was descriptive of the correlation type by the method of structural equations. The statistical population included all the teachers of first and second grade of secondary schools in Noor’s and Chamestan’s public schools in the academic year of 2019-2020, that based on Cochran’s formula and stratified random sampling method, 240 people were selected. The tools of this research were the job stressor factors questionnaire of Otero-Lopez et al. (2006), the teacher as social context questionnaire Welborn et al. (1992) and the teachers’ burnout inventory of Maslach et al. (1996). All analyzes were done by structural equation modeling method. The findings indicated that the structural relationship model of job stressors and teachers' autonomy support with the mediation of emotional exhaustion in teachers of first and second grade of secondary schools has favorable fit and significance. In this research, all the direct and indirect paths that lead to the prediction of teachers' autonomy support have been significant. The research’s results indicate that job stressors have a direct and indirect effect, through emotional exhaustion, on teachers' autonomy support and also emotional exhaustion directly affects autonomy support. Addressing these variables can be effective in solving the problems of teachers' autonomy support and increasing it.

The present study aimed to investigate the effectiveness of metacognitive learning strategies in working memory among university students. This quasi-experimental research adopted a pretest-posttest control group design with follow-up. The statistical population included 268 students at Applied Sciences and Technology University in Tehran in 2022. The convenience sampling method was employed to select 30 students randomly assigned to two groups with 15 participants, i.e., the metacognitive training (experimental) and the control groups. The experimental group received 10 sessions of metacognitive strategy training based on the protocol of Wells (2011). Daneman and Carpenter's (1980) working memory test was conducted to collect data which were then analyzed using the repeated measures analysis of variance in SPSS. According to the findings, the pretest mean scores of the experimental group for storage and processing differed significantly from those of the posttest and follow-up stages (p<0.01). Furthermore, in terms of information storage and processing, there was a statistically significant difference between the mean scores of the experimental group and those of the control group (p<0.05). Thus, it can be stated that metacognitive learning strategies had a positive effect on improving the working memory of university students. University instructors can enhance students’ learning by creating conducive conditions for acquiring metacognitive strategies and fostering an engaging and appropriate educational environment.

Educational self-efficacy and its relationship with learners' different psychological traits can have a tremendous effect on the success or failure of the students. Thus, the present research sought to investigate whether academic self-efficacy has an effect on the students' stress derived from the education expectations based on such mediating factor as the difficulty of emotion regulation. The research method was descriptive-correlational based on structural equations. The statistical population consisted of all 800 junior female high-school students, 9th grade, from 16 State schools in the third district of Tehran. To decide on the sample size according to the number of observed variables, assigning a coefficient of 25 for each (7 variables in the model), and taking the possibility of incomplete questionnaires into account, 200 people were chosen by cluster sampling method. The data were gathered using three questionnaires: self-efficacy (Jinks & Morgan, 1999), difficulty in emotion regulation (Gross & John, 2003), and educational expectation (Ang & Huan, 2006). Using the structural equation modelling, the data analysis revealed that educational self-efficacy and difficulty in emotion regulation had a direct and significant effect on the stress caused by educational expectations. Also, an indirect effect of educational self-efficacy with the mediation of difficulty in emotion regulation was captured and the research model was revealed to predict 63% of the stress variable due to educational expectations. The study revealed the importance of cognitive factors in explaining the stress caused by academic expectations.

The present study investigated the role of emotional self-regulation about social support and psychological well-being in health care workers in the COVID‐19 pandemic. This was a descriptive-analytical study followed by a correlational design. This cross-sectional research was conducted on HCWs (medical, nursing, and volunteer COVID-19 workers) who worked in hospitals or clinic centers in Tehran, Iran from May–to August 2020. A total of 146 HCWs were selected using the random method. Research instruments included the Demographic information questionnaire, The Emotional Self-Regulation Inventory (SRI), the Multidimensional Scale of Perceived Social Support (MSPSS), AND The Ryff's scale of Psychological well-being, short-form (18-item). The collected data were analyzed using the Pearson correlation coefficient and the path analysis technique in SPSS (version 25) and SmartPLS (version 2) software. The bootstrapping test findings showed the direct effect of social support on psychological well-being was statistically confirmed (b =0.40, t=2.44) and the indirect effect or the full mediator effect of emotional self-regulation in the relationship between social support on psychological well-being was found to be significant (b =0.25, t=2.94). Thus, the full mediator role of emotional self-regulation in the relationship between social support on psychological well-being has been proven. The total effect of social support on psychological well-being was confirmed (b =0.65, t=2.79). These findings contribute to behavioral science knowledge and understanding of emotion regulation in enhancing social support and well-being during this pandemic and beyond.