درخت حوزه‌های تخصصی

Objective: Eating disorders are one of the most difficult psychological problems that are highly associated with mental health disorders such as anxiety and mood disorders, substance abuse disorders and personality disorders. Objectives: The aim of this study was to identify the canonical analysis of relationships between coping strategies and parental bonding with eating disorders in students. Methods: The method of the present study was descriptive-correlational. The statistical population of the study included all female undergraduate students of Kosar University of Bojnord in the academic year 2019. The research sample consisted of 250 students who were selected by convenience sampling from all female students of Kosar University of Bojnord. To collect data from, Eating Attitude Test (EAT-26, 1982), Coping Inventory for Stressful Situation (CISS, 1994) and the Parental Bonding Instrument (PBI, 1979). The collected data were analyzed using canonical correlation. Results: The Results showed that components of parental banding, care (0.43, 0.42, and 0.43) and overprotection (0.39, 0.29, and 0.22) were positively related to eating disorders subscales (P<0.01) and, additionally, from coping strategies’ components emotion-oriented (0.12, 0.14, and 0.14) and avoidance-oriented coping (0.24, 0.22, and 0.16) had positive significant relationship with eating disorders (P<0.05). Canonical correlation also indicated the predictive role of parental bonding on eating disorders (P<0.001). Conclusion: It can be concluded that teaching adaptive coping strategies and parental involvement in treatment interventions can prevent and reduce eating disorders in students.

Background: This study aimed to design and apply a self-care training package for elementary students’ health. According to the purpose of the study, two hypotheses were posed. The first hypothesis states that the self-care training package is effective for the elementary students’ health improvement and the second hypothesis is that the self-care training package is effective in promoting the health components of elementary students. Method: This research was experimental with pretest-posttest and control group design. The statistical population of the study was all elementary students of public schools in Tehran city in the academic year 2019-2020. In this study, the health questionnaire and a researcher-made self-care questionnaire were used to collect the required data. In compiling the training package, the topics were divided into eight dimensions or topics of self-care including physical, nutritional, psychological, social, sleep, virtual, sexual, and health components. Results: The results of the study showed that the self-care training package was effective in promoting primary students’ health. Conclusion: It also was effective in promoting each health component (physical health and mental health) in primary school students.

This study aimed to evaluate the effect of Neurofeedback (NFB) Therapy with Play Therapy in improving attention and cognitive function in students with Learning Disorder (LD). This study was a quasi-experimental research with a pre-test and post-test design. The statistical population of the research was about 600 elementary school students with LD in Lar city in 2017 (N=212). A sample of 60 LD children who were identified in schools was selected by multistage cluster random sampling and randomly divided into four groups fifteen-three experimental and one control group. The tools used in the study were the Wechsler Intelligence Scale for Children (WISC-R) (Wechsler, 2003) and integrated visual and auditory continuous performance (IVA) (Sandford and Turner, 1995). NFB training was done according to the guidelines recommended by Monastra et al. (2005) in 20 sessions and play therapy cognitive performance and attention therapy were done according to the guidelines recommended by Drewes (2009) in 20 sessions, while no intervention was performed in the control group. Data were analyzed by the covariance analysis method. The results showed that NFB and play therapy were effective in increasing cognitive performance (p<0.01) and attention (p<0.01) compared to the control group. The combination of play therapy and NFB intervention was more effective on cognitive performance and attention rather than the two interventions separately. According to the results, it is recommended that therapists and clinical psychologists use NFB and play therapy to increase the sustained attention and working memory of students with LD.

The COVID-19 pandemic has necessitated a rapid shift to online learning, making the community of inquiry (COI) framework increasingly relevant for creating meaningful and effective online learning experiences. However, the impact of COI presences (i.e., teaching, social, and cognitive presence) on students' learning outcomes has been inconsistent in the literature, and a recent meta-analysis has identified a publication bias in this relationship suggesting the need for further investigation. This study aimed to enhance our understanding of how the COI presence influences college students' learning outcomes and whether it has a mediating role in the effect of self-efficacy and motivation on e-learner’s academic achievement. In this cross-sectional study, using a correlational research design, among all graduate students studying in online courses, a total of 269 graduate students were selected from online programs in seven public universities in Iran between April 2022 and June 2023, to be the sample of the study. The data were obtained from the answers to the community of inquiry (COI) scale, self- efficacy scale, academic motivation scale and students’ last semester grade point average. To examine the questions of the study, a path analysis was applied whose results showed that motivation and self-efficacy affected the community of inquiry positively (p<0.000). Also, the community of inquiry affected learning performance positively (p<0.000). The outcomes can provide significant theoretical and practical contributions to the key stakeholders to design a satisfying and successful online curriculum for the post-COVID-19 era and offer valuable insights into the design of productive online learning communities.

Objective: The present research aimed to determine the upcoming challenges to working nurse mothers using a qualitative method and Grounded Theory approach. Methods: The study population of this research included all nurse mothers in Imam Reza Hospital in Bojnord city in 2018. 14 nurse mothers were chosen by purposeful sampling and the researcher conducted in-depth and semi-structured interviews with them. The data were analyzed using the qualitative method and Grounded Theory approach. Results: The findings regarding the research question (What are the upcoming challenges to working nurse mothers in choosing   a child upbringing method?) suggested that the conditions governing any workplace, any family and any upbringing situation are among the general factors that are considered to be determining factors in choosing a child upbringing method. Conclusion: It was eventually revealed that the factors related to family and work environments, which interfere with the nature of mother-child interactions, are among the upcoming challenges to working nurse mothers in choosing a child upbringing method.