درخت حوزه‌های تخصصی

Objective: This study aimed to compare the effectiveness of compassion-focused therapy (CFT) and schema therapy on psychological well-being and sense of coherence among infertile women. Methods and Materials: A quasi-experimental, pretest-posttest-follow-up design with a control group was used. Thirty infertile women referring to Saarem Hospital in Tehran during the first half of 2024 were randomly assigned to three groups: CFT (n=10), schema therapy (n=10), and waitlist control (n=10). The CFT group received eight sessions, and the schema therapy group received ten sessions. Psychological well-being was assessed using the 18-item Ryff Psychological Well-Being Scale, and sense of coherence was measured with the Flensborg et al. (2006) Sense of Coherence Questionnaire. Data were analyzed using multivariate analysis of covariance (MANCOVA) and Bonferroni post-hoc tests. Findings: MANCOVA results showed significant differences between groups on both psychological well-being and sense of coherence at posttest (Wilks’ Lambda = .350, F(4,54)=18.76, p<.001). Univariate tests indicated significant group effects on psychological well-being (F(2,27)=18.45, p<.001) and sense of coherence (F(2,27)=22.13, p<.001). Post-hoc analyses revealed that CFT significantly improved psychological well-being compared to schema therapy and control at posttest (p<.05), while schema therapy led to greater improvements in sense of coherence compared to CFT and control (p<.05). Both interventions maintained their effects at the one-month follow-up. Conclusion: The findings suggest that compassion-focused therapy is more effective in enhancing psychological well-being, whereas schema therapy is more effective in strengthening sense of coherence among infertile women. Both interventions showed sustained benefits over time, highlighting the importance of incorporating structured psychological treatments into infertility care to promote adaptive functioning and resilience.

Objective: Academic boredom, as one of the key negative emotions in educational environments, particularly in mathematics, can lead to numerous effects. The present study was conducted with the aim of examining the model of mathematics academic boredom based on metacognitive strategies and goal orientations, mediated by academic procrastination, among high school students. Method: This research was descriptive in nature and employed path analysis. The statistical population included all female high school students in public schools in Tehran during the academic year 2024-2025, from which 400 individuals were selected using multi-stage cluster sampling. Data collection tools included the Academic Boredom Questionnaire (Pekrun et al., 2002), Self-Regulated Learning Questionnaire (Bouffard et al., 1995), Goal Orientations Questionnaire (Bouffard et al., 1998), and Academic Procrastination Questionnaire (Solomon & Rothblum, 1984). The data were analyzed using path analysis in SPSS 24 and AMOS 2024 software. Results: The results indicated that the proposed model has a good fit. metacognitive strategies (β=-0.13) and mastery goal orientation (β =-0.29), performance goal orientation (β= 0.19), and avoidance goal orientation (β= 0.05) had a direct and significant effect on mathematics academic boredom. Furthermore, academic procrastination mediated the relationship between goal orientations and academic boredom. Conclusions: These findings can inform the design of effective educational interventions to reduce academic boredom, emphasizing the strengthening of metacognitive strategies and promotion of mastery goal orientations as key self-regulatory tools. Such approaches not only mitigate academic procrastination but also enhance overall motivation and academic performance.