مطالب

Background: The modern increase in mechanical and sedentary lifestyles has led to a rise in musculoskeletal abnormalities within society. These physical irregularities may influence individual mental health.Aim: This study explores the correlation between upper body musculoskeletal abnormalities and mental health among female students at Payame Noor University, Bushehr.Material and Methods: A total of 173 female students were selected via convenience sampling for this cross-sectional study. The presence of scoliosis, forward head posture, kyphosis, and increased lordosis was assessed using a flexible ruler, the New York Test, a chessboard, and a scoliometer. Body mass index (BMI) and waist-to-hip ratio (WHR) were also measured. Participants completed the General Health Questionnaire (GHQ-28). Statistical analysis was conducted using one-sample t-tests and Pearson’s correlation coefficient, with a significance threshold set at P< 0.05.Results: The findings indicated that lordosis was significantly more prevalent among students aged 15 to 24 (t=31.5, P= 0.001) and those aged 25 and above (t=57.3, P= 0.003), compared to societal norms. Other assessed abnormalities were within normal ranges. Mental health vulnerabilities were noted in specific domains; however, no significant correlation was found between mental health status and the physical abnormalities studied.Conclusion: While lordosis was notably more common among the study's participants than in the general population, the incidence of other musculoskeletal abnormalities aligned with societal averages. No substantial impact of these physical conditions on mental health was observed. It is advisable to integrate educational initiatives and corrective exercise programs into the curriculum for educators, coaches, and students to promote overall well-being.

Retour dans cette ville tant aimée écrit par Nâder Ébrahimi est un récit contemporain persan qui raconte l’histoire d’une amitié d’enfance qui se prolonge jusqu’à la jeunesse et qui se termine par l’amour. Il s’agit d’une relation turbulente qui est fortement influencée par l’espace. Dans ce livre, l’espace est comme un personnage romanesque, vivant et changeant, au courant de l’histoire, elle se métamorphose et influence différemment les personnages. Il s’agit des changements d’une ville où le héros avait vécu pendant longtemps et qu’il avait quittée. Quand il y revient, la ville a subie des changements considérables de sorte qu’elle lui semble totalement différente. Dans cette recherche, nous allons étudier la relation réciproque entre l’espace et le personnage, tout en analysant la présence du personnage dans l’espace et le résultat de cette rencontre dans la ville, dans la rue et dans le quartier. Afin d’analyser la relation du personnage et de l’espace, nous penchons sur des idées de Collot (le triangle moi, monde, mot), nous étudions l’espace dans l’optique de la cartographie littéraire. Il y a des éléments axiaux, dans ce livre, qui fonctionnent en tant que la géographie expérimentée du héros et des itinéraires parcourus par les personnages. Ils nous montrent l’interaction entre la géographie et la littérature, une relation réciproque qui nous aide à trouver la polarisation, ainsi que les changements de l’espace et parallèlement les changements du personnage.

Purpose: Given the importance of proper implementation of the primary mathematics curriculum, this study aimed to identify the effective contextual and moderating components in the implementation of the primary mathematics curriculum. Methodology: This study was applied in purpose and qualitative in approach. The research population consisted of expert teachers in the field of primary mathematics curriculum in Tehran during the academic year 2020-2021, from whom 16 were selected based on theoretical saturation using purposive and snowball sampling methods. The research tool was a semi-structured interview, the face validity of which was confirmed by experts, and its reliability was obtained with a Cohen’s Kappa coefficient of 0.86. The data were analyzed using thematic analysis in MAXQDA-2020 software. Findings: The findings revealed that in the model of effective components in the implementation of the primary mathematics curriculum, for contextual components, 17 basic themes were identified under 4 organizing themes including social, cultural, economic, and structural, and for moderating components, 20 basic themes were identified under 3 organizing themes including advantages of learning mathematics, barriers to learning mathematics, and facilitators of learning mathematics. Ultimately, a model of effective contextual and moderating components in the implementation of the primary mathematics curriculum was illustrated. Conclusion: According to the results of this study and considering the effective contextual and moderating components in the implementation of the primary mathematics curriculum, it is necessary for specialists and curriculum planners to utilize strategies compatible with the identified components to improve the educational system.

Purpose: This study aimed to determine the role of teaching models in academic performance and responsibility among students. Methodology: The research method was quasi-experimental with a pre-test-post-test design and a control group. The statistical population consisted of all master's students in the Faculty of Psychology and Educational Sciences at Allameh Tabataba'i University in the academic year 2018-2019. The research sample included all students present in two classes selected by convenience sampling. One class was designated as the experimental group and the other as the control group. The experimental group received 12 educational sessions, each lasting 90 minutes, based on the Effective University Teaching Model (Lumen, 1995). The control group was taught using traditional methods without an explicit educational model. The Student Responsibility Questionnaire (Soroush, 2012) was used to measure students' responsibility levels. The students' final exam scores were used as an index of academic performance. The collected data were analyzed using descriptive statistics (minimum, maximum, mean, and standard deviation) and inferential statistics (covariance analysis test). Findings: The mean post-test scores for academic performance and responsibility (individual and social) significantly increased compared to the pre-test in the experimental group. However, the mean post-test scores for academic performance and responsibility (individual and social) did not significantly increase compared to the pre-test in the control group. Additionally, the effect size for academic performance (Eta = 0.755), individual responsibility (Eta = 0.718), social responsibility (Eta = 0.710), and overall responsibility (Eta = 0.661) was noted. Conclusion: The teaching model can have a positive and significant role in enhancing academic performance and individual and social responsibility among students.

Purpose: This study aimed to investigate the critical determinants of perceived well-being in friendship relationships during emerging adulthood. Methodology: A sample of 726 undergraduate students at Ferdowsi University of Mashhad was selected during the Fall semester of 2021-2022 through the convenience sampling method.They completed the Interpersonal Behaviors Questionnaire (IBQ; Rocchi et al., 2017), the Compassionate and Self-image Goals Scale (CSIGS; Crocker & Canevello, 2008), the Basic Need Satisfaction in Relationships Scale (BNS-RS; La Guardia et al., 2000), the Interpersonal Needs Questionnaire (INQ-10; Bryan., 2011), the Friendship Self-Regulation Questionnaire (SRQ-F; Ryan & Connell, 1989), Interpersonal Behaviors Questionnaire-Self (IBQ-self; Rocchi et al., 2017), the State Level Subjective Vitality Scale (SVS-SL; Ryan & Frederick, 1997), the Perceived Relationship Quality Component (PRQC; Fletcher et al., 2000), and the The Basic Empathy Scale (BES; Jolliffe & Farrington, 2006). Data analysis was conducted using Partial Least Squares Structural Equation Modeling. All statistical analyses were conducted using SPSS.25, AMOS.24, and SmartPLS 3.3.3. Findings: The perceived support of basic psychological needs by friends (β=.204), the perceived thwarting of basic psychological needs by friends (β=-.147), the goal in friendship relationships (β=.234), the satisfied basic psychological needs (β=.124), the frustrated psychological needs (β=-.116), and the friendship self-regulation (β= .023) had significant indirect effects on perceived well-being in friendship relationships (p<0.05). Conclusion: The findings demonstrate that self-determination theory provides a coherent framework for explaining perceived well-being in friendships.