Self-worth

Background: The aim of this study was to evaluate the effectiveness of motivational models on creativity and self-worth and commitment to school as ethical factors in female high school students in Ahvaz. Method: The type of research was based on the purpose of the experimental field research method of pre-test and post-test design with a control group. The statistical population of this study includes all female high school students in Ahvaz who were studying in the 99-98 academic year. The sampling method was multi-stage. One hundred twenty participants were selected as a sample group. Data collection tool included a questionnaire. Finally, the data were analyzed by multivariate analysis of covariance. Results: The results showed that the differences between the group of motivational models and the control group were 41.67 in self-worth, 9.94 in commitment to school and 11.34 in creativity, which were significant at all levels of 0.005. Conclusion: Based on the findings of the present study, it can be inferred that intervention programs related to motivational patterns can lead to increased levels of creativity, as well as ethical components such as a sense of self-worth and self-importance and commitment to the school. Article number: 59

This study aimed to evaluate the effectiveness of self-efficacy training in reducing perfectionism and enhancing self-worth among gifted high school students. A randomized controlled trial design was employed with 40 gifted high school students randomly assigned to either an intervention group (n = 20) or a control group (n = 20). The intervention group participated in an eight-session self-efficacy training program, while the control group received no intervention. Both groups were assessed at baseline, immediately post-intervention, and at a four-month follow-up. Perfectionism and self-worth were measured using validated scales. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests. The intervention group showed a significant reduction in perfectionism scores from baseline (M = 72.45, SD = 5.28) to post-intervention (M = 64.32, SD = 6.15) and follow-up (M = 66.89, SD = 5.92) compared to the control group, which showed no significant change. Similarly, self-worth scores in the intervention group increased significantly from baseline (M = 32.19, SD = 4.15) to post-intervention (M = 38.45, SD = 3.92) and follow-up (M = 36.98, SD = 4.20), whereas the control group showed no significant change. The ANOVA results indicated significant main effects of time (F(2, 76) = 27.12, p < .001) and group (F(1, 76) = 102.95, p < .001) for perfectionism, and time (F(2, 76) = 24.65, p < .001) and group (F(1, 76) = 111.30, p < .001) for self-worth, with significant interaction effects for both variables. Self-efficacy training is effective in reducing perfectionism and enhancing self-worth among gifted high school students. The positive effects were maintained at a four-month follow-up, suggesting the potential long-term benefits of such interventions in this population.

Objective: The present study aimed to compare the effectiveness of reality therapy and emotion-focused therapy (EFT) on love trauma syndrome, self-worth, and relationship beliefs in divorced women residing in Tehran. Methods and Materials: This research is applied in terms of purpose and quasi-experimental in terms of data collection, using a pretest-posttest-follow-up design with a control group. The statistical population included all divorced women residing in District 2 of Tehran in 2023, from whom 45 participants were selected through convenience sampling. The participants were randomly assigned, with age-matching, into two intervention groups and one control group. Participants completed the Relationship Beliefs Questionnaire, Ross's Love Trauma Syndrome Questionnaire, and the Self-Worth Questionnaire at pretest, posttest, and follow-up phases. The first intervention group received 8 sessions of reality therapy, while the second group received 10 sessions of emotion-focused therapy. Data were analyzed using repeated measures analysis of variance (ANOVA) with SPSS version 22. Findings: Both reality therapy and emotion-focused therapy were effective in enhancing self-worth, improving relationship beliefs, and reducing love trauma syndrome symptoms among divorced women in Tehran. Moreover, the effectiveness of both treatments persisted over time. No significant difference was found between the effectiveness of reality therapy and emotion-focused therapy on the studied variables. Conclusion: Based on the results, it can be concluded that both reality therapy and emotion-focused therapy are effective interventions for improving love trauma syndrome symptoms, enhancing self-worth, and modifying relationship beliefs in divorced women in Tehran