High School Students In Tehran Research Articles

Mediating role of academic competence in the relationship between perceived teaching style and academic resilience among adolescents

BackgroundAcademic resilience is crucial for adolescents as it enables them to overcome challenges and achieve educational success, yet the mechanisms underlying its development remain inadequately understood. This study investigated the mediating role of academic competence in the association between perceived teaching style and academic resilience among adolescents.MethodsThis descriptive correlational study was conducted between June 2022 and December 2022. The statistical population for this study encompassed all high school students in Tehran. To ensure the representativeness of the sample, a stratified random sampling technique was employed, involving a total of 400 high school students. Data were collected using online questionnaires, including the Academic Resilience Inventory (ARI), Teacher as Social Context (TASC), and Academic Competence Evaluation Scale (ACES). Descriptive statistics (e.g., mean, standard deviation, correlation matrix) and inferential statistics (e.g., path analysis) were used to analyze the data through SPSS-23 and LISREL version 8.7.2.ResultsThe findings demonstrate significant relationships between teaching styles, academic competence, and academic resilience. Specifically, path analysis reveals that teaching styles, particularly those emphasizing support and involvement, have direct and meaningful effects on academic competence, subsequently influencing academic resilience. The proposed model exhibits a good fit, as evidenced by various fit indices (p < .05).ConclusionThis study underscores the pivotal role of supportive and engaging teaching styles in fostering academic resilience among adolescents. By significantly enhancing students’ academic competence, these teaching approaches contribute to their overall well-being. These findings offer valuable insights for educators and policymakers to develop strategies that cultivate both academic skills and emotional strength, ultimately leading to improved educational outcomes.

Social-emotional competence, social adequacy, and self-regulation among Iranian female high school students

The research aimed to investigate the association between social-emotional competence and social adequacy with the self-regulation of female high school students in Tehran. The sample of the current study consisted of 250 female participants from the student community in different educational areas of Tehran, who were selected using the multi-stage cluster sampling method. The measurement tools were: The social-emotional competence scale, the social adequacy scale and the self-regulation questionnaire. The findings revealed a positive association between social-emotional competence, social adequacy, and self-regulation among Iranian female students. Resulted of regression analysis showed that self-regulation was positively predicted by social-emotional competence and social adequacy. Enhancing social competence, particularly in emotional and psychological aspects, can improve students’ adaptation and well-being. This can help prevent issues such as social rejection, substance abuse, and depression in both their school environment and future personal and professional lives. Additionally, it is important to implement various intervention programs targeting parents and teachers to raise awareness about social-emotional competence and social adequacy in adolescent girls, as well as strategies for fostering these skills. This will improve their mental health and help prevent the development of various addictive behaviors

The role of internet addiction and academic resilience in predicting the mental health of high school students in Tehran

BackgroundThe World Health Organization defines mental health as a combination of two dimensions: the negative dimension, or negative mental health, which indicates the presence of mental disorders, symptoms, and problems, and the positive dimension, or positive mental health, which includes emotions and positive personal characteristics such as self-esteem, resilience against environmental challenges, a sense of integrity, and self-efficacy. The aim of the present study was to investigate the role of internet addiction and academic resilience in predicting the mental health of high school students in Tehran, Iran.MethodThe research method employed was a survey. 758 people participated in the study, and the samples consisted of high school students in Tehran during the academic year 2022–2023. The process of collecting information was carried out by distributing the questionnaire link through virtual networks and schools. The research utilized Young’s Internet Addiction Test, Samuels’ Academic Resilience Inventory, and Goldberg’s Mental Health Questionnaire as the research tools. Statistical tests, including Pearson’s correlation and multiple regression analysis, were employed to investigate the relationships between variables.ResultThe effect of internet addiction on mental health (ß=0.39) is negative and significant at the 0.001 level, while the effect of academic resilience on mental health (ß=0.66) is positive and significant at the 0.001 level. These two variables collectively predict 53% of the variance in students’ mental health. This indicates that as internet addiction increases among students, their mental health significantly decreases, whereas higher levels of academic resilience correspond to higher mental health.ConclusionsThis study has elucidated the role of internet addiction and academic resilience in predicting the mental health of high school students in Tehran. Given the significance of adolescent mental health, it is imperative for healthcare professionals and other stakeholders to develop intervention and prevention models to address mental health crises and plan for the enhancement of adolescent mental health.

Presenting a Structural Model of School Bonding Based on Psychosocial Atmosphere with the Mediation of Reflective Thinking in High School Students

Background and Objective: This study aimed to present a structural model of school bonding based on the psychosocial atmosphere with the mediation of reflective thinking in high school students. Methods and Materials: The research method was applied in terms of purpose and descriptive correlational in terms of data collection. The statistical population of the present study included all high school students in Tehran in the academic year 2021-2022, with 341 individuals selected through cluster random sampling. This study utilized the School Bonding instrument (Brown &amp; Evans, 2002), the Classroom Psychosocial Atmosphere scale (Fraser et al., 1995), and the Reflective Thinking questionnaire (Kember et al., 2000). To analyze the data and test the research hypotheses, structural equation modeling was used with SPSS-V23 and Lisrel-V8.8 software. Findings: The findings of the study indicated that the model had a good fit. The results showed that the psychosocial atmosphere impacts school bonding with the mediation of reflective thinking in high school students. Conclusion: Based on the findings, it can be concluded that improving the psychosocial atmosphere and reflective thinking can be effective in enhancing school bonding among students.

Comparison of the Effectiveness of Mindfulness Therapy and Schema Therapy on Early Maladaptive Schemas in Students

Objective: This study aimed to compare the effectiveness of two therapeutic approaches, schema therapy and mindfulness, on early maladaptive schemas in students. Methodology: This quasi-experimental study utilized a pretest-posttest control group design. The statistical population consisted of second-grade high school students in Tehran, from which 45 students were selected through convenience sampling and randomly assigned to two experimental groups (15 students each) and a control group (15 students). The experimental groups participated in either schema therapy (8 sessions of 120 minutes each over 8 weeks) or mindfulness therapy (7 sessions of 90 minutes each over 7 weeks). The research instrument used was the Young Schema Questionnaire (1998), administered in both the pretest and posttest phases. Findings: Analysis of covariance revealed that both therapeutic approaches led to a significant reduction in early maladaptive schemas compared to the control group. However, schema therapy was found to be more effective than mindfulness in improving these schemas, particularly in components such as emotional deprivation, abandonment, mistrust, social isolation, and defectiveness/shame. Conclusion: Based on the findings, it can be concluded that schema therapy, with its deeper focus on the cognitive and emotional roots of schemas, is more effective than mindfulness in improving and modifying early maladaptive schemas. Schema therapy can be considered a valuable approach for treating psychological disorders associated with early maladaptive schemas.

The impact of sibling size on children’s academic performance; a case study of female high school students in Tehran

ABSTRACT The present study addressed the relationship between sibling size and children’s academic performance. One common scientific and cultural belief is that children’s academic performance declines with the increase in sibling size. However, this belief has not been subjected to empirical research in Iran. The data were collected by electronic questionnaire from 493 secondary high school female students in Tehran. The results revealed sibling size had a weak and negative relationship with the students’ academic performance. However, this relationship lost its significance after controlling for some intervening variables. As a result, it can be argued that increasing the sibling size alone does not affect the academic performance. The multiple regression indicated that the intervening variables of self-efficacy, self-esteem, time spent with parents, and school type – public or non-profit – affect academic performance. This means that instead of the number of children, policymakers should focus on modifying these effective intervening variables.

Comparison of the Effectiveness of Emotion Regulation Training and Mindfulness Skills Training on Reducing Traditional and Cyber Bullying Among High School Students in Tehran

Background and Aim: Academic problems affect students' performance inside and outside the learning environment. Therefore, it is necessary to employ interventions based on novel and tested methods. This study examines the "effectiveness of emotion regulation training and mindfulness skills training on reducing traditional and cyberbullying among high school students in Tehran." Methods: The present study is a quasi-experimental research with a pretest-posttest and follow-up design with a control group. The statistical population consisted of high school students in Tehran, and the sampling method was multi-stage cluster sampling. Two schools and 45 students were randomly selected as the research sample. They were randomly assigned to three groups of 15. The data obtained through the questionnaire were analyzed using SPSS 25 software. Results: During the emotion regulation training period, there was a significant difference between the pretest and posttest mean scores of traditional bullying, and the pretest and posttest mean scores of cyberbullying. Additionally, during the mindfulness training period, the pretest mean scores of traditional bullying showed a significant reduction in the posttest, as did the pretest mean scores of cyberbullying. In the control group, there was no significant difference between the pretest mean score of traditional bullying (90.07) and the posttest, nor between the pretest mean score (40.07) and the posttest of cyberbullying. Conclusion: The results showed that emotion regulation skills and mindfulness were effective in reducing traditional and cyberbullying among students, with no significant difference between the impact of emotion regulation and mindfulness on traditional bullying. Mindfulness training reduces violence in students. Mindful individuals possess problem-solving skills, actively seek methods to solve their problems, monitor them, and better overcome situational obstacles and problems in life. Therefore, violence is a characteristic of individuals with low mindfulness and emotion regulation who lack problem-solving skills.

Comparing the effectiveness of transactional analysis (TA) and imaginary exposure and response prevention (ERP) training courses on reducing students' academic anxiety

Background and Aim: One of the factors that exist as a challenge in school and that students face is anxiety. The present study was conducted with the aim of comparing the effectiveness of two methods of teaching interaction analysis (TA), imaginary exposure and response prevention (ERP) on reducing students' academic anxiety. Methods: The research method was semi-experimental in the form of a pre-test-post-test design and a two-month follow-up with three experimental groups and one control group. The research community was made up of high school students in Tehran. The research sample was 45 students who were diagnosed with academic anxiety after answering the Phillips (1978) academic anxiety questionnaire. Students were randomly replaced in two experimental groups and a control group of 15 people. Each of the experimental groups was exposed to one of the methods of imaginary exposure and response prevention (in five 90-minute sessions) and mutual behavior analysis (in ten 90-minute sessions). Results: The results of data analysis using multivariate covariance analysis showed that according to the adjusted averages of the academic anxiety variable in the three studied groups and the results of the LSD follow-up test, both methods of imaginary exposure and prevention from the response and interaction analysis, it has been effective in reducing students' academic anxiety (F=6.33, P&lt;0.001). Conclusion: It can be concluded that the method of imaginary exposure and response prevention has a greater effect in reducing academic anxiety compared to the interaction analysis method.

The Effectiveness of Critical Thinking Skills Training on Academic Creativity and Satisfaction with Education among High School Students in Tehran

The Effectiveness of Critical Thinking Skills Training on Academic Creativity and Satisfaction with Education among High School Students in Tehran

Developing a model about Academic Performance, based on Screen time, metacognition and Mindfulness: The Mediating Role of Self-esteem, Self-regulation in high school

Background and Aim: Academic performance is considered one of the important variables in achieving job success and social acceptance in any society, so that sometimes academic performance is considered equivalent to academic success. The aim of the current research was to determine the formulation of the academic performance model based on the duration of using screens, metacognition and the conscious mind with the mediation of self-esteem and self-regulation in adolescents. Methods: The current research was of correlation and structural equations type. The statistical population of the research included second grade high school students in Tehran in the academic year 2020-2021, 517 of whom were selected by multi-stage cluster sampling. In order to collect the data required for this research, the Freiburg Mindfulness Questionnaire (2001), the Dortaj Academic Performance Questionnaire (2005), the Cooper Smith Self-Respect Questionnaire (2017), the Wells Metacognition Questionnaire (2004), and the questionnaire for the duration of using Tirgar screens (2018) and the self-regulation questionnaire of Miller and Brown (1992) was used. Data were analyzed using Pearson correlation test and path analysis. Results: The results showed that the direct paths of metacognition, mindfulness and the duration of using screens are significant with academic performance (P&lt;0.01) and the indirect effect of metacognition, the duration of using screens and mindfulness with The mediation of self-respect is significant (P=0.20) and it showed its mediating role well, while although self-regulation has a direct effect on academic performance, it cannot indirectly affect academic performance as a mediating variable. Academic performance has an effect. Conclusion: It can be said that the duration of using screens and metacognition and mindfulness, along with other factors such as self-esteem and self-regulation, play a key role in academic performance, and it seems that the role of self-esteem is more important. Therefore, in order to increase academic performance, it is necessary to pay attention to these factors in improving the academic performance of students.

The role of family communication patterns in students' academic engagement in online classes

Background and Aim: Academic engagement is one of the key factors affecting student success and one of the most important indicators of the quality and progress of education. With the spread of virtual education, the quality of family performance has been considered as an important element in the academic engagement of students. Based on this, the aim of this research is to determine the role of family communication patterns in the academic engagement of students in online classes. Methods: This research is descriptive research of the post-event type. The statistical population of the research included all second-grade high school students in Tehran in 2020-21, and 400 of them were selected using available sampling method. Then, in order to obtain research data, the questionnaires of family communication patterns of Fitzpatrick and Ritchie (1997) and academic involvement of Reeve and Tseng (2011) were used. Data analysis was done using one-way and multivariate analysis of variance with the help of SPSS.26 software. Results: The findings confirmed the role of family communication patterns in the academic engagement of students in online classes. The level of academic conflict in students from families with consensual and pluralistic communication patterns was higher than the level of academic conflict among students from families with protective and unrestricted communication patterns (P&lt;0.001). The average scores of students' academic engagement in families with agreeable and pluralistic communication patterns did not have a significant difference from each other. Also, there was no significant difference between students in families with unrestricted and protective communication patterns in terms of academic engagement. Conclusion: It can be concluded that family communication patterns are effective in increasing the academic engagement of students in online classes and it is possible to improve the academic engagement of students by modifying the communication patterns of families.

A comparative study of the effectiveness of the solution-focused brief therapy and mindfulness-based therapy to reduce educational stress in junior high school students in Tehran

Introduction: Educational stress is a negative psychological condition; with its cognitive and emotional components, threatens students' health. Aim: This study aimed to compare the effectiveness of the solution-focused brief therapy and mindfulness-based therapy to reduce educational stress in junior high school students. Method: Through the framework of a clinical trial plan with pre-test and post-test and quarterly post hoc test, this study was conducted. In a purposive sampling manner, sixty students; among the first year of junior high school male students in Tehran district 13thin the school year 2019-2020, were selected and then surveyed by Don, Hu and Zhou (2011) Adolescent Educational Stress Scale and were randomly divided into 3 groups of 20: control group, solution-focused treatment group and mindfulness treatment group. Then the intervention process was run on the experimental groups and after three months the follow-up test was rerun. The data were analyzed by using SPSS-26 and the covariance analysis and mixed-design analysis of variance tests. Results: This study brought light on the effectiveness of both treatments methods in reducing educational stress among students, but the mindfulness method (Eta2=0.357) worked better rather the brief solution-focused intervention method(Eta2=0.318) to reduce students' stress (P&lt;0.05). Conclusion: In regard to use mindfulness therapy primarily, therapists are highly recommended to use both the solution-focused brief intervention and mindfulness therapy to treat the adolescent students with educational stress.

Studying the factors associated with Premenstrual syndrome prevention among pre-university students in Tehran.

SummaryIntroductionPremenstrual syndrome is one of the common menstrual disorders in adolescents. Considering the destructive effects of this syndrome on adolescents’ activity and performance and the importance of epidemiological studies in designing preventive interventions,AimThis study aimed to determine some of the factors associated with the prevention of premenstrual syndrome among adolescents.Settings and DesignIn a cross-sectional study, 255 female high school students in Tehran were selected using multistage random sampling method.Methods and MaterialThe data were collected using a demographic and background questionnaire and a valid and reliable questionnaire to assess preventive behaviors of premenstrual syndrome.Statistical analysis usedThe collected data were analyzed using SPSS software version 16 and descriptive statistics and logistic regression.ResultsThe mean (SD) score of adoption of preventive behaviors of premenstrual syndrome was 19.25 (0.63) out of 50, and it was low. Also, weekly physical activity, mother education level, and family income were the factors affecting the adoption of preventive behaviors of premenstrual syndrome (P < 0.05).ConclusionDue to the low adoption of preventive behaviors among students with lower income families, students with less physical activity and students with mothers with lower levels of education, it is suggested that more attention be paid to the above students in designing educational programs to promote the prevention of premenstrual syndrome.

The Effectiveness of Teaching vark Cognitive Learning Styles and Metacognitive Strategies on Students' Academic Motivation

Background and Aim: Research findings support the idea that academic motivation can be improved by providing appropriate models and training; Therefore, the aim of this research was to compare the effectiveness of teaching Wark's cognitive learning styles and metacognitive strategies on students' academic motivation. Method: This was a semi-experimental study with a pre-test-post-test and follow-up design with a control group. The statistical population of the research included all male high school students in Tehran in the academic year 2019-2019. Among them, 69 students were selected and assigned to three target groups (23 people in each group). Wark Fleming and Mills (1998) cognitive learning styles experiment group had ten sessions and Pentrich metacognitive strategies experiment group (2004) had eight 90-minute sessions. All three groups were evaluated in the three stages of pre-test, post-test and follow-up with Harter's academic motivation questionnaire (1981). The data were analyzed with the statistical test of repeated analysis of variance. Results: The results showed that the interventions of wark's cognitive learning styles and metacognitive strategies were effective on the internal motivation to learn (F=20.92, P=0.001) and the external motivation to learn (F=9.26, P=0.001) in both groups. Conclusion: According to the obtained results, these two strategies can be used to improve students' academic motivation and thus help reduce their stress in the learning process.

The effectiveness of acceptance and commitment therapy on communication skills of female students of high school

Aim: The aim of this study was to determine the effectiveness of admission and commitment therapy on communication skills of female high school students. Methods: The research method was quasi-experimental with a pre-test, post-test design with a control group with a 2-month follow-up phase. In this study, the statistical population was female high school students in Tehran in the academic year 2019-20. Using simple random sampling method, 30 of them were divided into two groups of experimental and control (15 people in each group). The experimental group underwent 12 90-minute sessions of acceptance and commitment therapy sessions adapted from Peterson, Efert, Fingold, and Davidson (2009); But the control group did not receive any intervention and remained on the waiting list. The Revised Communication Skills Questionnaire Queendom (2004) was used to collect information. The analysis of information obtained from the implementation of questionnaires was performed through SPSS software version 24 in two descriptive and inferential sections (analysis of covariance, one-way analysis of variance and Bonferroni post hoc test). Results: The results showed that acceptance and commitment treatment in the post-test and follow-up stages compared to the control group had a significant effect on message perception (F=6.37, P=0.004), emotion regulation (F=8.62, P&lt;0.001), listening (F=4.57, P=0.017), insight into communication (F=4.04, P&lt;0.001), assertiveness (F=9.16, P&lt;0.001) has teenage girls. Conclusion: Based on the results of the present study, it can be said that acceptance and commitment therapy can be used as therapeutic methods to improve communication skills of adolescent girls in educational and medical settings.

Developing and validating a media health literacy scale with a critical approach for high school students in Tehran

Developing and validating a media health literacy scale with a critical approach for high school students in Tehran

The Effectiveness of Transcranial Direct Current Stimulation (tDCS) on Adolescents’ Moral Decision Making and Moral Behavior

Background and Objectives: The study of interventions for improving decision making and ethical behavior are of interest to researcher. The aim of this study was to investigate the effect of tDCS on adolescents’ decision-making and moral behavior. Methods: The method of the present study is quasi-experimental with a pretest-posttest design with a control group. 32 female high school students in Tehran were randomly selected and randomly divided into two groups of 16 people. The instruments used included the Ethical Sensitivity, Ethical Decision Making, and Ethical Behavior. Brain stimulation was performed with the TDCS device and at the DLPFC point of the brain anodally and unilaterally in six sessions of 20 minutes, 24 hours apart, with a voltage of 2 mA. Then, post-test was performed on both groups. Data were analyzed using t-test. Results: The results showed that there was a significant difference between the tDCS group and the control group in the variables of ethical decision making and ethical behavior (P&lt;0.0001). Due to the difference in means, the tDCS group performed better than the control group. Conclusion: In a general conclusion, it can be stated that a 6-session course of tDCS brain stimulation has a positive effect on the decision-making and moral behavior of ninth grade junior high school female students, so it is necessary to examine the effectiveness of this intervention with different groups and in various conditions. And in the case of confirming this finding, it should be considered in counseling and planning centers.

The Effects of Study Skills Training on Qualitative Academic Achievement among Students

Abstract: The aim of the present study was to investigate the effectiveness of study skills training on the qualitative academic achievement of girl high school students. This study was conducted by using an experimental design with pretest, posttest, and follow-up with the control group. The participants were 32 students from girl high school students of Tehran which were selected by cluster random sampling from girl high schools and then randomly assigned into control and experimental groups (Each group consisted of 16 students). The instruments used were Dortaj Qualitative Academic Achievement Questionnaire and Motevalli Study Skills Training Module. The experimental group received 8 sessions of psycho-educational group therapy and the control group did not receive any training. Two-way repeated-measures ANOVA was utilized for the analysis of data. Results revealed that there was a significant increase in qualitative academic achievement between pretest with post-test and follow-up among the experimental group. Moreover, there was a significant increase in qualitative academic achievement between post-test and follow-up in the experimental group with the control group. Additionally, the results showed that there is a significant increase in self-efficacy, planning, and motivation and also a significant decrease in emotional effects and lack of outcome control. In conclusion, the results of this study indicated that on the basis of deficit theory using learning and study skills training can lead to enhance student's skills to improve qualitative academic achievement. Further studies are required to examine whether exposing students to study skills training programs can lead them to enhance their qualitative academic achievement.&#x0D; &#x0D; Keyword: Motivation Study Skills Training, Planning, Qualitative Academic Achievement, Self-efficacy.

Investigation of the Mediating Role of Academic Self-Efficacy in the Relationship of Social Adjustment with Academic Engagement and Achievement Goals Among High School Students

Background: One of the important goals of the educational system is to provide the ground for all-round growth and training healthy.Objectives: Present study aimed to investigate the mediating role of academic self-efficacy in the relationships between academic engagement and achievement goals with social adjustment among high school students.Methods: The research method was descriptive-correlation with the path analysis-based design. The statistical population included all male high school students in Tehran in 2017-18 such that 546 students were randomly selected by multi-stage cluster sampling. For the data collection, Morgan-Jinks Student Efficacy Scale (MJSES), Zarang Educational Conflict Questionnaire, Sinha and Singh’s Adjustment Inventory and Elliott and Church’s Achievement Goal Questionnaire were used. Results: The results showed that the coefficient of academic engagement (0.50) and achievement goals (0.30) were significant in predicting self-efficacy. The self-efficacy coefficient in adjustment prediction was also significant (0.82). The direct effects of academic engagement (0.06) and achievement goals (-0.29) on predicting adjustment were insignificant and significant, respectively. Based on this data, academic self-efficacy mediates the relationship between academic engagement and adjustment. The role of academic self-efficacy is in the relationship between achievement goals and adjustment was partly.Conclusions: The implication of the findings is that educational approaches, while emphasizing students’ mastery of prerequisites and successful experiences, should consider academic self-efficacy as a fundamental principle and rely on persuasion and explanation in interactions.

Food and nutrition literacy status and its correlates in Iranian senior high-school students

BackgroundPlanning interventions to promote food and nutrition literacy (FNL) require a better understanding of the FNL status of the target group and its correlates.AimsThis study aimed to examine the FNL status and its determinants in Iranian senior high-school students.MethodsIn this cross-sectional study, FNL and its components (food and nutrition knowledge, functional skills, interactive skills, advocacy, critical analysis of information, and food label reading skill) were evaluated by a locally designed and validated, self-administered questionnaire. Besides, socioeconomic, demographic, anthropometric measures, as well as academic performance of 626 senior high-school students were assessed.ResultsThe mean ± SD of the total FNL score (within potential range of 0 to 100) was 52.1 ± 10.96, which is below the minimum adequate level of 60. The probability of high FNL knowledge score was significantly higher among students who majored in Natural Sciences (OR = 1.73, CI = 1.09–2.75), had better school performance (OR = 1.13, CI = 1.06–1.20) and higher SES score (OR = 1.20, CI = 1.01–1.44). The score for food label reading was significantly lower in girls (OR = 0.45, CI = 0.31–0.67), while those who had a family member with the nutrition-related disease were more likely to have a higher score of food label reading skill (OR = 1.48, CI = 1.01–1.64).ConclusionThe level of FNL in senior high-school students in Tehran was relatively low. These findings have key messages for the education system and curriculum designers to have more consideration for food and nutrition-related knowledge and skills in schools.