Showing 3 results for Bahrami
Mrs Zahra Ghanbari, Phd Alireza Bahrami, Mr Mehdi Molaei Yasavoli, Mrs Maryam Ghanbari, Miss Zahra Azhir,
Volume 5, Issue 36 (9-2018)
Abstract
Exercise and physical activity remains one of the very important parts of the education system. The purpose of the present study was to compare the happiness, self-esteem and anxiety of schoolchildren participating in and those not participating in the design of an interdisciplinary sports Olympiad. The research method is causal-comparative. The population of the study consisted of second year 2013-2014 female students from Arak. Multi-stage cluster sampling technique was employed to select 155 each for the participating and non-participating students. The instruments were Oxford Happiness Inventory, Catholic Anxiety Inventory, Cooper Smith Self-Esteem Questionnaire. the data was analyzed using MANOVA based on SPSS version 22software. Findings showed that happiness and self-esteem of students of schools participating in the Olympiad sports program were 95% higher than those who did not participate in the project, but there was no significant difference between the two groups' anxiety. Also, the results showed that school students who run the sport Olympiad within the school had higher happiness and higher self-esteem than students who did not run the school. Therefore, it is recommended to improve vitality, happiness, and self-esteem of the students through increasing their inclusion in exercise and physical activity, this project be implemented in all schools.
Mis Fatemeh Kashi, Mis Mansoreh Bahramipour,
Volume 15, Issue 49 (11-2024)
Abstract
Aim and Background: The aim of the current research was to investigate the effectiveness of Quist's parenting toolkit on intimacy in the family, parents' interactive skills, social problem solving, and discipline of 8-12-year-old moladaptive children.
Methods and Materials: The research method was a semi-experimental design with a pre-test, post-test and follow-up period with a control groupThe research population included all mothers with maladjusted children aged 8 to 12 in the spring of 2012 in Isfahan city. The research sample was selected by available sampling method and 40 people were randomly assigned to two experimental and control groups (20 people in each group). The research tools include 3 Connors behavioral problems grading scale (especially for parents) (1978), Alexis et al.'s Intimacy Questionnaire (1983), Pianta's Parent-Child Interaction Questionnaire (2014), Dzurila et al.'s Social Problem Solving Questionnaire (2002) and Children's Organizational Skills Scale , the parent form was Abikov and Gallacker (2009). Quist's parenting toolbox program (2012) was implemented on the experimental group during 12 90-minute sessions twice a week; But the control group did not receive any intervention.
Findings: The data were analyzed through the analysis of variance test with repeated measurements. The results showed that the parenting toolkit is effective on intimacy in the family, interactive skills of parents, social problem solving and discipline of 8-12 year old maladjusted children.
Conclusions: According to the findings of the research, It can be concluded that this intervention is effective in increasing intimacy in the family, parents' interactive skills, social problem solving, and discipline of 8-12-year-old maladjusted children.
Seyed Mosa Tabatabaee, Abdollah Bahrami, Zahra Kaskani,
Volume 17, Issue 51 (10-2025)
Abstract
The present study aimed to examine the role of academic identity in predicting academic competence among female high school students in Sabzevar, with the mediating role of mindfulness. The research employed a descriptive–correlational design based on structural equation modeling. The statistical population consisted of all female students in the second cycle of high school in Sabzevar, from which 362 participants were selected through convenience sampling. The research instruments included the Academic Identity Questionnaire by Was and Isaacson (2008), the Academic Competence Evaluation Scale by DiPerna and Elliott (1999), and the Five Facet Mindfulness Questionnaire by Baer et al. (2006). The findings indicated that, in terms of direct effects, the achieved academic identity style had a significant positive relationship with academic competence, whereas the diffused style showed a significant negative relationship. The moratorium style did not have a significant direct effect, while the foreclosed style demonstrated a weak but significant positive effect. Regarding indirect effects, the achieved style positively predicted academic competence through increased mindfulness, whereas the moratorium and diffused styles negatively predicted academic competence through reduced mindfulness. The indirect effect of the foreclosed style via mindfulness was not significant. Overall, the results highlighted that academic identity—particularly the achieved style—plays a decisive role in predicting academic competence, with mindfulness serving as a partial mediator in this relationship.
