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Showing 8 results for Self-Esteem

Ziaaldin Salari Koohfini, Manizhe Ghasemali Kheirabadi,
Volume 2, Issue 2 (6-2020)
Abstract

This study aimed to investigate effectiveness of resiliency training in enhancing assertive and self-esteem skills of male sixth-graders studying at all-boys elementary schools in Bandar Abbas. The present study was a pilot field project that included pre-test, post-test, and control group. Research sample consisted of 40 male sixth-graders studying at all-boys elementary schools who were selected and assigned into experimental and control groups based on multistage random sampling technique. Tools of this study included Gambrill-Richey Assertion Inventory and Coopersmith Self-Esteem Inventory and Both experimental and control groups had participated in assertive and self-esteem pretest prior to resiliency training. Then resiliency training was provided for experimental group, but not for control group. Immediately after the completion of training course, post-test was performed for both groups. The results of multivariate analysis of covariance (MANCOVA) showed that resiliency training increases students' self-assertion significantly. Therefore, it can be concluded generally that strengthening and training resiliency skills provoke assertive and self-esteem in students.

Zahra Amiri, Dr. Nooshin Taghinejad,
Volume 4, Issue 1 (3-2022)
Abstract

The purpose of this study was to investigate the role of self-esteem, five personality factors and age in the prediction of Nomophobia among students in Bandar Abbas city. In so doing, a correlational design was used. The statistical population consisted of all  male and female students of Bandar Abbas universities in the academic year 2018. For this purpose, 378 students (250 females and 128 males) were selected from Bandar Abbas universities by stratified random sampling. The participants completed the questionnaire of Azadmanesh et al.’s Nomophobia Questionnaire, Five-Factor Personality Questionnaire, Short Version (BFI 10) and Rosenberg Self-Esteem Scale.   Data were analyzed using descriptive statistics and regression analysis. The results showed that self-esteem with beta coefficient of 0.16, conscientiousness with beta coefficient of 0.18, and age with beta coefficient of 0.21 could negatively and significantly predict the students' nomophobia. The neuroticism with beta coefficient of 0.16 positively and significantly predicted the students' nomophobia. Also, the results indicated that 19% of students’ nomophobia variance was explained by predictor variables.                                                                     

Sahar Gashtil, Dr. Kobra Haji Alizadeh,
Volume 4, Issue 3 (9-2022)
Abstract

Social media can cause body dissatisfaction by presenting social ideals about appearance. This dissatisfaction can lead to eating problems and low self-esteem, which is frequently seen in adolescents. Therefore, intervention in this situation can be valuable for research and treatment purposes. The present study aimed to investigate the effectiveness of the school-based intervention “Dove Confident Me” on eating problems and self-esteem in female adolescents with eating disorders. This quasi-experimental research was performed using a pre-test-post-test design with a control group. The statistical population of the research included all female high school students in Bandar Abbas (Iran) in 2021. A total of 47 female students were selected by purposive sampling and randomly assigned to experimental (23 people) and control (24 people) groups. Eating Disorder Diagnostic Scale (EDDS) and Rosenberg Self-Esteem Scale (RSES) were used to collect data. Research hypotheses were tested using multivariate covariance analysis (MANCOVA). The results indicated that the school-based intervention “Dove Confident Me” had a significant effect on the improvement of symptoms of eating disorders (F = 6.41, p < 0.05) and self-esteem (F = 5.35, p < 0.05) in female adolescents with eating disorders. According to the findings, the “Dove Confident Me” intervention can improve eating problems and self-esteem of female adolescents with eating disorders by correcting social ideals about appearance and improving media literacy. Furthermore, it can be applied as an effective treatment and training method.

Dr. Mahnaz Babaei,
Volume 5, Issue 1 (1-2023)
Abstract

The present study aimed to investigate the effectiveness of life skills book training in improving the social skills, problem solving, and self-esteem of female students in Mazandaran province. The research method was experimental and the statistical population included all female students of the first year of secondary school in Mazandaran province. The sampling method was in random cluster sampling. Participants were 144 people that selected from six cities who were eligible and randomly assigned to experimental and control groups. The experimental group was trained once a week for three months during 12 two-hour sessions. Inderbitzen and Foster's social skill (1992), Eysenck 's self-esteem (1979) and Heppner's (1987) problem solving questionnaires were used to collect the data. The results indicated that the self-esteem of the experimental group after training the life skills book in the female students of Babol, Amol and Sari, and the problem-solving skill of the female students of Sari and Babol were significantly different from the control group (p<0.05). However, there was no significant difference between the control and experimental groups in self-esteem of the female students in Neka, Chalous and Tonekabon, and problem-solving skills of the female students in Neka, Babol, Chalous and Tonekabon, and social skills of the female students in all the studied cities (p>0.05). Based on these findings, it was concluded that the effectiveness of life skills book training was different from improving the social skills, problem solving, and self-esteem in the female students of Mazandaran province.

Hamideh Zahedi, Dr. Amir Hoshang Mehryar, Dr Nadereh Sohrabi, Dr. Maryam Zarnaghash,
Volume 5, Issue 4 (12-2023)
Abstract

Objective: Development of a healthy identity can significantly affect the formation of other traits, including self-esteem and body image, in individuals. The aim of the study was to develop a sexual education program and evaluate its impact on the self-esteem of elementary school children.
Methods: It was a quasi-experimental study with a pre-test-post-test design, which included a control group. The statistical population consisted of all elementary school girls in Shiraz (Iran) in 2021, and the sampling method was random from the girls' elementary schools in Shiraz. The participants were 30 female students who were randomly  assigned to two groups, experimental and control, each with 15 individuals. The Cooper Smith Self-Esteem Inventory (SEI) was used to measure self-esteem.
Results: The multivariate covariance analysis indicated that the F-statistic for personal and social self-esteem variables was significant (p < 0.001), but not for the family self-esteem variable.
Conclusions: Therefore, implementing the sexual education program for elementary school children has a positive and significant effect on personal and social self-esteem.

Dr. Maneli Shehni Karamzadeh,
Volume 6, Issue 3 (9-2024)
Abstract

Objective: The purpose of the present research was to investigate the mediating role of anxiety in the relationship between body image dissatisfaction and self-esteem; and to test whether gender moderated the proposed mediation model.
Methods: The sample participated in the study consisted of 50 adult men and women (24% men and 76% women), age from 25 to 68, attending aesthetic procedures, from November 2023 till March 2024, in  one of the Ahvaz clinics.  Three self-report instruments were used in this study which consisted of Rosenberg Self-Esteem Scale, Spielberger State-Trait Anxiety Inventory (STAI-Y) and, Littleton et al. (2005) Body Image Concern Inventory. Also, some information related to the characteristics of the respondents (gender and the level of education), were collected.
Results: The results indicated that (a) body image dissatisfaction negatively associated with self-esteem, (b) state anxiety plays a mediating role between body image dissatisfaction and self-esteem, (c) state anxiety negatively predicted self-esteem, (d) body image dissatisfaction positively related to state anxiety, and (e) gender was a moderator; meaning that the path from body image dissatisfaction to self-esteem was stronger for females than for males.
Conclusions: The findings have implications for improving self-esteem through body image and anxiety for men and women.

Dr. Ziba Nouri, Mrs Firozeh Khalil Abadinejad,
Volume 6, Issue 4 (12-2024)
Abstract

Objective: This study was undertaken with the objective of examining the efficacy of positive thinking training on the self-esteem, self-efficacy, and academic buoyancy of students.
Methods: This study employed a quasi-experimental design featuring a pre-test and post-test framework, encompassing both experimental and control groups. Among the student population enrolled at Payam Noor University, Kish branch in 2023, a sample of 30 students was selected using the accessible sampling method, divided at random into two distinct groups. For data collection, in addition to a demographic information checklist created by the researcher, the Rosenberg self-esteem questionnaire, the Sherer's General Self-Efficacy Scale, and the Academic buoyancy questionnaire developed by Hosseinchari and Dehghanizadeh were employed. The intervention program was executed in accordance with the positive thinking training package devised by Seligman et al., spanning 10 sessions, each lasting 1.5 hours on a weekly basis. Data analysis was conducted by testing the assumptions underlying parametric statistics and performing analysis of covariance utilizing SPSS-26.
Results: The results demonstrated that there existed a statistically significant change in self-esteem (F=11.15, P=0.007, and η=0.588), academic buoyancy (F=16.84, P=0.018, and η=0.603), as well as self-efficacy belief and its associated dimensions (F=13.10, P=0.015, and η=0.612) when comparing the experimental group with the control group.
 Conclusions: Consequently, the results of this research substantiate the influence of positive thinking training on the motivational frameworks of students and propose it as a viable strategy to enhance the motivational and psychological well-being of students.

Mrs Sedigheh Esmaili, Dr Mohammad Khayyer, Dr Amir Hoshang Mehryar,
Volume 7, Issue 1 (3-2025)
Abstract

Objective: The current investigation sought to evaluate the efficacy of a psychological empowerment intervention grounded in the lived experiences of divorced women alongside reality therapy in relation to the sexual self-esteem of women pursuing divorce.
Methods: This study adopted a quasi-experimental framework characterized by a pre-test and post-test design incorporating a control group. The statistical population encompassed all women seeking divorce who accessed the dispute resolution services in Lar city during the year 2019, from which a sample of 45 individuals was drawn. The instrument employed for data collection was the Sexual Self-Esteem Scale. Both univariate and multivariate analyses of covariance were utilized to assess the research hypotheses.
Results: The mean scores pertaining to sexual self-esteem across the three investigational groups exhibited a statistically significant difference. Findings from the Tukey test revealed a notable effectiveness of both training methodologies at the 0.05 significance level. Nevertheless, no statistically significant difference was detected regarding the comparative efficacy of the two approaches.
Conclusions: Consequently, imparting the aforementioned skills to couples may prove beneficial and effective in mitigating and preventing numerous conflicts that arise between partners.


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