درخت حوزه‌های تخصصی

Grit, defined as the relentless pursuit of long-term goals through passion and perseverance, has emerged as a crucial adaptive resource associated with success across various domains. Despite its acknowledged significance, limited research has examined the social and contextual determinants of grit, particularly in non-Western contexts. This study addresses this gap by exploring two potential social antecedents – perceived social support and parenting styles – among students preparing for the Union Public Service Commission (UPSC) examination. The results revealed significant associations between students' grit scores and both their perceived social support and parenting styles included in the study. Furthermore, parenting styles also emerged as significant predictors of grit. These findings not only highlight the complex relationship between social factors and grit but also offer valuable insights for promoting grit in the demanding context of UPSC exam preparation. This research contributes to the understanding of grit's social antecedents and suggests directions for future research in this domain.

Objective: Patients with Ménière's often experience multiple psychological problems and are not satisfied with the results of medication therapy. This study aimed to evaluate the effectiveness of cognitive-behavioral therapy (CBT) on anxiety, lifestyle, and experiential avoidance in patients with Ménière's disease.  Method: The study employed a quasi-experimental design with a pre-test, post-test, and one-month follow-up approach. The statistical population comprised all patients diagnosed with Ménière's disease who sought treatment at the specialized ear clinic affiliated with Mashhad Medical Sciences Hospital between January and March 2023. From this population, 30 patients meeting the inclusion criteria were selected using an oriented sampling method. Participants were randomly assigned to a CBT intervention group (n = 15) and a control group (n = 15). Data collected at three time points—pre-intervention, post-intervention, and 30 days after the intervention—using the Smith Lifestyle Questionnaire, Bond Experiential Avoidance Questionnaire, and the Anxiety subscale of the DASS-21. The data were analyzed using repeated measures analysis of variance. Results: The results indicated a significant reduction in anxiety levels in the CBT group compared to the control group in both the post-test and follow-up assessments (P < 0.05). Additionally, a significant improvement was observed in lifestyle scores in the CBT group relative to the control group (P < 0.05). The difference in experiential avoidance between the two groups was also statistically significant (P < 0.05).  Conclusion: The findings suggest that cognitive-behavioral therapy is effective in reducing anxiety and experiential avoidance while improving lifestyle in patients with Ménière's disease. These results underscore the potential of CBT as an adjunctive treatment in managing the psychological and lifestyle-related challenges associated with Ménière's disease.

Self-handicapping behaviors and reduced academic engagement are among the significant challenges facing students, which can negatively impact their academic performance and progress. The present study aimed to determine the effect of self-determination skills training on self-handicapping behaviors and academic engagement among male students majoring in elementary education at Farhangian University of Zabol. This research was applied in terms of purpose and quasi-experimental with a pretest-posttest control group design in terms of methodology. The statistical population included all male students majoring in elementary education at Farhangian University of Zabol during the 2024-2025 academic year, totaling 500 individuals. The research sample consisted of 30 participants who were selected through purposive sampling and randomly assigned to two groups: experimental (n=15) and control (n=15). Data collection instruments included the Zarang Academic Engagement Questionnaire (2012), Cunningham Self-Handicapping Behavior Questionnaire (2015), and Jalili Self-Determination Skills Training Package (2020). Data were analyzed using univariate and multivariate analysis of covariance (ANCOVA). The results indicated that self-determination skills training had a significant effect on reducing self-handicapping behaviors (P=0.001) and increasing academic engagement (P=0.001) among students. Self-determination skills training can be utilized as an effective intervention for reducing self-handicapping behaviors and improving academic engagement among elementary education students.

This study aimed to develop a model of psychological flexibility in high school students based on academic resilience, with sense of coherence as a mediating variable. A descriptive correlational design utilizing structural equation modeling was employed, involving 350 secondary school students from Khorramabad, Iran, in the 2023–2024 academic year, selected through cluster random sampling. Data were collected using the Multidimensional Cognitive Flexibility Questionnaire, the Sense of Coherence Questionnaire (short version), and the Academic Resilience Scale. Statistical analyses were conducted using SPSS26 and AMOS24. The findings revealed significant direct effects of academic resilience (β=0.31, p<0.001) and sense of coherence (β=0.51, p<0.001) on psychological flexibility, as well as a direct effect of academic resilience on sense of coherence (β=0.56, p<0.001). Additionally, sense of coherence partially mediated the relationship between academic resilience and psychological flexibility (indirect effect=0.28, p<0.001), with academic resilience explaining 32% of the variance in sense of coherence and, together with sense of coherence, accounting for 52% of the variance in psychological flexibility. These results suggest that fostering academic resilience and sense of coherence can significantly enhance students’ psychological flexibility, providing a foundation for designing educational and psychological interventions to improve mental health and academic performance.