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Showing 3 results for Sabagh

Somayeh Sabaghi, Iran Mahdi Zadegan,
Volume 19, Issue 90 (8-2020)
Abstract

Background: Numerous studies have addressed social acceptance and natural disability among students. But there is a gap in the comparison between social acceptance and natural disability among students with internalized behavioral disorders and normal students. Aims: Therefore, The present study was conducted aiming to compare social desirability and alexithymia among students with internalized behavioral disorder and normal students in the city of Isfahan. Method: The research method was causal-comparative. The statistical population included all first high school adolescents with internalized behavioral disorder and normal ones in academic year 2017-18 in the city of Isfahan. The sample size in the study included 50 students with internalized behavioral disorder and 50 normal adolescents in the city of Isfahan who were selected through multi-stage clustered random sampling method. The applied instruments included children and adolescents behavioral inventory, alexithymia, social desirability scale and demographic factors questionnaire. The data from the study were analyzed through repeated measurement MANOVA method. Results: The results showed that there is a significant difference between social desirability, alexithymia among students with internalized behavioral disorder and normal students in the city of Isfahan (p<0/001). Thus, students with internalized behavioral disorder have lower social acceptability and higher alexithymia than normal students. Conclusions: It can be concluded that internalized behavior disorder is associated with psychological, emotional and social vulnerability, low social acceptability and high natural cognition.

Masoumeh Shahablavasani, Zahra Sabaghian, Fatemeh Ahmad Beygi,
Volume 19, Issue 91 (10-2020)
Abstract

Background: Previous studies have identified cultures and introduced the culture of students to themselves and other different cultures. However, there is little research on the multidisciplinary study of high school students on multicultural components in the research gap curriculum. Aims: The purpose of this study was to identify the perception of second grade high school students of multicultural components in the curriculum. Method: This was a descriptive-survey research. The statistical population consisted of all high school students of Tehran Secondary School in the academic year of 2018-2019. 382 students were selected by stratified random sampling from north, south, east, west. The research tools are: researcher-made questionnaire (including 23 questions in 5 components, acceptance of diversity and plurality, peaceful coexistence with respect, avoidance of prejudice and prejudice, consideration of ethnic customs and customs, coverage of ethnic groups). Results were analyzed by partial least squares (PLS) method. Results: Students have a high understanding of the components of multicultural education such as acceptance of diversity and pluralism, peaceful coexistence with respect, avoidance of prejudice and prejudice, but of the components of attention to customs, customs and language, covering and perceiving ethnicity. Not high (P< 0/05). Conclusions: The students' perception model has a good fit with the components of acceptance of diversity and plurality, peaceful coexistence, attention to customs, avoidance of prejudice and discrimination and ethnic clothing coverage.

Yousef Sabagh, , Khadijeh Abolmaali,
Volume 22, Issue 128 (11-2023)
Abstract

Background: little research has compared the efficacy of Myers/Briggs typology training and schema-based training on psychological well-being. This gap in the literature is particularly relevant to the context of Yazd students, who may face unique cultural and educational challenges that impact their psychological well-being.
Aims: The purpose of this research was to investigate the efficacy of Myers/Briggs personality typology training and schema-based training on students' psychological well-being.
Methods: The present research method was a semi-experimental type of pre-test and post-test with a control group and a two-month follow-up. The statistical population included all the students of Yazd city in 2023, of which 60 people were selected using the available sampling method, 20 of them placed in the control group and 20 in each experimental group. Psychological well-being questionnaire (Ryff, 1989) was used to collect information. For the training interventions of the experimental groups, the personality typology training packages of Catherine Myers and Linda Kirby translated by Arsam Hordad (2021), and the training package based on Yang et al.'s schema (1950) were used. Members of the control group did not receive any intervention. Descriptive statistics and variance analysis with repeated measures were used in SPSS version 26 software for data analysis.
Results: The findings showed that Myers/Briggs personality typology training and schema-based training increases students' psychological well-being (p>0.05). Also, the results showed that there is a significant difference between the efficacy of Myers/Briggs personality typology training and schema-based training on psychological well-being.
Conclusion: Based on the findings, it is possible to help improve the mental health of students by designing educational courses and workshops and providing the necessary conditions for their implementation. Additionally, universities can organize various workshops and seminars with the focus on preparing students for university life.


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