Journal of Modern Psychology

  Objective : It is crucial to prioritize the enhancement of teachers’ mental health within the education system. As a result, this study aims to examine the impact of a Pilates training course on the psychological and mental well-being of school teachers, encompassing aspects such as depression and self-esteem. Methods : The research was carried out using a quasi-experimental approach. The study involved 60 elementary school teachers who were chosen through convenience sampling and then randomly and equally divided into two groups - experimental and control. Data was collected using standard questionnaires. T tests and ANCOVA were used to analyze data.  Results : The results showed that there is no significant difference in both depression and self-esteem in the pretest (both P>0.05). However, it was observed that experimental group had significantly lower depression and higher self-esteem compared to control group in the posttest (both P=0.001). Finally, the results of ANCOVA showed significant differences between experimental and control groups in both depression and self-esteem (both P=0.001). Conclusions : These findings indicate that it is possible to recommend Pilates exercise and movement activities as a way to improve mental health, self-esteem, satisfaction with life, efficiency, positive mood and reduce mental and emotional tensions in school teachers.

  Objective : The increasing demands of the teaching profession, especially in private schools, have made work-related stress a major contributor to the decline of mental well-being among teachers. Understanding the relationship between work stress and mental well-being is crucial in order to help teachers deal with this overwhelming problem. This study examined work stress as a correlate of mental well-being among private secondary school teachers, and to assess whether gender, marital status, and teaching experience moderate this relationship. Methods : A descriptive correlational research design was adopted for this study. The target population of the study was 1,253 private school teachers and a sample of size of 424 private school teachers was utilised using stratified random sampling method. The instruments utilised for data collection are the School Teachers Job Stressor Scale (STJSS) and the General Health Questionnaire (GHQ-12). Pearson correlation and hierarchical multiple regression analyses were used to analyze the data. Results: The results showed a significant negative correlation between work stress and mental well-being (r = -0.767, p < 0.001). Gender significantly moderated the relationship (β = .187, p < 0.001), with male teachers showing greater susceptibility. Marital status (β = -0.191, p < 0.001) and teaching experience (β = .187, p < 0.001) also significantly moderated the relationship, indicating that married and less experienced teachers were more negatively affected by work stress. Conclusion : The study concludes that high work stress significantly diminishes the mental well-being of private school teachers, with the magnitude of this impact varying significantly across demographic variables such as gender, marital status, and years of teaching experience.

  Objective: Nowadays, the excessive use of smartphones has become a major public health concern. In this context, a syndrome known as Fear of Missing Out (FoMO) has emerged, which is linked to various mental health issues. : This study aimed to examine the relationship between personality traits and Fear of Missing Out (FoMO) during the COVID-19 pandemic. Methods: This correlational study was conducted on a statistical population consisting of students from the University of Tabriz. A total of 337 students were selected through convenience sampling. Data were collected using the NEO Five-Factor Inventory and the FoMO scale, and analyzed using Pearson correlation analysis at a significance level of 0.05. Results: The findings revealed a significant positive correlation between FoMO and the personality traits of neuroticism, extraversion, openness to experience, and agreeableness (P < 0.05). Conclusion: Based on the results of this study, it can be concluded that personality traits serve as good predictors of Fear of Missing Out (FoMO).

  Objective: Interaction with classmates is a vital element that contributes to completing tasks and acquiring social skills in education. On the other hand, education, learning, and development are closely and reciprocally linked with culture in every society. Given Iran’s multicultural and multiethnic context, multicultural education can help reduce discrimination and enhance students' engagement and in-group interaction. This study aimed to investigate the relationship between multicultural education and academic engagement among students at Hakim Sabzevari University. Methods: The research method was descriptive-correlational. The statistical population included 8,199 students at Hakim Sabzevari University. Using random sampling and Morgan’s table, 390 students were selected as the sample. The Multicultural Education Questionnaire and the Academic Engagement Scale (AES) were administered. Data were analyzed using correlation methods and SPSS version 27 at a significance level of 0.05. Results: Findings indicated a significant relationship between multicultural education and academic engagement (p = 0.05). Conclusion: The results suggested that applying cooperative and participatory teaching methods and emphasizing social justice in multicultural education leads students to be more inclined toward group work, ultimately fostering educational and cultural development.

  Objective : Autism spectrum disorder is a complex neurodevelopmental disorder characterized by communication problems, limited social interactions, and repetitive behaviors. The present study aimed to investigate the effectiveness of play therapy education with a parent-child approach in improving social skills in children with autism spectrum disorder. Methods: This study was a quasi-experimental study with a pre-test-post-test design, a control group, and a follow-up phase. The statistical population of the study included children with autism at the Justice Center in Isfahan. The sample of the present study included 30 children with autism, including 30 children with autism, who were selected using purposive sampling and were divided into two experimental and control groups. The research instrument used was the Autism Social Skills Profile (ASSP), and play therapy education sessions with a parent-child approach were implemented in ten 90-minute sessions once a week on the experimental group. The research data were analyzed using repeated measures analysis of variance and Bonferroni post hoc test and SPSS version 24 software. Results: The research findings showed that the difference between the experimental and control groups in terms of the mean scores of social skills variables in all stages of the experiment was significant (P<0.001). Conclusion: The results of this study show that play therapy education with a parent-child approach can help improve children's social skills. Therefore, its use is recommended to strengthen social skills in children with autism spectrum disorder. Objective : Autism spectrum disorder is a complex neurodevelopmental disorder characterized by communication problems, limited social interactions, and repetitive behaviors. The present study aimed to investigate the effectiveness of play therapy education with a parent-child approach in improving social skills in children with autism spectrum disorder. Methods: This study was a quasi-experimental study with a pre-test-post-test design, a control group, and a follow-up phase. The statistical population of the study included children with autism at the Justice Center in Isfahan. The sample of the present study included 30 children with autism, including 30 children with autism, who were selected using purposive sampling and were divided into two experimental and control groups. The research instrument used was the Autism Social Skills Profile (ASSP), and play therapy education sessions with a parent-child approach were implemented in ten 90-minute sessions once a week on the experimental group. The research data were analyzed using repeated measures analysis of variance and Bonferroni post hoc test and SPSS version 24 software. Results: The research findings showed that the difference between the experimental and control groups in terms of the mean scores of social skills variables in all stages of the experiment was significant (P<0.001). Conclusion: The results of this study show that play therapy education with a parent-child approach can help improve children's social skills. Therefore, its use is recommended to strengthen social skills in children with autism spectrum disorder.

  Objective : This study aimed to investigate the effectiveness of Transactional Analysis Therapy on the quality of life and anxiety in children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Methods : A quasi-experimental design, utilizing a pre-test, post-test, and follow-up with a control group, was employed. The statistical population comprised students with ADHD in exceptional schools in Rasht during the 2023-2024 academic year. A total of 30 participants were selected using purposive sampling and randomly assigned to either the experimental or control group. Research instruments included Short Form-36 Health Survey (SF-36) and the Beck Anxiety Inventory (BAI). The experimental group received 8 one-hour sessions of Transactional Analysis Therapy, while the control group received no intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Tukey's post-hoc test via SPSS software, with a significance level set at p<.01. Results : The findings indicated that Transactional Analysis Therapy had a significant positive effect on improving both anxiety and quality of life in the experimental group (p<.01). These positive effects were maintained during the two-month follow-up phase. Conclusion : It can be concluded that Transactional Analysis Therapy is effective in enhancing the quality of life and reducing anxiety in children with Attention-Deficit/Hyperactivity Disorder.