مقالات فارسی
Publication Date: 2013/09/23
اندازه گیری تربیتی (2252004X)(13)pp. 193-211
Objective: The present paper aims at investigating psychometric properties of Social Emotional Learning Scale (SELS) among a sample of 4th and 5th grade Iranian male students. Statistical Population: The statistical population consisted of all 4th and 5th grade male students of elementary schools who studied in schools of Isfahan during the school year 2010-2011. To do so, 380 students of Isfahan elementary schools were selected using multistage random cluster sampling method and were asked to fill out social emotional learning questionnaire. The SELS is a self-report questionnaire made up of 20 items, which assesses three criteria: self-regulation (SR), peer relationships (PR), and task articulation (TA). The data were analyzed using confirmatory factor analysis. Results: Cronbach’s alpha coefficient for the total scale and its subscales were 0.85 (total), 0.71 (SR), 0.83 (PR) and 0.79 (TA). The confirmatory factor analysis also confirmed the accuracy of the three factors (task articulation (TA), peer relationships (PR), and selfregulation (SR)). The results suggested that SELS is a three-factor, reliable tool for assessing and evaluating dimensions of social emotional learning among elementary students.
Publication Date: 2024
Journal of Education and Health Promotion (22779531)13(1)
BACKGROUND: Multiple sclerosis is a central neurogenic demyelinating disease. This is one of the most common neurological diseases in humans and is the most debilitating at a young age. Symptoms of multiple sclerosis include vision problems, balance problems, dizziness, sensory disturbances, chronic neuropathy, and fatigue. MATERIAL AND METHODS: A quasi-experimental study with pretest, posttest, and one-month follow-up design was conducted to evaluate the effectiveness of positive psychotherapy on distress tolerance and feelings of entrapment in 30 patients with multiple sclerosis (MS). Patients were conveniently sampled in 2021 and randomly assigned to either an experimental or control group, with 15 patients in each. The experimental group underwent eight sessions of 90-min positive psychotherapy over consecutive weeks, while the control received no therapy. Both groups completed the Simons and Gaher Distress Tolerance Questionnaire (DTS) and feeling entrapment questionnaire before and after the intervention period as pre- and posttests. Repeated measures analysis of variance (ANOVA) was performed on the collected data using SPSS 22 software to compare changes between the groups over time and assess the impact of the psychotherapy. RESULTS: Repeated measures ANOVA results showed that positive psychotherapy had a significant effect in increasing distress tolerance (Sig = 0/001 and F = 545/434) and reducing feelings of entrapment (Sig = 0/001 and F = 275/05). CONCLUSION: Positive psychotherapy increases distress tolerance and reduces the feelings of entrapment in MS patients. It is therefore suggested that interventions based on positive psychological points should be done in different centers. The context should be repeated and include larger and more ethnically and socioeconomically diverse examples. © 2024 Journal of Education and Health Promotion.