Volume 24, Issue 1 (April & May 2021)
J Arak Uni Med Sci 2021, 24(1): 150-167 |
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Zarimoghadam Z, Davoodi H, Ghafari K, Jamilian H. The Effects of Mental Self-care Training on Mental Health and Academic Achievement in Students. J Arak Uni Med Sci 2021; 24 (1) :150-167
URL: http://jams.arakmu.ac.ir/article-1-6283-en.html
URL: http://jams.arakmu.ac.ir/article-1-6283-en.html
1- Department of Psychology, Faculty of Humanities, Khomein Branch, Islamic Azad University, Khomein, Iran.
2- Department of Educational Sciences, Faculty of Humanities, Garmsar Branch, Islamic Azad University, Garmsar, Iran. , davoudi _1351@yahoo.com
3- Department of Educational Sciences, Faculty of Humanities, Garmsar Branch, Islamic Azad University, Garmsar, Iran.
4- Department of Psychiatry, School of Medical, Arak University of Medical Sciences, Arak, Iran.
2- Department of Educational Sciences, Faculty of Humanities, Garmsar Branch, Islamic Azad University, Garmsar, Iran. , davoudi _1351@yahoo.com
3- Department of Educational Sciences, Faculty of Humanities, Garmsar Branch, Islamic Azad University, Garmsar, Iran.
4- Department of Psychiatry, School of Medical, Arak University of Medical Sciences, Arak, Iran.
Abstract: (2774 Views)
Background and Aim: The development of any society depends on the educational system of that society. The educational system can be efficient and successful when considering the academic performance of learners in different courses. This study aimed to investigate the effects of mental self-care education on students’ mental health and academic motivation.
Methods & Materials: This was a quasi-experimental study with unequal control and experimental groups. The statistical population of this study was students referring to school counseling centers; 40 of them (n=20/group) were selected by random sampling method. The Depression, Anxiety, and Stress Scale - 21 Items (DASS-21), and Academic Performance Rating Scale were used to collect the necessary data. Psychological self-care training was presented to the experimental group in ten 2-hour sessions. Then, a posttest was conducted on the study groups. Data analysis was performed using Multivariate Analysis of Covariance (MANCOVA).
Ethical Considerations: This article was approved by the Ethics Committee of the Islamic Azad University, Khomeini Branch (Code: IR.IAU.ARAK.REC.1399.001).
Results: The obtained findings indicated that mental self-care education was effective on students’ mental health (P<0.05). Furthermore, psychological self-care education was ineffective on students’ academic motivation.
Conclusion: Mental self-care education was used to improve mental health; however, this training did not affect academic motivation in the examined subjects.
Methods & Materials: This was a quasi-experimental study with unequal control and experimental groups. The statistical population of this study was students referring to school counseling centers; 40 of them (n=20/group) were selected by random sampling method. The Depression, Anxiety, and Stress Scale - 21 Items (DASS-21), and Academic Performance Rating Scale were used to collect the necessary data. Psychological self-care training was presented to the experimental group in ten 2-hour sessions. Then, a posttest was conducted on the study groups. Data analysis was performed using Multivariate Analysis of Covariance (MANCOVA).
Ethical Considerations: This article was approved by the Ethics Committee of the Islamic Azad University, Khomeini Branch (Code: IR.IAU.ARAK.REC.1399.001).
Results: The obtained findings indicated that mental self-care education was effective on students’ mental health (P<0.05). Furthermore, psychological self-care education was ineffective on students’ academic motivation.
Conclusion: Mental self-care education was used to improve mental health; however, this training did not affect academic motivation in the examined subjects.
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