Health Nexus

The objective of this study was to examine the effect of selected exercises on the motor development of overweight and obese Iraqi children aged 8 to 9 years, considering the moderating role of gender. This research employed a quasi-experimental design with a pre-test and post-test structure, including both control and experimental groups. The statistical population consisted of overweight and obese children aged 8 to 9 years in the city of Baghdad. The sample included 40 children from Baghdad, selected voluntarily and based on inclusion and exclusion criteria using convenience sampling. To measure motor development, the short form of the second edition of the Bruininks-Oseretsky Test of Motor Proficiency was utilized. The selected exercises were derived from the SPARK training protocol. Data analysis was conducted using factorial analysis of variance (ANOVA) and univariate analysis of covariance (ANCOVA). All statistical procedures were performed using SPSS version 25, with a significance level set at p < 0.05. The results indicated a significant difference in fine motor skills between the experimental and control groups following the implementation of the selected exercises (p < 0.05). However, the effect of gender was not significant (p > 0.05). Furthermore, the mean scores of the experimental group in both gross motor skills and fine motor skills were significantly higher than those of the control group (p < 0.001). The effect of gender was significant for gross motor skills (p < 0.05) but not for fine motor skills (p > 0.05). The findings suggest that the selected exercises effectively enhance the fine motor skills of overweight and obese Iraqi children aged 8 to 9 years, with no significant difference between boys and girls. However, the effectiveness of the selected exercises on gross motor skills differs between overweight and obese boys and girls in this age group.

This study aimed to examine the effect of emotional intelligence training on academic commitment, emotional self-regulation, and academic performance in male students at Farhangian University in Khuzestan. The study utilized an experimental field design with a pretest-posttest control group structure. The statistical population included all male students at Farhangian University in Ahvaz during the 2017–2018 academic year. A total of 72 students were randomly selected and assigned to either the experimental group (n = 36) or the control group (n = 36). The intervention consisted of ten one-hour sessions of emotional intelligence training based on Bar-On’s model. The data collection instruments included the Academic Commitment Scale (Fredricks et al., 2004), the Emotional Self-Regulation Scale (Gross & John, 2003), and academic performance measured by students' semester grade point averages. Data analysis was conducted using multivariate analysis of covariance (MANCOVA) and analysis of covariance (ANCOVA) to determine the effectiveness of the intervention. The results showed that emotional intelligence training had a significant positive effect on academic commitment (F(1, 64) = 7.14, p = 0.009), emotional self-regulation (F(1, 64) = 8.21, p = 0.006), and academic performance (F(1, 64) = 9.48, p = 0.004). The experimental group demonstrated higher scores in all three variables compared to the control group. The intervention was particularly effective in enhancing students' ability to regulate emotions and remain committed to their academic responsibilities. The findings suggest that emotional intelligence training can improve students’ academic commitment, enhance their emotional self-regulation, and lead to better academic performance. Implementing emotional intelligence training in teacher education programs at Farhangian University may foster long-term improvements in both students' personal development and their future impact as educators

The present study aimed to investigate the relationship between anxiety and self-efficacy with the mediating role of cognitive flexibility among female university students. This research was a fundamental and descriptive study using a path analysis method within a correlational design. The statistical population included all female students at the Islamic Azad University, Garmsar Branch, in 2024. Using purposive and convenience sampling, 295 valid questionnaires were collected. Data were gathered using the Sherer General Self-Efficacy Scale, the Beck Anxiety Inventory, and the Cognitive Flexibility Inventory by Dennis and Vander Wal. To analyze the data, Pearson correlation coefficients and multiple regression analyses within a structural equation modeling framework were conducted using SPSS version 25 and AMOS, with a significance level set at p < .05. Pearson correlation results showed that anxiety had a significant negative correlation with both self-efficacy (r = -0.52, p < .001) and cognitive flexibility (r = -0.46, p < .001), while cognitive flexibility had a significant positive correlation with self-efficacy (r = 0.59, p < .001). The structural model revealed that anxiety significantly and negatively predicted self-efficacy (β = -0.38, p < .001) and cognitive flexibility (β = -0.36, p < .001), whereas cognitive flexibility significantly and positively predicted self-efficacy (β = 0.47, p < .001). The indirect effect of anxiety on self-efficacy through cognitive flexibility was also significant (β = -0.17, p < .001), confirming the mediating role of cognitive flexibility. Model fit indices indicated a good fit (χ²/df = 1.96, GFI = 0.93, CFI = 0.96, RMSEA = 0.047). The findings highlight the critical role of cognitive flexibility in mitigating the negative impact of anxiety on self-efficacy. Enhancing cognitive flexibility in academic and clinical settings may serve as a valuable strategy to improve self-efficacy and reduce anxiety among female students.

One of the disorders that has affected many individuals today is Attention Deficit Disorder. The present study aimed to examine the effectiveness of Repetitive Transcranial Magnetic Stimulation (rTMS) on obsessive-compulsive symptoms in adults diagnosed with Attention Deficit Disorder. This study utilized a quasi-experimental design with pretest-posttest and a control group. The statistical population included all adults diagnosed with Attention Deficit Disorder who visited psychological clinics in Yazd, Iran, in 2024. From this population, 30 individuals were selected through convenience sampling based on inclusion and exclusion criteria. Participants were then randomly assigned to the intervention group (n = 15) and the control group (n = 15). The research instrument was the Maudsley Obsessive-Compulsive Inventory (MOCI). Participants in the experimental group received 10 sessions of rTMS, each lasting 20 minutes. Data were analyzed using ANCOVA in SPSS version 23. The results indicated a significant reduction in obsessive-compulsive symptom scores in adults with Attention Deficit Disorder in the intervention group compared to the control group after receiving treatment (F = 23.22, p < .05). According to the effect size results, 71% of the variance between the intervention and control groups in obsessive-compulsive symptoms was attributable to rTMS treatment. Given the study’s findings, rTMS may be an effective intervention for reducing obsessive-compulsive symptoms in adults with Attention Deficit Disorder.

Success in sport has traditionally been attributed to physical fitness, technical skill, and mental resilience, with grittiness—determination and passion for long-term goals—reigning supreme over the last decade. This narrative synthesis brings together recent research to position patience as an individual construct, and how it is used in performance enhancement, injury rehabilitation, learning of skills, and career duration. The review sets out to classify patience into three dimensions—interpersonal, life hardships, and daily hassles—and compares it with equivalent constructs like grit, self-control, and mental toughness. Dual-process theory and temporal motivation theory are the theoretical models used to describe patience's cognitive and motivational mechanisms. Patience has been found to have evidence for its effectiveness in enhancing decision-making, emotion regulation, and attentional focus, as well as moderating physiological stress and recovery from injury. Practical applications to coaches, athletes, and sport psychologists are discussed, and suggestions for enhancing patience with targeted interventions are presented. By completing the gaps in the literature, this review argues for more visibility for patience as a critical component of sporting success.

This study investigated the effects of a structured two-week exercise intervention combining wrestling drills, resistance training, and high-intensity interval training (HIIT) on body composition and performance metrics in adolescent wrestlers aged 15-19 years. Twenty male wrestlers from Soltanieh city were divided into experimental and control groups. The experimental group underwent a structured exercise intervention including resistance training (once weekly at 50-55% 1RM), HIIT (four to five 35-meter sprints), and speed training (50-meter sprints), alongside regular wrestling drills. Body composition (weight, BMI, body fat percentage) and performance metrics (power, strength, fatigue index) were assessed pre- and post-intervention. Analysis of covariance revealed significant improvements in the experimental group for weight reduction (F(1,17)=8.24, p=0.007, η²=0.182), body fat percentage (F(1,17)=15.63, p<0.001, η²=0.297), power output (F(1,17)=12.81, p=0.001, η²=0.257), strength (F(1,17)=9.45, p=0.004, η²=0.203), and fatigue resistance (F(1,17)=8.32, p=0.006, η²=0.183). BMI changes remained non-significant between groups (F(1,17)=2.87, p=0.098, η²=0.072). The structured exercise intervention effectively improved body composition while maintaining or enhancing performance metrics in adolescent wrestlers. The significant improvements in power output, strength, and fatigue resistance, concurrent with weight reduction, suggest this approach as a viable alternative to traditional rapid weight loss methods. These findings provide valuable insights for developing evidence-based weight management protocols that prioritize both performance and athlete health.

This study aims to examine abortion in the metropolis of Tehran using the grounded theory method, employing purposive and snowball sampling, and conducting semi-structured interviews with 17 women born in the 1980s who underwent at least one elective abortion in a clinic under the supervision of a specialist physician between 2021 and 2024. The data analysis, conducted using the interpretive analysis method of Strauss and Corbin, revealed two distinct pregnancy patterns among the respondents. In the first group, the causal factor was the convergence toward the discourse of definitive childlessness or low fertility. The contextual factors included the hardships of childbearing, economic difficulties, women's employment, and idealism in child-rearing. The intervening factors comprised a non-supportive environment for childbearing in society, marital life, and women's social networks. The interactions were characterized by changes in fertility behavior and a shift in women's perspective on childbearing. In the second group, the causal factor was the existence of extramarital relationships. The contextual factors included the dysfunctionality of marital life, prolonged suppression of sexual and emotional needs, husbands' extramarital affairs, and the perceived positive functions of extramarital relationships. The intervening factor was the obstacles to divorce. The interactions involved engagement with peer social networks, shifts in women's attitudinal and behavioral frameworks, and resistance to traditional and religious socialization. The core category derived from the study is "a new reading of abortion," which encompasses both the physical and non-physical consequences experienced by the actors involved.

Borderline personality disorder, a severe and pervasive mental health condition, has attracted the interest of many researchers. Therefore, the present study aimed to examine the effectiveness of schema therapy on obsessive-compulsive disorder in individuals with borderline personality disorder. This study employed a quasi-experimental design with a pretest-posttest control group structure. The statistical population included all married women diagnosed with borderline personality disorder who visited the Family Green Psychological Services Center in Semnan in 2024. From this population, 30 individuals were selected using purposive sampling based on inclusion and exclusion criteria and were randomly assigned to either the experimental or control group (15 participants per group). The research instrument was the Maudsley Obsessive-Compulsive Inventory (MOCL). The schema therapy sessions were conducted based on the schema therapy protocol developed by Young et al. (2003; translated by Hamidpour, 2007). Data analysis was performed using SPSS-24 software and multivariate analysis of covariance (MANCOVA) while ensuring statistical assumptions were met. The results indicated that after controlling for the pretest effect, the difference in pretest-posttest scores in the experimental group for obsessive-compulsive disorder was statistically significant. Additionally, the posttest mean scores for obsessive-compulsive disorder in the experimental group were significantly lower than those in the control group (p < .001). Based on the study findings, schema therapy has a significant impact on the research variables. To enhance the external validity of the findings, further studies in this area are recommended.

The objective of this study was to examine the effect of selected exercises on the motor development of overweight and obese Iraqi children aged 8 to 9 years, considering the moderating role of gender. This research employed a quasi-experimental design with a pre-test and post-test structure, including both control and experimental groups. The statistical population consisted of overweight and obese children aged 8 to 9 years in the city of Baghdad. The sample included 40 children from Baghdad, selected voluntarily and based on inclusion and exclusion criteria using convenience sampling. To measure motor development, the short form of the second edition of the Bruininks-Oseretsky Test of Motor Proficiency was utilized. The selected exercises were derived from the SPARK training protocol. Data analysis was conducted using factorial analysis of variance (ANOVA) and univariate analysis of covariance (ANCOVA). All statistical procedures were performed using SPSS version 25, with a significance level set at p < 0.05. The results indicated a significant difference in fine motor skills between the experimental and control groups following the implementation of the selected exercises (p < 0.05). However, the effect of gender was not significant (p > 0.05). Furthermore, the mean scores of the experimental group in both gross motor skills and fine motor skills were significantly higher than those of the control group (p < 0.001). The effect of gender was significant for gross motor skills (p < 0.05) but not for fine motor skills (p > 0.05). The findings suggest that the selected exercises effectively enhance the fine motor skills of overweight and obese Iraqi children aged 8 to 9 years, with no significant difference between boys and girls. However, the effectiveness of the selected exercises on gross motor skills differs between overweight and obese boys and girls in this age group.

This study aimed to examine the effect of emotional intelligence training on academic commitment, emotional self-regulation, and academic performance in male students at Farhangian University in Khuzestan. The study utilized an experimental field design with a pretest-posttest control group structure. The statistical population included all male students at Farhangian University in Ahvaz during the 2017–2018 academic year. A total of 72 students were randomly selected and assigned to either the experimental group (n = 36) or the control group (n = 36). The intervention consisted of ten one-hour sessions of emotional intelligence training based on Bar-On’s model. The data collection instruments included the Academic Commitment Scale (Fredricks et al., 2004), the Emotional Self-Regulation Scale (Gross & John, 2003), and academic performance measured by students' semester grade point averages. Data analysis was conducted using multivariate analysis of covariance (MANCOVA) and analysis of covariance (ANCOVA) to determine the effectiveness of the intervention. The results showed that emotional intelligence training had a significant positive effect on academic commitment (F(1, 64) = 7.14, p = 0.009), emotional self-regulation (F(1, 64) = 8.21, p = 0.006), and academic performance (F(1, 64) = 9.48, p = 0.004). The experimental group demonstrated higher scores in all three variables compared to the control group. The intervention was particularly effective in enhancing students' ability to regulate emotions and remain committed to their academic responsibilities. The findings suggest that emotional intelligence training can improve students’ academic commitment, enhance their emotional self-regulation, and lead to better academic performance. Implementing emotional intelligence training in teacher education programs at Farhangian University may foster long-term improvements in both students' personal development and their future impact as educators