Journal of Adolescent and Youth Psychological Studies (JAYPS)

The present study aimed to determine the mediating role of psychological capital in the relationship between academic self-efficacy, academic engagement, and academic meaningfulness with academic achievement.

This study is descriptive in nature and employs a correlational-structural equation modeling (SEM) approach. The statistical population consists of middle school students in Wasit, Iraq, during the spring of 2024. A total of 174 students were selected as the sample through convenience sampling. The research instruments included the Psychological Capital Questionnaire (Luthans, 2007), the Academic Self-Efficacy Questionnaire (Midgley et al., 2000), the Academic Engagement Questionnaire (Fredricks et al., 2004), the Academic Meaningfulness Questionnaire (Henderson-King & Smith, 2006), and the Academic Achievement Questionnaire (Wells, 2010). The collected data were analyzed using Pearson correlation and structural equation modeling through SPSS 22 and AMOS 19 software. The results indicated a significant and positive direct relationship between academic self-efficacy, academic engagement, academic meaningfulness, and psychological capital with academic achievement (p < .01). Additionally, the relationship between academic self-efficacy, academic engagement, and academic meaningfulness with psychological capital was also found to be significantly positive and direct (p < .01). Furthermore, the results of structural equation modeling demonstrated that psychological capital mediates the relationship between academic self-efficacy, academic engagement, and academic meaningfulness with academic achievement (p < .01).

Objective: The present study aims to examine the effectiveness of "Religious Spirituality" training in improving interpersonal relationships and personality development.

Methods and Materials: The research method employed was an experimental design with a pre-test and post-test and a control group. The target population consisted of male high school students in the second stage of secondary education from one of the high schools in District 2 of Kerman, who were in the 11th grade and aged 17–18 during the 2024–2025 academic year. From this population, a sample of 24 students who scored low on the Relationship Quality Questionnaire was selected. After obtaining their consent to participate in the study, they were randomly assigned to either the experimental group (n=12) or the control group (n=12). The experimental group received nine 90-minute sessions of spirituality training based on the teachings of Islam, following the book Psychotherapy and Spirituality (Wiesgatt, 2008) and the spiritual interventions of Richards and Bergin (2005), while the control group did not receive any training. For data analysis, descriptive and inferential statistics (analysis of covariance) were applied using SPSS-26 software. The research data were collected using the Relationship Quality Questionnaire (Pierce et al., 1991) and the Gray-Wilson Personality Questionnaire (GWPQ).

Findings: The results indicated a significant difference between the experimental and control groups in the variable of relationship improvement (F=81.03, P=0.000) and the variable of personality development (F=91.01, P=0.000).

Conclusion: The findings suggest that "Religious Spirituality" training significantly enhances interpersonal relationships and personality development. Integrating spirituality into education can foster self-awareness, resilience, and prosocial behaviors, emphasizing the need for further research in diverse populations.

Objective: This study aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) in reducing anxiety and improving emotion regulation in adolescent girls.

Methods and Materials: This study employed a randomized controlled trial (RCT) design with 30 adolescent girls from Tehran, randomly assigned to either the ACT intervention group (n = 15) or a control group (n = 15). The ACT group participated in eight 90-minute therapy sessions, while the control group received no intervention. Standardized measures, including the Beck Anxiety Inventory (BAI) and the Difficulties in Emotion Regulation Scale (DERS), were administered at pre-test, post-test, and five-month follow-up. Data were analyzed using analysis of variance with repeated measurements (ANOVA-RM) and the Bonferroni post-hoc test in SPSS-27 to examine within-group and between-group differences.

Findings: The results showed a significant reduction in anxiety scores in the ACT intervention group from 35.24 (SD = 5.12) at pre-test to 21.75 (SD = 4.85) at post-test and 19.88 (SD = 4.77) at follow-up, while the control group’s anxiety scores remained stable (p = 0.001). Similarly, emotion regulation significantly improved in the intervention group, with scores increasing from 45.32 (SD = 6.23) at pre-test to 60.21 (SD = 5.90) at post-test and 62.98 (SD = 5.78) at follow-up, whereas the control group showed no significant changes (p = 0.002). Bonferroni post-hoc analysis confirmed that these improvements were statistically significant and sustained over time.

Conclusion: The findings suggest that ACT is an effective intervention for reducing anxiety and enhancing emotion regulation in adolescent girls, with long-term therapeutic benefits. Given these results, ACT could be integrated into adolescent mental health programs to improve emotional well-being and coping strategies.

Objective: This study aimed to examine the effectiveness of psychodrama in reducing test anxiety among high school students with different coping styles, including problem-focused, emotion-focused, and avoidance coping.

Methods and Materials: The study employed a quasi-experimental pre-test and post-test design with a control group. The sample consisted of 32 female high school students in Ahvaz, selected through multistage cluster random sampling and randomly assigned to experimental (n = 16) and control (n = 16) groups. The experimental group participated in 12 psychodrama sessions, while the control group received no intervention. The Sarason Test Anxiety Scale (1985) was used to measure test anxiety levels, and the Lazarus Coping Strategies Questionnaire (1985) assessed coping styles. Data were analyzed using multivariate and univariate analysis of covariance (MANCOVA and ANCOVA), controlling for pre-test scores.

Findings: The results indicated a significant effect of psychodrama on test anxiety across different coping styles. Students with an emotion-focused coping style in the experimental group exhibited a significant reduction in test anxiety (adjusted post-test mean = 93.45) compared to the control group (adjusted post-test mean = 111.59) (p < 0.001). However, students with problem-focused and avoidance coping styles in the experimental group experienced an increase in test anxiety, with adjusted post-test means of 101.50 and 49.14, respectively, compared to 87.08 and 38.52 in the control group (p < 0.001). These results suggest that psychodrama is particularly effective for students with emotion-focused coping styles but may initially increase anxiety in those with problem-focused and avoidance coping styles.

Conclusion: Psychodrama is an effective intervention for reducing test anxiety, particularly among students with emotion-focused coping styles. However, its impact on students with problem-focused and avoidance coping styles suggests that therapeutic approaches should be tailored based on coping mechanisms.

Objective:  This study aimed to compare the effectiveness of Gottman couples therapy and cognitive-behavioral couples therapy on marital intimacy among students of Islamic Azad University, Hamedan Branch.

Methods and Materials: The study employed a quasi-experimental pretest-posttest design with a control group. The statistical population included all married students of Islamic Azad University, Hamedan Branch, in the academic year 2023-2024. Using convenience sampling, 45 participants were selected and randomly assigned to three groups: Gottman couples therapy (15 participants), cognitive-behavioral couples therapy (15 participants), and a control group (15 participants). The intervention consisted of 10 sessions of 90 minutes for the Gottman method and 8 sessions of 90 minutes for the cognitive-behavioral method. The control group did not receive any intervention. Marital intimacy was assessed before and after the intervention using Waring’s Marital Intimacy Questionnaire. Data analysis was conducted using SPSS-24, employing multivariate analysis of covariance (MANCOVA) and one-way analysis of variance (ANOVA) to compare the effectiveness of the interventions.

Findings: The results showed that both Gottman couples therapy and cognitive-behavioral couples therapy significantly improved marital intimacy compared to the control group. The mean marital intimacy scores in the Gottman therapy group increased from 107.05 (SD = 6.99) in the pretest to 116.61 (SD = 6.521) in the posttest, while in the cognitive-behavioral therapy group, scores increased from 104.42 (SD = 6.539) to 114.8 (SD = 5.668). MANCOVA results confirmed a statistically significant difference between the two interventions (p < 0.05), with the cognitive-behavioral approach demonstrating a slightly higher effect size.

Conclusion: Both Gottman couples therapy and cognitive-behavioral couples therapy effectively enhanced marital intimacy, with the cognitive-behavioral approach showing slightly greater efficacy. These findings highlight the importance of selecting a therapy tailored to the specific needs of couples. Future research should explore the long-term effects of these interventions and examine their applicability in diverse populations.

Keywords: Gottman couples therapy, cognitive-behavioral couples therapy, marital intimacy, marital satisfaction, student couples

This study aimed to compare the effectiveness of Gottman couples therapy and cognitive-behavioral couples therapy on marital intimacy among students of Islamic Azad University, Hamedan Branch.

Methods and Materials: The study employed a quasi-experimental pretest-posttest design with a control group. The statistical population included all married students of Islamic Azad University, Hamedan Branch, in the academic year 2023-2024. Using convenience sampling, 45 participants were selected and randomly assigned to three groups: Gottman couples therapy (15 participants), cognitive-behavioral couples therapy (15 participants), and a control group (15 participants). The intervention consisted of 10 sessions of 90 minutes for the Gottman method and 8 sessions of 90 minutes for the cognitive-behavioral method. The control group did not receive any intervention. Marital intimacy was assessed before and after the intervention using Waring’s Marital Intimacy Questionnaire. Data analysis was conducted using SPSS-24, employing multivariate analysis of covariance (MANCOVA) and one-way analysis of variance (ANOVA) to compare the effectiveness of the interventions.

Findings: The results showed that both Gottman couples therapy and cognitive-behavioral couples therapy significantly improved marital intimacy compared to the control group. The mean marital intimacy scores in the Gottman therapy group increased from 107.05 (SD = 6.99) in the pretest to 116.61 (SD = 6.521) in the posttest, while in the cognitive-behavioral therapy group, scores increased from 104.42 (SD = 6.539) to 114.8 (SD = 5.668). MANCOVA results confirmed a statistically significant difference between the two interventions (p < 0.05), with the cognitive-behavioral approach demonstrating a slightly higher effect size.

Conclusion: Both Gottman couples therapy and cognitive-behavioral couples therapy effectively enhanced marital intimacy, with the cognitive-behavioral approach showing slightly greater efficacy. These findings highlight the importance of selecting a therapy tailored to the specific needs of couples. Future research should explore the long-term effects of these interventions and examine their applicability in diverse populations.

Objective: This study aimed to compare the effectiveness of well-being therapy and positive therapy on affective capital in adolescents aged 12 to 18 years residing in foster care centers in Isfahan Province.

Methods and Materials: The research employed a quasi-experimental design using a pretest-posttest format with a control group and a three-month follow-up. A total of 45 adolescent girls aged 12 to 18 years were randomly selected and assigned to two experimental groups and one control group (15 participants per group). The experimental groups underwent eight sessions of well-being therapy and positive therapy, respectively, while the control group received no intervention. All three groups were assessed using affective capital questionnaires before the intervention, immediately after, and three months post-intervention.

Findings: The results indicated that the mean affective capital significantly increased in both the well-being therapy and positive therapy groups during the post-test and follow-up phases compared to the pretest phase.

Objective: The present study aimed to predict suicide based on executive functions with the mediating role of depression symptoms.

Methods and Materials: This study employed a descriptive-correlational design and was applied in terms of its objective. Additionally, it falls within the category of quantitative research. The statistical population consisted of all adolescents in Tehran. Based on Krejcie and Morgan’s table and using convenience sampling, 300 male and female adolescents were selected as the sample from the statistical population of male and female adolescents. The data collection instruments included Beck's Suicide Ideation Scale (Beck, 1961), the Executive Function Questionnaire (1989), and Beck's Depression Inventory-II (BDI-II). Given that this study aimed to determine the predictive power of the independent variables, the descriptive analysis included tables, charts, measures of central tendency, measures of dispersion, and correlation indices. The inferential analysis involved significance tests for correlation coefficients and stepwise regression analysis. Data analysis was conducted using SPSS 24.

Findings: The study's findings indicated that the relationships between the research variables were statistically significant at the 95% and 99% confidence levels.

Conclusion: This study highlights the predictive role of executive functions in adolescent suicide risk, mediated by depression symptoms. Early interventions targeting executive function deficits and depression may help prevent suicide and improve mental health outcomes.

The present study aimed to determine the mediating role of psychological capital in the relationship between academic self-efficacy, academic engagement, and academic meaningfulness with academic achievement.

This study is descriptive in nature and employs a correlational-structural equation modeling (SEM) approach. The statistical population consists of middle school students in Wasit, Iraq, during the spring of 2024. A total of 174 students were selected as the sample through convenience sampling. The research instruments included the Psychological Capital Questionnaire (Luthans, 2007), the Academic Self-Efficacy Questionnaire (Midgley et al., 2000), the Academic Engagement Questionnaire (Fredricks et al., 2004), the Academic Meaningfulness Questionnaire (Henderson-King & Smith, 2006), and the Academic Achievement Questionnaire (Wells, 2010). The collected data were analyzed using Pearson correlation and structural equation modeling through SPSS 22 and AMOS 19 software. The results indicated a significant and positive direct relationship between academic self-efficacy, academic engagement, academic meaningfulness, and psychological capital with academic achievement (p < .01). Additionally, the relationship between academic self-efficacy, academic engagement, and academic meaningfulness with psychological capital was also found to be significantly positive and direct (p < .01). Furthermore, the results of structural equation modeling demonstrated that psychological capital mediates the relationship between academic self-efficacy, academic engagement, and academic meaningfulness with academic achievement (p < .01).

Objective: The present study aims to examine the effectiveness of "Religious Spirituality" training in improving interpersonal relationships and personality development.

Methods and Materials: The research method employed was an experimental design with a pre-test and post-test and a control group. The target population consisted of male high school students in the second stage of secondary education from one of the high schools in District 2 of Kerman, who were in the 11th grade and aged 17–18 during the 2024–2025 academic year. From this population, a sample of 24 students who scored low on the Relationship Quality Questionnaire was selected. After obtaining their consent to participate in the study, they were randomly assigned to either the experimental group (n=12) or the control group (n=12). The experimental group received nine 90-minute sessions of spirituality training based on the teachings of Islam, following the book Psychotherapy and Spirituality (Wiesgatt, 2008) and the spiritual interventions of Richards and Bergin (2005), while the control group did not receive any training. For data analysis, descriptive and inferential statistics (analysis of covariance) were applied using SPSS-26 software. The research data were collected using the Relationship Quality Questionnaire (Pierce et al., 1991) and the Gray-Wilson Personality Questionnaire (GWPQ).

Findings: The results indicated a significant difference between the experimental and control groups in the variable of relationship improvement (F=81.03, P=0.000) and the variable of personality development (F=91.01, P=0.000).

Conclusion: The findings suggest that "Religious Spirituality" training significantly enhances interpersonal relationships and personality development. Integrating spirituality into education can foster self-awareness, resilience, and prosocial behaviors, emphasizing the need for further research in diverse populations.