Journal of Education and Health Promotion

Abstract BACKGROUND: Mindfulness as an intervention approach in mental health has been increasingly
used to promote health in young people. The aim of this study was to investigate the effectiveness of
mindfulness training on coping with stress, test anxiety, and happiness to promote health in female
high school students.
MATERIALS AND METHODS: The design of this study was quasi‑experimental with control
group, with pretest and posttest. The statistical population of the study included all the female
students studying in the secondary high school in the city of Sanandaj in Iran with 2890 students,
40 of whom were selected by simple random sampling method and were randomly assigned to the
experimental (20 individuals) and control groups (20 individuals). Participants completed the Oxford
Happiness (0.79), Sarason Exam Anxiety (0.87), and Andler and Parker Stress Management (0.81)
Questionnaires. The method of intervention was training based on mindfulness. Data were analyzed
using covariance analysis.
RESULTS: The results showed that in the posttest, a significant difference was seen between
the mean scores of the participants of the experimental and control groups in the variables of
problem‑oriented, emotion‑oriented, and avoidant coping variables (P < 0.05). In addition, the
results showed that in the posttest, there was a significant difference between the mean scores of
test anxiety; happiness; and happiness components including life satisfaction, self‑esteem, active
well‑being, satisfaction, and positive mood (P < 0.05).
CONCLUSIONS: Based on the results of the present study, it can be said that mindfulness training
is an effective intervention to improve coping styles, test anxiety, and happiness in students.

Abstract INTRODUCTION: Self‑regulation and educational performance are among the most important topics
to be discussed in schools and universities. The present study aimed to the relationship between
self‑regulation and educational performance among daughter students of police officers in Birjand
City, Iran (public and Payame Noor) in 2017.
MATERIALS AND METHODS: This research is a correlational cross‑sectional study. In total,
200 female students were selected using random sampling method. The Ryan and Connell’s
Self‑Regulation Questionnaire and Durtaj’s educational performance scale were used to collect data.
The data were analyzed using the Pearson correlation coefficient.
RESULTS: The results showed that there is a significant correlation between self‑regulation and
educational performance among students of Payame Noor University, whereas it is not significant
for public university students.
CONCLUSION: We can provide students with effective and useful tips to improve their academic
achievement and performance by teaching them self‑regulation skills. Therefore, the cornerstone
of educational achievement in students should be in that way to achieve the desired educational
performance and also increase their self‑regulation.

Abstract Introduction: Bibliotherapy is a supplement, simple, inexpensive and readily available
method to treat the diseases that is performed with cooperation of librarians and
psychologists or doctors. The aim of this study is the investigation of group bibliotherapy’s
effect on the self‑esteem of the female students of Isfahan University of Medical Sciences
Living in Dormitory in 2012. Materials and Methods: The present study is an interventional
semi‑experimental study with pre test and post test and control group. The statistical
population of study consisted of 32 female students who reside in Isfahan University
of Medical Sciences dormitories which control and case groups and the students were
divided randomly between these two groups. Data was collected by Cooper Smith
Self‑esteem questionnaire scale (Cronbach’s alpha: 0.85). Two groups were examined
by the questionnaire in pre test. Case group received group bibliotherapy for 2 month
(8 sessions of 2 hours), while the control group received no training at all. Then, 2 groups
were assessed in post test after 1 month. Descriptive statistics (means and frequencies
distribution) and inferential statistics (independent t‑ test, paired t‑ test and mann whitney)
were used and data was analyzed by SPSS20 software. Results: The findings showed that
group bibliotherapy had positive and significant effect on general, family, professional and
total self esteem of female students living in dormitories, but it had no effect on their social
self esteem. Conclusion: Group bibliotherapy can increase female students’ self‑esteem
levels. On the other hand, conducting these studies not only can improve mental health of
people, but can also improve their reading habits.

Abstract Background: Puberty is one of the most critical periods in a female adolescents’ life. This
intervening study aimed to evaluate the effect of educational program for puberty health
on improving intermediate and high school female students’ knowledge in Birjand, Iran.
Materials and Methods: In this quasi‑experimental study, 325 female intermediate and high
school students were selected through randomized cluster sampling during several stages.
Then, researcher‑made questionnaire including 20 questions, each having one point regarding
puberty health, was distributed. After completion of the questionnaires were gathered. Following
this, under a systemic educational plan all intermediate and high school selected students were
given the same instruction by trained instructors. Instruction time for each meeting was estimated
1.5 hours. One month after the educational program and handing out the pamphlets in schools,
the previous questionnaires were again distributed among the students to fill out. At the end,
302 students who had filled out the questionnaires before and after intervention were studied.
Results: Out of 302 students, 151 were intermediate and 151 high school students. Knowledge
level among intermediate students was 5.03 ± 3.7 before intervention and was 10.8 ± 4.8 after
intervention. Among high school students, the scores were 4.1±2.3 and 8.7±3.8, respectively. There
was a significant difference between pre and post intervention stages in both groups (P < 0.001).
Furthermore, mean knowledge grade in all the students increased from 4.6 ± 3.1 before intervention
to 9.7 ± 4.4 after intervention (P < 0.001). Conclusion: Performing educational programs during
puberty has a crucial role in young girls’ knowledge increase. Since young girls often do not share
their problems with their parents and their peers during the period, instructional classes in schools
provide a good opportunity for them to present their problems and finding solutions.