The Effectiveness of Mindfulness-Based Stress Reduction and Dialectical Behavior Therapy on Self-Determination Needs and Academic Burnout among Students Showing Depressive Symptoms

Background: The satisfaction of self-determination needs and alleviation of academic burnout help students reduce/adjust the stress and psychological pressure resulting from studies and the university entrance examinations. The present study aimed to investigate the effectiveness of mindfulness-based stress reduction (MBSR) and dialectical behavior therapy (DBT) on self-determination needs and academic burnout among students showing depressive symptoms in Dehloran (Iran). Methods: In this experimental study, the statistical population comprised all female twelfth-grade high-school students studying for the university entrance exam in Dehloran, Iran in the academic year 2020-21. The sample consisted of 45 students showing depressive symptoms who were selected by convenience sampling, and then randomly divided into two experimental (MBSR and DBT) and a control group (n=15 each). Either MBSR or DBT intervention was administered to the experimental groups, but the control group received no intervention. The research instruments included the Self-Determination Needs Scale, Academic Burnout Scale, and Beck Depression Inventory-II (BDI-II). The data were analyzed via descriptive statistics and multivariate analysis of covariance (MANCOVA). Results: The results showed that MBSR and DBT both positively affected the self-determination needs (F=92.44, Pvalue=0.001) and academic burnout (F=68.54, Pvalue=0.001) of students studying for the university entrance exam and showing depressive symptoms. According to the results, MBSR was more effective in students' self-determination and academic burnout (Pvalue=0.01). Conclusions: It was found that both MBSR and DBT can help improve the self-determination needs and academic burnout of female high-school students studying for the university entrance exam and showing depressive symptoms. Keywords: Mindfulness, Dialectical behavior therapy, Self-determination, Depression, Student

The Effectiveness of Mindfulness-Based Stress Reduction and Dialectical Behavior Therapy on Self-Determination Needs and Academic Burnout among Students Showing Depressive Symptoms

Background: The satisfaction of self-determination needs and alleviation of academic burnout help students reduce/adjust the stress and psychological pressure resulting from studies and the university entrance examinations. The present study aimed to investigate the effectiveness of mindfulness-based stress reduction (MBSR) and dialectical behavior therapy (DBT) on self-determination needs and academic burnout among students showing depressive symptoms in Dehloran (Iran). Methods: In this experimental study, the statistical population comprised all female twelfth-grade high-school students studying for the university entrance exam in Dehloran, Iran in the academic year 2020-21. The sample consisted of 45 students showing depressive symptoms who were selected by convenience sampling, and then randomly divided into two experimental (MBSR and DBT) and a control group (n=15 each). Either MBSR or DBT intervention was administered to the experimental groups, but the control group received no intervention. The research instruments included the Self-Determination Needs Scale, Academic Burnout Scale, and Beck Depression Inventory-II (BDI-II). The data were analyzed via descriptive statistics and multivariate analysis of covariance (MANCOVA). Results: The results showed that MBSR and DBT both positively affected the self-determination needs (F=92.44, Pvalue=0.001) and academic burnout (F=68.54, Pvalue=0.001) of students studying for the university entrance exam and showing depressive symptoms. According to the results, MBSR was more effective in students' self-determination and academic burnout (Pvalue=0.01). Conclusions: It was found that both MBSR and DBT can help improve the self-determination needs and academic burnout of female high-school students studying for the university entrance exam and showing depressive symptoms. Keywords: Mindfulness, Dialectical behavior therapy, Self-determination, Depression, Student

Investigating the Mediatory Role of Self-Efficacy Beliefs in the Relationship between Self-Perception, Peer Support, and Subjective Well-Being in Visually Impaired Teenagers

Background: Subjective well-being is considered as one of the most important measures for the health of a society, and it refers to emotional improvement to be able to enjoy life. The main objective of the current study was to investigate the mediatory role of self-efficacy beliefs in the relationship between self-perception, peer support, and subjective well-being in visually impaired teenagers. Methods: The study was a descriptive correlation performed by path analysis. The statistical population included all female students with visual impairment in Kermanshah city and 176 of which were selected as the sample of the study using convenience sampling. The research instruments included Ryff's Psychological Well-Being Scales (PWB), the Self-Concept Scale, the Peer Support Questionnaire, and Self-Efficacy Beliefs Questionnaire. The proposed model was evaluated using path analysis with AMOS software. Results: The results showed that all the direct paths, except for the path from self-perception to subjective well-being, were significant (P= 0.0001). Moreover, the indirect paths through self-efficacy beliefs to subjective well-being were also significant (P= 0.0001). Conclusions: According to the results of the study, the proposed model had a good fit, and is an important step in identifying the factors affecting the subjective well-being of adolescents with visual impairment. Keywords: Visual impairment, Subjective well-being, Self-perception, Peer support, Self-efficacy beliefs

Investigating the Mediatory Role of Self-Efficacy Beliefs in the Relationship between Self-Perception, Peer Support, and Subjective Well-Being in Visually Impaired Teenagers

Background: Subjective well-being is considered as one of the most important measures for the health of a society, and it refers to emotional improvement to be able to enjoy life. The main objective of the current study was to investigate the mediatory role of self-efficacy beliefs in the relationship between self-perception, peer support, and subjective well-being in visually impaired teenagers. Methods: The study was a descriptive correlation performed by path analysis. The statistical population included all female students with visual impairment in Kermanshah city and 176 of which were selected as the sample of the study using convenience sampling. The research instruments included Ryff's Psychological Well-Being Scales (PWB), the Self-Concept Scale, the Peer Support Questionnaire, and Self-Efficacy Beliefs Questionnaire. The proposed model was evaluated using path analysis with AMOS software. Results: The results showed that all the direct paths, except for the path from self-perception to subjective well-being, were significant (P= 0.0001). Moreover, the indirect paths through self-efficacy beliefs to subjective well-being were also significant (P= 0.0001). Conclusions: According to the results of the study, the proposed model had a good fit, and is an important step in identifying the factors affecting the subjective well-being of adolescents with visual impairment. Keywords: Visual impairment, Subjective well-being, Self-perception, Peer support, Self-efficacy beliefs