Sexual satisfaction and attitude toward marital infidelity among married people in Iran: the role of social media and entertainment preferences.

BACKGROUND AND PURPOSE: Sexual satisfaction and attitudes toward marital infidelity are crucial components of marital quality and well-being. This study investigates the impact of social media and entertainment preferences on these aspects among married couples in Iran, acknowledging the sociocultural nuances unique to the region. METHOD AND MATERIAL: A cross-sectional survey design was employed, gathering data from 1,756 married participants through an online questionnaire in Iran. Variables included social media and entertainment preferences, sexual satisfaction, attitude toward marital infidelity, and demographic details. Descriptive statistics, non-parametric tests (Mann-Whitney U test, Kruskal-Wallis test), and GLM (Generalized linear model) were used for exploration. RESULTS: Key results reveal significant associations between demographic factors, social media usage, and attitudes toward marital infidelity. Notable trends include higher sexual satisfaction among younger participants (p < 0.05), those with shorter marital durations (p < 0.01), and those residing outside Tehran (p < 0.001). Attitudes toward marital infidelity were influenced by gender, age, ethnicity, income levels, and social media habits, reflecting a complex interplay of factors. The GLM analysis emphasizes the impact of variables such as marital duration, ethnicity, spouse's education, Iranian social media usage, and attitudes toward marital infidelity on sexual satisfaction. Participants with shorter marriages (p < 0.01), higher spouse education (p < 0.05), and more frequent Iranian social media usage (p < 0.001) reported higher sexual satisfaction. CONCLUSIONS: This study explores the dynamics of marital relationships in Iran, examining the interconnections between demographics, media habits, sexual satisfaction, and attitudes toward infidelity. The findings provide valuable insights into factors influencing marital satisfaction, emphasizing the importance of considering cultural contexts. Robust statistical methods, including Generalized Linear Models, support the reliability of results. The study contributes to understanding non-western marital dynamics, highlighting implications for research and interventions in the digital age.

Social media and mental health in students: a cross-sectional study during the Covid-19 pandemic.

BACKGROUND: Social media causes increased use and problems due to their attractions. Hence, it can affect mental health, especially in students. The present study was conducted with the aim of determining the relationship between the use of social media and the mental health of students. MATERIALS AND METHODS: The current cross-sectional study was conducted in 2021 on 781 university students in Lorestan province, who were selected by the Convenience Sampling method. The data was collected using a questionnaire on demographic characteristics, social media, problematic use of social media, and mental health (DASS-21). Data were analyzed in SPSS-26 software. RESULTS: Shows that marital status, major, and household income are significantly associated with lower DASS21 scores (a lower DASS21 score means better mental health status). Also, problematic use of social media (ß = 3.54, 95% CI: (3.23, 3.85)) was significantly associated with higher mental health scores (a higher DASS21 score means worse mental health status). Income and social media use (ß = 1.02, 95% CI: 0.78, 1.25) were significantly associated with higher DASS21 scores (a higher DASS21 score means worse mental health status). Major was significantly associated with lower DASS21 scores (a lower DASS21 score means better mental health status). CONCLUSION: This study indicated that social media had a direct relationship with mental health. Despite the large amount of evidence suggesting that social media harms mental health, more research is still necessary to determine the cause and how social media can be used without harmful effects.

The effect of web-based educational interventions on mental health literacy, stigma and help-seeking intentions/attitudes in young people: systematic review and meta-analysis.

OBJECTIVES: This study aims to provide a systematic review and meta-analysis of the literature on The Effect of Web-Based Educational Interventions on Mental Health Literacy, Stigma and Help-seeking intentions/attitudes in young people. METHODS: Articles in English published between April 1975 and February 2023 were retrieved from seven databases, leading to a total of 2023 articles identified. RESULTS: 20 studies were included after applying exclusion criteria, 10 of which were eligible for meta-analysis. Results showed that web-based educational interventions had a significant positive effect on mental health literacy knowledge (SMD = 0.70, 95% CI = [0.16, 1.25]), but not on stigma (SMD = -0.20, 95% CI = [-0.48, 0.08]) or help-seeking intentions/attitudes (SMD = 0.48, 95% CI = [-0.50, 1.46]). CONCLUSION: This study reviewed and analyzed the effect of web-based educational interventions on mental health literacy, stigma, and help-seeking intentions/attitudes among young people. The results showed that web-based educational interventions improved mental health literacy knowledge, but not stigma or help-seeking outcomes. The study suggested several recommendations to enhance the effectiveness of web-based educational interventions on stigma and help-seeking outcomes, such as using more rigorous designs and methods, more comprehensive and multifaceted interventions, more tailored and targeted interventions, and more collaborative and participatory approaches. The study concluded that web-based educational interventions may have a greater impact on reducing stigma and promoting help-seeking among young people, which may ultimately lead to better mental health outcomes and well-being for this population.

Educational intervention of parents and teachers for children with attention deficit hyperactivity disorder.

BACKGROUND: Educating parents and teachers is very important in managing child behavior, so the present study investigates the effect of parent-teacher educational intervention on reducing ADHD symptoms in children. MATERIALS AND METHOD: This quasi-experimental study with a randomized control group before and after. The multi-stage cluster sampling method was used in this study. Seventy-two children and their parents and teachers participated in this study. They were selected using the multistage cluster sampling method and randomly divided into two groups of test and control. Data collected by CSI-4 questionnaire and researcher-made questionnaires (knowledge, attitude, practice) of parents and teachers. Parents and teacher in test group participated in training sessions. Student's ADHD symptoms were assessed before and after the educational intervention. RESULTS: In this study, the mean (SD) age of the parents was 37.28 (6.24) and the age of the teacher was 45.50 (6/45). Covariance test show that, two months after the intervention, based on parent and teacher report, the mean total score of attention was increase significantly only in test group students. Also, the mean total of hyperactivity score was decreased significantly only in test group students (P < 0.001). Also, the score of knowledge, attitude, and practice of parents as well as teachers 2 months after the intervention was significantly higher than the control group (P < 0.001). CONCLUSION: Parents and teachers training and developing appropriate strategies to increase their awareness, attitude, and practice can diminish ADHD symptoms in all three aspects including inattention and reduce the side effects of ADHD. Planning in educating parents and teacher is essential to prevent impulsive and hyperactive behaviors.

Knowledge, attitude, and behavior of elementary teachers regarding attention deficit hyperactivity disorder.

INTRODUCTION: Attention deficit hyperactivity disorder (ADHD) is a common disorder in child psychiatry, which has a greater impact on the future life of the children affected in case of being untreated and undiagnosed. Given the undeniable role of teachers in improving this disorder and preventing its destructive consequences on children, the present research has examined the knowledge, attitude, and practice of elementary school teachers regarding ADHD. MATERIALS AND METHODS: This was a descriptive, cross-sectional study carried out in 2019. One hundred and twenty teachers were randomly selected as samples among public and private schools in three districts of Isfahan. Data were collected by a self-administrated questionnaire including demographic variables, knowledge, attitude, and practice of teachers regarding ADHD and were analyzed by descriptive and analytical statistics. The Spearman's and Kendall' correlation coefficient, t-test, and Kolmogorov-Smirnov test were employed, and P < 0.50 was considered statistically significant. RESULTS: The findings indicated that 65% of teachers had favorable knowledge toward ADHD, 50% of them had a favorable attitude, and 56% of their practice was desirable. The questionnaire showed that only their knowledge about ADHD symptoms was desirable, but their knowledge about cause of the disorder and its treatment was not sufficient. There was an inverse relationship between the knowledge, attitude, and practice of teachers with age, and between education and having a child, a significant direct relationship was discovered. Teachers of public schools compared to private school teachers had significantly better knowledge, attitude, and practice. CONCLUSION: Teachers' knowledge, attitude, and practice regarding ADHD was relatively high. However, it is necessary to educate teachers about etiology and methods of treatment of this disorder and behavior management of these students, especially private school teachers who need more education.