Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

Background and Purpose: Stress, academic failure, and low academic achievement of learners are among the major problems in their academic lives and the education system of each country. The present study aimed to investigate the mediating role of perceived academic stress in relationships of self-compassion and self-regulation with academic well-being in female students in Kermanshah City, Iran. Materials and Methods: The research method was descriptive-correlational. The statistical population included all the female senior high school students of Kermanshah, within the 2020-2021 academic years. The random cluster sampling method was employed to select 216 students who completed the academic well-being, self-compassion, self-regulation, and perceived academic stress questionnaires. Path analysis and bootstrap method were adopted to evaluate the proposed model and test indirect relationships, respectively. Results: The results indicated that all direct paths were significant (P<0.001), except for the path from self-compassion to academic well-being. The relationships of indirect paths were made significant through the mediating role of perceived academic stress in academic well-being (P<0.01). Conclusion: According to the research results, perceived academic stress had a mediating role in the relationship between self-compassion and self-regulation with academic well-being in students; thus, it can be useful for developing and designing specific plans to prevent academic failure and improving academic well-being of students.

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Background and aims: Infertility is the inability to conceive after one-year sexual activity without contraception. It can be associated with different psychological consequences. The aim of this study was to evaluate the effects of cognitive behavioral therapy (CBT) on self-esteem among infertile couples. Methods: This randomized controlled trial was conducted in 2018 with a two-group pretest-posttest design. Participants were thirty infertile couples (60 individuals) who referred to the infertility clinic of Imam Khomeini hospital, Ahvaz, Iran. Couples with score 21 or less for the Eysenck Self-Esteem Questionnaire were randomly allocated to a 30-person control and a 30-person intervention group. Participants in the intervention group received CBT in eight sixty-minute weekly sessions, while their counterparts in the control group received no education. A demographic questionnaire and the Eysenck Self-Esteem Questionnaire were used for data collection. The data were analyzed through the SPSS software (v. 24.0) and the chi-square, independent-sample t, and paired-sample t tests. Results: There was no significant difference between the intervention and the control groups respecting the pretest mean score of self-esteem (12.93±3.31 vs. 12.8±2.58; P=0.863). The posttest mean score of self-esteem in the control group was 12.76±2.47 with no significant change compared with the pretest (P=0.907), while the mean score of self-esteem in the intervention group significantly increased to 21.43±3.54 at posttest (P<0.001). The posttest mean score of self-efficacy in the intervention group was significantly more than the control group (P<0.001). Conclusion: CBT can significantly improve self-esteem among couples with infertility