Obsessive-compulsive symptoms (OCS) experienced by patients with a diagnosis of obsessive-compulsive disorder (OCD) and schizophrenia

This study examines the relationship between cognitive processes and job performance in teachers at the Cruz del Norte Educational Unit, focusing on attention, planning, organization, anxiety, and job stress. A mixed-method design was applied, combining quantitative and qualitative techniques such as psychometric tests, Pearson correlation, multiple regression analysis, Student’s t-test, the Delphi method, and the Ishikawa diagram. The results show that executive functions, particularly planning and organization, have a significant positive impact on job performance. Teachers with higher levels of these skills demonstrate better performance, with strong correlations (r = 0.72, p = 0.001; r = 0.65, p = 0.003). In contrast, anxiety and stress act as limiting factors. Multiple regression analysis indicates that anxiety (β = -0.4946, p < 0.0001) and stress (β = -0.3721, p < 0.001) negatively predict job performance. Additionally, job indiscipline—reflected in absenteeism and lateness—shows a strong negative correlation with performance (r = -0.74, p < 0.000). These findings highlight the importance of time management and organizational commitment, as well as the need to implement training and psychological support strategies to improve teacher performance and educational quality.

این مطالعه به بررسی رابطه بین فرایندهای شناختی و عملکرد شغلی در معلمان واحد آموزشی Cruz del Norte می‌پردازد و بر توجه، برنامه‌ریزی، سازمان‌دهی، اضطراب و استرس شغلی تمرکز دارد. از طرح پژوهشی ترکیبی استفاده شده است که تکنیک‌های کمی و کیفی مانند آزمون‌های روان‌سنجی، همبستگی پیرسون، تحلیل رگرسیون چندگانه، آزمون t استیودنت، روش دلفی و نمودار ایشیکاوا را ترکیب می‌کند. نتایج نشان می‌دهد که کارکردهای اجرایی، به‌ویژه برنامه‌ریزی و سازمان‌دهی، تأثیر مثبت معناداری بر عملکرد شغلی دارند. معلمانی که سطوح بالاتری از این مهارت‌ها را دارا هستند، عملکرد بهتری از خود نشان می‌دهند و همبستگی‌های قوی (r = ۰.۷۲, p = ۰.۰۰۱؛ r = ۰.۶۵, p = ۰.۰۰۳) مشاهده شده است. در مقابل، اضطراب و استرس به‌عنوان عوامل محدودکننده عمل می‌کنند. تحلیل رگرسیون چندگانه نشان می‌دهد که اضطراب (β = -۰.۴۹۴۶, p < ۰.۰۰۰۱) و استرس (β = -۰.۳۷۲۱, p < ۰.۰۰۱) پیش‌بینی‌کننده منفی عملکرد شغلی هستند. همچنین، بی‌انضباطی شغلی—که در غیبت و تأخیر منعکس می‌شود—همبستگی منفی قوی با عملکرد دارد (r = -۰.۷۴, p < ۰.۰۰۰). این یافته‌ها اهمیت مدیریت زمان و تعهد سازمانی و همچنین ضرورت اجرای راهبردهای آموزشی و حمایت روان‌شناختی برای بهبود عملکرد معلمان و کیفیت آموزشی را برجسته می‌کند.

This study examines the relationship between cognitive processes and job performance in teachers at the Cruz del Norte Educational Unit, focusing on attention, planning, organization, anxiety, and job stress. A mixed-method design was applied, combining quantitative and qualitative techniques such as psychometric tests, Pearson correlation, multiple regression analysis, Student’s t-test, the Delphi method, and the Ishikawa diagram. The results show that executive functions, particularly planning and organization, have a significant positive impact on job performance. Teachers with higher levels of these skills demonstrate better performance, with strong correlations (r = 0.72, p = 0.001; r = 0.65, p = 0.003). In contrast, anxiety and stress act as limiting factors. Multiple regression analysis indicates that anxiety (β = -0.4946, p < 0.0001) and stress (β = -0.3721, p < 0.001) negatively predict job performance. Additionally, job indiscipline—reflected in absenteeism and lateness—shows a strong negative correlation with performance (r = -0.74, p < 0.000). These findings highlight the importance of time management and organizational commitment, as well as the need to implement training and psychological support strategies to improve teacher performance and educational quality.

این مطالعه به بررسی رابطه بین فرایندهای شناختی و عملکرد شغلی در معلمان واحد آموزشی Cruz del Norte می‌پردازد و بر توجه، برنامه‌ریزی، سازمان‌دهی، اضطراب و استرس شغلی تمرکز دارد. از طرح پژوهشی ترکیبی استفاده شده است که تکنیک‌های کمی و کیفی مانند آزمون‌های روان‌سنجی، همبستگی پیرسون، تحلیل رگرسیون چندگانه، آزمون t استیودنت، روش دلفی و نمودار ایشیکاوا را ترکیب می‌کند. نتایج نشان می‌دهد که کارکردهای اجرایی، به‌ویژه برنامه‌ریزی و سازمان‌دهی، تأثیر مثبت معناداری بر عملکرد شغلی دارند. معلمانی که سطوح بالاتری از این مهارت‌ها را دارا هستند، عملکرد بهتری از خود نشان می‌دهند و همبستگی‌های قوی (r = ۰.۷۲, p = ۰.۰۰۱؛ r = ۰.۶۵, p = ۰.۰۰۳) مشاهده شده است. در مقابل، اضطراب و استرس به‌عنوان عوامل محدودکننده عمل می‌کنند. تحلیل رگرسیون چندگانه نشان می‌دهد که اضطراب (β = -۰.۴۹۴۶, p < ۰.۰۰۰۱) و استرس (β = -۰.۳۷۲۱, p < ۰.۰۰۱) پیش‌بینی‌کننده منفی عملکرد شغلی هستند. همچنین، بی‌انضباطی شغلی—که در غیبت و تأخیر منعکس می‌شود—همبستگی منفی قوی با عملکرد دارد (r = -۰.۷۴, p < ۰.۰۰۰). این یافته‌ها اهمیت مدیریت زمان و تعهد سازمانی و همچنین ضرورت اجرای راهبردهای آموزشی و حمایت روان‌شناختی برای بهبود عملکرد معلمان و کیفیت آموزشی را برجسته می‌کند.

Background: Awareness of youth-friendly sexual and reproductive health services (YFSRHS) is an important starting point for enabling young people to identify and seek appropriate sexual and reproductive health information and care. However, awareness of these services may vary across settings, including higher education institutions. Objective: To determine the level of awareness of YFSRHS among undergraduate students at Saint Augustine University of Tanzania (SAUT), Malimbe Campus. Methods: A quantitative descriptive cross-sectional study was conducted among undergraduate students at SAUT Malimbe Campus. Data were collected using a structured, self-administered questionnaire. Of 109 questionnaires distributed, 108 completed questionnaires were included in the analysis. Descriptive statistics were used to summarize students’ awareness and reported sources of information. Results: Of the 108 respondents, 96 (88.9%) reported having heard of YFSRHS, while 12 (11.1%) had not. Social media was the most frequently reported source of information (44.0%), followed by friends or peers (41.0%) and health facilities (36.0%). University programmes and posters or advertisements were reported less frequently. Conclusion: Most respondents had heard of YFSRHS, with social media and peer networks serving as prominent information channels. Strengthening accurate information through these channels, alongside university-based communication, may help address the awareness gap among students who remain unreached.

Religious education is often expected to promote tolerance, but respect for religious difference does not necessarily ensure accurate understanding of religious others. This study examines how religious education policies in Indonesia and England emphasize different forms of cognitive tolerance. Using qualitative document analysis and comparative policy analysis, the study analyzes selected legal, curricular, and pedagogical documents through four components: Knowledge of Religious Others, Recognition of Internal Diversity, Critical Reflection, and Understanding Commonalities and Differences. Indonesian policy gives greater relative emphasis to understanding commonalities and differences within religion-specific formation, social harmony, and responsible citizenship. English policy gives greater emphasis to critical reflection and knowledge of religious and non-religious worldviews through shared enquiry. Recognition of Internal Diversity appears in similar proportions in both datasets, but it serves different curricular functions. The findings show differently configured pathways toward cognitive tolerance, combining the same cognitive components with different relative emphases and curricular purposes.

Although physical activity enjoyment is associated with athletes’ psychological outcomes, the mechanisms underlying its relationship with mental well-being remain unclear. This study examined the mediating role of loneliness among athletes. A correlational survey design was employed. The participants consisted of 350 athletes selected through criterion sampling, including 178 females (Mage= 20.58 ± 1.99) and 172 males (Mage= 21.91 ± 4.88). Data were collected using the Physical Activity Enjoyment Scale, UCLA Loneliness Scale–Short Form, and Warwick-Edinburgh Mental Well-Being Scale. Pearson correlation analysis and PROCESS Macro Model 4 mediation analysis were conducted, and indirect effects were tested using 5,000 bootstrap samples. Physical activity enjoyment was positively associated with mental well-being (r= .586, p< .01) and negatively associated with loneliness (a= −.196, p< .01). Loneliness was negatively associated with mental well-being (b= −.447, p< .01). The mediation analysis revealed a significant indirect effect of physical activity enjoyment on mental well-being through loneliness (indirect effect= .088, 95% CI [.026, .147]). These findings indicate that enjoyment of physical activity contributes to athletes’ mental well-being and that loneliness partially explains this relationship. The results emphasize the importance of considering social connectedness and psychological experiences in understanding athletes’ well-being.