@2024 Afarand., IRAN
ISSN: 2322-2166 Islamic Life Style Centered on Health 2018;2(1):1-4
ISSN: 2322-2166 Islamic Life Style Centered on Health 2018;2(1):1-4
Effect of Healthy Lifestyle Psycho-Educational Training on University Students' Quality of Life (Physical and Psychological) and Social Health
ARTICLE INFO
Article Type
Original ResearchAuthors
Zanganeh Motlagh F. (1)Abbasi F. (*)
Ebrahimi S. (2)
(*) Young Researchers and Elite Club, Arak Branch, Islamic Azad University, Arak, Iran
(1) Psychology Department, Arak Branch, Islamic Azad University, Arak, Iran
(2) Sociology Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Correspondence
Address: Young Researchers and Elite Club, Islamic Azad University, Arak Branch, Road Khomeyn, Arak, IranPhone: +98 (86) 33222527
Fax: -
abasi.fatemeh@yahoo.com
Article History
Received: July 8, 2017Accepted: October 12, 2017
ePublished: June 18, 2018
ABSTRACT
Aims
Lifestyle is one of the most important determinants of health. Students need to follow a curriculum on lifestyle factors. Therefore, the present study was conducted with the aim of evaluating the effect of healthy lifestyle psycho-educational training on quality of life (physical and psychological) and social health of students.
Materials & Methods In the present semi-experimental research with pre-test and post-test design, conducted in 2015-16, 76 students of Islamic Azad University of Arak, Iran were selected by voluntary sampling method and randomly divided to education (37 students) and control (39 persons) groups that were matched according to age and gender criteria. The research instruments were a researcher-made questionnaire for demographic data, a quality of life questionnaire (SF-36), and Keys social health questionnaire. The lifestyle training program was conducted for a 30-hour course for the education group, and the control group did not receive any interventions. Multivariate analysis of covariance analysis was used to analyze the data.
Findings The mean post-test scores of the components of quality of life (physical function, physical pain, general health, vitality, social function, emotional role and mental health) was significantly different between 2 groups (p<0.05), but in physical role of quality of life and health, there was no significant difference between 2 groups (p>0.05).
Conclusion Healthy lifestyle psycho-educational training improves the quality of life of students, but it does not affect the physical role of quality of life and social health.
Materials & Methods In the present semi-experimental research with pre-test and post-test design, conducted in 2015-16, 76 students of Islamic Azad University of Arak, Iran were selected by voluntary sampling method and randomly divided to education (37 students) and control (39 persons) groups that were matched according to age and gender criteria. The research instruments were a researcher-made questionnaire for demographic data, a quality of life questionnaire (SF-36), and Keys social health questionnaire. The lifestyle training program was conducted for a 30-hour course for the education group, and the control group did not receive any interventions. Multivariate analysis of covariance analysis was used to analyze the data.
Findings The mean post-test scores of the components of quality of life (physical function, physical pain, general health, vitality, social function, emotional role and mental health) was significantly different between 2 groups (p<0.05), but in physical role of quality of life and health, there was no significant difference between 2 groups (p>0.05).
Conclusion Healthy lifestyle psycho-educational training improves the quality of life of students, but it does not affect the physical role of quality of life and social health.
CITATION LINKS
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[11]Corey KLM, Shapiro A. Social Well-Being in the United States: A Descriptive Epidemiology. In: Brim OG, Carol D, Ryff CD, Kessler ARC, editors. How healthy are we?. Chicago: University of Chicago Press; 2004. pp. 350-72.
[12]Hatami P. The factors affecting the social health of university students with an emphasis on social networks [Dissertation]. Tehran: Allameh Tabatabai University; 2010. [Persian]
[13]Toghyani M, Bagher Kajbaf M, Bahrampour M. The relationship of islamic life style with dysfunctional attitudes in university student. Knowl Res Appl Psychol. 2014;14(4):36-44. [Persian]
[14]Pouladfar R, Ahmadi A. The relationship between lifestyle and psychological disorders teachers of the school of Isfahan. Q J Psychol Stud. 2006;2(1):7-18. [Persian]
[15]Mahmoodi SA, Seraji M, Jafaripour H, Tavan B, Shamsi M. Islamic lifestyle on nutrition. Islam Health J. 2015;2(2):44-50. [Persian]
[2]Shahbazi M, Golzari M, Borjali, A. Effectiveness of a healthy lifestyle based on the World Health Model on death anxiety among elderly people of Ilam. J Sabzevar Univ Med Sci. 2015;22(3):308-16. [Persian]
[3]Lali M, Abedi A, Kajbaf MB. Construction and validation of the lifestyle questionnaire (ISQ). Psychol Res. 2012;15(1). [Persian]
[4]Cockerham WC. Health lifestyle theory and the convergence of agency and structure. J Health Soc Behav. 2005;46:51-67.
[5] Eguchi E, Iso H, Tanabe N, Wada Y, Yatsuya H, Kikuchi S, et al. Japan Collaborative Cohort Study Group: Healthy lifestyle behaviours and cardiovascular mortality among Japanese men and women: the Japan collaborative cohort study . Eur Heart J. 2012;33(4):467-77.
[6]Parkin DM, Boyd L, Walker LC. The fraction of cancer attributable to lifestyle and environmental factors in the UK in 2010. Br J Cancer. 2011;105 Suppl 2:S77-81.
[7]Harrison RA, Mcelduf P, Edward P. Planning to win: Health and lifestyles associated with physical activity amongst. Public Health. 2006;120(3):206-12.
[8]Davies N. Healthier lifestyles: behavior change. Nurs Times. 2011;107(23):20-3.
[9] Mansourian M. ghorbani M, Soleymani MA, Masoudi R, Rahimi E, Asayesh H, et al. Lifestyle and its influencing factors in college students in Gorgan. Pars Univ Med Sci. 2009;7(1):62-71. [Persian]
[10]Kalantar-Zadeh K, Kopple JD, Block G, Humphreys MH. Association among SF36 quality of life measures and nutrition, hospitalization, and mortality in hemodialysis. J Am Soc Nephrol. 2001;12(12);2797-2806.
[11]Corey KLM, Shapiro A. Social Well-Being in the United States: A Descriptive Epidemiology. In: Brim OG, Carol D, Ryff CD, Kessler ARC, editors. How healthy are we?. Chicago: University of Chicago Press; 2004. pp. 350-72.
[12]Hatami P. The factors affecting the social health of university students with an emphasis on social networks [Dissertation]. Tehran: Allameh Tabatabai University; 2010. [Persian]
[13]Toghyani M, Bagher Kajbaf M, Bahrampour M. The relationship of islamic life style with dysfunctional attitudes in university student. Knowl Res Appl Psychol. 2014;14(4):36-44. [Persian]
[14]Pouladfar R, Ahmadi A. The relationship between lifestyle and psychological disorders teachers of the school of Isfahan. Q J Psychol Stud. 2006;2(1):7-18. [Persian]
[15]Mahmoodi SA, Seraji M, Jafaripour H, Tavan B, Shamsi M. Islamic lifestyle on nutrition. Islam Health J. 2015;2(2):44-50. [Persian]