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Instructional Design Model Based on Control-Value Theory of Achievement Emotions and Its Effectiveness on Academic Achievement Motivation and Self-Regulated Learning
Nida Abdolahi, Mohamad Reza Nili Nili Ahmadabadi, Soghra Ebrahimi Qavam, Khadijeh Aliabadi, Mohammad Asgari,
Volume 15, Issue 1 (Apr & May 2021)
Abstract
Background and Aim: Deep and sustainable learning requires a safe and healthy environment. Moreover, paying attention to the intertwined emotional, motivational, cognitive and social processes in the teaching-learning process is vital. Academic achievement motivation and self-regulated learning (SRL) are two important elements in this process that are influenced by the achievement emotions in the learning environment. Therefore, the aim of this study is to evaluate the effectiveness of instructional design model based on control-value theory of achievement emotions (CVT), on academic achievement motivation and self-regulation learning. 
Materials and Methods: The research was quantitative and performed by Nonequlment design control group. The statistical population included female second year high school students in Tehran in the academic year of 1997-98, who were selected by multi-stage cluster random sampling in two experimental and control groups. The experimental group was trained according to the instructional design model based on CVT theory and the control group did not receive this training method. The questionnaire of academic achievement motivation and self-regulated learning was administered to the experimental and control groups as pre-test and post-test before and after the implementation of the model. Data were analyzed by inferential and descriptive statistics using SPSS software and multivariate covariance. 
Results: The results of univariate analysis of covariance of group effect on the scores of dependent variables show that there is a significant difference between the experimental and control groups in cognitive strategy (F=11/94, P>0/05, η2=0/14), metacognition strategy (F=56/06, P>0/05, η2=0/44), motivational beliefs (F=6/36, P>0/05, η2=0/08) and academic achievement motivation (F=10/69, P>0/05, η2 =0/13). 
Conclusion: The result of this study show that the use of instructional design model based on CVT theory has a positive effect on cognitive strategies, metacognition strategies, motivational beliefs and learners' academic achievement motivation.

The Effectiveness of Cognitive-Behavioral Therapy by Group Method on The Amount of Stress, Anxiety and Depression and Pain Intensity of Patients with Chronic Musculoskeletal Pain
Akram Hemmatipour, Fatemh Karimi, Azam Jahangirimehr, Elham Abdolahi Shahvali, Mehdi Makvand,
Volume 18, Issue 6 (2-2025)
Abstract
Background and Aim: One of the most important medical problems in the whole world is chronic pain, which affects millions of people every year and they are not provided with proper treatment. Research shows that one of the consequences of chronic pain is emotional reactions such as anxiety, depression, and stress that occur due to the long-term effects of pain. Therefore, the aim of the present study is to determine the effectiveness of cognitive-behavioral therapy on the mental health and pain intensity level of patients with chronic pain.
Materials and Methods: In this semi-experimental study, 126 patients with chronic musculoskeletal pain and having entry and exit criteria from physiotherapy centers under the supervision of Shoushtar Medical Sciences Faculty were randomly divided into two groups of 63 intervention and control. The intervention group received the intervention based on cognitive behavioral therapy for three months and 12 educational sessions. The patients of both groups completed the data collection tool, which included the numerical pain questionnaire (VAS) and the stress, anxiety and depression level questionnaire DASS21, before the intervention and one week after the completion of the educational intervention. To analyze the data, descriptive and parametric tests (paired t and independent t), Pearson correlation and covariance analysis were used using SPSS software.
Results: The average age of the participants was (46.12±27.16) years. The effectiveness of cognitive-behavioral therapy was associated with a significant reduction in stress, anxiety, and depression levels (P<0.001) only in the intervention group, and this reduction was seen in the levels of stress (P=0.032), anxiety (P=0.030), and depression (P=0.015) compared to the control group. A significant reduction in pain intensity was observed in both groups (P<0.001). However, this reduction in the intervention group was not statistically different from the control group (P>0.05). Also, there was no significant correlation between the levels of stress, anxiety, and depression and pain disability (P<0.05).
Conclusion: The findings of the present study emphasize the importance of using cognitive behavioral therapy in a group setting to treat stress, anxiety, depression, and pain intensity in patients with chronic musculoskeletal pain.

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