فهرست نشریات علمی دسترسی آزاد ایران

Background and Aim: Students in junior high school, particularly in the third level, areprone to a variety of stressors. This in turn might lead to stress, anxiety, depression, andother health‑related problems. There are a very limited number of action research studies toidentify the effect of stress management techniques among students. Therefore, a study wasconducted to assess the effect of a program used in the math class to decrease the student’slevel of stress, anxiety, and depression. Material and Methods: This was an action researchstudy, which was conducted in region three of the Education and Training Office of Isfahan,in the year 2012. Fifty‑one students in a junior high school were selected and underwent acomprehensive stress management program. This program was prepared in collaborationwith the students, their parents, teachers, and managers of the school, and was implementedapproximately during a four‑month period. The student’s stress, anxiety, and depression weremeasured before and after the program using the DASS‑21 questionnaire. Findings: Thet‑test identified that the mean scores of stress, anxiety, and depression after the interventionwere significantly lower than the corresponding scores before the program. One‑way analysisof variance (ANOVA) also showed that the students from the veterans (Janbaz) familieshad higher levels of stress compared to their classmates, who belonged to the non‑veteranfamilies (P < 0.05). Results: Education and implementation of stress management techniquesincluding cognitive and behavioral interventions along with active and collaborative methodsof learning in the math class might be useful both inside and outside the class, for bettermanagement of stress and other health‑related problems of students.