Razi Journal of Medical Sciences

other اثربخشی مداخله شاهنامه‌خوانی و نقالی بر عزت‌نفس و پرخاشگری در دانش‌آموزان دختر مقطع متوسطه اول The Effectiveness of Shahnameh Reading and Traditional Storytelling (Naqqāli) on Self-Esteem and Aggression among Female Middle School Students فیزیوتراپی Physiotherapy مروري review article <div style="text-align: justify;">زمینه و هدف: نوجوانی دوره‌ای حساس در رشد هیجانی و اجتماعی است و مداخلات فرهنگی-روان‌شناختی بومی می‌توانند در ارتقای سلامت روان آنان نقش داشته باشند. این پژوهش با هدف بررسی اثربخشی شاهنامه‌خوانی و نقالی بر عزت‌نفس و پرخاشگری در دانش‌آموزان دختر مقطع متوسطه اول انجام شد. روش کار: این پژوهش از نوع نیمه‌آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل و مرحله پیگیری بود. جامعه آماری شامل نوجوانان دانش‌آموز دختر مقطع متوسطه اول در دو منطقه شهری مشهد و اصفهان بود که با روش نمونه‌گیری در دسترس انتخاب و به‌صورت تصادفی در گروه آزمایش و کنترل گمارده شدند. حجم نمونه نهایی ۴۰ نفر (۲۰ نفر گروه آزمایش، ۲۰ نفر گروه کنترل) بود. مداخله شاهنامه‌خوانی و نقالی طی ۸ هفته و هر هفته ۲ جلسه ۱۲۰ دقیقه‌ای اجرا شد. ابزارهای پژوهش شامل پرسشنامه عزت‌نفس کوپراسمیت و پرسشنامه پرخاشگری باس و پری بود. داده‌ها با استفاده از تحلیل کوواریانس چندمتغیره و تک‌متغیره تحلیل شدند. لازم به ذکر است که به دلیل ماهیت جنسیتی نمونه‌گیری در دسترس، نتایج این پژوهش صرفاً قابل تعمیم به نوجوانان دختر است و تعمیم به پسران نیازمند پژوهش‌های جداگانه می‌باشد. یافته‌ها: نتایج نشان داد شاهنامه‌خوانی و نقالی به‌طور معناداری موجب افزایش عزت‌نفس (001/0>p، 33/0=η²) و نیز کاهش پرخاشگری (001/0>p، 65/0=η²) در نوجوانان شد. این اثرات در مرحله پیگیری یک‌ماهه نیز پایدار بود. همچنین، در برخی خرده‌مقیاس‌های عزت‌نفس و پرخاشگری، میزان اثرگذاری متفاوت بود؛ به‌گونه‌ای که بیشترین تغییرات در مؤلفه‌های عزت‌نفس عمومی (006/0>p، 35/0=η²) و عزت‌نفس خانوادگی (007/0>p، 34/0=η²) مشاهده شد، در حالی که مداخله بر عزت‌نفس تحصیلی و اجتماعی تأثیر معناداری نداشت. در خصوص پرخاشگری، اگرچه نمره کل کاهش معناداری نشان داد، اما در تحلیل تک‌متغیره، اثر مداخله بر خرده‌مقیاس‌های جداگانه به سطح معناداری نرسید که نشان‌دهنده تأثیر همزمان مداخله بر ابعاد مختلف پرخاشگری است. نتیجه‌گیری: شاهنامه‌خوانی و نقالی به‌عنوان یک مداخله فرهنگی-هنری بومی، می‌تواند روشی مؤثر برای ارتقای سرمایه‌های روان‌شناختی مثبت و کاهش رفتارهای پرخاشگرانه در نوجوانان دختر باشد. به‌کارگیری این روش در مدارس و مراکز فرهنگی-درمانی پیشنهاد می‌شود.</div> <div> <table align="left" hspace="0" vspace="0"> <tbody> <tr> <td style="padding: 0in 12px; text-align: justify;" valign="top">Background & Aims: Adolescence is widely recognized as one of the most critical developmental stages in human life, characterized by profound biological, cognitive, emotional, and social changes. During this period, individuals experience rapid physical growth, identity formation, increasing autonomy, and heightened sensitivity to social interactions. These developmental transitions often expose adolescents to various psychological challenges, including emotional instability, low self-esteem, interpersonal conflicts, and aggressive behaviors. Among these challenges, self-esteem and aggression have received considerable attention due to their significant influence on adolescents’ psychological well-being, academic achievement, social adjustment, and future mental health outcomes. Self-esteem refers to an individual's overall evaluation of self-worth and personal value. Adolescents with high self-esteem are generally more resilient, emotionally stable, socially competent, and capable of coping effectively with stress and life challenges. Conversely, low self-esteem has been associated with anxiety, depression, social withdrawal, academic difficulties, and behavioral problems. Aggression, on the other hand, encompasses a range of behaviors intended to harm others physically, verbally, or psychologically. In the Iranian cultural context, the Shahnameh, the epic masterpiece of Ferdowsi, represents one of the most influential literary works, containing rich narratives that emphasize courage, wisdom, justice, self-sacrifice, perseverance, and moral responsibility. Through its heroic stories and symbolic representations, the Shahnameh offers opportunities for adolescents to identify with positive role models, reflect on ethical dilemmas, and develop constructive approaches to personal and social challenges. Naqqāli, the traditional art of storytelling and dramatic narration of Shahnameh stories, further enhances the educational and psychological value of these narratives. By engaging participants emotionally, cognitively, and socially, Naqqāli creates an immersive experience that may strengthen self-awareness, empathy, emotional expression, and behavioral self-regulation. Exposure to heroic characters who demonstrate resilience, self-control, and moral integrity may foster positive self-perceptions while simultaneously discouraging aggressive tendencies. Despite the recognized cultural significance of Shahnameh reading and Naqqāli, limited empirical research has examined their psychological effects on adolescents. Accordingly, the present study was conducted to investigate the effectiveness of Shahnameh reading and Naqqāli in enhancing self-esteem and reducing aggression among female middle school students. It was hypothesized that participation in a structured Shahnameh reading and storytelling program would lead to significant improvements in self-esteem and significant reductions in aggressive behaviors compared with a control group. Methods: This study employed a quasi-experimental design with pretest–posttest, control group, and follow-up assessments. The statistical population consisted of female adolescents attending middle schools in two urban areas of Mashhad and Isfahan, Iran. Participants were selected through convenience sampling and randomly assigned to either the experimental or control group. The final sample comprised 40 participants (20 in the experimental group and 20 in the control group). The Shahnameh reading and Naqqāli intervention was conducted over eight weeks, with two 120-minute sessions per week. Research instruments included the Coopersmith Self-Esteem Inventory and the Buss–Perry Aggression Questionnaire. Data were analyzed using multivariate and univariate analyses of covariance (MANCOVA and ANCOVA). It should be noted that, due to the gender-specific nature of the convenience sampling procedure, the findings of this study are generalizable only to female adolescents, and separate studies are required to determine their applicability to male adolescents. Results: The findings indicated that Shahnameh reading and Naqqāli significantly increased self-esteem (η² = 0.33, p < 0.001) and significantly reduced aggression (η² = 0.65, p < 0.001) among the participants. These effects remained stable at the one-month follow-up assessment. Furthermore, the intervention demonstrated varying levels of effectiveness across different self-esteem and aggression subscales. The greatest improvements were observed in general self-esteem (η² = 0.35, p < 0.006) and family self-esteem (η² = 0.34, p < 0.007), whereas no significant effects were found for academic or social self-esteem. Regarding aggression, although the total aggression score showed a significant reduction, the intervention did not reach statistical significance for individual aggression subscales in the univariate analyses, suggesting a simultaneous influence on multiple dimensions of aggressive behavior. Conclusion: The findings of the present study provide empirical support for the effectiveness of Shahnameh reading and traditional storytelling (Naqqāli) as culturally grounded interventions for promoting psychological well-being among female adolescents. Participation in the eight-week intervention program resulted in significant improvements in self-esteem and substantial reductions in aggression, with these positive effects remaining stable during the follow-up period. These findings highlight the potential of indigenous cultural resources to contribute meaningfully to adolescent mental health and psychosocial development. The observed increase in self-esteem may be explained by the opportunity for participants to engage with inspiring narratives and heroic characters who embody positive personal qualities such as courage, perseverance, responsibility, wisdom, and self-respect. The reduction in aggression observed among participants may be attributed to several mechanisms. The stories presented in the Shahnameh often illustrate the consequences of impulsive behavior, conflict, and violence while simultaneously promoting values such as justice, patience, wisdom, and self-control. Through active participation in storytelling sessions and group discussions, adolescents may have developed greater emotional awareness, empathy, and capacity for self-regulation. Although individual aggression subscales did not reach statistical significance in separate analyses, the significant reduction in overall aggression suggests that the intervention exerted a comprehensive influence across multiple dimensions of aggressive behavior. Several practical implications emerge from this study. Educational institutions, counseling centers, and cultural organizations may benefit from incorporating Shahnameh-based programs into extracurricular activities, preventive mental health initiatives, and youth development programs. Such interventions can strengthen positive psychological resources while simultaneously addressing behavioral challenges in a culturally meaningful manner. Nevertheless, the study's findings should be interpreted in light of certain limitations, including the relatively small sample size, the use of convenience sampling, and the exclusive inclusion of female adolescents. Future research is recommended to examine the effectiveness of similar interventions among male adolescents, larger and more diverse populations, and over longer follow-up periods. Overall, the present study demonstrates that Shahnameh reading and Naqqāli represent valuable cultural tools capable of fostering self-esteem, reducing aggression, and supporting the healthy psychological development of adolescents.</td> </tr> </tbody> </table> </div> <div style="text-align: justify;"></div> شاهنامه‌خوانی, نقالی, عزت‌نفس, پرخاشگری Shahnameh Reading, Naqqāli (Traditional Storytelling), Self-Esteem, Aggression, Adolescents 186 196 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8818-2&slc_lang=other&sid=1 Seyyed Mehdi Mousavi Mirkalai سید مهدی موسوی میرکلائی 3900319475328460091069 3900319475328460091069 No PhD in Persian Language and Literature, Karaj Branch, Islamic Azad University of Karaj, Iran. دکترای زبان و ادبیات فارسی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران. Rasoul Behnam رسول بهنام Rasoolbehnam@cfu.ac.ir 3900319475328460091070 3900319475328460091070 Yes Faculty Member, Farhangian University, Urmia, Iran استادیار، گروه زبان و ادبیات فارسی، دانشگاه فرهنگیان، ارومیه، ایران