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Aim: Diabetes mellitus (DM) is a life time disease that requires change in patients' self-care and life style. The aim of this study was to determine the effects of predisposing, reinforcing and enabling factors on the self-care of patients with DM in Ardabil City, Iran in 2016.
Methods: This quasi-experimental study was conducted on 129 patients with DM referred to the diabetic centers of Ardabil. We used the components of PRECEDE model for planning the program. The educational program was executed on six information sessions. Changes in the predisposing, reinforcing, enabling factors and self-care behaviors one month after the intervention activities were assessed by using the same questionnaire. Data were analyzed through SPSS 16 software using descriptive and analytical tests.
Findings: The mean age of the patients was 56.82(±13.4) years, 69.8% of them were married and 20.2% were illiterate. According to the results, the mean scores for the knowledge, attitude, self-efficiency, self-care behavior, and reinforcement factors increased significantly after the educational intervention (p-value >0.001).
Conclusion: Educational intervention with PRECEDE-PROCEED model improved the diabetic patient’s self-care.

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Aims: Depression, anxiety, and psychiatric symptoms are more prevalent among women than men. Given the significance of depression literacy and its associated factors, this study aimed to explore the level of depression literacy and its correlation with depression stigma and attitudes toward seeking help among Iranian women attending health centers in Saveh City.
Instrument & Methods: This cross-sectional study assessed 280 women aged 18-65 selected through cluster sampling from September 2023 to December 2023 in Saveh County, Iran. Reliable and validated tools, including the D-Lit Questionnaire, Attitude Toward Seeking Professional Psychological Help Scale, and DSS-Personal Subscale were utilized for data collection. Data analysis was conducted using independent samples t-test and one-way ANOVA. Predictors were identified through hierarchical linear regression analysis.
Findings: The lowest correct answer rate was associated with knowledge of available treatment methods (15.4%). The mean scores for D-Lit, attitude toward seeking help, and personal depression stigma were 41.36±4.83, 23.63±3.69, and 25.39±4.36, respectively. Education level, consultation with a psychologist, attitude toward seeking help, and depression stigma collectively accounted for approximately 23% of the variance in depression literacy.
Conclusions: The level of depression literacy among Iranian women is insufficient.

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This study sought to explore the association between English as a foreign language (EFL) students’ foreign language learning boredom (FLB) and foreign language enjoyment (FLE) (i.e., personal enjoyment, teacher appreciation, and social enjoyment) as well as the mediating role of student-perceived teacher humor styles (i.e., affiliative, self-enhancing, aggressive, and self-defeating). In doing so, we firstly investigated the relationship between 229 (67 male and 162 female) Turkish EFL university students’ FLB, FLE, and perceived teacher humor styles. We then probed to determine whether perceived teacher humor styles predict their FLB and FLE. The results indicated that all three indices of FLE had significant negative correlations with FLB. While affiliative and self-enhancing humor styles were significantly and positively correlated with FLE, they were negatively associated with FLB. Aggressive humor had only a significant negative correlation with the teacher appreciation subscale of FLE whereas self-defeating humor indicated a significant positive correlation with FLB. The results also showed that FLE could negatively predict FLB. Finally, the results of the mediation analysis indicated two significant mediation relationships which were significantly related to FLB through affiliative and self-enhancing humor. Implications are discussed in the context of teacher education.
This study sought to explore the association between English as a foreign language (EFL) students’ foreign language learning boredom (FLB) and foreign language enjoyment (FLE) (i.e., personal enjoyment, teacher appreciation, and social enjoyment) as well as the mediating role of student-perceived teacher humor styles (i.e., affiliative, self-enhancing, aggressive, and self-defeating). In doing so, we firstly investigated the relationship between 229 (67 male and 162 female) Turkish EFL university students’ FLB, FLE, and perceived teacher humor styles. We then probed to determine whether perceived teacher humor styles predict their FLB and FLE. The results indicated that all three indices of FLE had significant negative correlations with FLB. While affiliative and self-enhancing humor styles were significantly and positively correlated with FLE, they were negatively associated with FLB. Aggressive humor had only a significant negative correlation with the teacher appreciation subscale of FLE whereas self-defeating humor indicated a significant positive correlation with FLB. The results also showed that FLE could negatively predict FLB. Finally, the results of the mediation analysis indicated two significant mediation relationships which were significantly related to FLB through affiliative and self-enhancing humor. Implications are discussed in the context of teacher education.
This study sought to explore the association between English as a foreign language (EFL) students’ foreign language learning boredom (FLB) and foreign language enjoyment (FLE) (i.e., personal enjoyment, teacher appreciation, and social enjoyment) as well as the mediating role of student-perceived teacher humor styles (i.e., affiliative, self-enhancing, aggressive, and self-defeating). In doing so, we firstly investigated the relationship between 229 (67 male and 162 female) Turkish EFL university students’ FLB, FLE, and perceived teacher humor styles. We then probed to determine whether perceived teacher humor styles predict their FLB and FLE. The results indicated that all three indices of FLE had significant negative correlations with FLB. While affiliative and self-enhancing humor styles were significantly and positively correlated with FLE, they were negatively associated with FLB. Aggressive humor had only a significant negative correlation with the teacher appreciation subscale of FLE whereas self-defeating humor indicated a significant positive correlation with FLB. The results also showed that FLE could negatively predict FLB. Finally, the results of the mediation analysis indicated two significant mediation relationships which were significantly related to FLB through affiliative and self-enhancing humor. Implications are discussed in the context of teacher education.