پژوهش نامه روانشناسی مثبت
سال دوم شماره 2 (پیاپی 6، تابستان 1395)

The purpose of this study was to investigate the developmental change of spiritual intelligence from adolescence to elderly in the City of Arak-Iran. The samples were 740 persons in the following five age groups who were selected by cluster sampling 14-19 years-old (n=165), 20-29 years-old (n=174), 30-39 years-old (n=214), 40-49 years-old (n=100) and over 50 years-old (n=87). The samples completed the Spiritual Intelligence Questionnaire (Sohrabi and Naseri). The results of analysis of covariance revealed that there were significant differences among the spiritual intelligence of the five age groups. It was also shown that the spiritual intelligence scores increased from the first to the forth age groups, but slightly decreased in the fifth group as compared with the forth age-group. The results of pair-wise comparisons showed significant differences between the scores of the following age groups: 20-29 and 40-49, 14-19 and 30-39, 30-39 and 40-49, 14-19 and 40-49, 14-19 and over 50. The results of comparing the total score of spiritual intelligence and its subscales indicated an increase along with age in the groups 1 to 4, but in most subscales a decrease in the group 5.

This research seeks to investigate the adequacy of the psychometric indicators of the Persian version of Schmit, Muldoon and Pounder's wisdom scale. By using random clustering sampling, 278 undergraduate and postgraduate students (both male and female) of University of Mazandaran were selected to complete the questionnaire. Validity of the questionnaire was confirmed by factor analysis, convergent validity, and divergent validity. Factor analysis results confirmed six initial dimensions. The reliability of the scale and subscales was verified by both Cronbach's alpha (0.71- 0.80) and test-retest method (0.71-0.78). In order to examine the effect of gender on the different dimensions as well as total score of wisdom, independent sample T-test was used to compare the different scores of male and female students along with their total scores. Our findings suggest that there is no statistically significant difference among male and female students. The devised instrument was proved to be sufficient for further studies.

This study was conducted to investigate the effectiveness of positive group intervention on psychological well-being, resiliency and happiness of foster care adolescent girls under the surveillance of Isfahan Welfare Organization. The study was a quasi-experimental research and conducted through the pre-test, post-test, and follow up design with control group. By using purposeful sampling method, 3 centers were selected in Autumn and Winter 2015 and from among them 30 foster care adolescent girls were selected based on inclusion criteria and assigned to the experimental and the control group randomly (15 personseach group). The experimental group received 10 sessions of 90 minutes’ positive group intervention, but the control group received no intervention. All subjects completed the Psychological Well-being Scale (Riff), Resilience Scale (Connor & Davidson) and Oxford Happiness Inventory (Argyle, Martin & Crossland) at the pre-test and post-test as well as after 45 days at the follow-up stages, The results of multivariate covariance indicated significant and considerable increase in the psychological well-being, resiliency and happiness in the experimental’ as compared with the control group at the post-test stage. These results were maintained in the 45 days’ follow-up stage, too. Based on the results of the present study, positive intervention can be used for improvement of psychological well-being, resiliency, and happiness in foster care adolescent girls.

The purpose of the study was to determine examine the effectiveness of attributional retraining program on students’ emotion cognitive regulation strategies and academic resilience. In this quasi-experimental research with pretest-posttest nonequivalent-group design and follow up stage, 41 undergraduate students at Shahid Beheshti University in the experimental group and control group, before and after the training, responded to Garnefski, Kraaij & Spinhoven Emotion Cognitive Regulation Questionnaire and Martin & Marsh Academic Resilience Scale. The experimental group received 7 resilience training sessions (2 hours a session). The results of multivariate covariance analysis, in the short term and long term, indicated that attributional retraining program was effective in increasing adaptive cognitive coping strategies (including acceptance, positive reappraisal positive refocusing, refocus on planning, and perspective taking), and also it was effective in decreasing non-adaptive cognitive coping strategies (including on self-blame, rumination, catastrophizing and other-blame). Also, results of univariate covariance analysis showed that attributional retraining program was effective in increasing academic resilience in the shrt term as well as long term. Generally, these findings suggest that attributional retraining program was effective in improving the resilience of identifying and making optimum their personal power (personal feeling, attitudes and beliefs), find and make full use of their external resources (development of safety and feeling of protection), and mastering their interpersonal skills and problem solving ability (such as persistence, humor and communication).

The aim of the research was comparison of self-determination ability and its components in individuals with hearing or visual impairment, and without impairment. The research sample consisted of 116 people (32 people with visual impairment, 21 people with hearing impairment, and 63 people without impairment) from individuals with hearing or visual impairment, and without impairment in the city of Shiraz city. Individuals with hearing impairment and visual impairment were selected through convenience sampling and individuals without impairment were selected through multistage random sampling. To measure the Self-determination, the Self-Determination Questionnaire (Gomez-vella Verdugo, Gil, Corbella, & Wehmeyer) was used. Data were analyzed by using one-way analysis of variance and Scheffe test. The results showed that the self-determination ability of individuals without impairment was significantly higher than individuals with hearing impairment and visual impairment. It is worth noting that there was no significant difference in self-determination ability between individuals with hearing impairment and visual impairment. The results of analysis of variance (MANOVA) showed that the self-determination ability of individuals without impairment was significantly higher than individuals with sensory impairment in the subscales of autonomy and psychological empowerment. Also, there was no significant difference in none of the subscales of self-determination between individuals with hearing impairment and individuals with visual impairment. According to research findings, it can be said that training of self-determination abilities is necessary for individuals with hearing impairment and visual impairment.

This research was administered with the aim of investigating structural model of the effect of psychological capital on career success with due to the mediating role of satisfaction and commitment among employees of Telecom Company. Research statistical population was male and female employees of Telecom in Isfahan city, who among them two hundred and eighty five persons were selected using convenience sampling. Research instruments were Nguyen et al. Psychological Capital questionnaire, Nabi Job Success (career success) Questionnaire, Spector Job Satisfaction Questionnaire and Speier and Venkatesh Organizational Commitment Questionnaire. Data were analyzed using structural equation modeling. Results of structural equation modeling revealed thatin aseriesof sequential relationships, there is a significant effect from psychological capital also on job satisfaction and organizational commitment and there is a significant effect also from job satisfaction and organizational commitment on job success (career success). The results also showed that psychological capital impact on career success was indirectly through job satisfaction and organizational commitment. Overall, the results of this study showed that job satisfaction and organizational commitment were mediating variables in the relationship between psychological capital and career success.