فهرست مطالب ریحانه مشهدی

Adolescences encountered physical, cognitive, and emotional changes; they try to increase their ability of thinking and change relationships with family and peers for new emotional and social roles. Therefore, this study aimed to compare the effectiveness of positive intervention and mindfulness-based cognitive therapy intervention on emotional maturity in girl students. The research sample was 45 girl students in public and exemplary high schools in Zahedan who have selected through a multi-stage random cluster sampling method and were divided into two experimental (n=30) control (n=15) groups. The emotional maturity scale was used to collect data. The experimental group received the positive intervention and cognitive-therapeutic intervention for 8 weeks in two months. The data were analyzed by a repeated-measures test. Results of repeated measures analysis showed that positive psychotherapy and mindfulness-based cognitive therapy intervention had a significant effect on emotional maturity, but based on the results of multivariate analysis, the average emotional stability, Emotional regression, social maladjustment, personality disintegration, and lack of independence in the positive intervention group in the post-test and follow-up showed a significant decrease compared to the experimental group of mindfulness-based cognitive therapy with the control group and the effectiveness of the positivist intervention on emotional maturity was more than mindfulness-based cognitive therapy (p <0.01). Therefore, it can be concluded that despite the effectiveness of both interventions, the positive intervention was more effective in emotional development and emotional maturity than the mindfulness-based cognitive-therapy in adolescent girls.

This study aimed to compared the effectiveness of group positivity training on social adequacy and academic resilience in female students.

The research method was quasi-experimental with pre-test-post-test design and one-month follow-up with the control group. The statistical population included all female high school students in public high schools and the public sample in Zahedan. 45 of them were enrolled in the study. They were selected through multi-stage random cluster sampling and divided into experimental and control groups. 15 people each) were replaced. Flanner et al.'s (1990) Social Adequacy Scale and the Samuels (2004) Academic Equality Questionnaire were used to collect data. The experimental group received positivity training for 8 consecutive weeks in two months and the control group did not receive any intervention. The data were analyzed by SPSS software through repeated measures test.

The results of analysis of variance of repeated measures showed that group positivity training had a significant effect on social adequacy and academic resilience, and the mean score of cognitive skills and motivational motivations of the positive experimental group were significantly different (p<0.05) has been reported and also positive intervention has been effective in increasing the overall score of academic resilience and subscales of communication skills, future orientation and problem orientation.

Therefore, it can be concluded that group positivity training can have a significant effect on social adequacy and resilience of female adolescents and their academic effectiveness.