جستجوی مقالات مرتبط با کلیدواژه "بهزیستی روان شناختی" در نشریات گروه "علوم انسانی"

The present research was conducted with the aim of the effectiveness of positive thinking on academic enthusiasm and psychological well-being of students (a case study of a military university).

This research was practical in terms of purpose and experimental with pre-test-post-test with a control group in terms of method. The statistical population included third-year university students. The statistical sample included 21 people for the experimental group and 21 people for the control group; which were randomly selected and randomly replaced in groups. The data collection tool included questionnaires of 84 psychological well-being questions of Riff and 17 questions of academic enthusiasm of Shafli and colleagues. The data were analyzed using the statistical method of multivariate analysis of covariance.

The results showed that positive thinking training had improved psychological well-being and academic subjects at the level of P<0.001, and the results were repeated again in the three-month follow-up.

Originality: 

In the near future, students of military universities will serve as commanders and heads of military organizations. Considering the key role of human resources in military and law enforcement organizations and the need for these employees to have high mental health, it is obvious that the vice-chancellor of that university can play a role in improving the psychological well-being and academic enthusiasm of these students through detailed planning to carry out positive thinking training.

The present study aimed to investigate the effect of life skills training on cognitive emotion regulation strategies, psychological well-being and social adjustment among female junior high school students. . In terms of purpose, the present research was practical and was carried out in the framework of a semi-experimental study including a pre-test-post-test design with a control group.. The research statistical population included all female junior high-school students in Gachsaran city in the academic year of 2022-2023. By cluster sampling method, 36 students were selected as study sample and randomly assigned to two equal groups of experimental and control. The research instruments included the cognitive emotion regulation questionnaire (Garnefski & Kraaij, 2006), psychological well-being scale (Ryff, 2002) and social adjustment questionnaire (Sinha & Singh, 1993). In implementing the treatment, the experimental group received instruction on the skills of life in 10 sessions while the control group received no instruction. For analysis of data, inferential statistical methods were used such as univariate and multivariate analysis of covariance (MANCOVA) and SPSS statistical software (version 22). The results indicated that training of life skills can be employed as a useful intervention method to increase in psychological well-being and social adjustment and reduction in negative strategies of cognitive emotion regulation in female junior high school students (P< 0/05). Based on the findings, it can help adolescents to improve their psychological and emotional capabilities through designing effective intervention programs.

The main goal of the current research is to determine the fit of the causal model of psychological well-being based on resilience and self-expression with the mediation of interpersonal skills and mindfulness. The statistical population of the research included the students of different levels of psychology in North Tehran and East Tehran units of Tehran Azad University in the academic year 1401-1402, and a sample of 495 students was selected by random sampling method. 18-question psychological well-being standard questionnaires of Riff (1989), 25-questions of Connor and Davidson's resilience (2005) (CD-RIS) and 15-questions of Mattson's interpersonal communication skills (1983) were used. The results of the research showed that resilience has a significant and direct effect on psychological well-being with an impact coefficient (0.497). Also, resilience has an indirect effect on psychological well-being through the mediation of interpersonal skills (P<05). It can be concluded that the increase of individual skills and resilience leads to the promotion of psychological well-being of students, so universities should work more on the development of resilience and interpersonal skills.

The present study was conducted with the aim of building and validating a local educational-therapeutic intervention that promotes psychological health on the psychological well-being of women freed from addiction. The present research method was semi-experimental with a pre-test-post-test design with a control group and a three-month follow-up. The statistical population of the research in developing the program included all the women freed from addiction in the 7th district of Tehran in 2022, of which 30 people (15 in the control group and 15 in the experimental group) were selected through the purposeful sampling method and They were randomly placed in two groups. To collect data, the Ryff Scales of Psychological Wellbeing-Short Form (RSPWB-SF, 1989) was used. Repeated measurement analysis of variance test was used to analyze the data. The research findings showed that there was a significant difference of 0.01 between the post-test mean of psychological well-being in the experimental and control groups. In addition, the results showed that this intervention was able to significantly maintain its effect over time (P<0.0001). As a result, skill enhancement program training can be used as an effective approach to improve psychological well-being.

This research was conducted with the aim of investigating the mediating role of psychological well-being in the relationship between mindfulness and acceptance with perfectionism in married people. The method of this research was descriptive-correlational. The statistical population of this research was all non-clinical married people living in Mashhad in 1401. Based on Cochran's formula, 400 people were considered as the sample number from among the target population. The sample individuals were selected by available sampling method. The tools used in this research are the Freiburg Mindfulness Questionnaire, the Acceptance and Action Questionnaire of the second edition of Bund, Hayes-Bayer Carpenter, Gino et al. . The data was analyzed with the statistical method of structural equations. The results showed that psychological well-being has a mediating role in the relationship between mindfulness and acceptance with perfectionism (p<0.5). Also, according to the collected information, the correlation coefficients between the studied variables in the correlation matrix show. Correlation matrix, at the significance level of 0.05, there is a significant and positive correlation between all variables (p<0.05).

The high prevalence of falls among the elderly leads to significant adverse health consequences, including reduced quality of life and functional limitations. The primary aim of this study was to examine the effects of mindfulness, balance, and combined exercises on psychological well-being and fear of falling in inactive elderly individuals.

The subjects of this research were 48 elderly men aged 65 to 75 years, who were selected voluntarily based on the study's objectives from among the elderly men in Mashhad, Iran. They were randomly assigned to one of four groups (n=12): (1) Mindfulness Practice Group, (2) Balance Practice Group, (3) Combined Practice Group, and (4) Control Group. The research employed a semi-experimental design with pre-test and post-test assessments. Participants first completed the Fall Efficacy Questionnaire and the Psychological Well-being Scale as a pre-test. Subsequently, those in the intervention groups participated in balance exercises, mindfulness exercises, or combined exercises for 16 sessions, each lasting 60 minutes (three times a week), according to their group's protocol.

The findings indicated a significant difference in the effects of mindfulness, balance, and combined exercises on psychological well-being and fear of falling in inactive elderly individuals (p<0.001).

All three interventions—balance exercises, mindfulness exercises, and combined exercises—were effective in improving psychological well-being and reducing the fear of falling among inactive elderly individuals. Notably, the combined exercise method (balance and mindfulness) had a greater impact on psychological well-being and fear of falling compared to the other methods.

The aim of this study was to ascertain the effect of Acceptance and Commitment Group Therapy on the psychological well-being and happiness of Divorce Children. The design of this study was practical and quasi-experimental, with pretest-posttest follow-up and a control group. The study’s statistical population comprised all children of divorce aged 13 to 17 who had access to the social networks Instagram, WhatsApp, and Telegram in Iran in 2022. Convenience sampling was employed to select thirty individuals, who were then randomly assigned to control and experimental groups. Acceptance and Commitment Therapy was administered to the experimental group for a total of eight sessions. The Ryff Psychological Well-Being Scale (RSPWB) and the Oxford Happiness Inventory (OHI) were employed in this investigation. Repeated Measures ANOVA was used in SPSS software version 26 for data analysis. The results of repeated-measures ANOVA (P˂0.01) showed an increase in psychological well-being and happiness scores of the experimental group compared to the control group. Additionally, the results of the follow-up indicated that the treatment’s effects persisted over time. Given the significant efficacy of Acceptance and Commitment Group Therapy, it is advised that this treatment be considered as a means of enhancing the psychological well-being and increasing happiness of divorced children.

The objective of this study was to examine the mediating role of cognitive regulation of emotion and self-compassion in the relationship between psychological well-being and mindfulness. The research method is implemented in accordance with the purpose and the method of accumulating descriptive-correlational information. The research was all undergraduate students of Islamic Azad University Marvdasht branch University in the academic year 2018-2019, of which 386 students (205 women and 181 men) were selected by multi-stage cluster sampling method. The subjects completed psychological well-being scales (RSPWB), mindfulness (FFMQ), Self-Compassion (SCS), and Cognitive Emotion Regulation Strategies Questionnaire (CERQ). The structural equation analysis method was implemented for data analysis, utilizing SPSS (version 25) and AMOS (version 20) software. In the present study, the indirect path of mindfulness on students’ psychological well-being was significant at the level of 0.12 for cognitive regulation of emotion and 0.15 for self-compassion (P=0.001). These findings suggest that the relationship between psychological well-being and mindfulness is mediated by the variables of cognitive regulation of emotion and compassion. According to these findings, mindfulness can affect the psychological well-being of pupils by influencing the extent of cognitive regulation of emotion and compassion.

 The present study was conducted with the aim of comparing the effectiveness of psychological toughness training and positive thinking on students' psychological well-being and adaptability. This research was an experiment with a pre-test and a post-test with a control group. The statistical population is the first year students of Bond University. The statistical sample included 21 people for each of the experimental groups and 21 people for the control group, who were randomly selected and randomly replaced in the experimental and control groups. Trainings on psychological toughness and positive thinking were given to the experimental groups, but no training was given to the control group. The data collection tool included the 84-question psychological well-being questionnaire of Riff and the 160-question questionnaire of Bell's adjustment. Data were analyzed using multivariate analysis of covariance. The results indicated that both psychological toughness training and positive thinking training improved psychological well-being and improved psychological adjustment in students, and in comparison between the two types of intervention, psychological toughness training was more effective in most components. In the three-month follow-up, the results were repeated; Therefore, it can be concluded that these interventions can be used to improve and promote psychological well-being and adaptation.

The purpose of this study was to present a structural model for predicting psychological well-being in entrance exam students, which was based on mindfulness and mediated by the cognitive regulation of emotion and the meaning of life. It was of the structural equation modeling type in terms of the fundamental intent and the method of collecting correlational data. The statistical population consisted of female students attending secondary institutions in Tehran from 2022 to 2023. These students were selected using the available sampling method, and a total of 271 subjects participated in the research. Psychological well-being scale (PWS), cognitive emotion regulation questionnaire (CERQ), meaning in life questionnaire (MLQ), and five-dimensional mindfulness questionnaire (FFMQ) are included in the research instruments. SPSS24 and AMOS24 software were employed to conduct data analysis using the Pearson correlation and structural equation methods. The results indicated a positive and significant relationship between psychological well-being, mindfulness, the meaning of life, and the cognitive regulation of emotion (P<0.01). Furthermore, the research findings indicated that the mediating role of cognitive regulation of emotion and meaning in life in the relationship between mindfulness and psychological well-being was both positive and significant (P<0.01). The results suggest that mindfulness facilitates positive re-evaluation and increases self-awareness, which contribute to the improvement of psychological well-being and the attainment of meaning in life for students who are experiencing the pressures of the entrance exam period.

The present study aimed to investigate the mediating role of compassion in the relationship between emotional intelligence and the psychological well-being of adolescent girls. The research method used was descriptive correlation using structural modeling. The statistical population included teenage girls from first to third grades (second secondary) of high schools in Melair City in the academic year of 2022-2023, and 452 people were selected as the sample size by the available sampling method. The research tools included   Ryff's Psychological Well-Being Scale (RSPWB) Riff (1989), Schutte Emotional Intelligence Scale (SEIS) Shot et al. (1998), and Compassion Questionnaire (CS) Nas and Sack (2020). Structural equation analysis was used to analyze the data. The results showed the optimal fit of the research model. The results showed that emotion regulation (P=0.002) and emotion exploitation (P=0.005) as two components of emotional intelligence as well as compassion (P=0.05) have a significant direct effect on psychological well-being. However, emotional expression did not significantly affect psychological well-being (P<0.05). Also, the results showed that emotion regulation (P=0.04) has an important indirect effect on psychological well-being, but emotion exploitation and emotion expression did not show a significant indirect effect (P<0.05). These results show that compassion, considering the role of emotion regulation as a component of emotional intelligence, can explain the psychological well-being of adolescent girls.

The purpose of this research was to investigate the relationship between psychological well-being and ambiguity tolerance with academic performance through the mediation of cognitive emotion regulation. The descriptive research method was structural equation modeling. The statistical population of this research was all male secondary school students, the sample size included 220 people who were selected by multi-stage cluster random sampling. The subjects completed the McLain Ambiguity Tolerance Questionnaire (2009), Riff's Psychological Well-Being Questionnaire (2013), and the Garnefski & Kraaij Emotional Regulation Questionnaire (2006) and the final grade point average was used as an indicator of academic performance. Data analysis was done using the statistical method of structural equation modeling. The results of the analysis indicated the confirmation of the fit of the hypothetical research model. The standard coefficients of path analysis showed that ambiguity tolerance (0.35, p<0.01) and psychological well-being (0.51, p<0.01) have a significant direct effect on academic performance. Also, these two variables mediate Cognitive regulation of emotion (adaptable) has a significant indirect effect with academic performance of students (p<0.01). In addition, the direct path of ambiguity tolerance and psychological well-being with cognitive regulation of emotion (inadaptable) was not significant. According to the results Based on the findings, solutions or programs can be considered to improve psychological well-being and increase students' ability to tolerate ambiguity, as well as to recognize and regulate their emotions in an efficient manner.

The present study was conducted to determine the effectiveness of compassion-based therapy on psychological well-being and quality of life in women with substance abuse spouses. The present study was a semi-experimental study with pre-test and post-test and a control group. The statistical population of the present study included all women with addicted spouses who were referred to addiction treatment centers in Tehran in 1400 Among them, 30 people (15 people in the experimental group and 15 people in the control group) were selected by the available sampling method and randomly in two The experimental and control groups were placed. To collect data, the World Health Organization Quality of Life Scale (SF-36, World Health Organization, 1996) and Ryff's psychological well-being Scale)RSPWB-SF, Ryff, 1989) were used. Multivariate covariance analysis was used to analyze the data. The findings showed that by controlling the effect of the pre-test, there is a significant difference between the average psychological well-being and the quality of life of women with drug-abusing husbands in the two experimental and control groups at the level of 0.05. Compassion-based therapy training can be a useful tool in improving psychological well-being and quality of life in women with drug-abusing spouses.

The current research was designed and implemented to evaluate the psychological well-being model based on emotional self-regulation, mindfulness, and self-coherence with the role of psychological capital. This research is a cross-sectional descriptive survey. In terms of purpose, application, and the method of collecting the information needed to examine the hypotheses, this research is collected through a questionnaire and in the field. Due to the investigation of the relationship between variables, this type of research is of the correlation type. The statistical population of the present study includes all the female guardians of Shiraz city, which was considered to be 384 people according to the sample size of Kochran in uncertain conditions, which was spread among the statistical sample by a simple random method. We use the structural equation method to analyze the data using SPSS and AMOS software. The results showed that psychological capital can mediate the relationship between self-coherence, emotional self-regulation, and mindfulness with psychological well-being. The significance level of self-coherence, emotional self-regulation, and mindfulness variables is close to zero and less than the significance level of α=0.05 (p<0.05). As a result, statistically, there is a significant relationship between these variables and the psychological well-being of women heads of households. In proving a positive relationship between them, by increasing one unit of self-coherence, emotional self-regulation, and mindfulness, psychological well-being will increase by 12.5%, 21.9%, and 32.5%, respectively. Found. Also, by increasing one unit of self-coherence, emotional self-regulation, and mindfulness due to the mediating role of psychological capital, the amount of psychological well-being indirectly increases by 4.3%, 4.8%, and 7.7%, respectively. The percentage will increase.

IntroductionBurnout is considered a threat to the mental health of teachers and educational and organizational environments, and identifying the psychological factors affecting it is of particular importance. The purpose of this research was to investigate an structural model of relationship between covid-19 anxiety, quality of life and psychological well-being with job burnout considering the mediating role of social support. MethodThe current research method was descriptive-correlation. 365 teachers from the fourth education district of Ahvaz were selected by random sampling method as research sample. The instrument of this research included job burnout (Meslech, 1981), Covid-19 Anxiety (Alipour et al., 2018), quality of life (World Health Organization, 1996), psychological well-being (Ryff, 1989) and social support (Phillips, 1986). Evaluation of the proposed model was done through structural equation modeling and using SPSS-26 and AMOS-24 softwares. In order to test the indirect effects, the bootstrap method was used.ResultsStructural equation modeling analysis supported the fit of the proposed model with the data. The results indicated that corona disease anxiety has a significant positive effect on job burnout. Quality of life and psychological well-being have significant negative effects on job burnout. Social support has a significant negative effect on job burnout. Corona disease anxiety has a significant negative effect on social support. Quality of life and psychological well-being have significant positive effects on social support. Corona disease anxiety, quality of life, and psychological well-being through social support have significant indirect effects on job burnout. DiscussionAccording to these findings, it can be concluded that by increasing the quality of life and psychological well-being and reducing the anxiety of COVID-19, the level of social support of teachers can be increased so that these factors together provide them with conditions that reduce job burnout and in addition, maintaining and improving the mental health of teachers, it provided conditions for the organization to reduce negative consequences such as absence from work and turnover.

The present study was conducted with the aim of developing a model of happiness based on psychological well-being with the mediation of emotional intelligence in undergraduate students. The type of applied research and its method was descriptive correlation based on structural equations. The statistical population of the research consisted of all undergraduate students of the Islamic Azad University of Science and Research. In order to determine the sample size based on Klein's point of view in the structural equation model, 414 individuals were selected through cluster multistage random sampling. Oxford happiness (2002), Rief psychological well-being (2002) and Schott emotional intelligence (1998) questionnaires were used to collect data. Data analysis was done through structural modeling using Amos software. The results showed that psychological well-being and emotional intelligence have a positive and significant effect on students' happiness, and emotional intelligence among students positively and significantly mediates the effect of psychological well-being on happiness. It can be concluded that the psychological well-being of students acts as a protection against stressful events and has an essential role in influencing and improving the quality of life, mental health and happiness in different societies.

Graduates of Police University interact with a wide range of people in different dimensions due to their assigned duties. Therefore, they are trained in communication skills before entering the workplace. In this research, the effect of communication skills on courage, psychological well-being, and interpersonal relationships of university students was discussed.

In terms of its objectives the present study is of an applied research type and in terms of the method of data collection, it was a quantitative research using a quasi-experimental technique of pre-test-post-test with a control group. The statistical population of the research was all the students of the Department of Intelligence and Criminalistics in the Faculty of Intelligence in 2022 (October to February). In order to implement the research project, 40 athlete students were selected from the list of students in a simple purposeful manner and were randomly divided into two experimental and control groups. After the pre-test, the experimental group received 10 sessions of 90 minutes (once a week) in communication skills, while the control group received no training. The tools used in this research were courage questionnaire, psychological well-being questionnaire and interpersonal relationship questionnaire, and data analysis was done using univariate analysis of covariance (ANCOVA) and SPSS22 software.

The findings show that the variable of courage in the pre-test was 43.5 and after the test was 79.6; the variable of interpersonal relations was 54.1 in the pre-test and 77.3 in the post-test; and the variable of psychological well-being was increased in the pre-test to 50.7 and in the post-test to 75.4 in the experimental group compared to the control group.

The results showed that with the help of social and communication skills techniques, people took responsibility for their behavior and found the ability to express themselves with enough courage and adjust their interpersonal relationships in such a way that they experience more effective communication. In the face of challenges and unfavorable situations, they are invincible, and they establish favorable relationships in interaction, and finally, communication skills lead to success in social interactions, and people can see communication as a means to solve their problems and in a work environment in a compatible way, act better and enjoy mental health and experience mental well-being.

The present study aimed to investigate the structural effects of attachment styles on students' academic procrastination, mediated by psychological well-being. This research was performed by the descriptive correlation method. Using multi-stage, random, cluster sampling, 329 students (227 girls and 102 boys) were selected from all the high school students in Shahrekord during the academic year 2021-2022, and the Collins and Read Attachment Styles Questionnaire, Ryff's Psychological Well-Being Scale, and Solomon and Rothblum's Academic Procrastination Scale were completed. Based on the structural equation modeling, psychological well-being acts as a mediator of the influence of attachment styles on academic procrastination. Secure attachment leads to a reduction in academic procrastination by rising well-being, and contrarily, avoidant and anxious insecure attachment increases academic procrastination by decreasing well-being. These findings demonstrate how emotional connections affect mental health and help regulate teenage students’ behavior.

This study was conducted to identify the opportunities and threats posed by the Internet and its effects on the psychological well-being of online children and adolescents. This qualitative research had a synthesis design based on Roberts’ six-step research synthesis model. The statistical population of the study was comprised of all national and international research and scientific articles related to the research topic in the period of 2000-2021. 250 of such sources which were collected from various databases were reviewed and analyzed based on the research input criteria. The results of the study revealed that online children and adolescents have opportunities such as socialization and communication with others, self-expression and identity formation, learning and development of creativity, personal growth and self-acceptance and threats such as anxiety and depression, sleep disorder, low self-esteem, social isolation, lack of self-acceptance, Internet addiction, academic failure, cyberbullying, suicide and sexual abuse, each of which can affect their psychological well-being.

Military jobs have special complications that are associated with incompatibility, physical risks, being away from family and living in difficult conditions all over the world. Therefore, people who work in high-risk jobs (such as the military and the police) have a higher chance of developing psychological illnesses. The current research was conducted with the aim of the effectiveness of psychological resilience training on students' psychological well-being, adaptability and anger control. This research was of an experimental type with a pre-test - post-test with a control group. The statistical population was first year university students. The statistical sample was 21 people for the experimental group and 20 people for the control group, who were randomly selected and randomly replaced in the two groups. Psychological resilience training was given to the experimental group, but no training was given to the control group. The data collection tool was Riff's 84-question psychological well-being questionnaire, Bell's 160-question questionnaire, and Spielberger's 57-question anger control questionnaire. The data were analyzed using multivariate analysis of covariance. The results showed that psychological resilience skill training promoted psychological well-being, adaptability and improved anger control at the level of P<0.01. The results were repeated in the three-month follow-up. According to the results of the analyzes and the confirmation of the effectiveness of the psychological resilience intervention on the psychological well-being, adaptation and control of students' anger, these interventions can be used to improve the psychological well-being, adaptation and management and control of students' anger.