جستجوی مقالات مرتبط با کلیدواژه « مربیان پیش دبستانی » در نشریات گروه « روانشناسی »

Emotional intelligence refers to the differences between individuals in identifying motivation, emotions, and feelings, and controlling emotions, both in the individual and in social relationships. In fact, emotional Intelligence is the ability to process information related to one's emotions and the ability to use the information as a guide for understanding and acting. (MacCann et al., 2020). According to Bar-On (2003), emotional intelligence and teaching this skill deals with oneself, others, and the environment. Therefore, it should be more adaptive to changing conditions and be more successful in meeting environmental demands. Responsibility in the educational situation is broad in scope and guarantees health indicators and improved quality of life of children in school. In addition, recently, scientific interest in the problems of stress and coping with it has been increasing. Therefore, the purpose of this study was to investigate the effectiveness of emotional intelligence training for preschool teachers on their responsibility and coping skills.

The research method is applied based on purpose and based on data collection, quasi-experimental with pre-test-post-test design and control group. The statistical population includes preschool teachers in Izeh City in 2020. From the target population, 30 people were selected by random sampling method and assigned to experimental (15) and control (15) groups. First, pre-tests were performed for both groups. The experimental group received emotional intelligence training in 10 sessions of 45 minutes over two months. The instruments used in the pre-test and post-test include the Responsibility subscale of the California Psychological Inventory and the Coping Inventory for Stressful Situations. Data were analyzed using the analysis of covariance by SPSS-23 software.

The results obtained by comparing the post-test of independence variables in the two groups by controlling the effect of the pre-test, after emotional intelligence training showed the scores of responsibility and Task-oriented coping who participated in the experimental group compared to those in the control group Were significantly increased (P <0.01). The results also showed that the scores of the components of emotion-oriented coping and avoidant-oriented coping who participated in the experimental group, compared to those who were replaced in the control group decreased (P ≤.01). In general results showed that emotional intelligence training has a significant effect on the responsibility (F=20.20, p<0.0001) and coping skills (included: Task-oriented coping: F=11.25, p<0.003; Emotion-oriented coping: F=14.75, p<0.001; Avoidant-oriented coping: F=5.07, p<0.004) of preschool teachers.

Therefore, it can be concluded that emotional intelligence training is an effective method to increase preschool teachers’ responsibility and positive coping skills by using techniques such as familiarity with the concept of emotion, emotional awareness, identifying emotions, accepting emotions, confronting emotions, and personal responsibility skills. Also, emotional intelligence training because it emphasizes both cognitive and emotional factors, affects preschool teacher’s responsibility and coping skills.

The aim of this study was to compare the effectiveness of schema-therapy and reality-therapy on psychological flexibility and emotional self-regulation of preschool teachers in Shahrekord.

The statistical population was all preschool teachers in Shahrekord, from which 45 people were selected by available sampling and randomly assigned to 2 experimental groups and 1 control group (15 people each). The research measurement tools included questionnaires of psychological resilience (Bond et al., 2011) and emotional self-regulation (March, 1983) which were completed in three stages: pre-test, post-test and 3-month follow-up. Data were analyzed using repeated measures analysis of variance.

The results showed that only schema therapy had a stable effect on adjusting the mean scores of psychological flexibility (P<0.05); However, both schema therapy and reality therapy methods had a stable effect on increasing the mean scores of emotional self-regulation (P <0.05).

It was concluded that two methods of group schema therapy in the first place and group reality therapy in the second degree can be used to improve the psychological flexibility and emotional self-regulation of preschool teachers.

The present study aims to Investigate the effectiveness teaching problem solving skills for self-efficacy and resilience of preschool teachers in Tehran has been performed. This research is a quasi-experimental project with a pre-test-post-test design with a control group and a follow-up stage. The statistical population under study includes preschool teachers in the fifth district of Tehran in 1398. Bandura's self-efficacy questionnaire with 25 items, the self-efficacy variable, and Connor and Davidson's infertility questionnaire, including 25 questions that measure resilience variables, were used as assessment tools. In order to conduct this study, 40 preschool teachers who were purposefully selected and replaced in two experimental and control groups completed the questionnaire. Then, the members of the experimental group were trained in problem solving skills for 8 2-hour sessions and after the training, the test was performed on the trainers of both groups. In order to analyze the data and investigate the research questions, the univariate and correlation t-correlation analysis test was used. According to the research findings, the self-efficacy and resilience of educators who received problem-solving skills training is higher than those who did not receive problem-solving skills training. Also, the level of self-efficacy and resilience of these coaches has a good stability.

Disciplinary rules and measures in the educational environment are an important factor in the formation of students' emotions and behavior that can affect their well-being in this way. Therefore, identifying the role of the discipline process on the psychological well-being of children in preschool centers was determined as the aim of the present study, which was achieved through a qualitative survey method. The research sample consisted of 16 educators working in preschool centers who were purposefully selected. The data collection tool was a Semi-Structured Interview. The qualitative analysis method was used with a three-step coding technique (open, axial, and selective) to achieve the findings. The results indicate that some disciplinary measures have a positive role and others negatively affect children's psychological well-being. The process of discipline will positively affect the psychological well-being of children through pleasant disciplinary strategies and regulations that develop interpersonal relationships. On the other hand, it can also have a negative effect on psychological well-being through debilitating strategies of positive self-concept and disciplinary strategies and regulations that threaten autonomy and independence. Accordingly, the establishment of participatory discipline based on the development of relationships and positive feelings to promote children's psychological well-being in preschool centers is recommended to educators.

The present study is a quasi-experimental pre-test post-test study with a control group and has a follow-up stage. The purpose of this study was to investigate the effectiveness of problem solving skills training on self-efficacy and resilience of preschool teachers. The statistical population included preschool teachers in Tehran in 2019. A total of 40 preschool teachers who were purposefully selected as a sample and replaced in the experimental and control groups. For data collection, Bandura self-efficacy (2000) and connor & Davidson resilience (2007) questionnaires were used. In the pre-test stage, both groups (experimental and control completed the mentioned questionnaires. Then, the members of the experimental group were trained in problem-solving skills for 8 sessions of 2 hours, and after the end of the training course, the post-test was performed on the instructors of both groups. In order to analysis the data and examine the research question were used Univariate analysis of covariance and paired t-test. The results showed that training in problem solving skills has increased the self-efficacy and resilience of trainers. Also, the self-efficacy and resilience of coaches have a good stability over time.

Psychological capital is a positive construct and indicates the latent readiness and capacity for individual change and consists of components such as self-efficacy, hope, optimism and resilience. These four components work synergistically to help a person adapt more easily to life, community, and the workplace and achieve success. The aim of this study was to compare the effectiveness of schema, therapy and reality therapy on the psychological capital of preschool teachers in Shahrekord.

The statistical population was all preschool teachers in Shahrekord, from which 45 people were selected by available sampling and randomly assigned to 2 experimental groups and 1 control group (15 people each). The research instrument was the Psychological Capital Questionnaire (Lutans et al., 2007) which was completed in three stages: pre-test, post-test and 3-month follow-up. Data were analyzed using repeated measures analysis of variance.

The results showed that the two methods of schema therapy and reality therapy had a stable effect on the average scores of total psychological capital and the components of self-efficacy, hope and optimism (P <0.05). ETA coefficients for psychological capital were 0.432 and for self-efficacy, hope and optimism were 0.265, 0.207 and 0.151, respectively.

It was concluded that both schema therapy and reality therapy methods, in terms of their multifaceted structure and content, have almost the same value as the ability to improve psychological capital and the components of self-efficacy, hope and optimism, and can be He used these two intervention methods for preschool teachers.

The aim of the present research was to investigate the effectiveness of the programs titled «Anger Management» and «Raising a Thinking child» on educational methods، anger control، and mental health of preschool teachers. This study is semi-experimental utilizing a single group with pre and post-tests design. Participants were selected through the available sampling procedures which consist of N=42 female preschool teachers in Tehran volunteering to participate in the project and taking part in our educational programs. The school authorities held a briefing session prior to initiating the program. The workshops were held once a week for two-hours for a total of 21 weeks. The teachers were given three questionnaires before and after each workshop including «Teacher Educational Methods»، «Teacher Anger Assessment»، and «Spilberger State- Trait Anxiety Inventory». The results revealed that participation in such workshops has increased the average sub-scales scores for anger-stimulating situations and anger expression. The same is true about the post-test scores of anger control strategies among the teachers. Also the data analysis showed that the teachers may promote their anger control and psychological health through participation in such workshops.