جستجوی مقالات مرتبط با کلیدواژه "emotional resilience" در نشریات گروه "روانشناسی"

his study aimed to investigate the predictive relationships between mental toughness, meaning in life, and emotional resilience. A cross-sectional design was employed, involving 290 participants recruited through convenience sampling. Data were collected using the Mental Toughness Questionnaire (MTQ48), Meaning in Life Questionnaire (MLQ), and Connor-Davidson Resilience Scale (CD-RISC). Pearson correlation analysis and linear regression analysis were conducted using SPSS version 27 to examine the relationships between the variables. Descriptive statistics revealed mean scores of 3.65 (SD = 0.85) for mental toughness, 4.32 (SD = 0.67) for meaning in life, and 4.10 (SD = 0.74) for emotional resilience. Pearson correlation analysis showed significant positive correlations between mental toughness and meaning in life (r = 0.45, p < 0.001), and between mental toughness and emotional resilience (r = 0.52, p < 0.001). The regression model was significant (F(2, 287) = 77.41, p < 0.001) with an R^2 value of 0.35, indicating that meaning in life and emotional resilience explained 35% of the variance in mental toughness.In the regression analysis, meaning in life (B = 0.28, SE = 0.09, β = 0.25, t = 3.11, p = 0.002) and emotional resilience (B = 0.41, SE = 0.07, β = 0.38, t = 5.86, p < 0.001) were significant predictors of mental toughness. The study demonstrated that both meaning in life and emotional resilience are significant predictors of mental toughness, together explaining a substantial proportion of its variance. These findings highlight the importance of fostering a sense of meaning and enhancing emotional resilience to develop mental toughness, which is crucial for managing stress and adversity.

The objective of this study is to explore the identity development of teenagers with learning disabilities (LD). This qualitative research employed a phenomenological approach, utilizing semi-structured interviews to gather in-depth data from participants. Nineteen teenagers (10 males and 9 females) aged 13-18 years, diagnosed with LD and enrolled in special education programs at three urban high schools, were purposively sampled. The interviews, lasting 45 to 60 minutes each, were transcribed verbatim and analyzed using a thematic approach to identify key themes and subthemes. Four main themes emerged from the data: personal experiences, social interactions and relationships, self-perception and identity, and coping strategies and support systems. Participants reported significant academic challenges, leading to emotional distress and lowered self-esteem. Social interactions varied, with positive relationships providing crucial support and negative interactions exacerbating feelings of isolation. Identity development involved navigating dual identities and coping with internal conflicts. Effective coping strategies, such as seeking help and using assistive technology, contrasted with less adaptive methods like avoidance. Supportive family and educational environments were essential for positive identity development and emotional resilience. The study highlights the complex interplay of factors influencing the identity development of teenagers with LD. Academic challenges, social interactions, and coping strategies significantly impact their self-perception and overall well-being. The findings underscore the need for inclusive educational practices, supportive teacher-student relationships, and comprehensive mental health resources to foster positive identity formation and improve outcomes for adolescents with LD.

This study aimed to explore the parenting strategies, support systems, and coping mechanisms employed by single parents of children with developmental delays. A qualitative research design was adopted, involving semi-structured interviews with 23 single parents of children aged 2 to 12 years with diagnosed developmental delays. Participants were recruited through local support groups, online forums, and pediatric clinics. The data collection continued until theoretical saturation was achieved. Thematic analysis, following Braun and Clarke's framework, was used to identify key themes and subthemes within the data. The study identified three main themes: parenting strategies, support systems, and coping mechanisms. Key parenting strategies included routine establishment, positive reinforcement, adaptive techniques, communication strategies, and behavior management. Support systems encompassed family support, professional support, community resources, and financial assistance. Coping mechanisms highlighted were emotional resilience, social networks, personal time management, seeking knowledge, advocacy and empowerment, spirituality, and adaptability. Participants emphasized the importance of structured routines and positive reinforcement in managing their children's needs, while family and professional support were crucial in alleviating caregiving burdens. Effective coping mechanisms were essential for managing stress and maintaining well-being. Single parents of children with developmental delays employ a variety of effective strategies and support systems to navigate their unique challenges. Emotional resilience and social support networks play a critical role in their ability to cope with the demands of caregiving. These findings underscore the need for tailored interventions and resources to support single-parent families, highlighting the importance of flexible services, community resources, and advocacy efforts. Further research should focus on larger, more diverse samples and explore the impact of technological tools in supporting these parents.