جستجوی مقالات مرتبط با کلیدواژه « تاب آوری » در نشریات گروه « علوم تربیتی »

Tokophobia is a severe fear of childbirth, which appears as a specific phobia; Therefore, the present study was conducted with the aim of investigating the effectiveness of schema therapy on resilience and its components in nulliparous pregnant women with tokophobia in Isfahan city.

The current research was semi-experimental research of pre-test, post-test and follow-up type with a control group, which was conducted in the statistical population of nulliparous pregnant women with tokophobia in Isfahan city in the autumn of 2021.The research sample consisted of 30 people who were purposefully selected and randomly divided into two control and experimental groups after matching. The experimental group receive schema therapy sessions for twelve 60-minute sessions, but the control group did not receive any intervention. All subjects of the research answered the questions of Resilience Conner -Davidson (2003) in three stages: pre-test, post-test and follow-up. Collected data were analyzed using spss-23 and with repeated measure analysis of variance.

The findings showed the resilience scores (β=0.64 & p<0.01) and components of the perception of individual competence (β=0.48 & p<0.01), trust in individual instincts (β=0.01). (β=0.26 & p>) and positive acceptance (β=0.26 & p<0.01) increased in the post-test stage compared to the pre-test scores and maintained its effectiveness in the follow-up stage (>0.05) p).

Schema therapy, due to the exposure of primary incompatible schemas, which has been effective in the formation of low resilience in pregnant women with tokophobia, reduces its amount and, as a result, increases resilience in them.

Introduction and Goal: 

Anxiety is one of the basic problems of students, which can cause a lot of psychological and emotional damage to students. Therefore, this research was conducted with the aim of determining the relationship between resilience and psychological well-being with academic performance in students With Generalized Anxiety Disorder.

The research design was correlational. The statistical population of the research included all the female students of the first secondary school in Paveh city in the academic year of 2021, of which 150 people were selected based on the formula (n=50 + 8m) and selected by the available sampling method and the research tools included Tab questionnaire. Avery (Connor and Davidson, 2003), psychological well-being (Reif, 2002) and academic performance questionnaire (Pham and Taylor, 1999) answered. Descriptive statistics, Pearson correlation coefficients, multivariate regression and spss software were used for data analysis.

The results showed that there is a positive and significant relationship between the total score of resilience (r=0.679 and p=0.000) and one of its dimensions with the academic performance of anxious students at the level of 0.05. Also, the results showed that the total score of psychological well-being (r=0.899 and p=0.000) and each of its dimensions have a positive and significant relationship with the academic performance of anxious students at the level of 0.05. Regression analysis with the simultaneous entry method also showed that the predictor variables together explained 40% of the variance of the academic performance score in students.

Considering that academic performance can be influenced by many psycho-social factors, it is necessary for educational planners and psychologists to take steps to improve students' academic performance by recognizing these factors.

The aim of this study was to determine the role of resilience components and self-regulatory strategies in differentiating between students’ acdemic procrastination and non- procrastination. This research was causal- comparative type; it was carried out with the method of analysis of the detection function. The statistical population of the present study included all female and male students of Qom University who were 10071 people in the academic year of 1399-1400. Based on the Morgan and Karjasi table, 420 students were selected by the available sampling method. The tools used in this study included the Solomon and Rothblum academic procrastination scale (1984), the Samuels academic resilience questionnaire (2004), and the Pintrich and DeGroot self-regulatory strategies questionnaire (1990). The data collected was analyzed using the diagnostic function analysis method. The findings of the diagnostic function analysis led to a meaningful function, according to which the metacognitive, motivational and problem-oriented self-regulation strategies related to resilience had the highest differentiation power in two groups of students. Also, the results of the detection function showed that about 78% of people were correctly grouped into the initial classes. According to the research findings, students ' academic procrastiration can be reduced and improved by developing appropriate educational programs as well as implementing strategies to strengthen academic resilience and self-regulation and to create a facilitating environment for learners

The purpose of the present research is to study the effect of religious beliefs on female students’ resilience in the 1st grade of high school in district 1 of Shiraz. The research method was descriptive correlation. The statistical population of the research consisted of all 9200 female students in the 1st grade of high school in the district 1 of Shiraz in 2022-2023 among whom 360 students were chosen by random cluster sampling. Data collection instruments in this research were Glock & Stark Religious Beliefs Scale (2003) and Samuels Resilience Scale (2004). Their validity and reliability were calculated and confirmed by object analysis and Cronbach’s alpha respectively. For data analysis, descriptive statistics (average and standard deviation) and inferential statistics (Pearson correlation coefficient and regression analysis) were used. The results indicated that there is a significantly positive relation between religious beliefs and resilience. Moreover, religious beliefs are considered as a significant predictor for students’ resilience as their religiosity predicted 36% of their resilience variation. Besides, theological, emotional, consequential, and ritual aspects determine 36.5% of their resilience variation. The beta level of theological, emotional, consequential, and ritual aspects is significant and can positively predict the students’ resilience. Therefore, it can be concluded that religion and religious instruction have a noticeable role in increasing the students’ resilience and creating calmness and security for them. In this regard, enforcement of religious attractions by holding educational, religious, and cultural programs to improve students’ religious attitude is suggested.

The purpose of this research was to compare job burnout, psychological flexibility and resilience in male and female secondary school teachers in Darab city. The current research method was applied in terms of purpose and causal-comparative in terms of method. The statistical population includes male and female middle school teachers of Darab city, whose number is 1742, and according to Morgan's table, 314 people (161 male teachers and 153 female teachers) were selected by stratified random sampling method. were selected as samples. The instrument used to measure was Moslesh and Jackson's job burnout questionnaire (1981), Bund et al.'s psychological flexibility or action acceptance questionnaire (2011), and Conner and Davidson's resilience questionnaire (2003). Data analysis was carried out in two parts: descriptive statistics and inferential statistics. The obtained results showed that there is a significant difference between job burnout, resilience and cognitive flexibility of male and female teachers, and the average variables of job burnout in male teachers are lower than in female managers, the average scores of resilience in male teachers are It is higher for female managers and the average cognitive flexibility is the same in male and female teachers. Also, the average of job burnout components in male teachers is lower than female teachers and the average of all resilience components of male teachers is higher than female teachers.

the aim of the present study was to investigate the mediating role of academic optimism in the relationship between mindfulness and resilience and academic performance of female high school students in Mashhad. The research method was descriptive correlational. The statistical population of the study consisted of female students of the seventh district of Mashhad in the academic year of 2022-2023. The sample size based on Klein's suggestion, was 250 students who were selected by available sampling method. The collection tools in this research are Connor-Davidson Resilience Questionnaire (2003), Baer et al.'s five-factor Mindfulness Questionnaire (2006), Tschannen-Moran et al.'s Academic Optimism Questionnaire (2013) and the grade point average was used for the students' academic performance. Descriptive statistics and inferential statistics methods such as correlation tests and structural equations with path analysis were used to analyze the data. The results of showed that the conceptual model of research fits well and academic optimism plays the role of a mediator in the relationship between mindfulness and resilience and academic performance of female high school students. The relationship between academic optimism on the resilience and academic performance was also direct and significant. According to the results, It can be concluded from the results of the study that academic optimism in the students has a facilitating role in the development of resilience and academic performance. Thus, mindfulness, academic optimism will be established, and eventually the resilience and academic performance will be upgraded and developed.

The experience of adolescence, with its dramatic changes in various aspects of a teenager’s life, presents demands that, in the absence of certain psychological qualities, can make a safe and less-damaged transition from those confrontations challenging. According to available evidence, one of the most critical psychological qualities specifying a teenager’s chosen lifestyle is emotional regulation. Various researchers have endeavored in different ways and by developing diverse conceptual models to emphasize the role of factors affecting the emotional regulation style of adolescents (Sabzi & Shokri, in press). In this study, the researcher aims to analyze the difference in the regulation style focused on positive reappraisal by emphasizing the informational power of psychological resilience constructs and coping strategies with stressful experiences, and also by referring to the mediating role of the psychological quality of mindfulness. The development of this conceptual model, with the collection of targeted constructs for the systematic study of emotional regulation style focused on cognitive reappraisal, is necessary for at least two reasons. First, the simultaneous emphasis on these conceptual domains in the form of a hypothesized model, based on theoretical and empirical foundations, is a novel approach. Therefore, the researcher assumes that the present study, with its innovative aggregation of selected concepts, is of undeniable importance in expanding the informational boundaries in the field of studies of emotional regulation styles in adolescents. Second, the logic of the conceptual community and the emphasis on the interpretative capacities of mindfulness play an important role in strengthening the content of preventive psychoeducational interventions for adolescents. Therefore, the results of the present research are crucial in the development of training programs for emotional regulation in adolescents. In the present study, the researcher sought to test the proposed mediation model of mindfulness in relation to resilience and coping strategies with cognitive reappraisal based on the conceptual positions derived from the coping process theory. In general, this theory emphasizes that the difference in the multiple consequences of facing stressful experiences, such as the difference in the processing styles of the motivating events, can be explained through the difference in the reserve of coping resources.

In this correlational study, the research population included female students of the first secondary school in the 11th district of Tehran in the academic year of 2021-2022. A total of 486 female adolescents, who were selected by the available sampling method, responded to the Adolescent Resilience Scale (ARS), the Adolescent and Adult Mindfulness Scale (AAMS), the Cognitive Reappraisal Scale (CRS), and the Proactive Coping Scale (PCS). Structural equation modelling was used to assess the mediating effect of mindfulness on the relationship between resilience and coping strategies with cognitive reappraisal among female adolescents. After collecting the data, the AMOS-18 statistical package was used to analyze them using the statistical method of structural equation modelling.

Initially, the data were checked for normality, outliers, and multicollinearity. Univariate outliers were examined via Z-score values in SPSS, revealing no abnormal or outside the range of predictable values. Furthermore, data were screened for instances of multicollinearity via analysis of tolerance (TOL) and variance inflation factor (VIF). Multicollinearity was not present as all TOL indices were >0.10 and all VIF measures were <3. Results indicated that for female students, the completely mediated model of mindfulness on the relationship between resilience and coping strategies with cognitive reappraisal among female adolescents exhibited a good fit to the data. Moreover, all of the regression weights in the hypothesized model were statistically significant, and the model’s predictors accounted for 52% of the variance in mindfulness and 60% of the variance in cognitive reappraisal.

According to the available empirical evidence, adolescence is a stage in a person’s life in which teenagers, upon entering this period and subsequently facing the inevitability of confronting challenging demands arising from being in different situations, exhibit distinct levels of resilient encounters. In other words, the period of adolescence and its coincidence with the accumulation of changes in various psychological and physical fields, and of course, the requirement to respond adaptively to such experiences, at this point, is considered an important developmental task (Chen, 2021). A review of various studies shows that educational researchers have always strived to include in their research priorities, in addition to understanding how teenagers respond to developmental tasks, a methodical examination of how they encounter motivating experiences in academic progress situations (Santos, Simoes, Cefai, Freitas, & Arriaga, 2021). According to the available evidence, adolescence is the period of facing a wide range of demands in different fields of personal and social life of the teenager. The quality of pursuing developmental tasks in this period of human life is understood in the context of the psychological qualities of adolescents (Chen, 2021). Based on the conceptual positions of the coping process theory (Lazarus, 2006), the quality of people’s evaluation in the face of surrounding motivating experiences is understood by referring to some of their psychological qualities such as psychological resilience and coping strategies with stressful experiences (Santos et al., 2021). According to the available evidence, one of the determinants of cognitive interpretations is resilient encounters. In this section, it is assumed that part of the difference in meaning creation for peripheral experiences can be understood through psychological resilience. In addition, people’s ways of coping with stressful experiences are also effective in using empowering interpretations or disempowering interpretations dimensions of cognitive interpretations (Hambour et al. 2018). A review of the research background shows that most of the researchers interested in the intellectual possibilities of the coping process theory have tried to study the positions of this theory by using each of the two causal methodologies of mediation and moderation. In sum, these findings of the present study, in line with the conceptual positions of coping process theory, show that predicting the preferred method of cognitive confrontation with peripheral demands through the functional characteristics of resilience variables and active confrontation in the context of information makes sense for other concepts such as mindfulness. In other words, in accordance with the realistic approach of coping process theory, the comprehensibility of different forms of people’s confrontations with surrounding stressful situations finds meaning in the informational context of a complex network of relationships between different interrelated constructs.

The purpose of this research was to investigate the relationship between school-oriented management style and resilience with job burnout in primary school teachers. The method of the current research was a correlational description. The statistical population of this research consisted of all primary teachers of Mashhad city, based on Morgan's table, the sample number was estimated to be 384 people. The sampling method in this research is random sampling. For this purpose, Davadipour et al.'s (2008) School Management Style Questionnaire, Meslech and Jackson's (1981) Job Burnout Questionnaire, and Tab Orikaner and Davidson's (2003) Questionnaire were used to collect information. After collecting the data, descriptive statistics, correlation and regression indicators were used to analyze the data using SPSS 24 software. The results of the analysis showed that there is a relationship between school-oriented management style and resilience with job burnout in primary school teachers (p<0.05).

This research investigated the effectiveness of Mindfulness-Based Cognitive Therapy (MBCT) on the resilience and academic motivation of high school students. The study employed a quasi-experimental design with pre-test and post-test involving two groups (experimental and control). The statistical population comprised students enrolled in the second year of high school (tenth grade of humanities) during the academic year 2022-2033 in Zabol City. Using convenience sampling, 40 students were selected and assigned into experimental and control groups (n=20). Data were collected using the Connor-Davidson Resilience Scale (CD-RISC; 2003) and the Academic Motivation Scale (AMS; Fairchild et al., 2004). The experimental group received 8-session Mindfulness-Based Cognitive Therapy, with each session lasting 2 hours and weekly, while no intervention was conducted for the control group. Data analysis was performed with descriptive statistics and analysis of covariance (univariate and multivariate) using SPSS-26 software. The Results revealed significant differences between the experimental and control groups in terms of resilience (F=73.48, p=0.000, η²=0.69) and academic motivation (F=11.14, p=0.000, η²=0.37). Following the implementation of Mindfulness-Based Cognitive Therapy, both resilience and academic motivation showed improvement. Considering the research findings, it is evident that Mindfulness-Based Cognitive Therapy (MBCT) was beneficial in enhancing resilience and academic motivation. This study contributes to the understanding of the potential positive impact of mindfulness-based interventions on the resilience and academic motivation of high school students.

Job burnout is a psychological syndrome and is most commonly seen in occupations that have long been associated with humans. the purpose of this study is to predict the burnout of elementary teachers based on religious beliefs and mindfulness with regard to the mediating role of resilience. The purpose of this study is descriptive and correlational. the statistical population consisted of elementary school teachers in Yazd in the school year of 2021-2022. Using simple random sampling method, 299 teachers were selected based on Cochran formula. information was collected using the four Maslach Burnout Questionnaires (2014), Connor-Davidson Resilience Questionnaire, Freiburg Mindfulness Questionnaire (2006), and Ganji and Nayebzadeh's religious beliefs (2014). Also, Data were also analyzed Path analysis analysis and Sabel test. The results showed that there is a linear and inverse relationship between the variables of religious beliefs, mindfulness and burnout, and the higher the resilience criterion in teachers, the lower the burnout of teachers. thus the variables of religious beliefs, mindfulness and resilience predict the burnout of Yazd elementary school teachers. In addition, the findings showed that mediation resilience is a relationship between religious beliefs and job burnout, and mindfulness predicts job burnout directly and indirectly

The present study was conducted with the aim of investigating the effectiveness of play therapy with an attachment approach on self-regulation and resilience of male students with attention deficit hyperactivity disorder.

In terms of the purpose of this research, it is an applied research, which is a semi-experimental type with a pre-test-post-test and a control group and a two-month follow-up period. The statistical population of the present study consists of all the 9-11-year-old male students of the elementary school who referred to counseling and psychology centers due to symptoms of attention deficit/hyperactivity disorder in the academic year of 1401-1402.To select the research sample, 20 people were selected for each group in the form of a purposive random sample and randomly assigned to two experimental and control groups.In order to collect information, Connors Parent Form Questionnaire, Self-Regulatory Learning Leaders Questionnaire, and Social-Emotional Capabilities and Resilience Scale were used.The experimental group underwent play therapy with an attachment approach (10 sessions of 60 minutes).

Data analysis was done using the statistical test of univariate analysis of covariance.The results showed that play therapy with an attachment approach leads to the improvement of self-regulation and resilience in the post-test phase And this effect in the follow-up phase also led to the improvement of self-regulation and resilience, which shows the continued effectiveness of play therapy with an attachment approach.

According to the results of the research, the implementation of play therapy with an attachment approach for students with attention deficit/hyperactivity disorder can increase their self-regulation and resilience.

The purpose of this research was to investigate the effect of problem solving skills training on the resilience and adjustment of students with low academic performance. The research method was a quasi-experimental pre-test-post-test with a control group. The statistical population of the research was the male students of the first period of high school in the schools of Shiraz city in the academic year of 2021-2022. Among them, 100 people were selected with available sampling method and based on schools with low academic performance and completed the questionnaire of resilience (CD-RISC) and adjustment (AISS). Then, out of 30 students who reported below-average resilience and adjustment, 15 were randomly assigned to the experimental group and 15 to the control group. The people of the experimental group were trained in problem solving skills for eight sessions. The data were analyzed using multivariate analysis of covariance. The results showed that problem-solving skill training significantly improves the resilience of students participating in the experimental group compared to the control group, and brings a significant reduction in maladaptive behaviors in this group. In short, it can be concluded that teaching problem solving skills significantly improves the resilience and adjustment of students.

Farhangian University is education-oriented and its main mission is to provide, train, strengthen and improve human resources for education. This study investigates the relationship between resilience and hardiness among student teachers of Farhangian University in Yazd. The research method is descriptive and correlational. The population included all female bachelor students of educational science from Farhangian University, Fatima Al-Zahra (S) campus, Yazd city, in the academic year 2022-2023.The whole community was selected as a sample through the census method, but finally 73 people answered the questionnaires. The research tools included the resilience scale of Connor-Davidson (2003) and the hardiness scale of Barton. (1989). The collected data were analyzed using Pearson's correlation coefficient. The results of the Pearson correlation coefficient test showed that there is a positive and significant relationship between the components of both resilience and hardiness variables. Considering the important role of resilience and hardiness in the development of competence and professional qualifications of student teachers, it is necessary to plan for the growth and promotion of such abilities.

Positive organizational behavior seeks to improve individual and organizational performance by understanding and strengthening the positive characteristics of employees, as well as by identifying, investing and developing the strengths of human resources. In this regard, the aim of the present study is to investigate the relationship between positive organizational behavior and organizational performance among elementary school teachers in Sarein. The present research method is descriptive and correlational. The validity of the questionnaire has been confirmed based on the opinions of experts and university professors. Our statistical population includes all the teachers, managers and principals of Sarein city, numbering 108 people, due to the small number of the population, all people were selected as a sample, and the questionnaire link was sent to the people through Shad virtual space. To collect data, two questionnaires of positive organizational behavior by Luthans et al. (2007) and Hersey and Goldsmith's organizational performance (2003) were used. The reliability of the questionnaires was reported as 0.90 and 0.86 respectively. The results of the analysis show that there is a positive and significant relationship between self-efficacy, resilience and optimism and organizational performance. But there is no significant relationship between hope and organizational performance. The positive behavior of employees is a kind of valuable and useful behavior that people show voluntarily and willingly. Therefore, it seems very important and necessary to study and investigate this kind of behavior in the organization.

Resilience is the process, ability, or consequence of successful adaptation to threatening conditions. One of the most important issues is resilience in the field of education and training; Therefore, this study was conducted to investigate how students' resilience was created during the e-learning course during the Covid-19 epidemic.

The present study is a qualitative cross-sectional descriptive study that is also applied from the perspective of the purpose. Participants were 18 students and faculty members who were interviewed in a semi-structured manner. The samples were purposefully selected using the technique of maximum diversity, taking into account their degree and field of study. A semi-structured interview guide with reference to resilience theory was also developed and the data were analyzed using theme analysis method.

Finally, 97 codes, 20 sub-themes and five main themes were obtained, which include: 1- Individual and internal planning and preparation 2- Technology factors 3- Content factors 4- Agility factors and 5- Evaluation and support factors. Each of the components is composed.

According to the results of the research, it seems necessary to promote and empower students by strengthening resilience. Resilience also allows students to manage adverse conditions by accepting challenges and improve their academic performance by having a positive view of change. In this context, it is necessary to consider infrastructure, hardware, software, and academic aspects along with individual, behavioral, and personality factors together as a comprehensive basket of educational factors involved in resilience.

Introduction and goal: 

The purpose of this study was to investigate the effect of self-determination on job involvement with the mediation of resilience in 115 employees of Bushehr province.

This research was applied in terms of its nature and goals, and the correlation method was used for its implementation. The statistical population of this research included all the employees of 115 Bushehr provinces in the number of 169 people, using Cochran's formula, 117 people were selected as the sample size by simple random sampling. To collect data, 3 self-determination questionnaires were used by Desi and Ryan (1985), Kanongo's Job Engagement Questionnaire (2003), Conner and Davidson's Resilience Questionnaire (2003). The face validity of the questionnaires was confirmed by 3 professors of educational sciences at Moore, and the reliability coefficient of the questionnaires was estimated as 0.849 for self-determination, 0.801 for job involvement, and 0.799 for resilience. Research hypotheses were analyzed using (Pearson's correlation test and regression analysis).

The findings of the research indicated that self-determination has a positive effect on job engagement through the mediation of resilience. Self-determination has a positive effect on job involvement. Self-determination has a positive effect on resilience. Self-determination has a positive effect on job involvement with control resilience.

Self-determination can have a positive effect on job involvement. When people have the most power and freedom to make decisions in their jobs, they feel more in control of their jobs and can do their activities independently.

Divorce is one of the important issues that has increased unprecedentedly in recent years. In the same direction the purpose of this research was the effectiveness of mindfulness training on resilience, psychological well-being and life satisfaction of women about to divorce in Ahvaz.

The research design was a semi-experimental pre-test, post-test with a control group, which was conducted on women who referred to counseling centers. Using the entry and exit criteria, 30 eligible women were selected for the study by available sampling method and randomly replaced in two experimental and control groups. Before starting the training, a pre-test was taken from both groups and they were asked to answer the resilience questionnaire, life satisfaction questionnaire and psychological well-being questionnaire. For implementation, at the beginning, a pre-test was taken from all 2 groups. Then the experimental group underwent 8 90-minute sessions of mindfulness-based training, and after each 2 groups, a post-test was taken. Data analysis was done using multivariate covariance analysis (MANCOVA) using SPSS version 26 software. A p value of less than 0.05 was considered significant.

The results showed that mindfulness training improved the psychological well-being, life satisfaction and resilience of women about to divorce.

In order to increase resilience, psychological well-being and life satisfaction of women about to divorce, it is necessary to pay attention to mindfulness training.

Creating suitable conditions for teachers leads to resilience against adversities and hardships in the path of education and training and helps to improve the performance of teachers. Based on this, the aim of the research is to indicate the factors affecting teachers' resilience in past researches through a hybrid model.

The method of this research is qualitative and of hybrid type, and a library-based method was used to collect information. The statistical population is all articles related to teachers' resilience, 17 of which were selected as the sample size.

The hybrid model of teachers' resilience in this research has 6 educational, religious, cognitive-identity, social, individual, and health dimensions, and 20 components were identified as effective factors on teachers' resilience, the innovation of which was the addition of economic and livelihood dimensions. Based on this, the relevant model was designed and its validity and reliability were determined, and the kappa coefficient obtained from the data under the investigation was 0.93.

The factors collected by the researcher, including educational, individual social, legal-economic, health identity, religious and perceptual factors have a high impact on the resilience of teachers. This article introduces the factors affecting resilience to institutions and Organizations such as education and schools are able to increase the resilience of teachers against the difficulties and adversities and obstacles facing the education and education of the country, i.e. students.