جستجوی مقالات مرتبط با کلیدواژه « توانمندی منش » در نشریات گروه « علوم تربیتی »

The aim of this study was to determine the effectiveness of treatment based on acceptance and commitment on the difficulty of emotion regulation and character ability of mothers of children with Attention Deficit Hyperactivity Disorder (ADHD). The method of the present study was quasi-experimental with pre-test-post-test design with a control group and 6-week follow-up. The statistical population included 40 mothers with children with ADHD in the city of Bukan in 1399-1400. From among them 24 people (12 people in the experimental group and 12 people in the control group) were selected as the research sample using purposive sampling method. emotion regulation questionnaires Gratz and Roemer (DERS) (2004) and Character Strengths Questionnaires (VIA-IS) (2004) were used to collect data.The collected data were analyzed using repeated measures analysis of variance test in SPSS-26 software. Findings showed that acceptance and commitment therapy has a significant effect on the difficulty of emotion regulation and its dimensions in mothers of children with ADHD (p< 0.05). Also, the findings of the study showed that the treatment of acceptance and commitment significantly affects the ability of the character and its dimensions in mothers of children with ADHD (p< 0.05). Based on the results of the present study, it can be seen that treatment based on acceptance and commitment is a useful and effective intervention to improve the difficulty of emotion regulation and strengthen the ability of character in mothers of children with attention deficit hyperactivity disorder.

The aim of this study was to investigate the effect of character strengths on academic well-being and academic engagement with mediating of use of character strengths. For this purpose, 354 students were selected by multistage random sampling from twelve schools of Ghale Ganj city, that filled out the Values in Practice Questionnaire (Patterson & Seligman, 2004), School Well-being Questionnaire (Tian, Wang, and Hanbury, 2014), Academic engagement Questionnaire (Meng & Jin, 2016), and the use of Character Strength Questionnaire (Gavinji and Linley ,2007). The structural equation modeling and bootstrapping method was used to test the proposed model and relationship between paths. The results showed that some of direct paths of character strengths to academic engagement and well-being academic were significant but all of indirect paths of character strengths to academic well-being and academic engagement through the use of the character strength were positive and significant. Accordingly, schools should be creating opportunity that students can used of their strengths.