جستجوی مقالات مرتبط با کلیدواژه « نشاط ذهنی » در نشریات گروه « علوم تربیتی »

The mental vitality of students as one of the important components of positive psychology has positive and desirable consequences such as improving mental health, academic achievement, and improving quality of academic life. Therefore, the current study was conducted to present a causal model of the relationship between perceptions of university well-being and students' subjective vitality with regard to the mediating role of achievement goals among the students of Payam Noor Jahrom University. This research is descriptive in terms of correlation type and terms of practical purpose. For this purpose, 324 students (214 females, 110 males) of Payam Noor students were selected by relative stratified sampling method and a self-report questionnaire consisting of university welfare subscales (Kanyo, Ellen, Lintonen, Rimpla, 2002), subjective vitality (Ryan and Frederick 1997), and progress goals (Middleton and Migley 1997). In addition, the reliability of the scales was checked and confirmed based on Cronbach's alpha coefficient. To analyze the data, Pearson's correlation coefficient and path analysis method were used by LISREL software.Discussion & The finding showed that the components of university well-being (university conditions, social relations, self-fulfillment methods, health status) indirectly and negatively affect the students' mental vitality through the mediation of the components of avoidance-performance goals, and performance approach goals. On the other hand, based on the results, the university welfare variable indirectly and positively affects mental vitality through the mediation of mastery goals. According to the findings, the most direct effect on students' mental vitality is related to the variable of avoidance-performance goals, and the most indirect effect on students' subjective vitality is related to self-actualization methods. The study of fitness indicators showed that the proposed research model is relatively good. Based on these findings, paying attention to the components of the university's well-being can provide the background for students' tendency towards consistent patterns of academic goal selection, and as a result, the basis for improving the mental vitality of students is provided.

The present study was conducted with the aim of investigating the mediating role of mental vitality in the relationship between mindfulness and self-differentiation of second year high school students. The current research was correlational research in which the relationships between research variables were analyzed in the form of investigating the paths of a causal model. The research population was all students of the second year of high school in Isfahan city, who were selected by available sampling method. The research tools were Baer et al.'s mindfulness questionnaire (2006), Skorn and Friedlander's (1998) self-differentiation questionnaire, and Ryan and Frederick's (1997) standard mental vitality scale questionnaire. SPSS software version 25 and AMOS software version 24 were used to check the proposed research model and statistical analysis of data. The results showed that mental vitality plays a mediating role in the relationship between mindfulness and self-differentiation. The results of structural equations showed that mindfulness has a direct, positive and significant relationship with both mental vitality and self-differentiation. Finally, the findings showed that mental vitality has a direct, positive and meaningful relationship with self-differentiation. Therefore, direct and indirect relationships were obtained in this meaningful model and the mediating role was confirmed. The model fit indices also showed that the final research model has an acceptable fit.

The purpose of this study was to evaluate the effectiveness of child-parent relationships play therapy on emotion regulation and subjective vitality in students with learning disorders. The research was a quasi-experimental study (pre-test-post-test with a control group). The statistical population consisted of students from third-grade to sixth-grade with learning disabilities who had been referred to the learning disability centers of Birjand during the school year of 2020-2021. Thirty students were selected and divided randomly into experimental and control groups. The Emotion Regulation Questionnaire (Gross & John 2003) and Subjective vitality scale (Ryan & Frederick, 1997) assessment instrument had been used. The plan based on child-parent relationship therapy was performed for the experimental group during ten virtual sessions. The results of multivariate and univariate analysis of covariance showed play therapy based on child-parent relationships had a significant effect on emotion regulation and subjective vitality in students with learning disorders. However, it did not affect the combination of dependent variables of emotion regulation and subjective vitality. Even though the effective use of all emotion regulation strategies has an effect on the well-being and vitality of students with learning disabilities, using only two strategies of Reappraisal and Suppression can’t increase higher subjective vitality in these students undoubtedly. It can be concluded that the treatment in question affects the emotion regulation and subjective vitality of students with learning disabilities and can be used to help them.

In the present study the mediating role of self-compassion in the relationship between perfectionism and subjective vitality was investigated. To this end, 213 undergraduate students from Shiraz University were selected via multistage random cluster sampling method. The participants answered the Almost-Perfect-Scale-, Self-Compassion Scale and Subjective Vitality Scale. Data were analyzed using Structural Equation Modeling through AMOS software. The results showed that among the components of perfectionism, the standard component – an indication of adaptive perfectionism – predicts subjective vitality directly and positively. However, the discrepancy component (difference between standards and performance) – an indicant of maladaptive perfectionism, negatively predicts subjective vitality through self-compassion. In conclusion, self-compassion plays a mediating role in the relationship between perfectionism and subjective vitality. This suggests that given a conflict between standards and performance, paying attention to selfcompassion and increasing it has important implications for students.

The objective of the present study was to investigate the effectiveness of self-compassionon subjective vitalityand loneliness feeling in students with Learning Disability. The research method of the present study was experimental with pretest, posttest and control group research design. The statistical population of present study included all high-school students with Learning Disability in Isfahan City in academic year 2017-18. A multistage cluster sampling method was used to selecting the sample. Accordingly, 30 students with Learning Disabilities were selected by cluster sampling and randomly assigned to experiment and control groups. Before administering the independent variable, pretest was taken from both groups. The tools in the present study included Learning Difficulties Questionnaire (Willcutt, Boada, Riddle, Chhabildas, DeFries & Pennington, 2011), Subjective Vitality(Ryan and Fredrick, 1997) and the Children's Loneliness Scale (Asher, Hymel and Renshaw, 2011). Then the experimental group received 8 teaching sessions in two-and-a-half months. The acquired data were analyzed through ANCOVA method. The results showed that teaching self-compassionhas had significant effect on subjective vitality and loneliness feeling in the students with Learning Disability (p<0.001) in a way that this type of teaching was able to increase subjective vitalityand decrease loneliness feeling in the students with Learning Disability. Considering the results of the study, teaching self-compassioncan be employed to improve subjective vitalityand decrease loneliness feeling in the students with Learning Disability.

Subjective vitality refers to the state of having the mental and physical energy necessary to experience a sense of enthusiasm and liveliness. It originates from such positive emotions as freedom, autonomy, self-control, and intrinsic motivation (Ryan & Deci, 2008) and influences the mental and physical aspects of human health as well as their interactions and alertness, thereby determining the overall well-being (Koppe, Harder, & Væver, 2008). Therefore, because subjective vitality, as a positive psychological state, corresponds with a more fruitful social life and fewer psychological problems, (Binyamin & Brender-Ilan, 2018), it is quite significant to identify the factors that contribute to and reinforce this psychological state. In this regard, several researchers have explored the role of individual and social factors as the two main predictors of subjective vitality (Nani, Matsouka, & Antoniou, 2018). Social values are indeed are among the main factors that can have a positive and/or negative effect on the development of personal skills and abilities, one of their positive effects being their impact on subjective vitality. Hence, researchers such as Kurita, Akizawa, & Fukuhara (2018) describe subjective vitality as a mental perception of happiness that people experience and that results from individual and social values. According to Scott, Rowe, and Pollock (2018), cultural values are also related to a fine and happy life, so that adopting correct values can promote vitality. Indeed, it is believed that individualist and collectivist cultural values, influenced by perceived social values, can create a sense of confidence in the individual and thereby set the scene for the promotion of vitality in them. Nevertheless, cultural values of the society are not the only determinants of subjective vitality experienced by the people; it seems that some positive experiences and emotions, in addition to the impact of environmental factors, are influenced by individual differences and factors (Kapraara, Alsandri, Diegoeta, Panier, & Isenberg, 2010). Selfefficacy, for instance, is one of the individual factors that can affect subjective vitality. According to Bandura (1982), self-efficay refers to the individual’s beliefe in their success in special circumstances by changing and amending the existing situations. In this regard, several recent studies (Bandar & Ingram, 2018; Carter, Brin, Yarous, & Bilbi, 2017; Mersardo et al., 2018) have have investigated this construct and have identified different predecessors and outcomes for it, one of which being cultural values. However, little research has explored the relationship between self-efficcy and subjective vitality, and its interaction with cultural values. Nevertheless, with cultural values being one of the determinants of subjective vitality, and the main factors affecting self-efficacy, it is possible that the with a consideration of self-efficacy, the impact of cultural values on subjective vitality not be direct and linear, as some studies suggest. In other words, although cultural values do affect subjective vitality, their impact might be mediated by individual self-efficacy, or the individual’s perception of the influence they can have on their circumstances (Lekes, Houlfort, Milyavskaya, Hope, & Koestner). In sum, due to the causes and antecedents of subjective vitality and the role played by each of these causes, the present study aimed to investigate the mediating role of selfefficacy in the relationship between cultural values and subjective vitality.

1. Cultural values are directly related to subjective vitality. 2. Cultural values are directly related to self-efficacy 3. Self-efficacy has a mediating role between cultural values and subjective vitality.

A correlational research design was used to test the research hypotheses. Participants were 448 students at Shiraz University (174 men and 274 women) who were selected via random multi-stage cluster sampling method. The data was collected, administering three questionnaires including subjective vitality, task value scale, self-efficacy, and horizontal, vertical individualism and collectivism questionnaires. The proposed model was tested using structural equation modeling in AMOS software.

The findings indicated that the proposed model fit the data properly. Better fit and more meaningful results were obtained by eliminating one insignificant path. The results indicated that the influence of individualist and collectivist values on subjective vitality was significantly positive. On the other hand, the effect of individualism on self-efficacy was significantly positive. Similarly, the influence of self-efficacy on subjective vitality was significantly positive. The results further suggested that individualism, mediating selfefficacy, indirectly predicted subjective vitality.

Direct hypothesis examination indicated that cultural values could significantly predict subjective vitality. In this respect, Ryan and Frederick (1997) argue that subjective vitality is affected by environmental factors. In environmental factors domain, cultural values are a path that affects individuals' beliefs, values, vitality and liveliness. Based on research findings, individualism could significantly predict self-efficacy. Societies with individualist norms emphasize self-reliance and self-sufficiency, and such norms influence their members’ self-construal and guide their behavior. People from individualist societies tend to view the self as unique, bounded, and independent of other people; therefore, success and self-efficacy are endorsed and encouraged in individualist cultures. Moreover, self-efficacy could significantly predict subjective vitality. According to Bandura, selfefficacy plays an effective role in human accomplishment and subjective vitality as part of well-being. The examination of the indirect hypothesis in the study indicated that individualism with the mediation of self-efficacy could predict subjective vitality. The results of this research provide insights for students, families, higher education centers, and all those involved in educational policy. The results of this study show the importance of cultural values in influencing the students' self-efficacy and subjective vitality, which can be considered as a practical and theoretical point of view. The results of this study show that, by emphasizing the individualistic values, students will have a stronger sense of self-efficacy, which can lead to their increased subjective vitality.

Aim: The purpose of this study was to determine the effectiveness of critical thinking training on the creativity and mental vitality Lorestan University of Medical Sciences students in the academic year of 2017-2018.
A semi-experimental research was carried out in the form of pre-test and post-test design with control group. The statistical population included all male and female students of Lorestan University of Medical Sciences. The research sample consisted of 40 students who were selected through purposeful sampling and were randomly assigned to either control or experimental groups of 20 subjects. For measuring attitude toward creativity, before and after the implementation of critical thinking training, Shiferan's attitude to creativity test (2003) and mental health aversion were used from Ryan and Frederick (1997). Critical thinking training for the experimental group received 10 sessions of 90 minutes, and after the course, two groups were subjected to post-test. During this period, no training was performed for the control group. Covariance test was used to analyze the data.
The results showed that teaching critical thinking enhances creativity and intellectual vitality were students (F=6/97, p Thus, according to the teaching of critical thinking in creativity and vitality subjective necessity of holding periods are research and training centers in this area is recommended.

The aim of present study was the prediction of marital satisfaction based on alexithymia, marital intimacy and subjective vitality in mothers of slow paced children. In a descriptive-analytical study of correlational type, from among mothers of slow paced children of Ahvaz city in 2017, 90 mothers were selected using random sampling method. All participants completed Enrich Marital Satisfaction Questionnaire, Toronto Alexithymia Questionnaire, Bagarozzi Marital Intimacy and Ryan & Frederick’s Subjective Vitality. Data were analyzed by Pearson correlation and multiple regression with enter model method. The findings showed alexithymia (r=-0/186) have a negative and significant relationship with marital satisfaction in mothers of slow paced children, and marital intimacy (r=0/327) and subjective vitality (r=0/285) have a positive and significant relationship with marital satisfaction. The results of multiple regression showed that predicting variables were significantly able to predict 23/6 percent of variance of marital satisfaction of mothers of slow paced children, and that in this prediction the share of marital intimacy was higher than alexithymia and subjective vitality (P