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

The purpose of this study was to examine the structural model of the relationship between resiliency and academic achievement with the mediating role of self-regulation and self-esteem strategies in high school students with cerebral palsy.

For this purpose, 151 high school students with cerebral palsy were selected using the convenience sampling method among the students studying at special schools in Isfahan as the research sample. All participants answered to the Connor-Davidson Resilience Scale (CD-RISC), Cooper-smith Self-Esteem Inventory, Bouffard's Self-Regulatory Strategy Scale and Demographic Questionnaire. Data were analyzed using structural equation modeling (SEM) using AMOS-24 software.

The results showed that the conceptual model of the research with empirical data has a good fit. It was also revealed that the coefficients of all direct and indirect paths of the model are significant, and self-regulation strategies and self-esteem can mediate the relationship between resiliency and academic achievement in students with cerebral palsy.

In general, resiliency in students with cerebral palsy affects, both directly and indirectly, their academic achievement through self-esteem and self-regulatory strategies. This result can have important implications for improving the academic achievement of students with cerebral palsy.

This was a semi experimental research with pre-test and posttest design. The statistical community consisted of all pupils addicted to drugs and referred to the Qarchak addiction centers in 1395. Among them 30 were selected by voluntary sampling method and were randomly replaced in two groups of experiment and control group (each group of 15). The experiment group was trained for 15 minutes with positive psychological interventions and the control was on the waiting list. Both groups met with Kunar &Davidson (2003), well-being questionnaire (1989)and Argail (1990) happiness questionnaire as pre-test and ….. The data were analyzed using SPSS version 19 by univariate covariance. The findings indicated that there is a significant difference between the training group of positive psychological interventions and control group. In other words, the training of positive psychology interventions caused a significant increase in psychological well-being, psychological well-being and happiness (P<0.05). Discussion and conclusions The results of this study showed that the method of teaching positive psychology interventions could improve resiliency, psychological well - being and happiness in dependent people. Therefore, psychologists can use this method to improve the swing, psychological well being and happiness in people dependent on drugs.

To deal with the problems caused by visual impairments such as stress,frustration and other psychological problems and social and individual adjustment, cognitive emotionregulation is needed.Therefore, the aim of the present study was to investigate the effectivness of storytherapy training on the cognitive emotion regulation of blind students.

This research was a quasi-experimental method with pre-test and post-test with experimentaland control groups. The statistical population of the present study included blind students of the blindschool in Tehran in 2019-2020 Thirty eligible individuals were selected by purposive sampling method andrandomly assigned to the control group (n = 15) and the experimental group (n = 15). The experimentalgroup received 10 sessions of story therapy as a group and the control group did not receive any intervention.In this study, the Connor and Davidson Resilience Scale (2003) and the Garnfsky & Craig (2006) cognitiveemotion regulation were used to collect data. SPSS 20 software was used to analyze the data. Multivariateanalysis of covariance was used to analyze the research data. Probability values less than 0.05 wereconsidered statistically significant.

The results of research data showed that story therapy is effective in increasing resiliency (total),individual competence, trust in individual instincts and tolerance of negative emotions, acceptance andchange in relationships, control, spiritual effects (p <0.05). Also, the results of the study showed that storytherapy in reducing self-blame, rumination, monitoring,catastrophizing and blaming others and in increasingcognitive emotion regulation (total) positive re-attention, focused on planning, review and reassessmentwas positively effective (p <0.05).

Based on the findings, it can be said that story therapy is an effective method in improvingresiliency and in improving cognitive emotion on blind students.

This study was conducted to investigate the effect of Critical thinkingtraining on the adjustment and Resiliency of sixth grade male students.

The research method was quasi-experimental with unequal control group design.The statistical population of this study was 102 sixth grade male students in one of the primary schools in Boroujerd in the academic year of 2020, of which 38 were selected using random sampling method.To measure the variables in pre-test and post-test, a compromise questionnaire (Dokhanchi et al., 2008) and resilience scale questionnaire (2003Connor& Davidson) and life skillsquestionnaire "Component of Critical Thinking" (Saatchi et al. 2010) were used. Cronbach 's alpha test was used to evaluate their reliability and their coefficients were 0.84, 0.79 and 0.80, respectively. The validity of the questionnaires was reviewed and approved by the professors of educational sciences.According to the plan, for the experimental group, after the pre-test, five training sessions were used using the life skills training package (Vernon and Firoozbakht, 2016).Data were analyzed using analysis of regression.

The results of this study showed that Critical thinkingtraining is effective in increasing adaptation and resilience of sixth grade male students.

According to the findings of the study, it is concluded that teaching Critical thinkingcan increase the level of adaptation and resilience of sixth grade male students.

Research has shown that parents of children with learning disabilities have less resilience and life satisfaction. Islamic positivism skillis one of the most important moderators of individuals' psychological stress. On the other hand, there is a significant relationship between resilience and life satisfaction with religious beliefs and positive thinking. The purpose of this study was to investigate the effect of positive thinking skills training with emphasis on religious teachings on resilience and life satisfaction of parents of children with learning disabilities in Ardabil city. The present study is an experimental one. The sample of the study was forty individuals who were selected from parents of children with learning disabilities in Ardabil city and were randomly divided into an experimental and a control groups. Conner Resiliency Questionnaire and Life Satisfaction Scale (SWLS) were used for data collection. The experimental group was trained in positive Islamic thinking skills. After data collection, the results were analyzed by SPSS software using descriptive and inferential statistics. The results of the data analysis showed that teaching positive thinking skills with emphasis on religious teachings was effective on resiliency and life satisfaction of parents of children with learning disabilities. Based on the findings of the present study, it can be concluded that teaching positive thinking skills with emphasis on religious teachings can be used as an effective way to improve family functioning, increase life satisfaction and resilience of parents with children with learning disabilities.

The purpose of this research was to investigate the Effect of "Philosophy for Children" Education on Resiliency of Elementary Students.This experimental study was carried out in a semi-experimental and control and experimental group. To this end, a sample of 30 students from 10 and 11 years old in Baneh was selected. They were randomly assigned into two groups of 15 individuals. The training was conducted for the experimental group in 16 sessions per hour, but the control group continued to work without training. The training was conducted using the Lippman philosophy for children Program through the formation of a research community using 12 stories. The research tool was Conner and Davidson's sustainability scale.Data were analyzed using covariance analysis. the results of the data analysis indicated that the teaching of philosophy for children had a significant effect on resiliency and its components, and increased the number of students in the 10 and 11 years old.

The purpose of the present research was to standardization and investigation of the psychometric properties of social-emotional assets and resiliency scale for normal and deaf preschool children.

This study was a descriptive research and survey type. The statistical population of the present research were experts and mothers of normal and deaf preschool children in Isfahan city in 2018-2019 academic year. The sample includes 10, 310 and 62 experts and mothers of normal and deaf children respectively who were selected randomly. The viewpoints of 10 experts were gathered to assess the questionnaire’s face and content validity. Lawashe method and Waltz & Bausell method were used to calculate content validity index. Construct validity was analyzed using factor analysis. The reliability of scale was calculate using Cronbach’s alpha.

The scale was constructed in 5 subscales and 42 items with a set of 4 answer choices for each question. The face validity and content validity (CVI=0/83) was confirmed satisfactory. Content validity index was 0/83, 0/89, 0/83, 0/81 and 0/84 for subscales of self-regulation, social competence, empathy, responsibility and emotion knowledge, respectively. The reliability using Cronbach’s alpha was 0/88 for the total score and 0/87, 0/86, 0/90, 0/84 and 0/85 for the subscales, respectively.

The social-emotional assets and resiliency scale for normal and deaf preschool children has been shown to be a valid and reliable tool. Therefore, has capable to be used in Iranian society and can be used for assessing emotional competency of normal and deaf preschool children.

The aim of this study was to investigate of the effectiveness of group play therapy techniques on anxiety sensitivity, helplessness and resiliency in students with learning disabilities.

This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted of 253 students with learning disabilities who had been referred to the Center for Learning Disabilities of Boushehr province’s Department of Education in 2018-2019 school year. Of these, using convenience sampling and considering the requirements of the research project based on Colorado Learning Difficulties Questionnaire (2011), Wechsler Intelligence Scale of Children, the fifth Diagnostic and Statistical Manual of Mental Disorder (DSM-5), 40 students were selected and assigned to an experimental group and a control group. The measurement tools were Anxiety Sensitivity Questionnaire (1986), Learned Helplessness Questionnaire (1988) and Connor-Davidson Resiliency Scale (2003). The experimental group received 12 sessions (45 minutes each) of group training. For statistical data analysis, mixed variance analysis with repeated measures design is used.

Findings showed that group play therapy techniques training has a significant effect on anxiety sensitivity, helplessness and resiliency and this effect remains unchanged in the two-month follow-up phase (P<0.05).

Finally, we may conclude that group play therapy techniques training, as an effective and functional intervention, could be used to improve anxiety sensitivity, helplessness and resiliency of students with dyscalculia.

The purpose of this study was to determine the effectiveness of reality therapy Training on Emotion Regulation Strategies and Resilience in High School Students in Tehran. The present study was a quasi-experimental study with pre-test and post-test with control group. The statistical population of the study consisted of second high school girl students in district 7 of Tehran in the academic year of 1398 who were selected by convenience sampling and were divided into experimental (n = 15) and control (n = 15) groups. The experimental group received 8 minutes of 90-minute reality therapy and the control group waited for treatment during this period. The data collection method was based on Cognitive Emotion Regulation Standard Questionnaire (Garnefsky et al., 2001) and Resiliency Standard Questionnaire (Conner & Davidson, 2003). Data analysis was done by SPSS23 software in two parts: descriptive and inferential (covariance analysis). The results showed that reality therapy had an effect on "emotion regulation" and its components in students. Also, Reality therapy has an impact on students' resilience. Therefore, interventional methods of reality therapy can increase students' emotion regulation and resilience.

The purpose of this research is to study the mediating role of religious orientation in the relationship between need for recognition and resiliency with a casual model. For this purpose, 320 university students from Fars Teachers University, using multistage cluster random sampling, were selected. Data were collected by two questionnaires of need for recognition, religious orientation and adults’ resiliency scale, and then analyzed using the path analysis method. Results showed that the need for recognition is a positive significant predictor of resiliency (P<0.0001), and has a negative significant relationship with the outer religious orientation (P<0.0001), and a positive significant relationship with the internal religious orientation (P<0.0001). The outer religious orientation has predicted the resiliency dimension of family cohesion as negative and meaningful (P<0.0001), while the internal religious orientation had a significant positive prediction of the dimensions of resiliency (P<0.0001). Finally, the need for cognition had a significant relationship with resiliency (P<0.0001).

The purpose of the present study was to evaluate the effectiveness of educational program of intra-family relationships on the marital satisfaction of mothers and the resiliency of sisters of children with autism spectrum disorder.

This research was quasi-experimental study with pre-test, post-test and follow up design. The statistical population of this research included mothers and sisters of autistic children, living in Tehran in 2018. From among this population, 24 individuals were selected by the available sampling method and randomly assigned to two groups; experiment (12 people) and control (12 people). Both groups answered the pre-test and then experiment group received the educational program of intra-family relationships in 9 sessions. The tools of the present study were Afrooz Marital Satisfaction Scale (2010) and Connor & Davidson Resiliency Scale (2003). The obtained data were analyzed using repeated measurements of analysis of covariance with SPSS.

The results showed that educational program of intra-family relationships was effective on the marital satisfaction and the resiliency variables and the effect of this change was stable in the follow up (P<0/05).

According to the finding of the present study, it can be concluded that the educational program of intra-family relationships can increase the marital satisfaction of mothers and the resiliency of sisters of children with autism spectrum disorder.

The purpose of this study was to compare resilience and anxiety among parents with disabled children in Tehran during the academic year 2018-2019.   The study design was causal-comparative. The statistical population of this study was all parents of students of exceptional schools (Baysat and Meysam) in district 2 of Tehran who were selected by available sampling method. The sample included 196 parents of exceptional school children. The tool used in this study was Beck Anxiety Inventory (1990) and Conor & Davidson Resilience Questionnaire (1). Descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics (one-way ANOVA) were used to analyze the data.   The results showed that there is a difference between the type of disability (hearing, blindness, physical-motor disability) and the parents' resilience of exceptional schools in District 2 of Tehran. There was also a difference between the type of disability (hearing, blindness, physical-motor impairment) and anxiety of parents of special schools in District 2 and education in Tehran.   According to the results of comprehensive social support, it is necessary to provide rehabilitation and educational services and services by social organizations. When this type of support is available in the community, on the one hand, it causes the disabled person to grow in different aspects, and on the other hand, due to the reduced dependency of the disabled person on the family, the level of family stress is reduced, which in turn It makes them more adaptable.

The purpose of this study was to determine the effectiveness of mindfulness group training on resilience and anxiety of mothers of low vision and blind children referring to health centers in Sanandaj.   The research design was experimental with pre-test and post-test with control group. The statistical population of the study was all mothers with blind and visually impaired children referring to health centers of Sanandaj in 1397-1978. The sampling method was cluster sampling. The research tools used are Connor and Davidson Resiliency Questionnaire (2003) and Beck Anxiety Inventory. Descriptive statistics (graphs, frequency distribution tables, central indices (mean) and dispersion (standard deviation) were used for data analysis. 2) Inferential statistics methods; Kolmogorov-Smirnov test, univariate analysis of covariance (ANCOVA).   The results showed that Group mindfulness training affects the resiliency of mothers with low vision and blind children, and Group mindfulness training affects anxiety of mothers with low vision and blind children.   Mindfulness training is effective on resiliency and anxiety of mothers with low vision and blind children, as it allows one to respond to events rather than involuntarily responding to events.

The aim of this research was to investigate the effectiveness of group mindfulness training on psychological well-being, emotion regulation and resiliency of mothers of children with intellectual disability in Esfahan city. This research has an applied approach and quasi-experimental design with pre-test and post-test. The sample size includes 60 mothers of children with intellectual disability that were randomly assigned into experimental and control groups (each group consisted of 20 mothers). Experimental group received Mindfulness training. Research tools consisted of Resiliency Questionnaire, Emotion Regulation Questionnaire and Psychological well-being Questionnaire. Analyzing of data is performed by Analysis of Covariance. Results determined that Mindfulness training has significant effects on psychological well-being, emotion regulation and resiliency of mothers of children with intellectual disability (p≤0/001). The findings of study showed that Mindfulness training has influenced psychological well-being, emotion regulation and resiliency of mothers and it can be used to enhance mothers' well-being and mental health.

The purpose of the present research was explaining structural relationships between academic burnout, resiliency and problem solving ability . Research method was descriptive – correlation . The statistical population was girls student that they was studying in one grade second course high school in Tehran city. The statistical sample of this research was included 461 girls student high school in Tehran city that they were selected by multi- stage cluster sampling method and they wer completed Breso burnout questionnaire(2007), problem solving ability inventory Heppner and Peterson(1982) and Conner and Davidson resilience scale(2003). There were direct negative effects problem solving ability on academic burnout and indirect effects with intermediating resiliency. Resiliency had negative meaningful relationship with academic burnout. It is proposed by considering positive effects problem solving ability and resilience on decreased academic burnout by forming educational classes for parents and children and teachers by psychologists and educational counselors prevent drop of education that it result academic burnout and academic dropout

The purpose of the present research was explaining structural relationship between problem solving ability, resiliency and academic burnout in high school girl studs, by using structural equation modeling (SEM). Research method was descriptive – correlation . The statistical society was girls student that they was studying in one grade second course high school in Tehran city in 94-95 academic years. The statistical sample of this research were included 461 girls student high school in Tehran city that they were selected by multi- stage cluster sampling method . The tools Breso burnout questionnaire, problem solving ability inventory Heppner and Peterson (1982) and Conner and Davidson resilience scale. The results indicated that the model had a good fitness with the data. Gained indexes were Chi-Square=114.255,Comparative Fit Index=0.962, Goodness Of Fit Index=0.957, Adjusted Goodness Of Fit Index= 0.920 and Root Mean Square Error Of Approximation=0.069. There were direct effects resiliency on academic burnout and indirect effects with intermediating problem solving ability. Resiliency had negative meaningful relationship with academic burnout.

Tolerance and resilience in the face of numerous problems faced by mothers of children with attention-deficit/hyperactivity disorder (ADHD) plays a significant role in their health and that of their children. It is critical to identify training methods that can promote these abilities in mothers. The present study aimed to investigate the effect of spiritual intelligence training on the resilience of mothers of children with ADHD.
In this quasi-experimental study, 30 mothers visiting private centers in Ahvaz, Iran, were selected through convenience sampling and randomly divided into experimental and control groups (n=15 each). Each group was assessed in terms of resilience on pre- and posttest and the experimental group received spiritual intelligence training. Data were analyzed using ANCOVA.
The results showed an increased resilience in the experimental group following training. The difference in posttest scores of resilience was significant across groups (p=0.001).
The findings showed that spiritual intelligence training increased the scores of resiliency. Thus, spiritual intelligence training significantly improves the resilience of mothers of children with ADHD.

This study aimed to investigate the relationship between the dimensions of spiritual intelligence and problem-solving styles with resiliency in Ilam University. In this study, 186 students were selected randomly and completed 3 questionnaires spiritual intelligence, problem-solving style and scale resiliency. Spiritual intelligence and problem-solving style was considered as a predictor variables and resiliency as the criterion variable. Research design is correlation and data were analyzed by R Pearson correlation coefficient and multiple regression analyzes. The results showed a positive relationship between all aspects of spiritual intelligence with the Resiliency. as well as There are a positive relationship Among the creativity in the problem-solving, confidence in problem solving and attitude to solve the problem with resiliency and had a negative relationship between the inability to solve the problem and inhibitor in solving the problem with resiliency. The highest correlation for the personal significance, the most important predictor variables in this study. was not significant relationship between The avoidance of problem with resiliency. So, since with high spiritual intelligence and problem-solving styles show greater resiliency, preparing the ground for supporting religion and spirituality with the aim of promoting individual`s spiritual intelligence can make their resiliency greater.

The aim of this study was investigating the Aim: The aim of this study was investigating the effects of Resiliency based on Islamic spirituality Training on marital satisfaction & Components of Resiliency based on Islamic spirituality in mothers of Slow Pace Children.
Method and Scales: In this study a semi-experimental design with pretest-posttest was applied. Afrooz Marital Satisfaction Scale (AMSS) andResiliency based on Islamic spirituality researcher made scale were utilized to evaluate marital satisfaction, resiliency and Components of Resiliency based on Islamic spirituality among mothers with Slow Pace Children. The sample size includes 30 mothers having Slow Pace children that assigned for experimental and control groups randomly. Analyzing of data is performed using Multivariable Analyze of Covariance.
Results reveal that marital satisfaction and its component and Components of Resiliency based on Islamic spirituality of mothers with Slow Paced children in experimental group significantly improved. According to the findings ofthe study it can be concluded that resiliency based on Islamic Spirituality skillstraining enhance the marital satisfaction and resilience in mothers ofSlow Pace children.