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

The present study was conducted with the aim of effective school-based self-control skill training on increasing psychological hardiness and self-efficacy of male students of the first secondary level.

This research is a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the present study included male students of the first secondary school in Qom city, 30 students were selected using the available sampling method and divided into two groups of 15 people completely randomly. Students in the experimental group participated in 8 sessions of the school-based self-control training program, and the control group did not receive training. Before and after the implementation of the intervention, both groups were evaluated using the psychological hardiness scale of Lang and Goulet (2003) and the self-efficacy scale of children and adolescents (SEQ-C). The data was analyzed using spss-22 software and through repeated measures analysis of variance test.

The results showed that school-based self-control skill training has a significant effect on increasing students' psychological hardiness and self-efficacy (P<0.01).

The findings of the present study indicated that school-based self-control skill training can be an effective intervention in increasing psychological hardiness and self-efficacy in students.

Since exploring the factors related to the optimal academic performance of students in order to adopt a suitable approach in planning and educational measures has long been the focus of systematic education systems. The aim of this study is to provide a structural model of the relationships between psychological hardiness and academic enthusiasm with mediated role of the sense of cohesion in students of the first secondary level. The current research method is a structural equation correlation. the statistical population of the research is all the students of the first secondary level of Baghmalek city in the academic year of 1400-1401 in the number of 1300 people, 330 of them based on Karjesi- Morgan table as a statistical sample, with stratified and multi-stage cluster random sampling method (based on schools and classes), the academic enthusiasm questionnaires of Wang, Violet and Scales (2011), the psychological hardiness of Kiamarsi, Najjarian and Mehrabizadeh Honarmand (1377) and Antonovsky's sense of cohesion (1987) were completed. The data was analysed using structural equation modelling. The results of the research showed that the proposed model of the relationship between psychological hardiness and academic enthusiasm with the mediating role of sense of cohesion has a "proper" fitness. Also, the linear and direct relationship between the research variables and their indirect relationship with the mediation of sense of cohesion is positive and significant. based on the above findings, it can be stated that by strengthening the psychological hardiness and sense of cohesion in the students, their academic enthusiasm is improved and the ground for their future success in the field of academic-educational performance is provided. 
Analysis of previous studies shows that psychological hardiness, academic enthusiasm and sense of cohesion are the meeting point of many theories related to students' academic performance (success and failure). The concept of academic enthusiasm was proposed for the first time in the 20th century to understand and explain academic progress and was considered as the basis for reformist efforts in the field of education. This concept of an immediate state includes emotional-cognitive aspects, and in relation to school activities, it includes three aspects of energy (psychological force to start), perseverance (necessary force to continue and finish) and attraction (attractiveness of assignments for the learner). Students with higher academic enthusiasm with greater scope of concentration, work hard on learning subjects and perform better in academic tests.
On the other hand, the review of the research literature shows that the academic performance of the students is largely influenced by the factors and personality traits of the learners. One of these traits is psychological hardiness, which consists of three components: commitment, control, and struggle, and was invented by Kobasa et al. According to them, this attribute as a "combination of beliefs about oneself and the world" enables people who have it to efficiently solve interpersonal challenges and use it as a protective mechanism when faced with stressful life events.
The mutual relationship between psychological hardiness and academic enthusiasm is influenced by other variables, one of which is the sense of coherence. According to Antonovsky (1993), the feeling of coherence indicates the general orientation of the person and his feeling of confidence and continuous dynamism in life. This feeling makes people understand internal and external movements in a more organized way and life is more understandable (cognitive component), more controllable (instrumental component) and more meaningful (motivational component) for these people. . Students who feel more cohesive, have more motivation to learn and actively participate in class activities, use self-regulation strategies, and therefore, their academic success is more likely.
With regard to the above, the present study aims to present a structural model of the relationship between psychological toughness and academic enthusiasm with the role of the sense of coherence as a mediator and seeks to answer the following questions: 1) Can the sense of coherence play a mediator role? play in the direct and indirect relationships between psychological toughness and academic enthusiasm of students? 2) Are the direct relationships between the variables of psychological toughness, academic enthusiasm and the sense of cohesion of high school students significant? 3) Is the direct effect of psychological toughness on academic enthusiasm significant? 4) Is the indirect effect of psychological toughness on students' academic enthusiasm through the mediating variable of sense of coherence significant?

The purpose of this research was to predict the job satisfaction of primary teachers in Kazeron based on psychological hardiness and Achievement Motivation.

The current research was descriptive-correlational in terms of method and nature. The statistical population of this research included 430 elementary school teachers in Kazeron city, 201 of whom were selected using the Karjesi and Morgan tables from Roshan Monegiri Tasadeghi Sadh. The tools of this research were the three motivational questionnaires of Helm-Dige and Spence (1977), the Minnesota Job Satisfaction Questionnaire (MSQ) and the psychological toughness questionnaire of Kobasa et al. (1982). The validity and reliability of the questionnaires have already been confirmed by various researches. Extracted data was analyzed using multiple regression test and SPSS22 software.

The findings show that there is a significant relationship between job satisfaction and psychological toughness according to the correlation coefficient of 0.427 and there is a significant relationship between job satisfaction and motivation to progress according to the correlation coefficient of 0.778. Both variables can significantly predict teachers' job satisfaction.

The job satisfaction of teachers can be predicted based on psychological toughness and motivation. And motivation to progress has a greater contribution in predicting teachers' job satisfaction.

This study aimed at predicting psychological hardiness based on religious orientation through the mediating role of students’ identity styles.

The method of the study was correlational and of structural equation analysis type. The statistical population of the study included all the senior high school students of Kashan city (8100 people) in the academic year of 2021-2022. To determine the sample size, the criteria involved in the statistical method of structural equations were used. The sample size in this study was 500 people selected using cluster multistage sampling method.The data-collecting tool included three questionnaires: Hardiness Scale (Kobasa, 1990), Identity Style Inventory (Berzonsky, 1992) and Religious Orientation Questionnaire (Allport, 1950). The data were analyzed by structural equation modeling and using LISREL 8.8 and SPSS 26 software.

According to the findings of this study, external orientation (p < 0.01), internal orientation (p < 0.05) directly predicted psychological hardiness. Internal orientation predicted psychological hardiness through the mediating role of identity styles (p < 0.01). Informational identity style (β<0.05), and normative identity style (p<0.05) directly predicted psychological hardiness. External orientation (p < 0.01), and internal orientation (p < 0.01) directly predicted informational identity style. Internal orientation (p < 0.01) directly predicted normative identity style.

According to these findings, psychological hardiness can be predicted based on religious orientation through the mediating role of identity style. Therefore, it is recommended to consider these two variables in students’ educational programs.

The aim of this study was to investigate the role of predictors of cognitive emotion regulation skills, psychological hardiness and resilience on corona anxiety. This research is applied according to the purpose and according to the method, it is descriptive-correlation in the method of prediction. The statistical population included all students of Payame Noor University of Shiraz in the academic year 1300-1499, whose number was about 8064 people, a sample of 367 people was selected by stratified method. Data collection tools included questionnaires of cognitive emotion regulation strategies, psychological hardiness, resilience and corona anxiety. Data were analyzed by Pearson correlation and multiple regression tests. The results showed that positive strategies for cognitive emotion regulation, components of psychological hardiness and resilience with corona anxiety have a negative correlation at the level of 0.01. But there is a positive correlation between negative strategies and corona anxiety. The results of regression analysis also showed that through positive coping strategies of emotion, commitment, control, challenge and resilience, corona anxiety scores can be predicted inversely. Negative emotion regulation strategies also directly predicted corona anxiety scores. Therefore, to reduce corona anxiety, special attention should be paid to the categories of cognitive emotion regulation, psychological stubbornness and resilience.

Marital intimacy plays an important role in family strength. Therefore, the aim of this study was investigate the relationship between psychological well-being and psychological hardiness with marital intimacy in married women.

The present study was cross-sectional from type of correlation. The research population was married women who referred to Sadra counseling center in Qom city in 2020 year with number of 240 people. According to Cochran's formula, the sample size was estimated 144 people who were selected by simple random sampling method. The research instruments were the scales of psychological well-being (Ryff, 1989), psychological hardiness (Lang, Goulet and Amsel, 2003) and marital intimacy (Walker and Thompson, 1983). Data were analyzed by methods of Pearson correlation coefficients and multiple regression with enter model in SPSS-21 software.

The findings showed that psychological well-being (and all six components including self-acceptance, positive relationships with others, autonomy, environment mastery, purpose in life and personal growth) and psychological hardiness (and all three components including control, commitment and challenge) had a positive and significant relationship with marital intimacy in married women (P˂0.001). Also, the variables of psychological well-being and psychological hardiness significantly able to explained 53%, six components of psychological well-being significantly able to explained 67% and three components of psychological hardiness significantly able to explained 37% of the changes of marital intimacy in married women (P˂0.001).

The results indicated the positive and significant relationship of psychological well-being and psychological hardiness with marital intimacy in married women and their role in explaining their marital intimacy. Therefore, to promote marital intimacy can be improved the psychological well-being and psychological hardiness

The aim of present study was to investigate the effectiveness of schema therapy on parental stress and psychological hardiness of mothers of children with autism spectrum disorder in 2019.

This semi-experimental study was conducted as pre-test and post-test with control group. Statistical population included all mothers of children with autism spectrum disorder in the city of ANDIMESHK. From among these mothers, 30 mothers were randomly selected and put into the experimental and control groups of 15 persons each. The parenting stress index (Abidin, 1995) and psychological hardiness questionnaire (Kobasa, Maddi & Kahn, 1982) was the instrument of this study. First, the pretest was conducted on the two groups. Then, the experimental group was exposed to an eight-session training of group schema therapy these sessions were weekly held in group. At the end, the post-test was applied on both groups.

The results of covariance analysis indicated that schema therapy has significantly decreased parenting stress and increasing psychological hardiness and there is a significant difference between the experimental and control groups in the psychological hardiness and parenting stress of the mothers of children with autism spectrum disorder (P<0.001). The mean of stress in the experimental group was lower than the mean of the control group. Also, the psychological hardiness in the experimental group was higher than that of the control group. Thus, the effectiveness of schema therapy on increasing psychological hardiness and decreasing the level of parental stress of mothers of children with autism spectrum disorder was confirmed.

Based on the results of the effectiveness of schema therapy approach on childbearing stress and psychological stubbornness of mothers of children with autism spectrum disorder, it can be concluded that schema therapy training is an effective treatment to promote psychological stubbornness and reduce parental stress and generally improve mentally healthy.

Type 2 diabetes is a common and chronic disease that endangers people's mental health. The aim of this study was to evaluate the impact of cognitive-behavioral group therapies and positive treatment on increasing psychological hardiness and quality of life in women with type 2 diabetes. This is a quasi-experimental study with pretest-posttest, two experimental groups and a control group. The study population included the people suffering from type 2 diabetes in Tehran, Iran in 2015-2016. The statistical sample consisted of 45 people (three groups of 15 people) with type 2 diabetes who were selected using the convenience sampling method. The two intervention groups were in the intervention sessions of cognitive-behavioral group therapies and positive treatment, respectively, and the control group did not receive any intervention during this period. The required data were collected using standard questionnaires and analyzed using SPSS software 22. The results of MANCOVA test showed that cognitive-behavioral therapies and positive treatment are effective in improving the quality of life and increasing the psychological hardiness of patients (p < 0.01). The results of t-test further indicated that, in some components, the effect of cognitive-behavioral therapies is more desirable than positive treatment, and it has a greater effect on improving the quality of life and psychological hardiness in women with type 2 diabetes. It seems that cognitive-behavioral group therapies and positive treatment have desirable effects on improving the quality of life and increasing the psychological hardiness of patients. Therefore, the use of these psychological interventions in therapeutic settings is recommended.

One of the main objectives of curricula is to create self-regulation ability in students and increase their perseverance and commitment to the fulfillment of academic activities. It seems that the development and improvement of the motivational skills, which provide students with the opportunities of selectivity, control, supervision, and competence exposure, can assist them with the compilation of goals, identification of the necessary steps towards goal attainment, solving of problems, and removal of the impediments to achieving these goals, and this issue is realized by increases in some skills such as self-determination. Self-determination is a metatheory about human motivation. It is evolved out of the studies on intrinsic and extrinsic motivation and extensively applied to successes in relationships with parents, education, healthcare, sports, and psychotherapy. In step with the self-determination theory, humans are innately active and enjoy a natural desire for learning and growth. Recent investigations have rendered encouraging evidence respecting the effectiveness of training self-determination skills. With regard to the positive consequences of self-determination, the educational system must pave the way for students to become self-determinant. Indeed, the fostering of self-determination skills in educational environments helps students improve their quality of life, operate independently in their lives, have the maximum control over and responsibility for their lives, and increment their rate of participation in and cooperation with curriculum development and decision-making in educational processes. The present study aims to investigate the effectiveness of training self-determination skills on students’ academic self-regulation (external regulation, internalized regulation, identified regulation, and internal regulation) and development of psychological hardiness (challenge, commitment, and control).

1-Training self-determination skills lead to decrease of students’ extrinsic regulation, interjected regulation, identified regulation and increase of their intrinsic regulation
2-Self-determination skills training leads to increase of students’ psychological hardiness (commitment, challenge and control).

The current study was quasi-experimental with pre-test post-test design and control group in which self-determination skills training, was considered as independent variable, and types of academic self-regulation (extrinsic regulation, interjected regulation, identified regulation and intrinsic regulation) and dimensions of psychological hardiness (commitment, challenge and control) were considered as dependent variables. The subjects included 120 eighth-grade students in Shiraz city in the academic year of 2018-19. In order to select subjects, four schools (two girl schools and two boy schools) were selected from junior high schools. One class of eight grade was selected from every school. Classes assigned to experimental and control groups (two experimental groups and two control groups), randomly. Prior to the beginning of the training, the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989) and the Personal Views Survey Questionnaire (Kobasa et al., 1990) were administered to experimental and control groups. Self-determination skills were taught to experimental groups during 10 sessions and then post-test was performed on experimental and control groups. Self-determination skills were taught through the design and application of a training package based on the principles and elements of the model (Field & Hoffman, 1994) and its adaptation to the normal student sample. In the Field and Hoffman model, these steps include knowing oneself and one's environment, valuing oneself, planning, acting, the outcome of experience, and learning.

Data were analyzed by using statistical method of MANCOVA and ANCOVA statistical analysis methods. Findings showed self-determination skills training result to reduce extrinsic regulation, interjected regulation, and identified regulation and increase intrinsic regulation, significantly. Also, self-determination skills training increased student's psychological hardiness and its dimensions (commitment, challenge and control).

The present study presents evidence concerning the effectiveness of training self-determination skills on academic self-regulation and psychological hardiness. The majority of studies conducted in this area, especially in Iran, are correlational, which limits the possibility of the causative interpretation of the results. However, the present study measures trained self-determination skills and their effects on academic self-regulation and psychological hardiness. The results of the study revealed the importance of noticing self-determination skills in curriculum development since these skills enhance students’ self-regulation and increase their psychological hardiness. In this method, due to the learner-centered nature of the self-determination approach, students are divided into small groups and given problems that are to be solved by group work, discussion, and public participation. During this process, the problems are evaluated and analyzed by the use of discussions and negotiations. In fact, students’ senses of further belongingness to the school and class activities and interests in reviewing and revising learning processes are the consequences of these activities. Lastly, self-determination training helps individuals with better recognition of their worldviews, strengths, weaknesses, and goals. This awareness can give rise to psychological hardiness and transform them into self-regulated individuals. As practically possible, curriculums should include self-determination skills training and textbooks should contain motivational steps of self-determination skills. This can be achieved through the training of specialized and experienced educators in the field of self-determination education and the holding of part-time training workshops in schools.

This research aimed to study a causal model of the relationship among religion, psychological hardiness, worldism, and problem-solving among soldiers. 110 soldiers with different service years were selected by the simple random sampling among the population (soldiers of the Fourth Base of Air-Force in the city of Isfahan) and responded to worldism questionnaire (MASAD), Ahvaz Hardiness Inventory (AHI), Khodayarifard's religiosity questionnaire, and Social Problem-Solving Inventory-Revised (SPSI-R). The findings showed that a) religion directly affects problem-solving; b) religion also influences problem-solving by increasing hardiness and decreasing worldism. As a result, religion has an important role in facing life stresses and it can adjust the effects of severe crises in life

The purpose of this study was to compare the efficacy of reality group therapy on irrational beliefs, psychological hardiness and academic achievement of brilliant talented students. This study was a experimental, pre-test, post-test and control group with 6-month follow-up. The statistical population of the study consisted of brilliant talented students of secondary school in 2017. To conduct the research,40 brilliant talented students of secondary school sampling and randomly assigned to the experimental and control group. To assess the pre-test and before the intervention, students completed the Jones Irrational Beliefs (IBT) Questionnaire and Kobasa's (1990) Psychological Hardiness Scale, and were also recorded their grades. In the next stage, 8 sessions of reality group therapy were performed for the experimental group, but the control group did not receive any intervention. At the end of the intervention, the questionnaire was completed in the post-test and follow-up stages by the students. Data were analyzed through covariance analysis. The results showed that reality group therapy was effective in reducing irrational beliefs, increasing the psychological hardiness and academic achievement of brilliant talented students of secondary school(P<%5). This work has remained steady during the six months follow up. Reality group therapy can be used as a suitable method for improving the psychological and educational status of brilliant talented students of secondary school.

Analyzing the relationship between psychological hardiness and religious attitude with hope in cardiovascular patients, this research study is performed. Using a descriptive-correlation method, and focusing on 196 cardiovascular patients at Bojnourd medical center, who were selected by available sampling method, this research study is performed. Ahwaz Psychological hardiness questionnaire (AHI), religious attitude scale (RAS) and hope (AHS) were used to collect data. Data analysis was done through Pearson correlation coefficient and regression analysis. Findings showed that, there is a significant relationship between psychological hardiness, religious attitude and hope (P <0.01). Psychological hardiness and religious attitude could significantly predict hope (P <0.01) in regression analysis. Also, among the components of religious attitude, the subscales of social issues, worldview and beliefs, worship and science and religion were the strongest predictors of hope in cardiovascular patients (P <0.01). Whatever psychological hardiness and religious attitude of cardiovascular patients increase, their hope will also increase.

Academic buoyancy, academic engagement and psychological hardiness are effective factors in students learning and play an important eole in academic success. The aim the present study was to investigate the role of academic buoyancy based on students’ perception of academic engagement and psychological hardiness. The method of this study is correlational. Statistical population of this study comprised all of the secondary students of Chaypareh city in the academic year of 2016- 2017. By means of stratified clustered sampling a number of 302 students were selected based on chochran’s formula. Data were collected through Martin & Marsh (2006) academic buoyancy questionnaire, Fredricks, Blumenfeld & Paris (2004) academic engagement and Kiamarsy, Najarian & Mehrabizade honarmand (1377) psychological hardiness. Data were analyzed by pearson correlation, multiple regression analysis through SPSS. The findings showed that there is a positive significant correlation between perception of academic engagement and psychological hardiness with academic buoyancy. The results of regression analysis also revealed that %29 of the total variance of academic buoyancy can be explained by perception of academic engagement and psychological hardiness.

Due to the prevalence of negative psychological problems, some reports consider that the spiritual treatment methods have priority over conventional treatments. Accordingly the purpose of this study is to analyze the effectiveness of spiritual training on improving hardiness and psychological well-being of the female employees of government offices in Khorram Abad. The method used in this paper is semi-experimental, and a pre-test and post-test were given to the control group, as well. The sample includes 34 employees from Khorram Abad (17people chosen for the experimental group and 17 people chosen for the control group). A course of eight ninety-minute sessions on spiritual training-with one session per week- has been conducted. Using multivariate covariance the data have been analyzed. Data analysis show that there is a significant difference between the mean grades of the post-test of experimental group and those of the control group (P

The present study examined the relationship of some personality variables (sensation seeking, assertion and psychological hardiness), religious attitudes and marital satisfaction with addiction potential in the personnel of an industrial factory in Ahvaz. 489 subjects were selected randomly from the personnel who participated in in-service classes during two months. The scales used for this study were Iranian Addiction Potential Scale, Marital Satisfaction Inventory, Sensation Seeking Scale, Psychological Hardiness Scale, Religious Attitudes and Assertion Inventory. The results showed significant positive correlation between sensation seeking and addiction potential. However, there were significant negative correlations between marital satisfaction, hardiness, religious attitudes and addiction potential. Also, the multiple regression analysis showed that marital satisfaction, sensation seeking, hardiness and religious attitudes predicted addiction potential.