جستجوی مقالات مرتبط با کلیدواژه « Well-being » در نشریات گروه « علوم تربیتی »

Adolescence is an important developmental stage and emotion is an important factor in determining psychological well-being and an important process in the development of psychological disorders. The aim is the components of well-being, psychological pain variables via the emotion factor in adolescents from the experts’ point of view. The type of study is qualitative. The statistical population includes experts in the area of emotion. Ten experts were selected purposefully, and data were collected through semi-structured interviews. The data were analyzed using fuzzy Delphi method. The results revealed that among the primary indicators for emotion regulation variable, the components of mutual behaviors, the way of regulating bullying behaviors and self-focus, for psychological pain, the components of mental control ability, mental conflict and mental wandering, for well-being, the components of life planning, constructive interaction and attention to personal characteristics, and for emotion, the components of emotional conflict and emotional affectivity were removed.

The aim of this study was to investigate the relationship between perceived learning environment and love of learning among female students in Yazd. . A descriptive correlational research design was used, employing structural equation modeling. The population of this study included female students in both public and private schools in Yazd. A cluster random sampling method was used to select 370 participants. Data were collected using questionnaires on love of learning, perceived learning environment, academic well-being, and academic self-regulation. The collected data were analyzed using SPSS software for descriptive and inferential statistics. The distribution of the data was checked for accuracy, and Pearson correlation coefficient was calculated to examine the relationship between variables. PLS software was used to fit the structural equation model. The results of data analysis showed significant and important findings. Firstly, it was found that perceived learning environment has a direct impact on love of learning among female students. Additionally, perceived learning environment also has a direct impact on academic well-being and academic self-regulation. Furthermore, both academic well-being and academic self-regulation have a direct impact on love of learning. Finally, academic well-being and academic self-regulation mediate the relationship between perceived learning environment and love of learning. Based on these findings, it can be concluded that perceived school environment, academic well-being, and academic self-regulation are important factors that significantly influence love of learning among female students. These findings are important for educators and policymakers in creating supportive and effective learning environments to promote love of learning among students.

The present study examined the teaching of caring thinking and its effectiveness on the well-being of sixth grade elementary students. This quasi-experimental study was conducted with pre-test, post-test and follow-up design (two months later) with a control group of 120 sixth grade elementary students in the academic year 2020-2021 in Tehran, Varamin. Students were selected by multi-stage random sampling method and randomly divided into two groups of and Virtues Questionnaire and the Guided Careful Thinking Questionnaire. Teaching caring thinking in 15 sessions of 90-minutes each, while the control group was not subjected to the training. Collected data were analyzed with the statistical software SPSS 21 using multivariate analysis of covariance (MANCOVA) and Bonferroni post hoc test. Teaching caring thinking significantly increased the average scores related to caring thinking and well-being variables and their components in the intervention group (p<0.001). In a pairwise comparison, there was a significant difference between pre-test vs post-test and pre-test vs follow-up stages (p<0.001), while no significant difference was observed between post-test vs follow-up stages (p<0.05). As a result, teaching caring thinking promotes well-being and all its components in sixth grade elementary school students.

Numerous studies have examined the effectiveness of mindfulness training on positive psychological capacities but research that examines the effectiveness of mindfulness training on the psychological well-being and components of psychological capital in mothers of children with educatable intellectual disability has been overlooked. To determine the effectiveness of mindfulness training on the psychological well-being and components of psychological capital in mothers of children with educatable intellectual disability.                                   The research was semi-experimental with pre-test, post-test and control group design with trimester follow-up. The statistical population in this study consisted of all mothers of children with educatable intellectual disability aged between 5 and 10 in the city of Tehran who had referred to Zehn Ara Counseling Center in 2020. The sample size of the present study included 40 mothers of children with educatable intellectual disability, 20 of whom were in the experimental group and 20 in the control group with the available sampling method. The tool used was Kabat-Zin's (1990) treatment plan, Ryff's well-being Scale (1989), and Lutanz's psychological capital Scale (2007). Data were analyzed by variance analysis with repeated measures approach and Bonferroni post hoc test. mindfulness training had a significant effect on the psychological well-being and components of psychological capital in mothers of children with educatable intellectual disability (p<0.05). Mothers of children with educatable intellectual disability who participated in mindfulness training sessions were more well-being, resilience, Self-efficacy, hopeful and optimism

This paper aims to study the effectiveness of character strengths-based educational program on psychological well-being and resilience in a group of male students. The study is quasi-experimental study with pre-test and post-test design with nonequivalent control group. 12 years old boy students (30 samples) in private school in district 3 of Tehran & in the academic year of (1399-1400) were selected using convenience sampling method and were randomly assigned to experimental and control groups. They answered the short version of psychological well-being scale (Reef, 1980) and 28-question version of child and adolescent resilience Liebenberg & Ungar (2009) before and after the training. Character strengths-based educational program implemented in 10 one-hour sessions in a group manner for the experimental group. The results of applying the statistical method of multivariate analysis of covariance showed that the character strengths-based educational program had a significant effect on increasing self-acceptance, positive relationships with others, purposeful life and personal growth and resilience among experimental group students. Overall, the findings of this study showed that the character strengths-based educational program is empirically effective on learners’ well-being and psychological immunity through the strengthening of virtues such as wisdom, courage, humanity, justice, temperance, and transcendence, also cognitive and behavioral abilities such as creativity, curiosity, authenticity, courage, honesty, zest, kindness, social intelligence, teamwork, justice, self-regulation, appreciation of beauty, gratitude, hope & religiousness. Accordingly, it is recommended to hold training courses and workshops on improving and reinforcing the character strengths in order to increase the psychological well-being and resilience among adolescents.

The present study aims to evaluate the psychometric properties of the Persian version of the PERMA-profiler in students. The research is descriptive correlational and applied. The statistical population of the study was university students of different educational levels with Internet access in academic year of 2019-2020, the sample size was 568 (385 females, 183 males) and the sampling method was convenience sampling. The research instruments were PERMA-profiler, Ryff's Scales of Psychological Well-being (RSPWB-18), Satisfaction with Life Scale (SWLS) and Depression, Anxiety, and Stress Scales (DASS-21). First, the questionnaire was translated and its content and face validity were examined. Data was collected by an online questionnaire. Construct validity was assessed by CFA and the 5-factor structure of the questionnaire was confirmed. The correlation of the questionnaire with RSPWB-18, SWLS, and DASS-21, indicated the appropriate convergent and divergent validity of the construct. The internal consistency of the instrument with Cronbach's alpha and Guttmann coefficients was evaluated suitable for the subscales and the total score (0.66 to 0.95), and the test-retest with high coefficients (0.74 to 0.86) showed the stability of the instrument. Finally, based on the results of this study, PERMA-profiler has good validity and reliability for use in the student community.

Psychological well-being has always been one of the most important and lost issues in humanity. The Holy Quran, the latest and most complete book of human guidance from God, has shown him the most appropriate and best way that can provide the ground for happiness and bliss in this world and the hereafter. In this regard, the present study was conducted with the aim of identifying the components of psychological well-being from the perspective of the Holy Quran and the method of thematic analysis. The purposeful method was based on 505 verses related to psychological well-being based on 98 basic themes in the 14 themes of the organizing; Faith to the origin and resurrection, To practice the verses of the Holy Quran, To adorn the ethical virtues, Obedience and compliance with Islam, Good and righteous deeds (righteous deeds), Behavior and self-control, Hope, Patience and perseverance, Relying on God, worship and servitude of God, Purification and cultivation of the soul, establishing a positive relationship with others, forming a family, Satisfaction were extracted. The results were analyzed in a network of themes that indicated that the holy Quran is of particular importance in strengthening and enhancing the psychological well-being of human beings, and these are the most useful and effective ways to enhance the psychological well-being of each individual.

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.

The aim of this study was to predict psychological well-being based on self-esteem components in students of Farhangian University of East Azerbaijan. In this research, descriptive-correlation research method was used. The statistical population of this study included all male and female students and teachers of Farhangian University of East Azerbaijan Province (Allameh Amini and Fatemeh Al-Zahra campuses) in the academic year 1397-98 with 1654 people.The Crocker et al. (2003) Self-Esteem Questionnaire and the Reef Psychological Well-Being Scale (1989) were used to collect data.Pearson correlation coefficient and multiple regression tests were used to analyze the data. The results of correlation coefficient showed that all components of self-worth except the component of divine love have a significant relationship with psychological well-being And showed the result of multiple regression that family support with a value of B = 0.144, physical and physical aspect with a value of 179 B = 0, Godly love with a value of -0.160, scientific competence with a value of B = 0.122, piety and piety with a value of B = 0.177, agreement with others with a value of B = 0.297, power before They have psychological well-being. And the variables of competition and overtaking are not able to predict and it is concluded that the components of self-worth play an important role in the psychological well-being and mental health of Farhangian University students and can be effective in educating students in the future.

The purpose of this study was to explore the experiences of Faculty members of Payame Noor University of Fars Province for academic well-being. The research method was Husser phenomenology. Participants of the study consisted of 20 faculty members of Fars province Payame Noor Universities in the field of humanities, basic sciences and engineering, which were selected by a purposive sampling approach and criterion sampling method (Due to the theoretical saturation approach and no new information was obtained in our 18th interview, the interview was stopped in the 20th case.)The data collection method of research was semi-structured interview. The credibility and (The synchronization method was used and tried to create this credibility by collecting sufficient data from multiple sources) trustability criteria were used to validate the data (This criterion actually refers to the stability of the results in different times and conditions and is equivalent to the reliability of quantitative research). Using the thematic analysis method, first the initial codes were extracted and then in the network of basic, organizing and global themes, academic well-being experiences were presented. The research findings showed that from the combination and integration of initial codes (student’s interest in education, research in the field of scientific gap, Creating a sense of trust in students,…) of increasing academic well-being in 4 organizing themes, including 1).Based on the obtained findings, it can be realized that by developing the components of increasing academic well-being and preventing the occurrence of reducing components, it can be expected that the faculty members of Payame Noor University will perform their job responsibilities with the highest level of effectiveness and efficiency.

The purpose of this study is to investigate the level of Ryff’s six-model of psycological well-being in social studies textbooks of elementray schools. The method of this descriptive research is content analysis. The informative community of this research includes four volumes of elementary school textbooks which were taught in the academic year of (2009-2010). The tools of this research are the content analysis form according to the Ryff’s six-model of psycological well-being scale. After identifying the desired models as criteria of analysis and determining the clause, questions and pictures of each lesson of the textbooks were used to analyze the content of the text, questions and images of the books by using the technique of William Rumi. The results showed that the level of paying attention to the Ryff ‘s six-model of psycological well-being in social studies textbooks of elementary schools was lower than the average. ( engagement coefficient less than 1) In terms of paying more attention to Ryff’s six-model of psycological well-being in social studies textbooks of elementary schools need to be fundamentally revised and edited. Among the mentioned textbooks, the third grade social studies book with a conflict coefficient of 0.52 has the lowest engagement coefficient and the sixth grade social studies textbook with 0.83 has the highest engagement coefficient. In addition, the level of paying attention to the Ryff’s six-model of psycological well-being in social studies textbooks of elementary schools is not balanced.

The purpose of this study was to investigate the effect of mindfulness based on cognitive Therapy on psychological well-being and academic stress in high school students. This research is an applied research. The research method was experimental design with pretest-posttest with control group. The statistical population of the study is all second grade high school students in Khorramabad city in the academic year of 2016-17. The study sample consisted of 30 people who randomly divided into experimental and control groups. The instrument used in this study was Reef Psychological Well-being Questionnaire (1989) and Perennial Educational Stress Cohen et al. (1983). The results of covariance analysis indicated that mindfulness based on cognitive therapy intervention increased psychological well-being and reduced students' academic stress. Therefore, it seems that by educating mindfulness, psychological well-being can be increased and students' academic stress can be reduced. Therefore, it is recommended to hold courses in this field in educational centers.

From long ago Studying wellbeing and its essential factors on people has been a popular subject for researchers in psychology, Behavioural and social science, and recently for researchers of management and innovation, and a lot of theories, frameworks, and models have been provided in this subject. As a matter, there has not been much research about market orientation strategy and environmental innovation in the company. This research was conducted to investigate the effect of market orientation on well-being in knowledge-based companies. In this connection, the role of mediation of environmental innovations has also been emphasized. The target population of this study is consists of two groups: costumers, managers, and employees of knowledge-based companies settled in the University of Tehran knowledge and technology park which have environmental innovations activities. The sampling method for the first group convenience sampling technique and for the second group a simple random sampling method was applied. Data was collected using standard questionnaires and data analysis was based on structural equation modeling using Smart PLS 3.0 software. According to the results, costumer orientation and competitor orientation have a positive influence on wellbeing through a mediating role of environmental innovation and Cross-functional coordination does not affect environmental innovation and well being.

Compassion is a set of attributes and skills that prevent or heal the material and spiritual sufferings of man and cause his well-being and education. It has also been a positive feature of prophets as well as a tool with two basic educational roles: a. preventing and healing human sufferings and b. establishing mutual affection and well-being. Using a descriptive-analytic method, the present paper examines the compassion of prophets reflected in the Holy Qur’an and tradition and analyzes its educational role in leading communities to achieving sublime characteristics, alleviating their own as well as other people’s sufferings and improving social behavior and well-being. This goal is attained through getting accustomed to compassion. The results of the research indicated that a) compassion is a positive trait of “individual” and “social” education that influences one’s own well-being and healing of sufferings as well as those of others, b) affection is an important component of compassion, but not its only component, and c) compassion is a set of attributes and skills the most important of which are welfare motivation, paying attention to sufferings, raising the threshold of tolerance, kindness and consciousness, sympathy, empathy, and making positive images.

schools are only They do not have the task of transferring content to students, but they can use a curriculum specialist to create a program Which is designed to improve the quality of life and well-being of the students. This paper is a descriptive- An analysis seeks to answer these two questions, firstly, what is an analysis of the ability of schools to address There is a category of well-being and those who have studied in this field what are the components for welfare. Have defined? Second, in the current state of our society, the need for welfare education in the curriculum of the educational system What is our primary country? The results of this research show that personal, social, educational, Cultural and ... In our country, it is necessary to use the components that are used by the experts for the well-being There is another definition of the position of schools to accomplish this and by believing in the role that Schools are well-educated, curricula are designed and implemented in such a way as to provide field- Provide the necessary welfare for learners and achieve this in their lives.

Positive psychology is the scientific study of human flourishing and a practical approach to optimize the individual’s life. The aim of this study was to evaluate the effects of positive education on well-being, character strengths and optimism of ninth grade students. Participants included 46 female ninth grade public school students. To select the sample, two schools were randomly selected from among the 1st cycle secondary schools of Tehran. The students selected from one school were considered as experimental group (n=22) and the students selected from the other school were considered as control group (n=24). Participants in both groups completed the questionnaires of well-being, character strengths and optimism. Then, positive education was performed in the experimental group. Data were analyzed using multivariate analysis of variance model. The results showed that the level of well-being in the experimental group was significantly higher than the control group after intervention (Eta=0.32). Besides, the character strengths of students in the experimental group were significantly enhanced in which the most effect was on transcendence virtue (Eta=0.68) and the least effect was on temperance virtue (Eta=0.52). However, this intervention had no significant effect on optimism. It could be concluded that positive education was able to increase significantly the level of well-being and character strengths of students. In addition, findings of this research on positive education showed that teaching the positive psychological skills to students and incorporating these skills into school curriculum will result in mental health and educational improvement of students.

The aim of the present study was to investigate the relationship of components of self-compassion with well- being. Research method is correlation and Statiscal population included the male high school students of Yasooj in academic years of 1393-94. The participants of the study were samples who were selected by multistage random sampling method. Scale of self - compassoin (neff, 2003) and well- being (Kapla & Maher, 1999) were used to measure variables of the study. The results of canonical correlation showed that a linear combination of predictive subvariables (kindness, selfjudgment, common humanity, isolation, mindfulness and over - identified) were correlate the linear combination of academic well- being components (affect at school, perceived academic efficacy and disruptive behavior). The results of regression analysis revealed that component of mindfulness positively and component of self- judgment negatively predicts the components of affect at school. Component of Common humanity was positively associated with component of perceived academic efficacy. Component of Isolation was positively associated with component of disruptive behavior. Also, component of over- identified predicts negatively component of affect at school and component of perceived academic efficacy and positively component of disruptive behavior. Component of kindness wasnot associated with components of academic well- being.

The aim of this study was to investigate the relationship between resource control, academic self-efficacy and - biological psychology undergraduate students at the University of Yazd which is the academic year 2009-2010. The sample consisted of 393 female students, the sample was stratified a relative of the Humanities Center, Technical - Engineering and Architectural Sciences, University of Yazd were selected. Assessment tools include: Inventory Control Supply Trays Education (ALOC), general self-efficacy questionnaire and colleagues (GSE) and a Short Questionnaire to - Biological, Psychological Reef (1989). For analysis of statistical correlation, regression and analysis of variance were used. The data suggest that research: harnessing the power of education and student Self-Efficacy Their relationship is positive. Between resource control and internal education - biological, psychological, and there is a positive meaningful relationship. Between self and - biological, psychological, and there is a positive meaningful relationship. The source of academic control, and self-efficacy - among students in integrated bio-psycho  humanities, technical - engineering, science, art and architecture, there is no significant difference. The classes are offered life skills training for their students to be taught their failure resulted from a lack of effort and success their ability to learn from their In this case - will experience more psychological life.

The purpose of this study was investigate the effect of education, gender and age on spiritual intelligence while well-being was mediator and using partial least square structural equation modeling. In order to 220 students of the Amir Kabir University at the under graduate, master’s and doctoral degree using systematic random sampling were selected. They completed Spiritual Intelligence Scale of King (2007) and Keyes comprehensive scale of well-being (1998). Results showed that high scores in spiritual intelligence increased with education and direct effect was β=0.2. Also education has an indirect effect on sq with the mediating of well-being and the indirect effect was β=0.12. So the total effect was β=0.32. The direct effect of education on well-being was β= 0.25 and the total effect of well-being on sq was β=0.5. Gender and age have no effect on well-being and spiritual intelligence. The results emphasize the role of education on sq and well-being.