Iranian Evolutionary and Educational Psychology Journal
Volume:4 Issue: 2, Jun 2022

This study aimed to identify the factors and indicators of happiness in high school educational environments using a qualitative research method. The study population included experts in education and psychology, especially happiness. In addition, the research sample consisted of 21 experts who were selected by purposive and snowball sampling techniques. Semi-structured interviews were applied to collect the required data. In this research, first, factors, components, and indicators were identified based on theoretical and research literature and interviews with experts, and then the experts were graded based on a 10-point Likert-type scale in terms of importance. Finally, the data were analyzed using MAXQDA software. The findings revealed that according to the interviewees, creating happiness in the educational environments of secondary schools depends on five factors, 14 components, and 59 indicators. These factors and indicators included physical space (visual space, facilities, and space design) and educational (cultural-artistic) activities (exciting situations and holding extracurricular workshops). Further, the other factors were academic activities (job skills and personal characteristics of school staff, quality of academic contents, and scientific-research activities), student characteristics (moral-social, emotional-psychological, physical, and family characteristics), and school earnings (formal and informal financial contributions). The respondents believed that these factors affect happiness in secondary schools. In general, the findings of the present study can be used in designing interventions to improve the level of happiness in high schools.

Hope is one of the positive psychological constructs that has been considered in many studies. This study aimed to investigate the factor structure, validity, and reliability of the Locus-of-Hope Scale in Iranian students. The research method was descriptive-correlational. The statistical population of this study included all students of Islamic Azad University, Roodehen, Iran. The sample size was 307 people who were selected through cluster random sampling. The Locus-of-Hope Scale (LHS) was used to collect data. Cronbach’s alpha was used to assess the reliability of the questionnaire. Also, the reliability coefficients for the subscales of the questionnaire were obtained between 0.71 and 0.87. Confirmatory factor analysis (CFA) was used to evaluate the validity of the questionnaire. CFA revealed a four-factor structure, and four subscales (i.e., internal, external-family, external-peers, and external-spiritual) were confirmed. Also, all indicators of model fitness were obtained at an appropriate level. As a result, based on the present study’s findings, the LHS can be used for research and treatment purposes related to hope among Iranian students.

The present study investigates the relationship between parents’ educational expectations and academic self-efficacy mediated by task value, achievement goals, and parental involvement in education in first-grade high school students in Farooj city, Iran. To this end, a correlational design was used. The study’s statistical population included all first-grade high school students in 2021 of Farooj city (N = 2278). In this study, 329 people (165 girls and 164 boys) were selected using the cluster random sampling method as the research sample. The participants completed the Academic Self-Efficacy Scale by Morgan and Jinks (1999), Achievement Goal Questionnaire (AGQ) by Elliot and McGregor (2001), Task Value Subscale by Pintrich et al. (1991), Scale of Educational Aspirations and Expectations for Adolescents (SEAEA) by Jacob’s (2010), and Family Involvement Scale by Manz et al. (2004). Data analysis was performed using structural equation modeling (SEM). Results indicated that the educational expectations did not have a direct effect on academic self-efficacy; however, they had a significant indirect effect on academic self-efficacy through homework value (p < .05) and through parental involvement in educational activities (p <.05). Furthermore, results showed that parents’ educational expectations did not significantly affect academic self-efficacy through the achievement goals. In general, parents’ expectations shape learners’ beliefs about the importance of the lessons and the degree of involvement and participation in academic activities. Also, these beliefs affect students’ academic self-efficacy.

Teachers’ resilience is their perception that they are able to adapt to the difficult teaching situations, deal with obstacles, and maintain their dedication to the profession. It has been conceived as one of the most important predictors of practice teaching in ELT research, which can be influenced by various factors. This study aimed, firstly, to examine the relationship between EFL teachers’ resilience and their academic self-efficacy, problem solving skills, and metacognitive skills, and secondly, to explore the prediction of EFL teachers’ resilience by these three variables. The study was conducted on a sample of 100 EFL teachers (50 males and 50 females) teaching English at three private language institutes of Tehran, Iran. The whole population of the study included 140 among which 100 were selected through Krejcie and Morgan's (1970) values and by convenience sampling. Four questionnaires namely “Resilience Scale (RS)”, “Academic Self-Efficacy Scale (ASES)”, “Problem Solving Skills Scale (PSSS)”, and “Metacognitive Skills Scale (MSS)”, were administered to EFL teachers simultaneously. The data collected were analyzed through Pearson product-moment correlation, regression, and one-way analysis of covariance (one-way ANCOVA). The results showed a positive and strong significant relationship between male and female EFL teachers’ resilience and their problem solving skills [r = .94; p = .00] and metacognitive skills [r = .93; p = .00], as well as a positive and slight significant correlation between EFL teachers’ resilience and their academic self-efficacy [r = .29; p = .00]. However, no significant difference was found between male and female EFL teachers’ resilience affected by academic self-efficacy, problem solving skills, and metacognitive skills. Consequently, all the three variables of the study could significantly predict EFL teachers’ resilience [F (3.96) = 569.49; p = .00]. The findings imply that EFL teachers’ resilience should be further researched in an EFL context, particularly through experimental studies in which the development of resilience can be investigated by an intervention that can be a teacher education program.

Academic flow and academic thriving are significant variables in students’ academic achievement that require energy and constant effort in the face of new and challenging situations. Accordingly, the prediction of academic flow and academic thriving based on motivational personality factors is one of the important topics in educational psychology. This study examines the relationships between academic grit, academic flow, and academic thriving mediated by adaptive coping style. The research sample was 300 high school students of Minab, Iran, randomly selected by multi-stage sampling. Academic thriving questionnaire by Schreiner (2009), Academic Flow Scale by Yuwanto (2013), Academic Coping Styles by Skinner et al. (2013), and Academic Grit Scale by Clark and Malecki (2019) were used to collect data. Results indicated that academic grit is directly related to adaptive coping style (b = .22; p < .05), academic flow (b = .31; p < .01), and academic thriving (b = .24; p < .01). Also, the results of the bootstrap analysis revealed a significant indirect relationship between academic grit and academic flow through adaptive coping style (b = .35; p < .05) and a significant indirect relationship between academic grit and academic thriving through adaptive coping style (b = .51; p < .01). The findings showed that academic grit increases academic flow and academic thriving, both directly and indirectly. Consequently, academic grit is an important factor in improving students’ academic flow and academic thriving.

This study examines the effectiveness of group hope training based on Snyder’s theory on academic engagement and social adjustment in female high school students. The study method was a quasi-experimental pretest-posttest with a control group. The statistical population of the present study included all female high school students in Bushehr (Iran) in 2021. The research sample included 30 students selected by the accessible sampling method and randomly assigned to experimental and control groups. The Social Adjustment Scale by Kim (1999) and School Engagement Scale by Wang et al. (2011) were used to collect data. Group hope training based on Snyder’s theory was performed in 9 sessions in the experimental group. The control group did not receive any intervention during this period. The results exhibited that group hope training based on Snyder’s theory significantly increased the components of academic engagement (i.e., behavioral, emotional, and cognitive) and social adjustment in the experimental group. Overall, the research findings support the effectiveness of educational programs based on positive psychology on learners’ motivational and emotional outputs.

This study aimed to determine the effect of using metacognitive- cognitive strategies based on the brain-based training approach on the creativity of sixth-grade elementary male students. This quasi-experimental study had a pretest-posttest design with a control group. The statistical population of this study was all sixth-grade male students of Isfahan (Iran) in 2021. Sixty students were selected by multi-stage cluster random sampling method and randomly assigned to experimental and control groups. Torrance Creativity Questionnaire (1979) was used to assess creativity. In the experimental group, the package of cognitive-metacognitive strategies based on the brain-centered training approach (Baratali et al., 2013) was performed in 20 sessions of 100 minutes. Results revealed a significant difference between the two groups in terms of mean scores of creativity and components of fluidity, expansion, and flexibility. According to the findings, using cognitive-metacognitive strategies based on the brain-centered training approach has increased creativity and components of fluidity, expansion, and flexibility. However, it did not significantly increase the initiative component of creativity in the experimental group. In general, the research supports the application of cognitive-metacognitive strategies based on the brain training approach to improve the creativity of elementary students.

The aim of this study was to determine Relationship between gender role and marital instability, the role of moderating sexual orientation in women. The method of the present study was correlational. The statistical population of study was women living in Tehran in 2021. The participants were 150 people were selected by accessible sampling method from different parts of Tehran, Iran. Marriage instability, gender roles and sexual orientation questionnaires were used to collect data. The results indicated that sexual orientation, except for communal orientation in the role of femininity in women, has a moderating role in relationship between gender roles and marital instability. In all measured cases of communal orientation in sexual relationship, the increase in communal orientation reduces the instability of marriage in women. In relation to the exchange orientation, its highness increases the instability of marriage in women. Also, in the case of expectation in sexual relationship, except when masculinity is high in women, its increase leads to an increase in marital instability in women. According to the findings, high communal orientation in sexual relationship increases gender roles (masculinity or femininity) and reduces marital instability. Also, when the orientation of expectation and exchange in sex is low, the increase in gender roles (masculinity or femininity) does not change the degree of instability of marriage. In general, the findings of this study can be used to monitor and increase the stability of marriage in Iranian society.

This study aimed to examine the relationships between attachment styles and academic resilience dimensions in students mediated by identity styles. The statistical population of this study was all high school students in Marvdasht (Iran) in 2020. Multi-stage cluster random sampling method was used to select the sample. In this way, 3 girls and 3 boys schools were selected from Marvdasht high schools and then 3 classes were randomly selected from each school. All students in the selected classes (356) completed the questionnaires. The Samuels Academic Resilience Inventory (ARI), Collins Revised Adult Attachment Scale, and Berzonsky Identity Style Inventory were used to collect data. Structural equation modeling was used to test the research hypotheses. According to the results, the tested model had good fit indices. Also, results indicated that attachment styles are related to academic resilience both directly and through identity styles. Overall, the results confirm the role of attachment styles and identity styles in dealing with academic and emotional challenges in school and provide the insight needed to create academic resilience in learners for school counselors.

The aim of this study was to examine the structural model of self-satisfaction based on identity and social justice in Master and PhD students of Tehran universities. The method of the present study is correlational. The statistical population includes all master and PhD students of Tehran universities in 2020. The sample size was estimated based on Morgan's table formula 382 people who were selected by stratified random sampling. To collect data, the questionnaire of self-satisfaction (Diener et al., 1985), objective measure of ego identity status questionnaire (Bennion & Adams, 1986) and social justice scale (Hezar Jeribi, 2011) were used. The face and content validity, the convergent validity and the discriminant validity were confirmed. The reliability of the questionnaire was obtained through Cronbach's alpha for the questionnaire of.898. LISREL and SMARTPLS-3 software were used for data analysis. The results indicated that identity with beta -0.27 has a negative and significant relationship with self-satisfaction and social justice with beta 0.18 has a positive and significant relationship with self-satisfaction. In general, the research findings emphasize the need to pay attention to the capacities of family, university and peers in the development of individuals 'personality and students' sense of social justice.

The aim of this study was to investigate the mediating role of adaptability in relation to personality traits (conscientiousness) and implicit beliefs of intelligence with academic outcomes. The research was a descriptive correlational study that model of study was analyzed by structural equation modeling. The research population included all high school students in Shiraz in 2020. 315 high school students (170 girls) and (145 boys) were selected by accessible sampling method. To collect data, the Rhodewalt and Jones Self Handicapping Questionnaire (1982), Student sense of connectedness with school scale (Brew et al., 2004), Adaptability Scale (Martin et al., 2012), Implicit Beliefs Intelligence Scale (Abdolfattah & Yates, 2005), Neo Personality Inventory (Costa and McCurry, 1985) were used. The grade point average of the academic scores was obtained from the participants as a self-report. The results exhibited that conscientiousness have a significant direct effect on academic outcomes (B = .67). Also, the incremental belief (B = .41), entity belief (B = .42) and adaptability (B = .24) have a significant direct effect on academic outcomes. In addition, conscientiousness indirectly affect academic outcomes through adaptability (B = .11). In addition, it was shown that the incremental belief (B = .09) and entity belief (B = .05) have an indirect effect on academic outcomes through adaptability. According to the findings, the model fit indices indicated that the model presented in this study was optimal. In general, when special attention is paid to personality traits and implicit beliefs of intelligence in educational institutions, people's adaptation increases and prepares them for success in educational fields.

The aim of this study was to investigate the effectiveness of working memory training on the planning and executive functions in children with learning disabilities. The method of the present study was quasi-experimental pretest-posttest with a control group. The statistical population of the present study included all LD children of Bushehr, Iran in 2021. The participants were 30 students who were selected by accessible sampling method and randomly assigned to experimental and control groups. Data were collected using the Tower of London (TOL) scale and Gioia et al. Behavior Rating Inventory of Executive Function (BRIEF). Working memory training using the protocol of Shaykh al-Islami et al. (2017) was presented to children with learning disabilities in the experimental group during 17 sessions. The control group did not receive any intervention during this period. The results showed that the training of working memory significantly increased the planning and components of executive functions (inhibition, working memory, shifting, planning/organizing and emotional control). These results confirmed the practical and theoretical importance of working memory training programs as methods of training planning and executive functions in L.D children.

The present study aimed to investigate the effectiveness of group resiliency training on aggression and academic adjustment in elementary students. The research method was quasi-experimental in which a pretest-posttest design with a control group was used. The statistical population was all sixth grade elementary school girls in Baharestan, Tehran (Iran) in 2020. Participants were 30 students were selected by convenience sampling method and randomly assigned to experimental and control groups. The experimental group received the group resilience training based on the package of Roghanchi et al. (2018) in eight 90-minutes sessions for 2 months (one session per week). The control group did not receive any intervention during this period and remained on the waiting list. The Buss-Perry (1992) Aggression Questionnaire (BPAQ) and Sinha and Singh (1971) Adjustment Inventory for School Students were used to collect data. The research hypotheses were tested using univariate and multivariate analysis of covariance. The results demonstrated that group resiliency training was significantly effective on aggression and academic adjustment (p <0.01). In general, the findings support the role of resilience-based interventions in reducing negative behaviors such as aggression and increasing positive behaviors such as academic adjustment in elementary students.

The present study aimed to examine the effectiveness of resilience training on psychological cohesion and flourishing the elementary students. The current research was a quasi-experimental pretest-posttest with a control group design. The study’s statistical population consisted of all sixth-grade elementary school girls in Islamshahr (Iran) in 2020. The sample consisted of 30 sixth-grade female students selected by the accessible sampling method and randomly assigned to experimental and control groups (15 students in each group). The needed data were collected using the short form of the Sense of Cohesion Scale by Antonovsky (1993) and the Flourishing Scale by Diner et al. (2010). The experimental group underwent resilience training intervention of Hossein Sabet (2012) for 8 one-hour sessions. The control group did not receive any training during this period. The research hypotheses were analyzed by multivariate and univariate analysis of covariance. Results indicated that resilience training has significantly increased psychological cohesion and flourishing in students (p < 0.001). In general, the findings support the effectiveness of resilience-based interventions on primary students’ motivational outputs.

The aim of this study was to predict marital conflicts based on dysfunctional attitudes with a mediating role of emotion regulation. This was a descriptive correlational study in which the relationship between variables was examined using a structural equation model. The statistical population of the study included all couples (with marital conflict problems) who referred to counseling centers in Shiraz in the winter of 2020. The participants were 394 who were selected by cluster random sampling. Structural equation modeling was used to test the hypotheses. For data collection, Sanai and Barati Marital Conflict Questionnaire, Ebrahimi and Ghafoor Mousavi Dysfunctional Attitudes Questionnaire and Garnefski Cognitive Emotion Regulation Questionnaire (CERQ) were used. The results exhibited that the components of dysfunctional attitudes (except for the vulnerability-performance evaluation) had a positive and significant relationship with the components of marital conflict. Positive cognitive emotion regulation strategies had a negative and significant relationship with the components of marital conflict, while negative cognitive emotion regulation strategies had a positive and significant relationship with the components of marital conflict. The results indicated that the tested model benefits from favorable fit indices. Also, dysfunctional attitudes mediated by emotion regulation, predicted the marital conflicts. In general, the findings of the present study support the role of cognitive factors in marital conflicts of couples with the mediating role of emotional regulation.

This study explores the psychological factors affecting youth marriage from the perspective of the development of Iran in 2040. The present research, which was conducted using the Delphi method, is applied in terms of purpose and descriptive in terms of data collection. The statistical population included all experts in the field of marriage issues. The mentioned specialists have been experts in marriage counseling, marriage psychology, divorce counseling, and marriage sociology. Based on theoretical and practical considerations, 20 experienced marriage experts were identified and interviewed in different cities of Iran. After 20 interviews, theoretical saturation was achieved. Semi-structured interviews, a researcher-made scale based on expert opinions, and a questionnaire of basic uncertainties were used to collect data. Researchers have developed all three tools, whose validity and reliability were assessed and confirmed in the present study. The collected data were described using descriptive statistics, including frequency, central indices, and dispersion indices. In addition, the Friedman ranking test was used to examine the research questions. Based on the results and in terms of importance, the individual-psychological components affecting future youth marriage were as follows: mutual understanding, couple attachment style, cognitive flexibility, parenting style, intellectual maturity, married life knowledge, and self-awareness. In general, the findings of the present study can help youth marriage-related institutions in designing future plans.

This study aimed to examine the effectiveness of positive thinking skills training on distress tolerance and quality of life (QoL) in mothers of students with special learning disabilities. This study is based on a quasi-experimental pretest-posttest approach with a control group. The statistical population of the study includes all mothers of children aged 6 to 12 years with special learning disorders in Islamshahr (Iran) in 2020. A total of 30 mothers were selected by convenience sampling method and randomly assigned to experimental and control groups (15 people in each group). The required data were collected using the Distress Tolerance Scale by Simons and Gaher (2005) and the World Health Organization Quality of Life Scale (2000). The participants in the experimental group were trained with positive thinking skills in seven sessions. The control group did not receive any intervention during this period. Multivariate analysis of covariance was used to test the hypotheses. The results indicated that positive thinking skills training significantly increased distress tolerance and QoL in mothers (P-value <.01). In general, based on the results, teaching positive thinking skills is recommended as an effective intervention in increasing distress tolerance and QoL in mothers of students with special learning disorders.

One of the structures associated with high-risk behaviors in high school students is the ability to regulate emotion. This study aimed to examine the effectiveness of cognitive-behavioral training on emotion regulation and high-risk behaviors in high school male students. The study design is a quasi-experimental pretest-posttest with a control group. The statistical population included all high school male students in District-2 of Tehran (Iran) in 2021. From this population, 30 people were selected by the accessible sampling method and randomly assigned to experimental and control groups (15 people in each group). The needed data were gathered using the High-risk Behaviors Questionnaire by Zadehmohammadi et al. (2011) and the Emotion Regulation Questionnaire by Gross and John (2003). The experimental group received eight sessions of cognitive-behavioral training extracted from the cognitive-behavioral treatment of Kamphuis and Jacquin (1995). The control group did not receive any intervention during this period. Multivariate analysis of covariance was used to test the research hypotheses. The results exhibited that cognitive-behavioral education improved emotion regulation and reduced high-risk behaviors in high school students. Findings generally support the role of interventions focused on students’ cognitive beliefs in increasing the ability to regulate emotion and reduce risky behaviors.

Mental toughness and social well-being are supportive characteristics that help adolescents (especially derelict ones) cope effectively with environmental challenges. Accordingly, the present study was conducted to investigate the effectiveness of positive thinking training on mental toughness and social well-being in derelict adolescents. The research had a quasi-experimental pretest-posttest design with a control group. The study’s statistical population consisted of all derelict adolescents aged 13 to 18 years under the auspices of the Welfare Center of Karaj, Iran, in the second six months of 2020. By accessible sampling method, 30 people were selected and randomly assigned to the control and experimental groups (15 people in each group). The experimental group received a Rashid (2009) Positive Intervention Package in 14 sessions for seven weeks, two 60-minutes sessions per week. The control group did not receive any intervention during this period. Research data were collected using the Mental Toughness Questionnaire by Clough et al. and the Social Well-being questionnaire (KSWBQ) by Keyes. Multivariate analysis of covariance was used to test the research hypotheses. The results indicated that positivity education increased the mental toughness and social well-being in derelict adolescents. Accordingly, the findings suggest that supportive institutions use positivity thinking training as an effective intervention to increase the positive virtues such as mental toughness and social well-being in derelict adolescents.