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سال نهم شماره 3 (پیاپی 35، پاییز 1402)

The current research was conducted with the aim of identifying the emotional and social competences of teachers in the form of the conceptual model of a positive teacher. In terms of its fundamental purpose, this research was carried out with a qualitative approach and using the theory of fundamental conceptualization. The participants were university experts who were interviewed from Tehran, Khwarazmi, Allameh-Tabatabai, Shahidbeheshti, Al-Zahra and Shiraz universities. According to the criterion of theoretical saturation, after interviewing 18 participants, theoretical saturation was achieved. Data were collected through semi-structured interviews and then categories and components were extracted through open coding, central coding and selective coding. The designed framework includes causal conditions (emotional abilities, flourishing classroom design abilities, and social abilities); Intervening conditions (cognitive skills, self-transformation, self-development, intelligence, level of mental health literacy and personality); Background conditions: (family conditions, social factors, moral factors, cultural ability, school organization position and structural factors); Strategy and strategies: (policy making, planning, changing educational procedures and empowering teachers); and the consequences (raising a positive generation, positive organizational transformation and realizing the essence of teachers). In general, it can be said that the extraction of the mentioned characteristics can be used in the selection and training of teachers.

The purpose of the current research was to examine the fit of the systemic classroom flourishing model (FCSM) of Allison et al. (2020) and determine its academic consequences. The current research was descriptive and of the type of correlation studies and specifically structural equation modeling based on the partial least squares (PLS) approach. Using the multi-stage cluster sampling method, 1000 students of the second year of high school in Arak city were selected from 20 schools and 100 classrooms (10 students in each class) and used research tools including the classroom flourishing scale (Bayat and Rezaei , 1401), Martin and Marsh's academic vitality questionnaire (2006), Harter's academic motivation questionnaire (1981), academic satisfaction subscale, derived from Heubner's multidimensional life satisfaction scale (MSLSS), and Rio's academic engagement questionnaire (2013). In order to analyze the data, partial least squares (PLS) method was used. The results showed that the classroom flourishing model and its academic consequences have an acceptable and satisfactory fit. According to the mentioned model, classroom flourishing consists of 4 factors of cohesion, flexibility, communication and well-being, with factor loadings of 0.885, 0.902, 0.854 and 0.965, respectively. Also, the factors of cohesion, flexibility and communication each consisted of three subscales and the well-being factor consisted of six subscales, all of which had satisfactory factor loadings. In addition, according to the mentioned model, the most important academic consequences of classroom flourishing are academic involvement, academic motivation, academic vitality, academic satisfaction and academic progress. The divergent validity of the classroom flourishing model and its academic outcomes were investigated and confirmed using the heterotrit-monotrit (HTMT) criterion and its convergent validity using the average explained variance (AVE) and the Rau reliability index (rho). The reliability of the model tools was calculated using Cronbach's alpha coefficient and composite reliability (Dillon-Goldstein coefficient). The results showed that all the obtained coefficients for the main variables of the model are favorable and satisfactory (between 0.837 and 0.973). The overall fit of the model was also obtained using the GOF goodness of fit index (Tennhaus et al., 2004) equal to 0.64, which indicates a strong fit of the model. In general, based on the results, it can be said that the classroom flourishing model has a good fit, and the developed model and tools can be used to monitor the classroom flourishing and improve it.

This study was conducted with the aim of comparing the effect of acceptance and commitment therapy and self-compassion on cognitive flexibility in anxious female students of the second year of high school. The research method was semi-experimental in two stages: pre-test and post-test. In this study, 30 people were selected through convenience sampling and randomly assigned to two experimental groups and one control group (10 people in each group). Then the experimental groups underwent 8 sessions of acceptance and commitment and self-compassion therapy, and the control group did not receive any therapy. Anxiety questionnaire and cognitive flexibility scale were used to collect data. Data were analyzed using multivariate analysis of covariance. The results showed that in the post-test stage, there is a significant difference between the acceptance and commitment and self-compassion treatment groups compared to the control group in increasing cognitive flexibility. Also, the results showed that there is no significant difference between the two treatments of acceptance and commitment and self-compassion in terms of effectiveness on psychological flexibility. Based on the findings, both acceptance and commitment therapy and self-compassion are suitable options for increasing cognitive flexibility in anxious female students of the second secondary level.

The purpose of this study was to investigate the effect of positive thinking intervention on academic burnout and academic engagement of fifth-grade elementary school students in Kerman, Iran. The research method was semi-experimental. At first, 100 students were given the questionnaire on academic burnout and academic engagement. Subsequently, 40 students who had weak to moderate academic engagement and high academic burnout were selected as the study sample and were randomly assigned to two experimental and control groups. In this study, two standard questionnaires on academic burnout and academic engagement and also a standard package of positive thinking interventions were used. The participants of the experimental group were trained for the eight sessions of 90 minutes, while the control group did not participate in positive thinking classes during this period. Before starting the training, a pre-test was administered to both experimental and control groups. The results showed that positive thinking training had a significant effect on students' academic burnout and their academic engagement. Therefore, it can be concluded that teaching positive thinking to students is especially important for positive relationships with others with the help of features such as establishing warm and reliable relationships, high empathy, and interpersonal intimacy. Also, teaching positive thinking in students removes negative thoughts and cultivates positive thoughts, increases the energy level and capability of students, and provides the possibility for them to turn failure into success and threat into opportunity by getting rid of negative thinking.

Chronic diseases such as celiac are the ones that cause much psychological damage in addition to physical damage. Resilience is one of the features that can make the patient tolerate these conditions. In this regard, the present study investigated the role of cognitive flexibility and mindfulness in predicting resilience in celiac patients. The statistical population of this correlational study included the patients with celiac disease in Gorgan, Iran. A number of 114 individuals were recruited by convenience sampling filled out the Cognitive Flexibility Scale, the Mindfulness Questionnaire (Bauer et al., 2006), and the Resilience scale. Then, the data were analyzed using Pearson correlation coefficient and step-by-step regression test. The results showed that cognitive flexibility and mindfulness could significantly predict resilience in celiac patients. In the first step, mindfulness was able to predict about 9% of the changes related to resilience, while cognitive flexibility and mindfulness in the second step were able to predict 17% of the variance. Consequently, cognitive flexibility and mindfulness can predict the resilience of celiac patients.

Generalized anxiety disorder is a type of anxiety disorder that is defined as excessive and unreasonable worry about everyday events and activities. The present study was conducted with the aim of determining the effectiveness of positive mindfulness therapy on the affective capital and metaemotions of women with generalized anxiety disorder in Isfahan, Iran. The research method was a quasi-experimental type of pre-test-post-test and three-month follow-up design. The sample consisted of 30 people who were selected by the purposive sampling method after reviewing the inclusion criteria and were randomly replaced in two equal groups. The research instruments involved affective capital questionnaires and the short form of the meta-emotional perspective. The experimental group received 8 sessions of 60-minute positive mindfulness therapy, and the control group was placed on a waiting list for training. Data were analyzed by Combined analysis of variance. The results showed positive mindfulness therapy led to reduced negative metaemotion and increased affective capital and positive metaemotion, and this effect of the follow-up phase persisted.