bezad shoghi; Somayeh Robatmili; Bita Nasrolahi
Abstract
Methods: The present study was conducted investigating Effectiveness Wisdom training on Psychological Capital and Spiritual Health in Second Period High School Students in Tehran city in 1398. The present study was applied in terms of purpose, cross-sectional in terms of data collection time and in terms ...
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Methods: The present study was conducted investigating Effectiveness Wisdom training on Psychological Capital and Spiritual Health in Second Period High School Students in Tehran city in 1398. The present study was applied in terms of purpose, cross-sectional in terms of data collection time and in terms of data collection method or nature of quasi-experimental research with pre-test-post-test design with control and follow-up groups. The statistical population of the study was all high school students in Tehran who were selected by one-stage cluster sampling method 30 people and divided into two groups of experimental (15 people) and control (15 people) experimental group under Wisdom training 8 sessions 90 sessions Minutes (based on a protocol designed by the researcher) and the control group remained on the waiting list. The main data of this study were obtained using the Psychological Capital Questionnaire (McGee, 2011). Descriptive statistics (mean, standard deviation, skew-stretch, minimum and maximum) and inferential statistics (multivariate analysis of covariance) were used in data analysis. Finding: The results showed that micro-education increased students' psychological capital and components of resilience, self-efficacy, hope and optimism. The results also showed that Wisdom training is effective on the psychological capital of high school students in Tehran over time. Conclusion: The present study showed that wisdom education can be considered as an effective intervention in increasing students' psychological capital.
روانشناسی یادگیری
Fereshte Hashemi; fariborz dortaj; Noorali Farrokhi; Bita Nasrolahi
Abstract
This research deals with the effectiveness of mindfulness training on procrastination and academic stress among female students of the eighth- grade of district 1 Tehran city. This study was a quasi-experimental design, using a pre and post-test exam with the control group. The statistical population ...
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This research deals with the effectiveness of mindfulness training on procrastination and academic stress among female students of the eighth- grade of district 1 Tehran city. This study was a quasi-experimental design, using a pre and post-test exam with the control group. The statistical population of the research was female students in district 1 of Tehran who was studying at the 8th grade in the academic year of 2016-2017. Two schools selected by accident among the female schools in the district of Tehran. Using a primary screening, 80 students randomly replaced by the Tuckman’s Procrastination Questionnaire (2001) and the Zajacova, & et al.’s academic stress Questionnaire (2005) on the acquisition of high scores in Procrastination and academic stress in 2 experimental groups and 2 control groups. The experimental groups were taught in 8 basic techniques. While, during this time, the control groups did not receive the training. The results of the study using the covariance analysis and independent t-test showed that as a result of mindfulness training, there is a significant difference (p<0.05) between the experimental and control groups in the level of procrastination and stress of the students in the pre and post-test. The result is that the use of mindfulness can decrease students' procrastination and academic stress.
