دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 8 2 2022 08 23 The effect of positive mood induction on increasing hope among students اثر القای خلق مثبت بر افزایش امید در بین دانشجویان 1 14 26779 10.22108/ppls.2022.127208.2063 FA ابوالقاسم یعقوبی استاد گروه روان شناسی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا، همدان، ایران سحر خلیل پور کارشناس ارشد گروه روان شناسی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا، همدان، ایران Journal Article 2021 02 28 Hope can play a crucial role in human behavior. It can help to develop talents, increase self-confidence, and brighten the future. This study aimed to investigate the effect of positive mood induction on increasing hope among students of Bu-Ali Sina University in Hamadan. Forty-five students with lower scores on the Hope Questionnaire were randomly assigned to the experimental (positive mood and mental imagery) and control groups (N = 15). The data were analyzed using the analysis of covariance. The results showed that the method of inducing positive moods by mental imagery and by reading positive sentences significantly increased the level of hope in students. According to the research findings, inducing a positive mood can effectively increase students' hope. As a result, it can be used to increase hope among students. Introduction* One of the most important factors in human success is life expectancy. Unless a human has hope for a desirable future, one cannot use the necessary perseverance to achieve the goal. Positive psychology is full of value and emphasizes happiness and positivity, strengthening one's strengths and values. Positive psychology seeks to discover the potential of individuals and their growth potential. Positive psychological approaches and concepts such as hope are recommended to prevent mental health problems in students (Kotera et al., 2021). In general, research shows that hope is a component of mental health. Positive beliefs not only help people adjust to coping with stressful events but also helps them protect their health (Taylor et al., 2000). Nellon et al. (1993) showed that a positive mood has benefits that increase hope and lead to health and well-being. The first method widely used to induce a positive mood was invented by Volton (1968). In his method, subjects are asked to read sentences slowly and then repeat aloud a list of sentences such as "I feel really good" (Velten, 1968). Various studies have examined the factors that promote hope. However, examining the effectiveness of the positive mood induction method can fill part of the gap in this field. Therefore, the present study sought to find how hope can be increased by inducing a positive mood. Method The present study was conducted by quasi-experimental method with a pre-test and post-test design and control group. The statistical population included all undergraduate students of Bu Ali Sina University in the academic year 2019-20 (N = 5580). Considering that in experimental studies, the minimum sample for each group of 15 people has been proposed (Cohen et al., 2000), in this study, 15 students were selected for each of the experimental and control groups. The hope questionnaire was used to assess the subjects' hope levels. This questionnaire, which was developed by Snyder et al. (1991) to measure hope, has 12 items and is administered as a self-assessment. The range of options is based on an eight-point scale ranging from 1 (strongly disagree) to 8 (strongly agree). The scores range between 8 and 64, and the lower score indicates a lower level of hope and vice versa. First, the experimental and control groups were tested (Snyder hope test). Then, in a private school, the first experimental group was taught mental imagery. The second experimental group was taught positive sentences in ten 90-minute sessions over two and a half months. Positive Mental Imaging Method: This method assumes that mood and memory are related. In this way, in the state of depressed mood, the man remembers more negative memories, and in the state of happy mood, more pleasant memories (Bower, 1981). Positive sentence reading method: This method, first used by Volton (1968), gives the subject a series of inductive sentences, and they are asked to repeat those sentences several times, and the hidden state in that sentence to create in themselves. In this method, the sentences are read to the subjects, and they are asked to take them with them and repeat them in different places such as university, home, bus, etc. (Argyle, 2001). Results One-variable analysis of covariance was used to investigate the effect of positive mood induction on increasing hope in students. Before analyzing a variable's covariance, its assumptions were examined. Test of parallelism for mental imagery groups (F = 1.924, p = 0.177) and positive sentences (F = 0.001, p = 0.983). Levene's test for mental imagery groups (F = 1.122, p = 0.072) and positive sentences (F = 0.144, p = 2.254). The results of the analysis of covariance showed that the difference between the mean scores of hope between the group of mental imagery and the control was significant (F₍1,27₎= 108.2, P < 0.05). Thus, it can be said that the method of inducing a positive mood through mental imagery significantly increased students' hope levels. Also, the difference between the mean scores of hope between the group of positive and control sentences was significant (F₍1,27₎= 58.88, P < 0.01). It can be said that the method of inducing a positive mood through positive sentences significantly increased the level of hope in students. Conclusion This study indicates that the effect of inducing a positive mood by reading positive sentences and mental imagery has led to an increase in hope for the future in students. The results of this study are consistent with the findings of McDonald et al. (2011). These findings are promising and show the potential value of positive psychology-based training programs and increase hope in particular. Teaching positive moods helps people gain more hope by thinking about the meanings and themes, strengthening optimism, identifying their strengths and abilities, and having a more optimistic outlook on their future. Seeing bright futures can increase problem-bearing endurance and redouble people's efforts to achieve goals. Paying attention to the strengths and good experiences of the past increases the likelihood of developing more positive personal perceptions. These strengths and perceptions enable people to take more responsibility for their credibility and value and to achieve a fuller and better understanding of themselves. A positive attitude allows the person to describe their situation with more positive personal perceptions. Especially when a person is asked to prove the validity of each of their strengths by presenting two criteria, the first criterion is to provide evidence of similarities and similarities. Then, the person is asked to list at least three good experiences in which the strengths in question were the main cause of that good incident. The second criterion is that one can clearly state the specific reason for the preference for using those particular strengths in those circumstances and events. When people examine some of their good experiences and find the ability to express these experiences. At the same time as the number of good experiences increases, their personal impressions expand and generalize. Then, these individuals can describe themselves in a more positive way. Ethical Consideration Compliance with Ethical Guidelines All ethical issues such as informed consent and confidentiality of participants' identity were respected Authors’ Contributions All authors contributed to the study. The first author written the first draft of the manuscript. The second author edited the manuscript. Conflict of Interest Funding This study was conducted with no financial support. Acknowledgment *. Corresponding author امید نقش کلیدی در اعمال و رفتار آدمی دارد، استعدادها را شکوفا می‌سازد، اعتماد به نفس را زیاد می‌کند و آینده را روشنی می‌بخشد. هدف این پژوهش، بررسی اثر القای خلق مثبت بر افزایش امید در بین دانشجویان دانشگاه بوعلی‌سینا همدان بود. تعداد 45 دانشجو که نمره پایین‌تری در پرسشنامه امید کسب کرده بودند، به‌صورت تصادفی در سه گروه 15 نفره (دو گروه آزمایش "خلق مثبت و تصویر سازی ذهنی" و گواه) گمارده شدند. داده‌ها با استفاده از تحلیل کواریانس بررسی شدند. نتایج به‌دست‌آمده نشان دادند روش القای خلق مثبت به شیوۀ تصویرسازی ذهنی و به شیوه خواندن جملات مثبت به‌طور معنی‌داری باعث افزایش میزان امید در دانشجویان می‌شود. با توجه به یافته‌های پژوهش، روش القای خلق مثبت (تصویر سازی ذهنی و جملات مثبت) در افزایش امید دانشجویان مؤثر است؛ درنتیجه، می‌توان از این روش در افزایش امید در بین دانشجویان بهره برد.

https://ppls.ui.ac.ir/article_26779_48257004ce5c52a04eb18cadc0e15b72.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 8 2 2022 08 23 The Mediating Model of Mindfulness in the Association between Loneliness and Psychological Well-Being: A Moderated Mediation Approach الگوی میانجیگری ذهن‌آگاهی در رابطه بین احساس تنهایی و بهزیستی روانشناختی: یک رویکرد میانجیگری تعدیل‌شده 15 32 26819 10.22108/ppls.2022.132903.2279 FA مرضیه حقایقی دانشجو دکتری سنجش و اندازه‌گیری، دانشکده علوم تربیتی و روانشناسی دانشگاه تهران، تهران ، ایران علی مقدم‌زاده استادیار رشته سنجش و اندازه‌گیری، دانشکده علوم تربیتی و روانشناسی، دانشگاه تهران، تهران، ایران، Journal Article 2022 02 27 Given the effect of psychological well-being on mental and physical health and the destructive effect of loneliness on psychological well-being, this study investigated the mediating role of mindfulness in the relationship between loneliness and psychological well-being. Also, this study investigated whether gender is a moderator in the association between mindfulness and psychological well-being. In addition to demographic information_ age and gender, an eligible sample of 412 adults completed three questionnaires, including the Loneliness Scale, Psychological Well-Being (PWB-18), and the Mindfulness Scale (MAAS). Sampling was conducted online on the Internet. This survey has been analyzed with moderated regression analysis. The model explained about 48% variance in psychological well-being. All direct effects _the effect of loneliness on psychological well-being, loneliness on mindfulness, and mindfulness on psychological well-being_ were statistically significant. Also, the indirect effect of loneliness on psychological well-being through activation of mindfulness was significant. In other words, mindfulness can mediate the effect of loneliness on psychological well-being. On the other hand, loneliness might decrease psychological well-being by decreasing mindfulness. The results confirmed the moderating role of gender in the effect of mindfulness on psychological well-being so that the effect of mindfulness on psychological well-being intensifies among women. The findings of this study can be used to create a solution to reduce the destructive effects of loneliness on psychological well-being. Introduction* One of the basic concepts of positivist psychology is well-being. Being in a good level of well-being. The optimum level of well-being is when a person has positive conditions and is in optimal functioning (Seligman & Csikszentmihalyi, 2014). Individuals with an optimum level of well-being have been evidenced to be less prone to depression and anxiety and have greater resilience, self-efficacy, adaptability, and mental health (Samsari & Soulis, 2019). So far, different models have been proposed to describe well-being. One of them is Ryff's psychological well-being model (1995). In the Ryff model, psychological well-being is defined by the six components, including self-acceptance, personal growth, purpose in life, environmental mastery, autonomy, and positive relations with others. This model not only focuses on the mental part but also considers positive performance (Braaten et al., 2019). Therefore, in addition to measuring well-being, it can also measure mental health (Ryff & Singer, 2008). Various studies have examined Ryff's psychological well-being model and have shown that psychological well-being is associated with greater life satisfaction, fewer symptoms of depression and anxiety, vitality, life expectancy, and better mental health (Haghayeghi & Moghadamzadeh, 2021; Trudel -Fitzgerald et al., 2020). Loneliness is one of the potential factors threat to psychological well-being and is a common occurrence in people's lives. Loneliness is defined as a painful feeling, illustrating that a person's social needs are not quantitatively and qualitatively met (Finlay & Kobayashi, 2018). Identifying the function of loneliness on psychological well-being can effectively reduce the destructive effects of loneliness on mental health. Mindfulness involves the awareness of the present moment sustained by a mindset of openness to novelty and the ability to draw novel distinctions reflected in novelty-seeking, novelty-producing, and high overall engagement. Mindfulness promotes psychological well-being, thriving, and success with relevant relations to positive youth development (Abdul Kadir et al., 2021). Furthermore, mindfulness as a personality trait results in people experiencing loneliness differently (Lim et al., 2018; Weinstein et al., 2009). Accordingly, increasing mindfulness is expected to be effective in the direction or intensity of the association between loneliness and psychological well-being. It is therefore not unreasonable to expect that mindfulness plays a mediating role in the relationship between loneliness and psychological well-being. Studies have shown that biological and neurological differences between males and females can be a moderator in the relationship between mindfulness and function. According to the results of neuroscience research, females use both brain hemispheres to do a cognitive task, and there are neurological connections between the two hemispheres in females. While males use one hemisphere and usually the left one for focusing on a cognitive task, there is no neurological connection between the two brain hemispheres in males (Van Honk et al., 2011; Fine, 2021). This biological difference between men and women causes women to use mindfulness skills more effectively than men (Shao & Skarlicki, 2009). In other words, mindfulness helps women more effectively than men to improve performance. To our knowledge, no research has examined the moderating role of gender in the association between mindfulness and psychological well-being. Regarding the neuroscience differences between males and females, gender is expected to be a moderator in the predictive association between mindfulness and psychological well-being, intensifying among females. Method Google Forms platform was utilized to conduct the online survey. Participants were drawn from community-dwelling adults with access to the internet. The link to the survey was distributed through social networking sites, including WhatsApp™, Telegram™, and Instagram™. A sample of 464 completed three questionnaires, including the De Jong Gierveld Loneliness Scale (a=0.89), The short version of Ryff Scales of Psychological Well-Being(a=0.89), the Mindful Attention Awareness Scale (a=0.86). After putting aside the questionnaires with missing and screening the data, the sample included 264 females (64%) and 148 males (36%), and the average age of the sample was 37.95. Descriptive statistics and correlations between the variables were calculated using SPSS26. For moderated mediation analyses, the PROCESS macro developed by Hayes (2017) was used (Hayes, 2017). Results Table 1 illustrate descriptive indexes and correlation coefficients of research variables. Table 1. Descriptive indexes and correlation coefficients of research variables Variables Loneliness Psychological well-being Mindfulness Loneliness 1 Psychological well-being -0.43** 1 Mindfulness -0.45** 0.66** 1 Mean 2.49 4.23 4.46 Standard deviation 0.91 0.81 0.59 **: p < 0.01 The results demonstrated mindfulness as a mediator in the predictive relationship between loneliness and psychological well-being (see Table 2). Table 2. The mediating role of mindfulness in the effect of loneliness on psychological well-being Path Coe (b) β SE p LLCI ULCI Total effect -0.28 -0.43 0.03 0.000 -0.36 -0.21 Direct effect -0.11 -0.17 0.03 =0.001 -018 -0.04 LonelinessàMindfulness -0.41 -0.46 0.04 0.000 -.51 -0.31 Mindfulnessàwell-being 0.44 0.59 0.02 0.000 0.36 0.51 Indirect effect -0.18 0.02 -0.23 -0.13 Partially standardized indirect effect -0.30 0.03 -0.38 -0.22 Completely standardized indirect effect -0.27 0.03 -0.34 -0.20 Note: Coefficient (b): unstandardized regression weights; β: standardized regression weights; SE: standard error; LLCI: lower bound of 99% confidence interval; ULCI: upper bound of 99% confidence interval. The results from the moderated mediation analysis illustrated that gender contributes to the model via moderating effect of mindfulness on psychological well-being. The effect of mindfulness on psychological well-being was more intensified among females than males (see Table 3). Table 3. The moderating role of gender in the effect of mindfulness on psychological well-being Outcome Variable Predictors b se t p Psychological Well-being Mindfulness 0.23 0.08 2.73 =0.006 Gender 0.02 0.03 1.186 =0.236 Interaction (Gender X Mindfulness) 0.17 0.06 2.72 =0.007 Conclusion In this study, the mediating role of mindfulness and the moderating role of gender in the association between loneliness and psychological well-being were investigated. Results demonstrated that loneliness leads to less psychological well-being by decreasing mindfulness. The findings are consistent with previous studies evidencing the negative relation between mindfulness and loneliness and its positive relation with psychological well-being (e.g.(Klainin-Yobas et al., 2016; Lindsay et al., 2019; MacDonald & Baxter, 2017). It can be asserted from the finding that improving mindfulness can mitigate the destructive effects of loneliness on psychological well-being, being in line with studies that indicated mindfulness training reduces loneliness and improve the quality of life (Samhkaniyan et al., 2015). Participants with higher levels of mindfulness were more likely to report higher psychological well-being and lesser loneliness. Mindfulness is confirmed to be a protective factor against undesirable effects of challenging life events. Weinstein et al., (2009) asserted two main mechanisms by which mindfulness positively affects psychological well-being. Firstly, mindfulness has an influence on an individual's cognitive appraisal by enhancing objective evaluation of life events, promoting desensitization, decreasing emotional reactions to threatening events, and turning down negative appraisal. Secondly, mindfulness authorizes individuals to use more adaptive coping strategies such as approach coping and to use less avoidant coping. Finally, it helps people obtain optimal levels of psychological well-being (Weinstein et al., 2009). Results also demonstrated the moderating role of gender in the relationship between mindfulness and psychological well-being. This finding is consistent with neuroscience studies evidencing the biological and neurological differences between males and females. Moreover this biological difference between men and women causes women to use mindfulness skills more effectively than men (Shao & Skarlicki, 2009). Conclusively, one way to reduce the destructive effects of loneliness on psychological well-being is to increase the individuals' mindfulness through mindfulness training such as meditation. And since the impact of mindfulness on improving psychological well-being is more effective among females. Therefore, the strategies of decreasing the disruptive effects of loneliness on psychological well-being through improving mindfulness skills can be focused on women's communities. Ethical Consideration Compliance with Ethical Guidelines: Participation was voluntary—the participants were informed that they could withdraw from the study at any time. All ethical issues like informed consent and confidentiality of participants’ identifications were compiled based on ethical committee of University of Tehran. Authors’ Contributions: First author (M. H) contributed to the conception and design of the study, as well as the acquisition, analysis and interpretation of data, drafting the article, and writing the entire manuscript. Second author (A. M) contributed to developing the study design and to final approval of the version to be submitted. Both authors contributed to the article and approved the submitted version. Conflict of Interest: The authors declare no conflict of interest for this study. Funding: This study was conducted with no financial support. Acknowledgment: The authors thank all participants in the study. *. Corresponding author با توجه به اهمیت بهزیستی روانشناختی بر سلامت روانی و جسمانی افراد و اثرات مخرب احساس تنهایی بر بهزیستی روانشناختی، این مطالعه به بررسی نقش میانجیگری ذهن‌آگاهی در رابطۀ بین احساس تنهایی و بهزیستی روانشناختی پرداخته است. همچنین، در این مطالعه نقش جنسیت در تعامل بین ذهن‌آگاهی و بهزیستی روانشناختی بررسی شد. پژوهش حاضر از نوع همبستگی است که در بستر اینترنت انجام شد و تحلیل‌ها از نوع تحلیل رگرسیون تعدیلگری بود. نمونه‌ای شامل 412 بزرگسال علاوه بر ارائه اطلاعات جمعیت‌شناختی شامل سن و جنسیت، سه پرسشنامه شامل مقیاس احساس تنهایی، نسخه کوتاه بهزیستی روانشناختی و مقیاس ذهن‌آگاهی را تکمیل کردند. نتایج نشان دادند 48% از واریانس بهزیستی روانشناختی در مدل ارئه‌شده تبیین می‌شود. تمامی اثرات مستقیم شامل اثر احساس تنهایی بر بهزیستی روانشناختی، اثر احساس تنهایی بر ذهن‌آگاهی و اثر مستقیم ذهن‌آگاهی بر بهزیستی روانشناختی معنادار بود. همچنین، اثر غیرمستقیم احساس ‌تنهایی بر بهزیستی‌ روانشناختی ازطریق ذهن‌آگاهی معنادار بود. به عبارتی، ذهن‌آگاهی نقش میانجیگری در تأثیر بین احساس تنهایی و بهزیستی روانشناختی دارد. احساس تنهایی با کاهش ذهن‌آگاهی به کاهش بهزیستی روانشناختی افراد منجر می‌شود. نتایج نقش تعدیل‌گری جنسیت در اثر ذهن‌آگاهی بر بهزیستی روانشناختی را تأیید کردند؛ به طوری که تأثیر ذهن‌آگاهی بر بهزیستی روانشناختی در میان زنان شدت بیشتری داشت. یافته‌های این مطالعه برای ایجاد راهکاری در جهت کاهش اثرات مخرب احساس تنهایی بر بهزیستی روانشناختی قابل بهره‌وری است‌.

https://ppls.ui.ac.ir/article_26819_99d3954540f00bfda91d1e4484edb6c1.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 8 2 2022 08 23 The Effect of Positive Group training on Psychological Well-Being and Marital Satisfaction in Women تأثیر آموزش گروهی مثبت‌نگری بر بهزیستی روانی و رضایت زناشویی زنان 33 50 26817 10.22108/ppls.2022.130146.2170 FA سید علیرضا سید ابراهیمی کارشناسی ارشد، گروه روانشناسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد بادرود، ایران. علی یزدخواستی دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، ایران Journal Article 2021 08 18 This study aimed to determine the positive group training on marital satisfaction and psychological well-being in Basiji Married Women of Aran and Bidgol. The research method was quasi-experimental with a pretest-posttest design with a control group. Twenty-eight married women were selected by convenience sampling and randomly assigned to two groups of experimental and control groups (N = 14). The participants were tested for their marital satisfaction and psychological well-being. Group's positive training was conducted for the experimental group in 8 one-hour sessions. Moreover, both groups received the same scales at the end of the intervention. The multivariate and univariate analysis of covariance showed that positive training positively affected the marital satisfaction means of married women; however, it did not affect the psychological well-being. Therefore, it is suggested that therapists in marriage counseling centers use this training program to improve clients' psychological well-being and marital satisfaction. Introduction* Marital satisfaction is an individual experience in marriage that people evaluate according to the level of joy and happiness in married life (Yarigarroosh, et al., 2019). Psychological well-being involves positive thoughts and feelings that people value in their lives (Kubzansky, et al., 2018). On the other hand, positive psychology interventions are a potential new approach for increasing the structures of positive psychology in psychology so that positive psychological structures (such as optimism and the impact of positive emotions) seem to be associated with different health outcomes (Amonoo, et al., 2019). In fact, positive thinking skills help people control and change negative or incorrect thoughts better, and the main goal of this treatment is to get the best results even in the worst conditions (Mazloumi Baram Sabz, et al., 2019). Given that little research has been done on the effectiveness of positivism on marital satisfaction and the psychological well-being of married women in Iran, this study was conducted to address this gap and determine the effectiveness of group positivism training on marital satisfaction and psychological well-being in married Basiji women in Aran and Bidgol. The research aims to answer whether a group's positivism training affects women’s marital satisfaction and psychological well-being. Also, the hypotheses of this study were: 1. Positive training affects the marital satisfaction of Basij married women in the post-test. 2. Positive training affects the psychological well-being of Basij married women in the post-test. 3. Positive training affects the marital satisfaction of the Basij married women in follow-up. 4. Positive training affects the psychological well-being of the Basij married women in the follow-up. Method This study used a quasi-experimental research method, pre-test - post-test design, and a quarterly follow-up with a control group. The statistical population of the study included all married women having files in the Basij bases of Aran and Bidgol in the spring of 2019. Out of 1,500 people in the population, 28 were selected via availability sampling method. The inclusion criteria were being married, being female, education Level of at least fifth elementary and voluntarily participate in the study and the exclusion criteria included mental disorders based on the diagnosis of a psychiatrist, failure to perform the relevant tasks and absence of more than three sessions of the training sessions. The participants were randomly placed in two control (N = 14) and experimental (N = 14) groups. The instruments were Hudson, Harrison, and Croscope’s (1981) marital satisfaction and Ryff’s (1989) psychological well-being questionnaires. The psychological well-being questionnaire had 18 items and six factors, scored based on a Likert scale of 5 points, from strongly disagree to strongly agreed. The Marital Satisfaction Questionnaire is a 25-item tool designed to measure the extent, severity, or extent of marital problems in a married relationship. The subject's response to each test item is determined at the level of a seven Likert-point scale between 0 and 6. Positive group training was performed for the experimental group in the eight one-hour sessions. Research questionnaires reevaluated both groups at the end of the interventions and after three months in the follow-up stage. The results were analyzed using SPSS 22 software and a univariate analysis of covariance. Results The mean age of the experimental and the control group was 41 and 43 years, respectively. The mean age of marriage in the experimental and control group was 20.28 and 18.07 years, respectively. The highest frequency of education level related to the diploma class (46.4%). The diploma accounted for a higher percentage (60.7%) of their husbands. 27 out of 28 women in the total population participating in the study were homemakers. Therefore, it concluded that the two groups were not significantly different regarding age, education level, and their husbands’ education level According to the results obtained in the post-test stage (Box's M= 1.17, F = 0.36, p =0.78>0.05) and in the follow-up stage (Box's M = 1.56, F =0.47, p =0.69>0.05) and the results of Levine's test with statistical value for marital satisfaction with (F(1,26)= 0.22, p= 0.59 >0.05), psychological well-being with (F(1,26)= 0.006), p= 0.95>0.05, the presuppositions of covariance analysis were met.. The results showed that positive training in the experimental group showed more marital satisfaction than in the control group (F₍1,1₎=7.72 ,p=0.010<0.05). However, post-test results were not significant for psychological well-being (F₍1,1 ₎= 2.89 , p=0.10>0.05). Therefore, the results showed that positive training did not affect psychological well-being. With positive training in the follow-up stage, the experimental group showed more marital satisfaction than the control group. Moreover, the results were not significant for the psychological well-being variable in the follow-up stage. The mean of marital satisfaction in the experimental group in the post-test stage did not change compared to the follow-up stage, which indicated that the results in the follow-up stage did not return and the effect of the intervention was stable. However, the mean of psychological well-being in the experimental group changed in the post-test stage compared to the follow-up stage, indicating that the intervention's effect on mental well-being was not stable. Conclusion Positive means having optimistic attitudes, thoughts, behaviors, and actions in life. Paying attention to the positive affairs of life, not dealing with the negative aspects, and positive thinking means having a good self-image and not always blaming ourselves. Therefore, people can focus on the positive aspects of life to increase positive thinking and avoid negative thoughts. Thus, marital problems cannot disappoint them so that they can solve the problems and improve their relationships through positive thinking. This can lead to calmness and higher marital satisfaction. Regarding the ineffectiveness of positive training on psychological well-being, it can be concluded that psychological well-being includes positive feelings and a sense of general satisfaction with life, including oneself and others in the various areas of family, work, and the like. Naturally, a short-term training program might not have been sufficient to change the broad, diverse domains of the psychological welfare structure. However, based on the research findings, it is suggested that this intervention be performed on the couple simultaneously to determine whether the intervention has more positive effects on them. It is also suggested that therapists use this training program to improve the marital satisfaction of the clients in the counseling centers and other institutions providing psychological services. Ethical Consideration Compliance with Ethical Guidelines: All ethical issues like informed consent and confidentiality of participants’ identifications were compiled based on ethical committee of University of Islamic Azad Badrood Authors’ Contributions: All authors contributed to the study. The first author written the first draft of the manuscript. The second author edited the manuscript Conflict of Interest: The authors declare no conflict of interest. Funding: This study was conducted with no financial support. Acknowledgment: The authors would like to thank all of the participants in the study *. Corresponding author این پژهش با هدف تعیین اثربخشی آموزش گروهی مثبت‌نگری بر رضایت زناشویی و بهزیستی روانی در زنان متأهل بسیجی شهرستان آران و بیدگل انجام شد. روش پژوهش، نیمه‌آزمایشی از نوع طرح پیش‌آزمون - پس‌آزمون و پیگیری سه‌ماهه با گروه گواه بود. تعداد 28 زن متأهل به روش نمونه‌گیری دردسترس، انتخاب و به‌صورت گمارش تصادفی در دو گروه 14نفری آزمایش و 14 نفری کنترل قرار گرفتند. ابزار اندازه‌گیری، پرسشنامه‌های رضایت زناشویی و بهزیستی روانشناختی بود. آموزش گروهی مثبت‌نگری برای گروه آزمایش در 8 جلسه یک‌ساعته به اجرا گذاشته شد و در پایان مداخلات آموزشی و بعد از سه‌ماه در مرحله پیگیری، هر دو گروه مجدداً با پرسشنامه‌های پژوهش ارزیابی شدند. داده‌ها ازطریق تحلیل کواریانس تک‌متغیره تحلیل شدند. نتایج نشان دادند آموزش مثبت‌نگری بر نمرات رضایت زناشویی زنان متأهل تأثیر مثبت داشته و این تأثیر در مرحله پیگیری نیز پایدار مانده است؛ اما آموزش مثبت‌نگری بر نمرات بهزیستی روانی زنان متأهل تأثیر نداشته است؛ بنابراین، پیشنهاد می‌شود درمانگران در مراکز مشاوره ازدواج، از این برنامه آموزشی برای بهبود رضایت زناشویی مراجعان بهره ببرند.

https://ppls.ui.ac.ir/article_26817_e4faa251554d910ec914ad0196546314.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 8 2 2022 08 23 The Effectiveness of Positive Intervention on Motivational Beliefs of Students with Academic Failure اثربخشی مداخلۀ مثبت‌نگر بر باورهای انگیزشی دانش‌آموزان دارای افت تحصیلی 51 64 26818 10.22108/ppls.2022.130539.2183 FA سمیرا صحراگرد فرجی کارشناسی ارشد گروه روان‌شناسی، واحد دزفول، دانشگاه آزاد اسلامی، دزفول، ایران همایون هارون رشیدی استادیار گروه روان‌شناسی، واحد دزفول، دانشگاه آزاد اسلامی، دزفول، ایران کبری کاظمیان مقدم استادیار گروه روانشناسی، واحد دزفول، دانشگاه آزاد اسلامی، دزفول، ایران Journal Article 2021 09 11 One of the problems and obstacles of educational systems is academic failures that impose unpleasant financial and attitude burdens on the educational system, family, and students. Thus, this study aimed to examine the effectiveness of positive psychotherapy on motivational beliefs in secondary school boy students with academic failure. The present study was a quasi-experimental pre-test-post-test and follow-up with a control group. The sample consisted of 30 male students with academic failure in Dezful schools in the academic year of 2018-2019. The participants were selected by the available sampling method and were randomly assigned to experimental and control groups. The experimental group received eight ninety-minute sessions over two months. The applied questionnaire in the study was Motivated Strategies for Learning Questionnaire. Data were analyzed through multivariate analysis of covariance. The results showed that positive intervention affects motivational beliefs in students with academic failure. Therefore, according to the present study's findings, positive intervention can efficiently increase self-efficacy and intrinsic value and reduce test anxiety, which are the subcomponents of motivational beliefs in students with academic failure. Introduction* Motivational beliefs are one of the main components affecting successful learning, and if educators pay attention to this component, learning environments will be more attractive and livelier for learners. According to Pintrich and De Groot (1990), motivational beliefs refer to individual beliefs that guide and direct students' academic activities. Several methods are used to increase and evolve self-efficacy and evaluate and reduce test anxiety, including positive psychology. Positive interventions are a potential new approach to enhancing positive psychological structures in psychology. Positive psychological structures (such as optimism and emotional impact) appear to be associated with different health outcomes (Amonoo et al., 2019). Given the results of various studies and the fact that the experience of failure will play an influential role in students' motivational beliefs, a positive intervention can be more steps toward creating positive educational experiences. In this way, it can positively affect students' motivational beliefs. However, no research has been done on the effectiveness of positive intervention in academic failure yet. Therefore, this study sought to see whether positive interventions could affect students' motivational beliefs about academic failure. Method The present study is quasi-experimental (pre-test design, post-test, follow-up with control group). The statistical population in the present study included all male students with a decline in secondary school performance in Dezful in 2018-2019. The research sample consisted of 30 students with a survey of teachers and a review of students' scores, which was done by available sampling and randomly assigned 15 people in the control group and 15 people in the experimental group. The assessment tool included the Spontaneous Learning Strategies Questionnaire developed by Pintrich and DeGroot (1990). It has 22 items on a 5-point Likert scale from strongly agree (5) to strongly disagree (1). Based on the factor analysis results, this questionnaire's motivational dimension includes three components: self-efficacy, internal valuation, and test anxiety. In the present study, the Cronbach's alphas for self-efficacy, internal evaluation, and test anxiety were 0.74, 0.78, and 0.77, respectively. Data were analyzed through multivariate analysis of covariance. Result Levene's homogeneity of variances test, the pre-test factor of the research variables with the post-test phase of homogeneity of the slopes of the regression line confirmed the assumptions of multivariate covariance analysis. For the significance of the effect of the group on the research variables, the results of Pillay's test (F=765, p=0001≥0.05), Wilks's Lambda (F=124, p=0001≥0.05), and Hotelling's test (F=5/11, p=0001≥0.05), showed that there was a significant difference between the two experimental and control groups, at least in one of the variables. The results showed a significant difference between the experimental and control groups regarding self-efficacy, internal evaluation, and test anxiety in the post-test and follow-up stages. In other words, positive intervention increased self-efficacy and internal evaluation in the experimental group (p <0.001). Also, the positive intervention caused a significant decrease in test anxiety in the experimental group (p <0.001). Conclusion In explaining the results of this study, it can be said that positive intervention increases the likelihood of positive personal perceptions. In addition, it enables people to accept more responsibility for themselves and their health by paying attention to strengths and positive experiences, identifying emotions, and self-talk. It also helps reduce anxiety and increase self-efficacy through the quality of life. Positive intervention postulates that emphasizing internal resistance, coping mechanisms, and positive thinking can help people adapt to complex, difficult, and stressful living conditions and loss and pain (Cesko & Cakici, 2020). Moreover, instead of emphasizing suffering, it teaches how to be happy and achieve hope. One of the limitations of the present study is the cross-sectional research design. Thus, it is suggested that this research be conducted with different samples and other educational variables in different cities. Ethical Consideration Compliance with Ethical Guidelines: All ethical issues like informed consent and confidentiality of participants’ identifications were compiled based on ethical committee of Islamic Azad University, Dezful Branch Authors’ Contributions: All authors contributed to the study. The first author written the first draft of the manuscript. The second author edited the manuscript. The third author advised result sections. Conflict of Interest: The authors declare no conflict of interest. Funding: This study was conducted with no financial support. Acknowledgment: The authors would like to thank all participants in the study. *. Corresponding author یکی از مهم‌ترین مسائل و مشکلات نظام‌های آموزشی، افت تحصیلی است که آثار ناگواری از لحاظ مالی و نگرشی بر نظام آموزشی، خانواده و دانش‌آموزان به‌جای می‌گذارد؛ بنابراین، پژوهش حاضر با هدف تعیین اثربخشی مداخله مثبت‌نگر بر باورهای انگیزشی دانش‌آموزان پسر مقطع متوسطه دارای افت عملکرد تحصیلی انجام شد. طرح پژوهش نیمه‌تجربی از نوع پیش‌آزمون - پس‌آزمون و پیگیری با گروه کنترل بود. نمونه شامل 30 نفر از دانش‌آموزان پسر دارای افت‌تحصیلی مدارس شهر دزفول در سال تحصیلی 1399-1398 بودند که با روش نمونه‌گیری دردسترس انتخاب شدند و به‌صورت تصادفی در دو گروه آزمایش و کنترل جایگزین شدند. گروه آزمایش مداخله آموزشی را طی دو ماه و نیم در 8 جلسه 90 دقیقه‌ای دریافت کردند. پرسشنامۀ استفاده‌شده، راهبردهای خودانگیخته یادگیری بود. برای تجزیه‌وتحلیل داده‌ها از تحلیل کواریانس چندمتغیری استفاده شد. یافته‌ها نشان دادند بین گروههای آزمایش و کنترل ازنظر باورهای انگیزشی تفاوت معناداری وجود دارد. به عبارت دیگر، مداخلۀ مثبت‌نگر باعث افزایش خودکارآمدی و ارزش‌گذاری درونی و کاهش اضطراب‌ امتحان در مراحل پس‌آزمون و پیگیری شد. منطبق با یافته‌های پژوهش حاضر، مداخله مثبت‌نگر به‌عنوان یک روش کارا برای افزایش خودکارآمدی، ارزش‌گذاری درونی و کاهش اضطراب امتحان که همگی از زیرمؤلفه‌های باورهای انگیزشی هستند، در دانش‌آموزان دارای افت تحصیلی پیشنهاد می‌شود.

https://ppls.ui.ac.ir/article_26818_2635fd5f260e6064aa02f75ade60aca9.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 8 2 2022 08 23 Adolescent girls, coping strategy, distress tolerance, positive group training اثربخشی آموزش گروهی مثبت‌نگر بر تحمل‌پریشانی و راهبردهای مقابله‌ای در دختران نوجوان بی‌سرپرست 65 82 26844 10.22108/ppls.2022.130535.2184 FA فاطمه فولادی دانشجوی کارشناسی ارشد رشته مشاوره خانواده، دانشگاه شهید بهشتی، تهران، ایران سمیه پوراحسان استادیار گروه روان شناسی، دانشگاه شهید باهنر، کرمان، ایران 0000-0001-5937-3117 Journal Article 2021 09 11 This study aimed to investigate the effectiveness of positive group training on distress tolerance and coping strategies in adolescent girls in foster care in Tehran, Iran. This study was quasi-experimental with a pre-test and post-test design with a control and follow-up group. Among 85 girls in the foster care center, 30 girls between the ages of 12-17 were selected by convenience sampling and were randomly assigned to experimental and control groups (15 in each group). The instruments used in this study included Distress Tolerance Scale, Coping Strategies Questionnaire, and Positive Training Protocol. First, all subjects were pre-tested, and then the experimental group started a positive group training during eight two-hour sessions, but no intervention was performed on the control group. At the end of the intervention, both groups were compared by post-test. Also, to follow up, both groups answered the mentioned questionnaires after two months. Multivariate analysis of covariance with repeated measures was used to analyze the statistical data. The multivariate analysis of covariance results with repeated measures showed a significant effect of positive attitude training on increasing anxiety tolerance and coping strategies compared with the control group in nodules of homeless adolescent girls. There was also a significant difference between the two groups in the follow-up stage using a multivariate analysis of covariance. Also, the results showed stability in the follow-up phase between the two groups. Introduction* Adolescence is particularly important in human life because identity crisis, excitement, and puberty occur in this period. Thus, adolescence is also called the period of stress and storms. One of the risk factors during adolescence is living in foster care. Unaccompanied adolescents may suffer from deprivation, failure, and trauma. These people also suffer from many problems due to living in welfare centers. These problems include internal and environmental distress and stress. Therefore, these adolescents should be helped to strengthen their capacity to cope with stress and learn appropriate coping strategies to deal with stress. As such, this study aimed to investigate the effectiveness of positive group training on distress tolerance and coping strategies in foster care adolescent girls in Tehran. The basis of this treatment is positive psychology, which focuses on improving mental health by emphasizing the positive aspects of human experiences, strengths, and positive resources. Positive education is the most comprehensive therapeutic application of the principles of positive psychology. This treatment is derived from Seligman's concepts, including the feeling of interaction, finding meaning in life, success, and generally positive emotions (Schrank et al., 2016). Tehran province is known as one of the largest provinces in Iran. As a result, due to particular economic, cultural, and social conditions, families in Tehran are prone to harm. About 3500 children and adolescents in this province are under the auspices of the Welfare Organization. More than 1500 people live-in foster care centers (Statistical Yearbook of the Welfare Organization, 2019). Adolescent girls who live in foster care centers are at risk of more mental problems and have less capacity to tolerate distress. Considering the sensitivity of the puberty period, the current study aimed to investigate whether positive group training could influence the use of coping strategies and whether positive group training could affect distress tolerance. Method The present study sought to examine the effectiveness of the positive training package in distress tolerance and coping strategies using a quasi-experimental pretest-posttest design with a control group and follow-up. The statistical population of the research included all adolescent girls who lived in foster care in Tehran in 2019. After obtaining permission and a code of ethics from the university, a center was selected for sampling. Out of 85 individuals, 30 adolescent girls aged 12-17 years, who were eligible and volunteered to participate in the study, were selected and randomly assigned to two groups (n=15 each) of experimental and control following the matched group design in terms of age. Age, willingness to participate, living in the center for at least one year, and the ability to read and write formed the inclusion criteria, while unwillingness to participate in the study, absence for more than two sessions, taking psychiatric medications, and suffering from acute mental and physical illnesses were the exclusion criteria. Measurement Tools: Distress Tolerance Scale (DTS): The items of this scale, which was designed by Simons and Gaher (2005), measured the subjective and emotional aspects of distress tolerance, attention to negative emotional states at the time of distress, and effective measures to improve distress, taking into account individual capabilities. This scale included 15 statements and 4 subscales named tolerance, absorption, evaluation and adjustment. In order to score this scale, a five-point Likert scale was used from completely agree (1) to completely disagree (5), and statement number 6 was reverse scored. A higher score means a higher tolerance. In Simmons and Gaher's (2005) research, Cronbach's alpha coefficient was calculated as 0.72, 0.82, 0.78, 0.70 for each of the subscales, and 0.82 for the whole scale. The Ways of Coping Questionnaire (WCQ): Folkman and Lazarus developed this scale in 1984. This questionnaire included eight coping strategies in the form of two general subscales called emotion-focused and problem-focused strategies. The former includes confronting, distancing, escape-avoidance, and self-controlling, while the latter consists of seeking social support, accepting responsibility, planful problem-solving, and positive reappraisal. This questionnaire has a four-point Likert scale and the range of scores in two general subscales was between 0 and 99. Obtaining a high score in each subscale indicated a high use of the aforementioned coping strategy. Lazarus has reported the validity between 0.79 and 0.66 for each of the coping strategies. Rezakhani (2011) explained the construct validity of this questionnaire for each of the two general subscales by reporting that 51% and 47% of the variance of the construct, respectively. Procedure: After sampling and obtaining the code of ethics, experimental and control groups completed the questionnaires as a pretest. In the next step, the experimental group received eight two-hour sessions of positive group training based on the model of Rashid and Seligman (2013). Then they completed questionnaires as a post-test and after two months as a follow-up. Finally, the results were analyzed using a multivariate analysis of covariance (MANCOVA) with repeated measures. Results The sample included girls aged 12-17 years. The mean and standard deviation of the age of participants were 14.56 and 1.61, respectively. Table 1 shows the descriptive statistics of variables related to distress tolerance and problem-focused coping strategies. Table 1: Descriptive statistics of the studied variables by groups and type of test Follow up Post test Pre-test SD M SD M SD M group Variables 7/08 60/11 6/18 63/20 4/79 29/53 experiment Distress tolerance 2/25 29/05 5/51 31/60 5/31 30/26 control 5/47 57/12 4/65 60/86 6/44 34/86 experiment Emotional oriented strategy 4/43 35/39 5/23 36/33 4/42 33/46 experiment 2/53 50/32 1/76 53/13 4/40 31/33 experiment Problem oriented strategy 8/16 32/52 9/90 29/73 6/04 30/46 control According to the results of MANCOVA with repeated measures, positive group training had significant effects on the combination of variables of distress tolerance, emotion-focused tactics, and problem-focused strategies in the neglected adolescent girls (F (3,25) =141.88 p=0/000<0/05). Also, the relative eta coefficient values showed that 94% of the variance in the difference between the control and experimental groups was due to the mutual effects of the dependent variables. Accordingly, the interventions had significant effects on distress tolerance and coping strategies. The effect of group interaction in different stages of measurement on the combination of the aforementioned variables was also significant in the neglected girls (F(6,22)=182.93 p=0/0001<0/05). Table 2: Results of multivariate analysis of covariance with repeated measures to examine the significant differences between anxiety tolerance, emotion-oriented strategies and problem-oriented component source Sum of square df Mean square F sig Partial Eta squared Statistical power Distress tolerance time 481/99 2 240/99 32/22 0/001 0/54 1 group 205/88 2 102/94 13/76 0/001 0/34 1 Group*time 5970/04 2 2985/02 399/13 0/001 0/93 1 Emotional oriented strategy time 57/60 2 28/80 4/76 0/012 0/15 0/99 group 20/64 2 10/32 1/70 0/191 0/05 0/76 Group*time 2743/52 2 1371/76 226/68 0/001 0/89 1 problem oriented strategy time 11/51 2 5/75 0/40 0/669 0/01 0/19 group 43/18 2 21/59 1/51 0/228 0/05 0/76 Group*time 2019/53 2 1009/767 70/99 0/001 0/72 1 P<0/05 Table 2 indicates the dependent variables which were significantly different in the two groups. As shown, the difference between the scores of emotional distress and emotion-focused tactics was significant in the pre-test and follow-up (p<0.05), and the test power was 0.8 in these two strategies. Therefore, it can be concluded that positive group training had significant effects on these components. There was also a significant difference between the mean scores of emotional distress in the experimental and control groups (p<0.001). In addition, the interaction between research stages and group membership in three variables of emotional distress, emotion-focused tactics, and problem-focused strategies was significant (p<0.001), indicating that the difference between the stages was not the same at the group level. Discussion The present study aimed to investigate the effectiveness of positive training on distress tolerance and coping strategies of adolescent girls in the centers of the welfare organization in Tehran, Iran. Accordingly, the first research hypothesis was confirmed, indicating that positive group training was effective in coping strategies. The second hypothesis of the research was also confirmed, indicating that positive group training was effective in distress tolerance. One of the limitations of this study was related to its focus only on the female gender. Also, considering the greater vulnerability of neglected girls to psychological problems and their need for more comprehensive attention, such interventions, including in-service training packages, can be provided for instructors and caregivers of welfare centers to inform them of its positive effects and encourage them to use the proposed techniques and assignments when required . Ethical Consideration Compliance with Ethical Guidelines: E.A. 00.09.28.06 Authors’ Contributions: All authors contributed to the study. The first author designed the study and wrote the initial draft of the article and contributed to analysis. The second author assisted in the preparation of the article and reviewed the article. Both of authors approved the final version and agreed to be accountable for all aspects of the work in ensuring that questions related to accuracy or integrity of any part of the work are appropriately investigated and resolved Conflict of Interest: The authors declare no conflict of interest for this study. Funding: This study was conducted with no financial support Acknowledgment: The authors would like to thank all individuals who participated in the present study *. Corresponding author پژوهش حاضر با هدف بررسی اثربخشی آموزش گروهی مثبت‌نگر بر تحمل‌پریشانی و راهبردهای مقابله‌ای در دختران نوجوان بی‌سرپرست شهر تهران انجام شد. این مطالعه از نوع نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون همراه با گروه گواه و پیگیری بود. از میان 85 نفر از دختران در مرکز نگهداری، تعداد 30 دختر بین 17-12 سال به روش دردسترس انتخاب شدند و به‌صورت تصادفی در دو گروهآزمایش و گواه قرار گرفتند (هر گروه 15 نفر). در این پژوهش از مقیاس تحمل‌پریشانی، پرسشنامۀ راهبردهای مقابله‌ای و بستۀ آموزش مثبت‌نگر استفاده شد. در ابتدا از کل افراد نمونه، پیش‌آزمون گرفته شد و سپس افراد گروه آزمایش در طی 8 جلسه 2 ساعته، آموزش گروهی مثبت‌نگر را آغاز کردند؛ اما بر گروه کنترل هیچ‌گونه مداخله‌ای انجام نشد. پس از پایان مداخله هر دو گروه به‌وسیلۀ پس‌آزمون مقایسه شدند. همچنین، به‌منظور پیگیری، هر دو گروه پس از 2 ماه به پرسشنامه‌های مذکور پاسخ دادند. برای تجزیه‌وتحلیل داده‌های آماری از روش تحلیل کواریانس چندمتغیری با اندازه‌گیری مکرر استفاده شد. نتایج حاکی از تأثیر معنا‌دار آموزش مثبت‌نگر بر افزایش تحمل‌پریشانی و راهبردهای مقابله‌ای در مقایسه با گروه کنترل در نوجوانان دختر بی‌سرپرست بود. همچنین، در مرحلۀ پیگیری بین دو گروه نتایج پایداری مشاهده شد.

https://ppls.ui.ac.ir/article_26844_0ad6817d34131e13bb6aff2990fec27d.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 8 2 2022 08 23 The Effects of Positive Psychology Training on Wisdom, Resilience, and Cognitive Flexibility of Students اثربخشی آموزش روانشناسی مثبت بر افزایش خردمندی، تاب‌آوری و انعطاف‌پذیری شناختی دانشجویان 83 100 26843 10.22108/ppls.2022.131504.2225 FA طاهره گلستانی بخت استادیار، گروه روانشناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران 0000-0002-4860-8192 انسیه بابایی استادیار، گروه روانشناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران شبنم مستعد حصاری کارشناس ارشد روان شناسی، دانشگاه پیام نور تهران، تهران، ایران Journal Article 2021 11 18 This study aimed to investigate the effect of positive psychology training on students' wisdom, resilience, and cognitive flexibility. The research design was quasi-experimental, using pretest, post-test and follow-up design with the control group. The sample consisted of 30 undergraduate students of Payame Noor University in the academic year 2020-2021. The participants were selected by convenience sampling method and were randomly divided into control and experimental groups. First, in the pretest stage, both groups answered the questionnaires on wisdom, resilience, and cognitive flexibility. Then, positive psychology training was performed in 14 sessions of 60 minutes for the experimental group and the post-test was administered. After two months, for the third time (as a follow-up), both groups answered the research questionnaires. The analysis of covariance showed that positive psychology training caused stable changes in wisdom, resilience, and cognitive flexibility in the experimental group compared to the control group in the post-test. This effect was also sustained during the follow-up phase. The research findings indicate that positive psychology training could improve wisdom, resilience, and cognitive flexibility. Introduction* The student period is an exciting and challenging period for students. In the future, these people will be responsible for providing and promoting the community's health. In this regard, students must have high physical health, especially mental health (Besharat et al., 2021). In recent years, positivist psychology, emphasizing human abilities and virtues, have studied the factors that lead to mental health in difficult situations. In this psychological approach, wisdom is the first of the six attributes that belong to a healthy human being and has always been known as a positive source of human empowerment (Kalyar & Kalyar, 2019). Wisdom combines psychological tendencies and characteristics considered ideal for individual and social well-being (Walsh & Reims, 2017). One of the proven abilities of positive psychology is resilience (Rahimpour et al., 2021). Resilience is a psychological concept that describes how people cope with unexpected situations and means stubbornness in the face of stress, the ability to return to normal and survive and strive in difficult situations (Bahramian et al., 2020). According to Murray, cognitive flexibility enables a person to deal with the factors of pressures, challenges, and emotional-social harms so that one can deal appropriately and effectively with these situations (Mollai et al., 2020). In line with the study's objectives, the results of Naemi and Faeqi study (2018) showed that the intervention of positive psychology had a positive and significant effect on self-forgiveness and resilience of mothers of children with learning disabilities. Also, Nasiri et al. (2020) found that positive psychology could increase hope by strengthening social interactions and positive emotions and training hope and optimism. Studies by Gargan and Alabay (2020) reported that positive psychology increased students' resilience, optimism, and quality of life. Exposing students to stress and various problems can lead to various mental health problems and impair their mental health (Siddiq Ziaberi, 2019). Therefore, enhancing wisdom, improving and growing resilience and cognitive flexibility in educational systems are very important. Nevertheless, previous research has not sufficiently addressed the effect of positive psychology on increasing wisdom, resilience, and flexibility. To address this, the following research hypotheses were formulated: 1- Positive teaching significantly affects students' wisdom. 2- Positive education significantly affects students' cognitive flexibility. 3- Positive education significantly affects students' resilience. Method The research design was quasi-experimental, using a pretest, post-test, and follow-up (two months) with the control group. The statistical population of this study included all undergraduate students of Payame Noor University, Shahriar Branch, which according to the received statistics, them were 4000 ones. The statistical sample included 30 female students with an average age of 21 years. They had bachelor's degree (psychology, sports science, industrial engineering, and English translation) in the academic year 2020-2021. They were available by invitation to participate through WhatsApp and Telegram of Payame Noor University group. They were selected and randomly divided into experimental and control groups (each group consisting of 15 people). Moreover, the confidentiality of participants' demographic information and obtaining written consent to participate in positive psychology sessions were among the ethical considerations of this study. The measuring tools explain as follows: Wisdom Scale: This scale was designed by Webster to measure wisdom, consisting of 40 items. Each item is on a six-point Likert scale varying from 1 (strongly disagree) to 6 (strongly agree). This scale has five subscales: life experiences, emotional orderliness, reflection, humor, and openness to experience. Resilience Scale: Connor and Davidson (2003) developed this questionnaire to measure resilience in different people. This scale is self-report and has 25 questions. Scoring on this scale is based on a five-point Likert scale between zero (completely incorrect) to four (always correct). The higher scores indicate higher resilience. Cognitive Flexibility Questionnaire: The Cognitive Flexibility Questionnaire was developed by Dennis and Van der Roel (2010). This questionnaire has 20 questions and was designed to measure the amount of cognitive flexibility needed in the individual situation to challenge and replace dysfunctional thoughts with more efficient thoughts. It is scored on a seven-point Likert scale from 1 to 7 and measures three aspects of cognitive flexibility. Methods and analysis: For the experimental group, 14 sessions of 60 minutes (two sessions per week, virtual and by the researcher) training based on positive psychology was performed. However, no intervention was performed for the control group. To observe the ethics of the research, positive psychology sessions were conducted for the control group after the end of the research. Both groups were tested for the third time as a follow-up after two months and the results were compared with the control group. The data were analyzed using the analysis of covariance in the SPSS program. Results The mean age of participants was 21.1. The mean and standard deviation of the research variables are presented in Table 1. Table 2. Modified descriptive indicators of research variables The witness group examination Group Test stage Variable standard deviation Average standard deviation Average 15/40 98/33 14/72 134/53 post-test wisdom 14/80 98/40 13/06 134/20 Follow up 8/96 55/06 10/89 71/80 post-test Resilience 9/54 54/66 11/29 71/20 Follow up 9/32 59/33 9/81 72/60 post-test Cognitive flexibility 10/03 58/86 10/17 72/60 Follow up The results of the Box's M test showed that the homogeneity of the variance matrices was observed (F=1.087, Box's M=26.751, p=0.257). To compare the experimental and control groups based on post-test scores, after controlling the effect of pretests, analysis of covariance was used to determine the effect of positivity training intervention on wisdom, resilience, and cognitive flexibility. The results of the analysis of covariance in the stages of post-test and follow-up measurements after adjusting the pre-test effect showed that there were significant differences in the scores for wisdom (F=9/16, p<0.001), resilience (F=8/21, p<0.001) and cognitive flexibility (F=13/15, p<0.001). Also, the mean scores of these variables in the two experimental and control groups were significantly different (p<0.05). Conclusion The results showed that positive psychology training is effective in increasing wisdom, resilience and cognitive flexibility and these results continued in the follow-up phase. These results are in line with the results of Naemi et al.'s (2018) study that positive psychology intervention has a positive and significant effect on the resilience of mothers of children with learning disabilities. Furthermore, training hope and optimism is effective in increasing hope. The results of Gargan and Alabay (2020) showed that positive psychology increases students' resilience. This finding is explained by positivist interventions using techniques that emphasize effective principles such as intimacy, subtle empathy, initial trust, originality, and understanding, which can enhance emotional discipline and humor. Self-acceptance and pessimistic attributional styles are among the factors that increase wisdom. These factors were learned by experimental group. In this regard, learning the principle of optimism can effectively change pessimistic attributional styles and thereby improve the signs of wisdom (Nasiri et al., 2020). Furthermore, participants learned that negative sentences and phrases could be changed to positive ones, and thereby reduce the negative effects of these phrases and increasing their resilience (Eskandari et al., 2019). In this study, individuals in the experimental group could determine the meaning of their lives and future goals, which is associated with the development of cognitive flexibility (Yadegari et al., 2021). Of course, this study has some limitations. The first limitation of the research is related to the society and the statistical sample. Considering that the participants of this project were undergraduate female students of psychology, industrial engineering, sports science, and language translation at Payame Noor Shahriar University, caution should be exercised in generalizing the results to other groups, individuals, and academic fields. Compliance with Ethical Guidelines All ethical issues like informed consent and confidentiality of participants’ identifications were compiled based on ethical committee of Payame Noor University, Iran. Authors’ Contributions All authors contributed to the study. The first author written the first draft of the manuscript. The second author edited the manuscript. The third author advised result sections Conflict of Interest The authors declare no conflict of interest. Funding This study was conducted with no financial support. Acknowledgment The authors would like to express their gratitude to all of participants of the study. *. Corresponding author هدف این پژوهش، بررسی اثربخشی آموزش روانشناسی مثبت بر افزایش خردمندی، تاب‌آوری و انعطاف‌پذیری شناختی دانشجویان بود. طرح پژوهش، شبه‌آزمایشی با بهره‌گیری از پیش‌آزمون، پس‌آزمون و پیگیری با گروه کنترل بود. نمونه شامل 30 نفر از دانشجویان کارشناسی دانشگاه پیام‌نور در سال تحصیلی 1400-1399 بودند که به روش نمونه‌گیری دردسترس، انتخاب و به‌طور تصادفی در دو گروه کنترل و آزمایشی قرار گرفتند. ابتدا در مرحلۀ پیش‌آزمون، هر دو گروه به پرسشنامه‌های خردمندی، تاب‌آوری و انعطاف‌پذیری شناختی پاسخ دادند، سپس آموزش روانشناسی‌مثبت‌نگر در 14 جلسه 60 دقیقه‌ای برای گروه آزمایش اجرا شد و بعد از پایان دوره برای مرتبه دوم (به‌عنوان پس‌آزمون) و پس از دو ماه برای مرتبه سوم (به‌عنوان پیگیری) هر دو گروه به پرسش‌نامه‌های پژوهش پاسخ دادند. داده‌ها با استفاده از تحلیل کواریانس تحلیل شدند. نتایج نشان دادند آموزش روانشناسی مثبت تغییرات پایداری در خردمندی، میزان تاب‌آوری و انعطاف‌پذیری شناختی گروه آزمایش نسبت به گروه کنترل در پس‌آزمون ایجاد می‌کند و‌ این ‌تأثیر ‌در‌ مرحلۀ ‌پیگیری نیز پایدار است. با توجه به نتایج پژوهش، از روش آموزش روانشناسی مثبت برای بهبود خردمندی، تاب‌آوری و انعطاف‌پذیری شناختی استفاده می‌شود.

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