دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 10 3 2024 11 21 Positive Psychology Research, Vol. 10, Issue 3, No.39, Autumn 2024, پژوهش‌نامه روانشناسی مثبت ک سال دهم، شماره سوم، پیاپی 39، پاییز 1403 29398 10.22108/ppls.2024.29398 FA Journal Article 2025 04 06 https://ppls.ui.ac.ir/article_29398_16ceafe43514fd82ef4d5255bed7cbb2.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 10 3 2024 11 21 The Effectiveness of Wisdom Training on Academic Emotions, Academic Motivation and Subjective Vitality in Students اثربخشی آموزش خِرد بر هیجان‌های تحصیلی، انگیزش تحصیلی و افزایش نشاط ذهنی در دانش‌آموزان 1 28 29137 10.22108/ppls.2025.142168.2548 FA معصومه عزیزی کارشناس ارشد روانشناسی تربیتی، دانشکده اقتصاد و علوم‌اجتماعی، دانشگاه بوعلی سینا، همدان، ایران. ابوالقاسم یعقوبی استاد، گروه روان‌شناسی، دانشکده اقتصاد و علوم‌اجتماعی، دانشگاه بوعلی سینا، همدان، ایران. Journal Article 2024 08 06 The present study examined the effectiveness of wisdom training on academic emotions, academic motivation and subjective vitality in students. The study method was semi-experimental and its design was pretest, post-test with control group and follow-up stage. The statistical population involved all female students of the first secondary school in the academic year of 2023-2024 in Hamadan, Iran. In doing so, 42 students were selected by available sampling method and randomly divided in experimental (21 individual) and control group (21 individual). After grouping and conducting the pre-test, wisdom training sessions were provided to the experimental group. Then a post-test was taken from both groups. The data collection tools were three questionnaires of academic emotions, academic motivation and subjective vitality. In order to analyze the data, mixed method analysis of variance was used. The findings indicated that wisdom training had a significant effect on academic emotions, academic motivation and subjective vitality of students, and this effect was still stable in the follow-up phase after four months. Therefore, it can be concluded that wisdom training fosters academic emotions, strengthens academic motivation in students, and these factors together increase their subjective vitality. Based on this, it is suggested that teachers design and develop wisdom interventions in schools for positive learning, motivational and happiness-enhancing results for students. Introduction* Research shows application of positive psychology in the students’ curriculum can lead to improved mental health and acquisition of positive emotional experiences. Previous studies show that negative emotions lead to distraction and reduced efficiency in the learning process, but positive emotions contribute to better learning and students’ psychological well-being (Lou & Xu, 2022). Subjective vitality is one of the variables that significantly affects students’ personal and academic success; Low subjective vitality causes irritability and fatigue, whereas high subjective vitality results in improved performance (Haghbin & Sheikholeslami, 2019). Another important construct is academic motivation, the decline of which leads to poor academic performance leaving a negative impact on mental health (Anttila et al., 2023). Mindfulness education is also one of the most important topics in positive psychology (Montiel et al., 2021). By deepening and broadening students' perspectives, it encourages reflection and thinking about their own and others' life experiences, which can help achieve purposefulness, motivation, positive emotions, and a sense of vitality in students. Accordingly, the present study examined whether mindfulness education could significantly affect academic emotions and motivation, and increase subjective vitality in students. Method This was a quasi-experimental study with a pretest-posttest control group design. The participants were selected by convenience sampling from among female students in the first year of middle school in the academic year 2023-2024 in Hamadan, Iran. The research instruments included the Achievement Emotions Questionnaire, Subjective Vitality Scale, and Academic Motivation Scale. Ethical considerations, such as voluntary participation and the right to withdraw from the study, were observed, along with confidentiality of the information. To develop the mindfulness education program, thematic analysis was used with a sequential exploratory design. For assessing the content validity of the package, the Content Validity Index was utilized, which yielded a value of 0.88 and above for the components of this package, indicating appropriate content validity. In the pretest, the questionnaires were administered to both groups. Then, the experimental group received the intervention over two months (8 one-hour sessions a week). Subsequently, both groups responded to the questionnaires on the posttest and after a four-month follow-up period. Descriptive statistics and mixed ANOVA on SPSS software were employed for data analysis. Results Before data analysis, the assumptions for the mixed ANOVA were examined. The normal distribution of the data was assessed and confirmed using the Kolmogorov-Smirnov test (p > 0.05). Levene's test was also conducted to determine the homogeneity of variances, revealing no significant differences in the variances of positive academic emotions, academic motivation, and subjective vitality (p >0.05), thus confirming the assumption of homogeneity of variances. The assumption of homogeneity of the covariance matrix was assessed using M. Box's criterion (p <0.05, F= 1.60, Box's M=17.97) showing that this assumption was not violated (p>0.05). Mauchly's test was used to examine the equality of the variance-covariance matrix of the variables, with results showing (Mauchly= 0.89, p = 0.169> 0.05) for academic motivation, (Mauchly= 0.78, p = 0.129> 0.05) for negative academic emotions, (Mauchly= 0.95, p= 0.234> 0.05) for positive academic emotions, and (Mauchly = 0.58, p = 0.073> 0.05) for subjective vitality, confirming that the assumption of equality of the variance-covariance matrix (p > 0.05) was established. The results of mixed ANOVA revealed a significant main effect for time in all variables meaning that the mean scores related to motivation, academic emotions, and subjective vitality were significantly different from pretest to posttest and follow-up (p < 0.05). The main effect of group membership (groups) was also significant for the research variables, suggesting a significant difference between the groups in motivation scores, academic emotions, and subjective vitality (p < 0.01). The Group x Time interaction also showed significant differences in all variables between the two groups (p < 0.01) suggesting a significant difference in academic motivation, positive and negative academic emotions, and subjective vitality from pretest to posttest and follow-up. The partial eta squared value indicated that 21% of the variance in academic motivation, 22% in negative academic emotions, 17% in positive academic emotions, and 31% in subjective vitality could be explained by group membership. The results of Bonferroni's post hoc test showed that there were significant differences in the mean scores of academic motivation, positive and negative academic emotions, and subjective vitality between the pretest and posttest and follow-up phases, indicating that mindfulness education significantly affected the dependent variables (p < 0.05). However, the difference in the mean scores of the variables was not significant between the posttest and follow-up stages, showing the stability of the results (p > 0.05). Conclusion The present study examined the effect of mindfulness education on academic emotions, academic motivation, and subjective vitality in female middle school students in Hamedan, Iran. The findings, in line with the results of Ardlet (2018), indicated that mindfulness education had a significant effect on academic emotions. In explanation for this finding, it can be stated that mindfulness is conceptualized as a set of skills that includes making the best situational decisions based on knowledge, experience, and moral virtues. Mindfulness education is vital for helping students navigate the challenges of their educational journey and develop the ability to control their emotional states. Therefore, it can facilitate positive adaptation to life's adversities in students. The findings further showed a positive and significant effect for mindfulness education on students' academic motivation, which is consistent with the results of Yulianto and Indriayu (2023). According to Deci and Ryan (2008), supporting students' autonomy enhances intrinsic motivation, which is a crucial aspect of the desire to learn. Thus, mindfulness education can foster the experience of autonomy and establish or maintain academic motivation in students. Finally, mindfulness education had a positive and significant effect on increasing students' subjective vitality, which is in line with the findings of Shoghi et al. (2022). Mindfulness education encourages the constructive use of emotions. Students learn to feel confident in identifying and understanding their feelings. Mindful problem-solving enhances coping strategies for effective stress management and impulse control in students, enabling them to pursue their academic and personal goals with vitality. The present study was constrained by certain limitations. First, data was collected from a sample of female students in grades seven, eight, and nine, where the differences in developmental levels can be considered a limitation. Therefore, caution should be practiced in generalizing the results to other life stages and educational levels. Another limitation was the use of self-report measures; hence, it is better to use objective measures such as interviews in the future studies. Ethical considerations: All ethical considerations were observed, including ensuring the confidentiality of participants’ identities and obtaining informed consent from all participants. Authors’ contributions: All authors contributed to the study. The first author conducted the intervention and data collection and wrote the introduction and method sections. The second author wrote the results and discussion sections and edited the initial draft. Conflict of interest: The authors declared no conflicts of interest. Funding: The authors did not receive any financial support for this study. Acknowledgments: The authors thank all participants for their time and contribution to this study. *. Corresponding author پژوهش حاضر با هدف اثربخشی آموزش خِرد بر هیجان‌های تحصیلی، انگیزش تحصیلی و افزایش نشاط ذهنی در دانش‌آموزان انجام شد. روش پژوهش نیمه‌آزمایشی و طرح آن به‌صورت پیش آزمون -پس آزمون با گروه کنترل و مرحله‌ی پیگیری بود. جامعۀ آماری تمامی دانش‌آموزان دختر دوره متوسطه اول سال تحصیلی 1403- 1402 در شهر همدان بودند. برای انتخاب نمونه به روش نمونه‌گیری دردسترس 42 دانش‌آموز انتخاب شدند و به‌صورت انتساب تصادفی در دو گروه آزمایش (21 نفر) و گروه کنترل (21 نفر) قرار گرفتند. پس از گروه‌بندی و انجام پیش‌آزمون، طی 8 جلسه آموزش خرد به گروه آزمایش ارائه شد. سپس از هر دو گروه پس‌آزمون گرفته شد. ابزار گردآوری اطلاعات شامل سه پرسشنامه هیجان‌های تحصیلی، انگیزش تحصیلی و نشاط ذهنی بود. به‌منظور تجزیه ‌وتحلیل داده‌ها از تحلیل واریانس مختلط استفاده شد. یافته‌ها حاکی از آن بود که آموزش خرد بر هیجان‌های مثبت تحصیلی، انگیزش تحصیلی و نشاط ذهنی دانش‌آموزان تأثیر مثبت و معنادار داشته است و این تأثیر در مرحله پیگیری بعد از چهار ماه همچنان پایدار بود؛ بنابراین، می‌توان نتیجه‌‌گیری کرد آموزش خرد موجب پرورش هیجان‌های مثبت تحصیلی، تقویت انگیزش تحصیلی در دانش‌آموزان می‌شود و این عوامل در کنار هم نشاط ذهنی آنها را افزایش می‌دهد. معلمان برای ایجاد نتایج مثبت یادگیری، انگیزشی و ارتقاء شادی در دانش‌آموزان، مداخلات مبتنی بر خرد را در مدارس طراحی و توسعه دهند.

https://ppls.ui.ac.ir/article_29137_d63de4c4a31343e510415e7513ba90b2.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 10 3 2024 11 21 Developing a Model of Wisdom Based on Successful Intelligence and Psychological Well-Being in Students: The Mediating Role of Creativity ارزیابی مدل خردمندی براساس هوش موفق و بهزیستی روانشناختی با نقش میانجی آفرینندگی در دانش‌آموزان 29 50 29164 10.22108/ppls.2025.139681.2473 FA رسول کردنوقابی دانشیار گروه روانشناسی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا، همدان، ایران. سعید ویسی کارشناسی ارشد روانشناسی تربیتی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا همدان، همدان، ایران. Journal Article 2023 12 02 The purpose of the present study was to develop a model of wisdom based on successful intelligence and psychological well-being in students with the mediating role of creativity. The present study employed a correlational design and the statistical population in this study included high school students of Arak, Iran in academic year of 2022-2023. The sample selected using convenience sampling, which led to the recreuiment of 500 students. Data collection tools included the wisdom scale, successful intelligence questionnaire, psychological well-being scale and creativity questionnaire. Data were analyzed using Pearson correlation and structural equations modeling. The results showed that creativity had a partial mediating role in relationship between successful intelligence and psychological well-being with wisdom. Also, findings showed that the direct effect of successful intelligence, psychological well-being and creativity were significant on wisdom. Proposed model had an acceptable fitness to the data and the analyses also revealed that %46 of variance of wisdom was explained by successful intelligence and psychological well-being through the mediating role of creativity. Based on the results of this study, it can be concluded that wisdom is affected by successful intelligence, psychological well-being, and creativity and these findings can be used to increase the level of wisdom of students. Introduction* Wisdom is a complex and multifaceted personality trait (Bangen et al., 2013, Leeman et al., 2022) that includes insight, emotional regulation, pro-social behaviors, decisiveness, social advising, and tolerance or acceptance for divergent values (tolerance or acceptance of different perspectives and opinions) (Thomas et al., 2022). In the balance theory of wisdom proposed by Sternberg, it is believed that wisdom is born of successful intelligence and tacit knowledge (Sternberg, 2019). Successful intelligence, psychological well-being, creativity, and wisdom can be related to each other and interact in solving life problems. Therefore, conducting a study to identify the factors affecting students' wisdom by considering the mediating role of creativity in the relationship between successful intelligence and psychological well-being with wisdom is important and necessary. Therefore, considering the aforementioned, this study aimed to answer the question of whether creativity could have a mediating role in the relationship between successful intelligence and psychological well-being with wisdom in students. Method The present study used a correlational design. The statistical population in this research included high school students of Arak, Iran in academic year of 2022-2023. The sample size was selected based on Kline model (2023) and with convenience sampling (online method), which led to the selection of 500 students. Informed consent to respond was a condition for answering the research questions, and failure to complete the questionnaire was a criterion for exclusion from the study. Data were analyzed using Pearson correlation and structural equations modeling. All participants completed the following questionnaires. San Diego Wisdom Scale: This 7-item scale was designed by Thomas et al. (2022) for wisdom. Cronbach's alpha coefficient for all questions was 0.74 and in the present study, Cronbach's alpha coefficient for all questions was 0.82. Successful Intelligence Questionnaire: This 36-item scale was designed by Grigorenko and Sternberg (2002) for wisdom. The reliability of the tool in original study for all questions was 0.74 and in the present study, Cronbach's alpha coefficient of all questions was 0.85. Psychological Well-being Scale: This 18-item scale was designed by Ryff (1989) was used to measure well-being. The reliability of the tool in original study was 0.72. In the present study, Cronbach's alpha coefficient for all questions was 0.71. Creativity Questionnaire: This 60-item scale was designed by Abedi (1993) for measuring creativity. The reliability of the tool in the present study, as measured by Cronbach's alpha, was 0.90. Results All participants in this study were in their second year of high school. 182 (36.4%) were in the 10th grade, 146 (29.2%) were in the 11th grade, and 172 (34.4%) were in the 12th grade. The mean age of the participants was 17.01 and the standard deviation of age was 0.875. The results showed that creativity had a partial mediating role in relationship between successful intelligence and psychological well-being with wisdom. Also, findings showed that the direct effect of successful intelligence, psychological well-being and creativity were significant on wisdom. The structural equation model fit results showed that the research model had a desirable overall fit. Figure 1 presents the structural research model. Figure 1 Structural Research Model Table 1 Fit Indicators of the Research Model Measure Threshold acceptable value CMIN 180.901 - DF 72 - CMIN/DF 2.512 <3 Sig 0/001 - RMSEA 0.058 <0.08 SRMR 0.021 PCLOSE 0.001 >0.90 CFI 0.961 >0.90 AGFI 0.972 >0.90 PCFI 0.741 >0.60 PNFI 0.716 >0.60 IFI 0.965 >0.90 GFI 0.940 >0.90 NFI 0.935 >0.90 The standardized root means squared residual (SRMR) was 0.021, whereby values ≤0.08 indicate an acceptable fit. Finally, a root mean square error of approximation (RMSEA) of 0.058 was obtained, whereby RMSEA values ≤0.08 indicate an acceptable fit. Conclusion High-level reasoning and rich knowledge related to life are practically applied in real-life contexts, and this application has positive effects in promoting a good life for the individual and others. Therefore, it is not a far-fetched finding that psychological well-being, with the mediating role of creativity, explains part of the changes in wisdom. The use of convenience sampling was the most important limitation of the study. Researchers are suggested to design interventions based on the variables of creativity, successful intelligence and psychological well-being to promote the wisdom in students. Also, wisdom focuses on the application of tacit knowledge through the balance between multiple interests of the individual, interpersonal and supra-individual in order to achieve a balance between adapting to existing environmental contexts, shaping existing environmental contexts and selecting new environmental contexts that are influenced by values, in order to achieve a common good. Transformative creativity can help the individual achieve this balance. Transformative creativity be directed inward (self-interest), outward (common good and public interest) or both, which greatly contributes to the wisdom of the individual. This study also included a community sample of students. It would be interesting to see whether the findings are replicated in non-student samples. The present study only examined creativity as a mediating mechanism in the relationship between psychological well-being and successful intelligence with wisdom. However, some other mediating variables such as critical thinking, cognitive intelligence can also be considered. Accordingly, educational psychologists working in the field of wisdom in educational counseling centers and schools should consider providing workshops such as psychological well-being education, successful intelligence education, and creativity education (of the transformational type) in schools under the supervision of the educational organizations to help improve higher-level cognitive processes such as students' wisdom. Ethical Considerations Compliance with ethical guidelines This study was conducted by Declaration of Helsinki. Informed consent was obtained from all students before their inclusion in the study Authors’ contribution: All authors contributed to the preparation of the final manuscript. The first author contributed to the “drafting” and “editing” of the manuscript, respectively. On the other hand, the second author completed the “discussion and conclusion” and “methodology” sections, respectively Conflict of interest: According to the authors, this article has no funding or conflict of interest. Funding: The study was conducted without the funding of any institution or organization. Acknowledgments: The authors would like to express their gratitude to all the people who participated in the research *. Corresponding author هدف از پژوهش حاضر، بررسی ارزیابی مدل خردمندی براساس هوش موفق و بهزیستی روانشناختی با نقش میانجی آفرینندگی در دانش‌آموزان بود. مطالعه حاضر از نوع همبستگی بود. جامعه‌ آماری در این پژوهش شامل دانش‌آموزان دوره متوسطه شهر اراک در سال تحصیلی 1403-1402 بودند. تعداد 500 نفر با روش نمونه‌گیری دردسترس (شیوه آنلاین) انتخاب شد. ابزار گردآوری داده‌‌های پژوهش شامل مقیاس کوتاه‌شده خردمندی، پرسشنامه هوش موفق، مقیاس بهزیستی روانشناختی و پرسشنامه آفرینندگی بود. تحلیل آماری داده‌ها با داده‌ها با استفاده از همبستگی پیرسون و مدل‌یابی معادلات ساختاری انجام شد. یافته‌های پژوهش نشان داد آفرینندگی در رابطه بین هوش موفق و بهزیستی روانشناختی با خردمندی نقش میانجی جزئی و معنادار دارد. همچنین، اثرات مستقیم هوش موفق، بهزیستی روانشناختی و آفرینندگی بر خردمندی معنادار بود. افزون بر این، مدل نهایی پژوهش از برازش مطلوبی برخوردار بود و 46 درصد خردمندی به‌وسیله هوش موفق و بهزیستی روانشناختی با نقش میانجی آفرینندگی ‌تبیین می‌شود؛ بنابراین، خردمندی دانش‌آموزان متأثر از هوش موفق و بهزیستی روانشناختی و آفرینندگی است. براساس نتایج این پژوهش می‌توان نتیجه گرفت خردمندی متأثر از هوش موفق، بهزیستی روانشناختی و آفرینندگی است و از این یافته‌ها می‌توان در جهت بالابردن سطح خردمندی دانش‌آموزان استفاده کرد.

https://ppls.ui.ac.ir/article_29164_46309b3bfaf3c3a76e066e0f403deff6.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 10 3 2024 11 21 The Effectiveness of a Positive Intervention Program Based on the Components of Resilience and Forgiveness in Autonomy and Emotional Processing in Victims Students اثربخشی برنامه مداخله مثبت‌گرا مبتنی بر مؤلفه‌های تاب‌آوری و بخشش درخودمختاری ‌هیجانی و پردازش عاطفی دانش‌آموزان قربانی 51 72 29155 10.22108/ppls.2025.140945.2516 FA شهروز نعمتی دانشگاه تبریز رحیم بدری گرگری استاد روان‌شناسی تربیتی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران یوسف ادیب گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران سپیده کاظمی دانشجوی دکترای روانشناسی‌تربیتی، گروه علوم‌تربیتی، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه‌تبریز، تبریز، ایران. Journal Article 2024 03 17 This study aimed to examine the effectiveness of a positive intervention program based on the components of resilience and forgiveness in the emotional autonomy and emotional processing of victimized students. The research design was a semi-experimental pre-test and post-test type with a control group and a three-month follow-up period. The research population included all male and female students being victims of bullying in second secondary schools in Bostan Abad, Iran in the academic year of 2023-2024. A sample of 30 students were selected using the convenience sampling method and were. randomly assigned into experimental and control groups. Bullying Victims Questionnaire, Emotional Autonomy Scale, and Emotional Processing Scale were used to collect the data. The intervention program was implemented in the 8th session of 45 minutes in groups and with gender separation for the experimental group and the control group did not receive any training. The results of the analysis of variance with repeated measurements showed that the positive psychology intervention based on resilience and forgiveness components significantly increased the emotional autonomy and improved the emotional processing process of victimized students. This continued in the follow-up period. Therefore, the results of this research can be used to improve the professional skills of teachers, school counselors, and educational psychologists in order to properly face the problems of students and to improve the connection and communication with teenagers. Keywords: the victim, positive psychology based on the components of resilience and forgiveness, emotional autonomy and emotional processing Introduction* When a student is repeatedly and continuously threatened and harassed, it is called victimization. This can result in lower autonomy for the victimized students. (Wu et al., 2022 ). Additionally, such students may experience difficulties in regulating and processing their emotions (Wiemann et al., 2023). Positive psychology is an approach that focuses on people's strengths and positive experiences. Two essential components of positive psychology are resilience and forgiveness, which act as a buffer against negative consequences and promote positive outcomes (Gupta & Bakhshi, 2018). They can improve the life satisfaction, cheerfulness, and hope of student victims (Chang & Caino, 2024). In this study, we combined the components of resilience and forgiveness to develop a positive program for the education of victimized teenagers. The main challenge in implementing this program is to bring about changes in the emotional autonomy and emotional processing of these teenagers. Method This study was conducted with a semi-experimental method with a pre-test and post-test design with a control group and a three-month follow-up. The statistical population included all male and female students with victim behavior in second-secondary schools in Bostan Abad, Iran during the academic year of 2023-2024. Thirty students were selected through the available sampling method and were randomly divided into two experimental and control groups. The experimental group received positive psychology education based on resilience and forgiveness during 8 sessions of 45 minutes in two months; While the control group did not receive any training. Bullying Victims Questionnaire, Emotional Autonomy Scale, and Emotional Processing Scale were used to collect the data. The training program included 8 sessions: Establishing a therapeutic relationship and explaining the logic of the treatment Familiarity with various thinking and cognitive styles Familiarity with emotions and emotions Teaching the concept of kindness and empathy Expressing the importance of gratitude, and strengthening hope Teaching appropriate communication behaviors and forgiveness of oneself and others Familiarity with the right to choose and make decisions Finally, the collected data were analyzed using SPSS software and mixed variance analysis. Results The findings have confirmed that the mixed variance analysis test assumptions were met, therefore, mixed analysis was used. The results showed that the interaction effect of time and group for autonomy (p<0.05; F=123.03) and emotional processing (p<0.05; F=129.09) was significant at the level of (0/01). This finding shows that the experimental and control groups have significant differences in terms of emotional autonomy and emotional processing in the three stages of pre-test, post-test, and follow-up. Additionally, the eta square for all the mentioned variables was greater than 0.10, indicating that the difference between the groups in the society was large and significant. Table1 The Results of Mixed Variance Analysis to Investigate the Difference between the Two Experimental and Control Groups in the Components of Autonomy and Emotional Processing. Variables Source of changes Set of squares df Mean square F p Eta squared autonomy time 240 1 240 34/88 0/00 0/55 time*group 851/26 1 851/26 123/03 0/00 0/81 group 921/60 1 921/60 23/23 0/00 0/45 emotional processing time 4250/41 1 4250/41 273/42 0/00 0/90 time*group 2006/81 1 2006/81 129/09 0/00 0/82 group 5632/71 1 5632/71 227/72 0/00 0/89 Conclusion The results of this study indicated that a positive intervention program, based on the components of resilience and forgiveness was able to improve the emotional autonomy and emotional processing of victimized students. The findings indicate that positive psychology interventions, such as training on the right to choose and make decisions, can help individuals realize their strengths and capabilities, leading to a more positive attitude towards themselves and their past experiences. This, in turn, increases their sense of autonomy. Additionally, positive psychology interventions can help change inconsistent cognitive processes, reducing negative attitudes and negative emotional states such as anxiety, depression, and emotional instability in individuals (van Dijk et al., 2023). Therefore, teaching positive psychology helps victim students accept their feelings and psychological symptoms by reconstructing their cognitive processes and reducing their excessive attention and sensitivity toward their symptoms (Taheri et al., 2020). It is important to consider the limitations of this study when interpreting its results. The study did not take into account the economic, cultural, family, and educational status of the parents. Furthermore, the study was conducted on teenage students from Bostan Abad, Iran. In future studies, it is recommended to replicate the study with different samples from diverse cultures and geographical regions to determine the relationship between positive intervention based on the components of resilience, forgiveness, and sacrifice. Compliance with Ethical Guidelines: All ethical issues such as informed consent and confidentiality of participant’s identity were respected. Authors’ Contributions: This article is extracted from the doctoral thesis of the fourth author. Extraction, preparation, editing, and submission of the article was done by the first author of the supervisor. The second and third authors are the second supervisor and thesis adviser, respectively Conflict of Interest: The authors declare no conflict of interest for this study. Funding: The study had no financial support. Acknowledgment: The authors would like to thank all participants for their time and contribution to the Study. *. Corresponding author این پژوهش با هدف اثربخشی برنامه مداخله مثبت‌گرا مبتنی بر مؤلفه‌های تاب‌آوری و بخشش در خودمختاری‌هیجانی و پردازش عاطفی دانش‌آموزان قربانی انجام گرفت. طرح پژوهش، نیمه‌آزمایشی از نوع پیش‌آزمون - پس‌آزمون با گروه کنترل و دوره پیگیری سه ماهه بود. جامعۀ پژوهش دانش‌آموزان پسر و دختر دارای رفتار قربانی در مدارس متوسطه دوم در شهرستان بستان‌آباد در سال تحصیلی 1402-1403 بود که تعداد 30 نفر از آنها با روش نمونه‌گیری هدفمند انتخاب شدند و به‌صورت تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. از مقیاس‌های قلدری، خودمختاری هیجانی و پردازش عاطفی برای جمع‌آوری داده‌ها استفاده شد. برنامه مداخله در هشت جلسه 45 دقیقه‌ای و به‌صورت گروهی و با تفکیک جنسیت برای گروه آزمایش اجرا شد و گروه کنترل هیچ‌گونه آموزشی دریافت نکردند. نتایج تحلیل واریانس با اندازه‌‌گیری مکرر نشان داد برنامه مداخله مثبت‌گرا مبتنی بر مؤلفه‌های تاب‌آوری و بخشش به‌طور معنی‌داری باعث افزایش در خودمختاری‌ هیجانی و بهبود روند پردازش‌ عاطفی دانش‌آموزان قربانی شده است و در دوره پیگیری نیز ادامه دارد؛ بنابراین، می‌توان از نتایج این پژوهش در راستای ارتقای مهارت‌های حرفه‌ای معلمان، مشاوران مدارس و روانشناسان تربیتی برای مواجهۀ صحیح با مشکلات دانش‌آموزان و در بهبود پیوند و ارتباط با نوجوانان استفاده کرد.

https://ppls.ui.ac.ir/article_29155_d2e0c26e3db1fbbe3d619992e64e4095.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 10 3 2024 11 21 Exploring the definition of wisdom from the perspective of middle-aged people with life adversity: a phenomenological study ,واکاوی تعریف خردمندی از دیدگاه میانسالان با تجارب سخت زندگی: یک مطالعه پدیدارشناختی 73 92 29102 10.22108/ppls.2024.141560.2533 FA زهرا دلاوری گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه یزد، یزد، ایران سمانه اسعدی دانشیار، گروه روان شناسی، دانشگاه یزد، یزد، ایران حسن زارعی محمودآبادی گروه روانشناسی و مشاوره، دانشکده روانشناسی، دانشیار، گروه روان شناسی، دانشگاه یزد، یزد، ایرانی و علوم تربیتی، دانشگاه یزد جودیت گلوک استاد، گروه روان شناسی، دانشگاه کلاگنفورت، کلاگنفورت، اتریش Journal Article 2024 05 22 The purpose of this research was to explore the meaning of wisdom from the point of view of middle-aged men and women regarding the adversities in their lives. Qualitative research methods and a phenomenological approach were used. The research environment included all the middle-aged men and women of Isfahan who had experienced one or more adversities during their lives. Participants were selected based on purposeful snowball sampling; The semi-structured interview continued until reaching saturation, and finally, 13 people participated in the research. After analyzing the data, 60 concepts, 10 sub-categories, and 4 main categories (rationality, sense of satisfaction, humility, knowledge about oneself, God, and the world) were extracted. The results showed that wisdom is a broad concept that has different meanings and definitions, and the role of adversity in achieving the characteristics related to wisdom is very strong, each person can understand this concept by considering their different experiences throughout life. این پژوهش با هدف کشف تعریف خردمندی از دیدگاه زنان و مردان میانسال که تجارب سختی را در زندگی خود تجربه کرده بودند انجام شد. روش پژوهش کیفی و از رویکرد پدیدارشناسی استفاده شد. محیط پژوهش شامل تمام زنان و مردان میانسال شهر اصفهان بود که در طول زندگی خود یک یا چند تجربه سخت و نامطلوب را پشت‌سر گذاشته‌بودند. مشارکت‌کنندگان بر اساس نمونه گیری هدفمند از نوع گلوله برفی انتخاب شدند؛ مصاحبه نیمه ساختاریافته تا رسیدن به اشباع ادامه یافت و نهایتاً تعداد 13 نفر در پژوهش مشارکت داشتند. پس از تجزیه و تحلیل داده‌ها 60 مفهوم، 10 مقوله فرعی و 4 مقوله اصلی (عقلانیت، حس رضایتمندی، تواضع و فروتنی، معرفت و شناخت نسبت به خود، خدا و جهان) استخراج شد. نتایج نشان داد خردمندی، مفهومی گسترده است که از معانی و تعاریف مختلفی برخوردار است و نقش تجارب زندگی و به ویژه تجارب سخت در نیل به ویژگی خردمندی بسیار پررنگ بوده و هر فرد می تواند این مفهوم را با در نظر گرفتن تجارب مختلف خود در طول زندگی معنا کند.

https://ppls.ui.ac.ir/article_29102_f12e7c2e2f0ceadab2e05d51a842e455.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 10 3 2024 11 21 The Relationship between Temperament and Character with Wisdom Through Cognitive Regulation Strategies of Emotion رابطه سرشت و منش با خرد به وساطت راهبردهای تنظیم شناختی هیجان 93 114 29256 10.22108/ppls.2025.141233.2525 FA فهیمه ناصری کارشناسی ارشد گروه روان شناسی بالینی، دانشکده علوم پزشکی، دانشگاه آزاد اسلامی، همدان، ایران. یاسر عزیزی سعید استادیار گروه روان شناسی بالینی، دانشکده علوم پزشکی، دانشگاه آزاد اسلامی، همدان، ایران. Journal Article 2024 04 30 This study aimed to investigate the relationship between temperament and character and wisdom through the mediation of cognitive-emotion regulation strategies. The research method was descriptive and correlational. Using the formula for determining the sample size in regression analysis, 400 students of Islamic Azad University of Hamedan Branch, Hamedan, Iran were selected as the sample of this study. The tools used were questionnaires on Wisdom, Temperament and Character, and Emotion regulation. Data analysis was performed using the statistical method of path analysis, and the bootstrap test was used to examine the mediating role of variables. The findings showed that the relationship between temperament and character and students' wisdom through the mediating role of positive emotion regulation strategies had a good fit. Positive emotion regulation strategies had a greater effect on wisdom than negative strategies. Also, the direct and indirect relationships between temperament and character and wisdom were confirmed. Character had an effect on wisdom through positive emotion regulation strategies (as a key variable in the model). The direct and indirect relationship between temperament and wisdom was not significant. In general, positive emotion regulation strategies played a mediating role in the relationship between temperament and wisdom. Taking appropriate measures to increase positive emotion regulation strategies and wisdom in students is recommended. Introduction* Psychological research on wisdom was a small and insignificant field for many years, however, in the last few decades it has been growing exponentially and has attracted more attention inside and outside psychology. Among the factors affecting wisdom is the structure of the individual's personality, which is composed of temperament and character components. Other factors affecting wisdom are cognitive emotion regulation skills. Given that personality components are at the forefront of wisdom antecedents, examining the factors that predict wisdom seems essential and important in order to achieve its positive outcomes. Based on the following conceptual model, the present study aimed to answer the question: RQ: Are temperament and character related to wisdom through the mediation of cognitive emotion regulation strategies? Method The research method was correlational with structural equation modeling. The statistical population of the study was all undergraduate and graduate students of Islamic Azad University, Hamedan Branch, Iran who were selected using the formula for determining the sample size in regression analysis by the convenience sampling method, 400 people. The data were analyzed using structural equation modeling software with the partial least squares method, statistical analysis in social sciences, and Pearson correlation analysis method. Temperament and Character Inventory (TCI): developed by Cloninger et al. The TCI model operates with seven dimensions of personality traits: novelty seeking (NS), harm avoidance (HA), reward dependence (RD), perseverance (PS), and personalities: self-directedness (SD), cooperativeness (CO), and self-transcendence (ST). The dimensions are determined from a 240-question questionnaire. Alpha coefficients for the inventory ranged from 0.44 for the Stability scale to 0.81 for the ST scale with a median of 0.68 (Dadfer et al., 2010). Garner Emotion Regulation Questionnaire: The Cognitive Emotion Regulation Questionnaire (CERQ) was developed in 2001 (Garnefski & Kraaij, 2006). Nine cognitive emotion regulation strategies in the CERQ were distinguished based on theoretical and empirical foundations. Each refers to what someone thinks about after experiencing threatening or stressful events. Results showed that the CERQ has good factorial validity and high reliability, with Cronbach's αs between 0.75 and 0.87 (Garnefski & Kraaij, 2007). Three-dimensional microscale: This instrument was developed by Ardlet in 2003. version of the 3D-WS included 14 items for cognitive, 12 items for reflective, and 13 items for the emotional component of wisdom. The results indicate that the 3D-WS can be considered a reliable and valid instrument and a promising measure of latent variable wisdom in large, standardized surveys of older populations. In this instrument, 24 items are rated on a 5-point Likert scale from “definitely true for me” to “not true for me” and another 15 items are rated on a 5-point Likert scale from “strongly agree” to “strongly disagree” (Ardlet, 2004) Results The highest score among cognitive emotion regulation strategies is positive refocusing (29) and blaming others has the lowest score (8.80). The average scores in positive emotion regulation were (50.35) and negative emotion regulation were (61.01). In the temperament scales, the highest average was obtained in the harm avoidance dimension (9.38) and the lowest score was obtained in the perseverance dimension (5). In the character scales, the highest average was obtained in the cooperation dimension (15.69) and the lowest score was obtained in the self-transcendence dimension (13). Figure 1 The drawn model of the research along with the significant Z values of the path coefficients temperment and character Cognitive emotion regulation strategies wisdom reflection emotional cognitive 0.879 0.530 17.065 22.664 0.286 0.096 0.159 0.086 0.000 0.000 0.000 0.000 0.156 0.000 0.000 0.000 0.015 0.000 0.000 0.000 0.000 0.000 Rumination blameanother blameself Catastrophe acceptance P evaluation pattention self develop Self-driving cooperation seek reward Perseverance newness Avoid injury The indirect path of temperament and character through emotion regulation with wisdom had a medium coefficient. The T-values for the path of temperament and character with wisdom were 0.286, which were significant at the 95% confidence level. Also, this value for the path between emotion regulation and wisdom was 664.22, which indicates its significance. There were no significant levels between the direct path of nature and character and wisdom, indicating that this component had not been able to show its relationship with the wisdom construct well. Table 1 Examining the Direct and Indirect Effects of Model Variables Path Direct effect Error Indirect effect Meaningfulness 1 Nature and character -> emotion regulation -> wisdom 0.054 849/12 *00/0 2 Emotion regulation -> wisdom 664/22 0/42 *000/0 3 Temperament -> Regulation of excitement 17/065 0.043 *000/0 4 Nature and character -> wisdom 13/253 00/51 000*/0 *p<0/05 The effect size for the nature and character variable on emotion regulation (1.150) was medium, and for the nature and character variable on wisdom (0.001) and emotion regulation on wisdom (3.545). Table 2 The Effect Size (f2) of Structural Model Variables 1/150 Temperament -> Regulation of excitement 0.001 Nature and character -> wisdom 3/545 Emotion regulation -> wisdom Figure 2 Examining the Direct and Indirect Effects of Model Variables temperment and character Cognitive emotion regulation strategies wisdom reflection emotional cognitive 0.879 0.530 1.150 3.545 0.001 0.202 0.159 0.807 0.842 0.086 -0.572 0.609- 0.163 0.652 0.735 -0.476 0.379- 0.708 0.755 0.711 11 0.808 0.741 Rumination blameanother blameself Catastrophe acceptance P evaluation p attention self develop Self-driving cooperation seek reward Perseverance newness Avoid injury Table 3 Structural Model Fit Index Q² (=1-SSE/SSO) Variables 0/115 Srmr 2/030 Du-ls 0/783 d-g 358/612 Ch-square Conclusion Considering the role of temperament and character on wisdom and due to the significant research gap in this field in the country, the present study was conducted with the aim of investigating the relationship between temperament and wisdom with the mediating role of cognitive emotion regulation strategies. The main hypothesis of the study was that temperament and character are related to wisdom through cognitive emotion regulation strategies, and it was confirmed and the developed model had a good fit. 0.87% of the wisdom variance was explained by the model. This finding is consistent with the findings of some studies (Cloninger, 2004; Judith Glück et al., 2020; Weststrate et al., 2019). The details of the research results showed that the effect of temperament and character on wisdom is greater through character. On the other hand, according to Ardelts wisdom theory, wisdom is acquired and increases with age to the extent that the person allows himself to learn, therefore wisdom and character have a positive relationship, that is, with the increase in character, wisdom also increased in the research sample, and the higher level of character compared to character had no relationship with wisdom. Also, the effectiveness of emotion regulation was greater than character, and this effect was evident in positive emotion regulation strategies. Therefore, positive emotion regulation was able to explain more variance in wisdom. The growth of wisdom results from a dialectical interaction between emotions and cognition. Ethical considerations Compliance with ethical guidelines: We strictly adhered to all ethical considerations throughout the research process. This included ensuring the confidentiality of participants’ identities and obtaining informed consent from all participants. Author involvement: The authors were fully involved in all stages and processes of the study. Conflicts of interest: The authors declare no conflicts of interest for this study. Funding: The authors did not receive any financial support for the study. Acknowledgements: The authors would like to thank all participants for their time and participation in this study *. Corresponding author این پژوهش با هدف بررسی ارتباط سرشت و منش با خردمندی به وساطت راهبردهای تنظیم‌شناختی هیجان در دانشجویان دانشگاه آزاد اسلامی واحد همدان صورت پذیرفت. روش پژوهش توصیفی از نوع همبستگی بود. با استفاده از فرمول تعیین حجم نمونه در تحلیل رگرسیون 400 نفر از دانشجویان دانشگاه آزاداسلامی واحد همدان به عنوان نمونه این پژوهش انتخاب شدند. ابزارهای مورد استفاده پرسشنامه‌های خردمندی، سرشت و منش و تنظیم هیجان بود. تحلیل داده‌ها به روش آماری تحلیل مسیر انجام شد و برای بررسی نقش واسطه‌ای متغیرها از آزمون بوت استراپ استفاده شد. یافته‌ها نشان داد ارتباط سرشت و منش با خردمندی دانشجویان از طریق نقش واسطه‌ای راهبردهای مثبت تنظیم هیجان ار برازش خوبی برخوردار است. این مسیر از طریق راهبردهای مثبت تنظیم هیجان به خردمندی اثر بیشتری داشت. همچنین روابط مستقیم وغیر مستقیم سرشت ومنش با خردمندی مورد تایید قرار گرفت. منش از طریق راهبردهای مثبت تنظیم هیجان (به عنوان متغیر کلیدی مدل) بر خردمندی اثرگذار بود. رابطه مستقیم و غیر مستقیم سرشت با خرد معنادار نبود. به طور کلی راهبردهای مثبت تنظیم هیجان نقش میانجی در رابطه بین سرشت و منش با خردمندی ایفا کرد. انجام دادن اقدامات مناسب برای افزایش راهبردهای مثبت تنظیم هیجان و خردمندی در دانشجویان پیشنهاد می-شود.

https://ppls.ui.ac.ir/article_29256_b355cfbdc3a4e6628f13bbb91cd0a10b.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 10 3 2024 11 21 Comparing the Effectiveness of Self-Compassion and Mindfulness Therapies on Affection Control of Poor Parenting Adolescents مقایسۀ اثربخشی آموزش شفقت به خود و ذهن‌آگاهی در کنترل عواطف نوجوانان بدسرپرست 115 138 29299 10.22108/ppls.2025.140977.2517 FA زهرا عفت دوست ثانی دانشجوی دکتری روانشناسی، گروه روانشناسی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران. محمدرضا زربخش بحری دانشیار گروه روانشناسی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران. علیرضا همایونی استادیار گروه روانشناسی، واحد بندرگز، دانشگاه آزاد اسلامی، بندرگز، ایران. Journal Article 2024 03 13 The study compared the effectiveness of self-compassion and mindfulness therapies on affection control among poor parenting adolescents of Tehran foster family centers. The study used pre-posttest quasi-experimental, with control and follow-up groups. The sample included 60 adolescents, who were voluntarily taking part in the study. They were selected and categorized in three groups (two experimental and one control) through purposeful sampling method. One experimental group received self-compassion therapy and the other experimental group received mindfulness therapy through training protocol for 8 sessions, while the control group did not get any treatment. The examinees answered the standardized affection controls in pretest, posttest and follow up (after 45 days). The data were analyzed via repeated measure analysis of variance. The obtained results demonstrated that self-compassion and mindfulness treatments were effective on adolescence’ affection control improvement at the same level, meanwhile the effectiveness was stable for 45 days later. However, the stability was higher in the group with mindfulness treatment. According to the equivalent effectiveness of self-compassion and mindfulness treatments on adolescents’ affection control improvement, it was suggested that practitioners apply these third-wave psychological techniques to improve emotional status of adolescents in supportive centers as foster family centers. Introduction* People with lower affection control are pushed toward psychological disorders as depression and anxiety. Therefore, there is a need to apply psychological treatment techniques. Self-compassion treatment is a crucial construct in modulating people’s reactions toward distressing situations such as failure. The therapist provides and develops an inner compassionate connection with his clients, tries to help them without blaming. Mindfulness, is another significant structure of peoples’ reaction modulating toward uncomfortable situations. In the present treatment, mindfulness is an intervention which is applied through combination of cognitive behavior treatment. It is considered as the awareness of present moment without any judgment. Hence, based on the characteristics of the self-compassion therapy and mindfulness treatment on the improvement of injured adolescence’ condition, the present study compared the effectiveness of the self- compassion and mindfulness treatments on affection control of poor parenting adolescence in Tehran foster family centers. Method The method of present study was pretest-posttest quasi-experimental. The statistical population consisted of all adolescents between the ages of 13 to 19 who were under supervision of Tehran welfare organization in 2023. The sample consisted of 60 adolescents, who were voluntarily participating in the study and were selected and categorized into three groups of self-compassion and mindfulness experimental groups and a control group. In order to estimate adolescents’ affection control, Williams et al .’s (1997) questionnaire was utilized. Both groups took part in the pretests of affection control prior to the treatment. The first experimental group received self-compassion treatment through an educational protocol for 8 sessions, while the second experimental group also received mindfulness therapy for 8 sessions. However, the control group got no educational treatment session. After these treatment sessions, all three groups answered to the same questionnaires again, and the process was repeated 45 days later. The data were analyzed through repeated measure analysis of variance. Results The variance analysis with repeated measures was applied to analyze the data. In this regard, some assumptions were required. The normal distribution of the scores, Levene’s test, M-Box and Mauchly's sphericity test were the principal assumptions of present examination. Table 1 The Results Shapiro- Wilks Test to Investigate the Data Normality, Leven Test, M-Box and Mauchly’s test of Homogeneity of Variances Shapiro Wilk Test Leven Test M-Box W-Mauchly p F p F p F p F Affection Control 0.59 0.96 0.012 4.20 0.003 13.78 0.000 0.25 According to Table 1, the significant level of Shapiro Wilk was calculated equal to 0.96 (p>0.05). In addition, the amount of F for Levene’s test of Variance Homogeneity was not meaningful (p>0.01). Therefore, based on the results, the assumption of variance equality was accepted. In M-Box assumption also, the equality of variance- covariance was not accepted (p>0.001). The results of Mauchly's sphericity test and Chi- Square estimation for variance equality was not met (p<0.05). As a result, the assumption has been violated. Epsilon modification was applied, and Greenhouse Geisser statistics was utilized to test the examinees’ inner effects. Table 2 The Results repeated measure analysis of variance on Experimental and Control Groups in Pre, Post and follow up with Greenhouse - Geisser Scale Source of Changes Sum of Squares df Mean Squares F p Eta Square Statistical Power Affection Control Inner Groups Intervention Levels 4233.41 1.53 27602.99 64.54 0.001 0.53 1 Intervention Levels × Group 1407.22 3.06 4599.33 10.57 0.001 0.17 0.99 Within groups Group 17394.08 87.21 427.67 9.28 0.001 0.24 0.97 The results indicated that the self-compassion and mindfulness treatments were effective with 0.24 effect (p= 0.001) on affection control of adolescences, which were significantly different from the control group. Table 3 The Results of Bonferroni Test of Comparison of two Self- Compassion and Mindfulness Treatments Effectiveness Variable Group Mean Difference P Affection Control Control, Self-compassion treatment -15.15 0.02 Control, Mindfulness treatment -23.78 0.000 Self-compassion treatment, Mindfulness treatment 8.63 0.38 The results of Bonferroni follow-up test in Table 3 also indicated an equal effectiveness of self- compassion and mindfulness treatments on affection control (p>0.05). Conclusion Self- compassion treatment may help people to feel a higher sense of belonging and security. It may help them to improve their affection control when encountering deprivation. Self- compassion, in fact, can be considered as a shield in front of the effects and negative events. Individuals with higher levels of self- compassion can accept life’s unfortunate events easier and present precise self- assessments and reactions based on their true functions, since they are judging themselves with less strictness. Mindfulness is the awareness of thoughts, behavior, affection and feelings, which has two basic valuable elements: presence in time and no-judgment. These two features have a crucial role on events, individuals’ actions and reactions. Adolescence with poor parenting condition, who have always had a feeling of emptiness of losing their family, use negative affection much more than others. They may show aggressive behaviors along with depression and anxiety due to their psychological conditions, which can cause a lack of affection control. Therefore, self-compassion and mindfulness treatments can improve their behavior and affection by the modification of negative affection and cultivating their positive affection to eliminate the problem. Also, through compassionate behavior treatment with self and eliminating self- judgment through an aware mind, they will accept that others, may have the same issues as well. According to the effectiveness of self-compassion and mindfulness treatments on adolescents’ affection control, it is suggested that practitioners apply these methods in the family analogous supportive centers in order to improve adolescents’ emotional status. The present research was limited to the sample of adolescence with poor or non-parenting condition, hence the results should not be generalized to other groups of adolescences. Ethical Consideration: Compliance with Ethical Guidelines: The study was derived from the corresponding author’s Ph.D. thesis at Islamic Azad University, Tonekabon Branch (ethics code: IR.IAU.TON.REC.1402.087). Authors’ Contributions: All authors contributed to the preparation of the final manuscript. Conflict of Interest: The present research does not have any conflict of interest. Funding: The authors conducted the research without financial support. Acknowledgment: The authors are being thankful from adolescents who had taken part in present study. *. Corresponding author مقاله حاضر با هدف مقایسۀ اثربخشی آموزش شفقت به خود و ذهن‌آگاهی در کنترل عواطف نوجوانان بدسرپرست مرکز شبه‌خانواده بهزیستی شهر تهران انجام شد. روش پژوهش از نوع نیمه‌آزمایشی با طرح پیش‌آزمون - پس‌آزمون با گروه گواه و پیگیری است. برای تعیین نمونه 60 نفر به‌صورت داوطلبانه و هدفمند انتخاب و در سه گروه (دو گروه آزمایش و یک گواه) گمارده شدند. گروه آزمایش اول آموزش شفقت به خود و گروه آزمایش دوم آموزش ذهن‌آگاهی را ازطریق پروتکل‌های آموزشی شفقت به خود و ذهن‌آگاهی در هشت جلسه دریافت کردند و گروه گواه هیچگونه مداخله آموزشی دریافت نکرد. آزمودنی‌ها، قبل و بعد از اجرای مداخله و 45 روز بعد در مرحله پیگیری به مقیاس کنترل عواطف پاسخ دادند. داده‌ها با استفاده از آزمون تحلیل واریانس با اندازه‌گیری‌های مکرّر تجزیه‌وتحلیل شدند. نتایج نشان داد آموزش شفقت به خود و همچنین، آموزش ذهن‌آگاهی به یک میزان در افزایش کنترل عواطف نوجوانان اثربخش بوده و بعد از 45 روز همچنان پایدار بوده است که این پایداری در ذهن‌آگاهی ماندگاری بیشتری داشته است. با توجه به اثربخشی مشابه آموزش شفقت به خود و ذهن‌آگاهی در افزایش کنترل عواطف نوجوانان، پیشنهاد می‌شود در مراکز حمایتی نظیر شبه‌خانواده بهزیستی از این روش‌‌های روانشناسی موج سوم برای بهبود وضعیت عاطفی نوجوانان بهره گرفته‌ شود.

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