دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 11 1 2025 05 22 Predicting mental well-being based on fear of negative evaluation mediated by self-reassurance and self-criticism in university students پیش‌بینی بهزیستی ذهنی براساس ترس از ارزیابی منفی با میانجی‌گری خوداطمینان‌بخشی و خودانتقادی در دانشجویان 1 28 29400 10.22108/ppls.2025.143417.2586 FA ریحانه رضاپور فریدیان دکتری روانشناسی بالینی، گروه روان‌شناسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران شهریار شهیدی شهریار شهیدی *: استاد گروه روانشناسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران. فرشته موتابی استادیار گروه مطالعات بنیادین، پژوهشکده خانواده، دانشگاه شهید بهشتی، تهران، ایران. محسن دهقانی استاد گروه روانشناسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران. مهرنوش اثباتی دکتری روانشناسی، گروه روانشناسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه الزهرا (س)، تهران، ایران Journal Article 2024 11 16 This study aimed to examine the links between mental well-being and fear of negative evaluation among university students via the mediating role of self-reassurance and self-criticism. This study used a cross-sectional survey design and the statistical population of this study included all students at Shahid Beheshti University for the 2022-23 academic year. 291 participants (178 women and 113 men) were selected based on the subject’s availability. Participants completed The Forms of Self-Criticizing/Attacking and Self-Reassuring Scale, The Warwick-Edinburgh Mental Well-being Scale, and The Brief Fear of Negative Evaluation Scale-straightforward item. The data were analyzed using the Pearson correlation and path analysis method. The results showed that after modifications, the proposed research model had a strong fit. Mental well-being was predicted by fear of negative evaluation indirectly and through the mediation of self-reassurance and self-criticism. Although a significant negative correlation was found between fear of negative evaluation and mental well-being, fear of negative evaluation did not predict mental well-being directly. Therefore, it can be concluded that promoting self-reassurance and decreasing self-criticism can reduce the negative effects of fear of negative evaluation and increase university students' mental well-being. Introduction Given the importance of promoting mental well-being among university students (Hughes & Spanner, 2019), it is essential to identify the factors affecting it. So far, previous research has shown a significant relationship between fear of negative evaluation (FNE) and mental well-being (Baghaei et al., 2019; Gandaharizadeh et al., 2018). However, the specific mechanisms through which FNE affects mental well-being have not been fully investigated. Given findings on the relationship between mental well-being with self-reassurance (Gilbert et al., 2004b; Sommers-Spijkerman et al., 2018) and self-criticism (Kotera et al., 2019a; Kotera & Maughan, 2020), and based on the limited research findings on the relationship between FNE and self-compassion (a construct close to self-reassurance; Huang & Wang, 2024; Long & Neff, 2018) and self-criticism (Asif et al., 2023; Khan & Naqvi, 2016), it is hypothesized that FNE has an indirect effect on mental well-being mediated by self-reassurance and self-criticism. Method This study was cross-sectional survey research. The statistical population of this study included all students at Shahid Beheshti University for the 2022-23 academic year. The sample of the study were 291 participants (178 women and 113 men) selected based on the subject’s availability. Sampling was carried out in such a way that the online link to the research scales was distributed among students in various faculties of Shahid Beheshti University, and they were asked to send the link to their classmates in addition to responding. Participants completed the following scales: The Forms of Self-Criticizing/attacking and Self-reassuring Scale (FSCRS): This 22-item scale was designed by Gilbert et al. (2004b) and has three subscales of reassured self, inadequate self, and hated self. In this study, Cronbach's alpha coefficient for the subscales was 0.86, 0.90, and 84, respectively. Since self-attacking represents a more severe form of psychological distress and is considered less relevant in non-clinical populations (Gilbert et al., 2004b), it was not used in this study. The Warwick-Edinburgh Mental Well-being Scale (WEMWBS): This 14-item scale was designed by Tennant et al. (2007). In this study, Cronbach's alpha coefficient for all questions was 0.89. The Brief Fear of Negative Evaluation Scale-straightforward item (BFNE-S): This 8-item scale was designed by Carleton et al. (2011). This scale was derived from straightforward items of the short version of the Fear of Negative Evaluation Scale, which had 12 questions and was designed by Leary (1983). In this study, Cronbach's alpha coefficient for all questions was 0.92. The data were analyzed using the Pearson correlation and path analysis. Results Correlation matrix of research variables is shown in Figure 1. All correlation coefficients between are significant at the 0.01 level. Table 1 Correlation Matrix of Research Variables mental well-being self-criticism self-reassurance FNE 1 FNE 1 **-0.36 self-reassurance 1 **-0.57 **0.54 self-criticism 1 **-0.55 **0.63 **-0.31 mental well-being **p<0/01 Path analysis was performed using the maximum likelihood estimation method with a significance level of 0.05 for regression coefficients in all calculations. Since the initial fit indices were not significant (X2/df=73.84, GFI=0.89, CFI=0.81, NFI=0.81, IFI=0.81, and RMSEA=0.50). Because the direct effect of FNE on mental well-being was not significant, this path was removed from the model in the first step. After removing this path, although some of the model fit indices improved slightly, they were still not acceptable (X2/df=36.98, GFI=0.89, CFI=0.81, NFI=0.81, IFI=0.81, and RMSEA=0.35). Finally, based on the software correction indices, the error covariance between self-reassurance and self-criticism was established (Tabachnick & Fidel, 2015), which was also in line with the theoretical and research background that there is a relationship between self-criticism and self-reassurance (Gilbert et al., 2004b; Gilbert, 2014). After the correction, the model fit improved (X2/df=0.13, GFI=1, CFI=1, NFI=1, IFI=1, and RMSEA=0). The model examined in this study, along with the standardized regression coefficients, is shown in Figure 1. According to Figure 1, the predictor variables explain 30, 13, and 45 percent of the variance in self-criticism, self-reassurance, and mental well-being, respectively. Table 2 reports the direct and indirect effects of the research variables and their significance levels. To determine the effect of the paths in the model, a bootstrapping test with 10,000 samples and a 95 percent reassurance interval was used. Figure 1 Research model with standardized regression coefficients -0.37 FNE self-criticism self-reassurance mental well-being 0.55 -0.29 0.47 -0.47 R2= 13 R2= 0.45 R2= 0.30 Table 2 Direct and indirect effects of research variables p Upper Lower Estimate Effects 0.002 -0.19 -0.39 -0.30 FNE --<- self-reassurance 0.003 0.69 0.45 0.58 FNE --<- self-criticism 0.003 0.86 0.54 0.70 self-reassurance --<- mental well-being 0.002 -0.19 -0.46 -0.33 self-criticism --<- mental well-being 0.002 -0.13 -0.32 -0.21 FNE --<- self-reassurance --<- mental well-being 0.002 -0.10 -0.28 -0.19 FNE --<- self-criticism --<- mental well-being 0.002 -0.28 -0.54 -0.40 FNE --<- self-reassurance & self-criticism --<- mental well-being Conclusion This study aimed to predict mental well-being based on FNE mediated by self-reassurance and self-criticism in university students. The results supported the expected hypothesis of the study. This means that individuals with higher FNE reported more self-criticism and, as a result, had lower mental well-being. Conversely, people with lower FNE reported more self-reassurance and had higher mental well-being. This is consistent with the results of previous studies (Baghaei et al., 2019; Gandaharizadeh et al., 2018; Gilbert et al., 2004b; Sommers-Spijkerman et al., 2018; Kotera et al., 2019a; Kotera & Maughan, 2020; Huang & Wang, 2024; Long & Neff, 2018; Asif et al., 2023; Khan & Naqvi, 2016). A notable finding of this study was that although a significant negative correlation was found between FNE and mental well-being. Although the indirect effect of FNE on mental well-being was significant mediated by self-reassurance and self-criticism, FNE did not have a significant direct effect on mental well-being. This shows that the relationship between FNE and well-being is not simple and linear, highlighting the importance of considering mediating variables in this relationship. In other words, this finding indicates that it is not simply the existence of FNE that affects individuals' mental well-being, but more importantly, it is the way individuals respond and interpret perceived evaluations that ultimately affects their mental well-being. This study faced some limitations. First, the cross-sectional and post-event nature of this study did not allow for causal conclusions about relationships between variables. Second, the study sample consisted only students at Shahid Beheshti University, Iran (a non-clinical population) and was conducted using convenience sampling. Therefore, the results may not be fully representative of the study population and the generalizability of the findings should be considered with caution. Finally, the findings of this study relied on self-report questionnaires. Given these limitations, it is suggested that future studies examine the mediating role of self-criticism and self-reassurance in the relationship between FNE and mental well-being in other populations, with random sampling and a larger sample size. Also, the use of longitudinal and experimental research methods as well as data collection methods in addition to self-report questionnaires can be useful in this regard. In addition, further studies are needed to investigate other mechanisms in the relationship between FNE and mental well-being. Overall, this study provides a deeper understanding of the complex relationship between FNE and mental well-being and supports the existence of mediating variables, including self-reassurance and self-criticism. This finding provides valuable insight for designing future therapeutic and preventive interventions aimed at promoting mental well-being among Iranian university students. Accordingly, it is suggested that researchers and practitioners promote self-reassurance and decrease self-criticism in this population so that they can help increase their mental well-being and prevent the occurrence of mental health problems to some extent. 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, obtaining informed consent from all participants, explaining the research purpose, and sending the results of their questionnaire as a PDF file for those who asked. Authors’ contribution: The authors were fully involved in all stages and processes of the study. Conflict of interest: The authors declare no conflict of interest. Funding: The study was conducted without the funding of any institution or organization. Acknowledgments: The authors would like to thank all participants for their time and participation in this study. هدف این پژوهش، پیش‌بینی بهزیستی ذهنی براساس ترس از ارزیابی منفی با میانجی‌گری خوداطمینان‌بخشی و خودانتقادی در دانشجویان بود. این مطالعه ازنظر روش پیمایشی، مقطعی بود و جامعه آماری آن شامل کلیه دانشجویان دانشگاه شهید بهشتی در سال تحصیلی 02-1401 می‌شد که از بین آنها، 291 نفر (178 زن و 113 مرد) با استفاده از روش نمونه‌گیری دردسترس انتخاب شدند. شرکت‌کنندگان مقیاس‌های اشکال خودانتقادگری و خوداطمینان‌بخشی، بهزیستی ذهنی وارویک ادینبورگ و ترس از ارزیابی منفی - گویه مستقیم را تکمیل کردند. داده‌ها با استفاده از روش‌ همبستگی پیرسون و تحلیل مسیر تجزیه‌وتحلیل شدند. نتایج نشان داد مدل پیشنهادی پژوهش پس از اصلاح، از برازش قوی برخوردار است و بهزیستی ذهنی براساس ترس از ارزیابی منفی به‌طور غیرمستقیم با میانجی‌گری خوداطمینان‌بخشی و خودانتقادی در دانشجویان پیش‌بینی می‌شود. اگرچه بین ترس از ارزیابی منفی و بهزیستی ذهنی همبستگی منفی معناداری یافت شد، ترس از ارزیابی منفی نتوانست به‌طور مستقیم بهزیستی ذهنی را پیش‌بینی کند؛ بنابراین، می‌توان نتیجه گرفت ارتقا خوداطمینان‌بخشی و کاهش خودانتقادی می‌تواند اثرات منفی ترس از ارزیابی منفی را کاهش و بهزیستی ذهنی در دانشجویان را افزایش دهد.

https://ppls.ui.ac.ir/article_29400_f12002b761a978e312d2b8902e2bfe3e.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 11 1 2025 05 22 Understanding the Concept of Dignity from the Perspective of the Elderly in Tehran: A Qualitative Study تبیین مفهوم کرامت از دیدگاه سالمندان شهر تهران: یک مطالعۀ کیفی 29 56 30053 10.22108/ppls.2025.143674.2592 FA منصوره نیکوگفتار دانشیار روانشناسی، دانشگاه پیام نور، تهران، ایران. پروانه طهماسب نظامی کارشناسی‌ارشد روانشناسی، دانشگاه پیام نور، تهران، ایران. منزه مرادی کارشناسی‌ارشد روانشناسی بالینی، دانشگاه آزاد اسلامی، واحد علوم پزشکی، قم، ایران. راضیه نظری کارشناسی‌ارشد روانشناسی، دانشگاه پیام نور، تهران، ایران. Journal Article 2024 12 15 The increasing elderly population in Iran, coupled with significant changes in lifestyle and social norms, has heightened experts’ concerns about the mental health of the elderly. Dignity, as one of the most fundamental human concepts, plays a key role in preserving self-esteem and identity, especially for the elderly. This study aimed to elucidate the concept of dignity from the perspective of the elderly to examine its dimensions from their viewpoint and identify the factors influencing the experience of dignity. This qualitative research adopted a hermeneutic phenomenological approach, emphasizing the Van Manen method. Participants were individuals aged 65 and over in 2023 in Tehran selected based on research criteria and maximum diversity in characteristics. In-depth interviews with open-ended questions were used to collect data, and data collection was terminated after the eleventh interview, adhering to the principle of saturation. A Van Manen phenomenological approach was used to analyze the data. Five main themes emerged from the analysis of the interview data: respect, peace of mind, independence, interaction, and human and ethical values. The findings of this study indicate that supportive actions related to the elderly should focus on empowerment, respect, creating a sense of usefulness and effectiveness, and a positive interactive context to preserve the dignity of the elderly as the emotional and spiritual reservoir of society. Introduction Dignity as a vital concept for the elderly includes respect, autonomy, and personal identity (Bayer et al., 2005; Black & Dobbs, 2013). Research shows that maintaining dignity is essential for the well-being and self-esteem of the elderly (Khalili et al., 2019; Pageau et al, 2024). A qualitative study provides a deeper understanding of the lived experiences and personal beliefs of the elderly about the concept of dignity. By extracting themes and analyzing individual perspectives, this method helps to identify factors affecting the sense of dignity in the elderly and leads to the development of supportive approaches in society. The present study sought to answer the question: What are the components of dignity from the perspective of the elderly in Tehran? Method The present research, in terms of qualitative methodology and with a hermeneutic phenomenological approach, emphasizing the van Manen perspective, was used to discover the lived experiences of the elderly on the phenomenon of human dignity. The participants of this research were the elderly in Tehran over 65 years of age in 1402. The criteria for entry into the research were having the ability to express their thoughts and feelings, not having mental illnesses, and having a willingness to participate in the research. Researchers removed participants who no longer met the criteria or were unsatisfied to continue. Also, by selecting male and female participants with different financial, physical, and personal independence and educational levels, 11 elderly people, 6 women and 5 men, were selected as participants. The participants were selected so that the researcher could investigate different dimensions of the phenomenon under research. Results In the initial analysis process, 137 primary themes were found, which were ultimately reduced to 19 subthemes and five main themes. The five main themes included respect, security of mind, independence, interaction, and human and moral values. Respect emerged in the experiences of the elderly with three themes of being respected, being considered and cared for, and being in authority. The need to be respected, receiving attention and care and using the experiences of the elderly were indicators of a sense of dignity. Security of mind was identified with three subthemes: love from family and relatives, being understood, and facing loneliness. Expressing love and affection from family and relatives, being understood by those around them and facing loneliness were also among the theme of security of mind. Independence was identified with three subthemes: financial wealth, independence of opinion and the ability to stand on one’s own feet. Not having enough income was an obstacle to a sense of dignity. Having the right to choose and make decisions, performing duties and roles inside and outside the home were identified as indicators of dignity in old age. Interaction has four subthemes: connection with others, mutual understanding, fun, and privacy. From the perspective of the elderly, effective family communication and communication with friends and those around them play a fundamental role in creating life satisfaction and a sense of self-esteem. Human and moral values had four subthemes: effectiveness, resorting to prayer, and spirituality, which were characterized by the characteristics of being moral and having positive thoughts. Being effective included helping children and others, managing critical situations in the family, participating in charitable activities, having faith and trust in God, having a positive evaluation of oneself by the elderly, and having good moral traits such as honesty and integrity. Conclusion Dignity is more than an individual concept; it is related to the relationship between an individual and others. The themes obtained from this study indicate that providing the necessary conditions for respecting the elderly and creating a sense of peace and security in them, as well as supporting religious beliefs and positive thinking, and maintaining their social interactions, seem to be essential for strengthening morale and maintaining human dignity. According to the results of the present study, preserving the honor and dignity of the elderly is the duty of family members and all members of society, and to achieve this, planning, education, and mobilization of social and cultural facilities are needed. Ethical Consideration Compliance with Ethical Guidelines We strictly observed all ethical considerations during the research process. It included ensuring the confidentiality of participants' identities and obtaining informed consent from all participants. Authors’ Contributions All authors contributed to the preparation of the final manuscript. Conflict of Interest The authors report no conflict of interest. Funding The authors received no financial support for the study. Acknowledgments The authors would like to express their gratitude to all the people who participated in the research [SA3] فرایند رو به رشد جمعیت سالمند در کشور از یک سو و تغییرات جدی در سبک زندگی و هنجارهای اجتماعی از سوی دیگر، دغدغه‌های متخصصان این حوزه را در خصوص سلامت روان قشر سالمند افزایش داده است. کرامت، به ‌عنوان یکی از اساسی‌ترین مفاهیم انسانی، نقشی کلیدی در حفظ عزت‌نفس و هویت افراد، به ‌ویژه سالمندان، ایفا می‌کند و بیانگر این باور است که انسان‌ها از تجلیات خداوند هستند و همۀ انسان‌ها، صرف‌نظر از ظرفیت یا رفتارشان، از چنین جایگاهی برخوردار هستند. این پژوهش با هدف تبیین مفهوم کرامت از دیدگاه سالمندان انجام شد تا ابعاد مختلف این مفهوم را از نگاه آنها بررسی و عوامل مؤثر بر تجربۀ کرامت را شناسایی کند. پژوهش حاضر به لحاظ روش‌شناسی، از نوع کیفی و با رویکرد پدیدارشناسی هرمنوتیک و با تأکید بر دیدگاه روش «ون منن» بود. مشارکت‌کنندگان این پژوهش را سالمندان تهرانی بالای 65 سال در سال 1402 تشکیل دادند که با رعایت معیارهای پژوهش و بیشترین تنوع در ویژگی‌ها، وارد مصاحبه شدند. برای گردآوری اطلاعات از مصاحبۀ عمیق با پرسش‌های باز پاسخ استفاده شد و با رعایت اصل اشباع، گردآوری داده‌ها در مصاحبۀ یازدهم متوقف شد. به منظور تجزیه‌وتحلیل داده‌ها از رویکرد ون منن استفاده شد. از تجزیه‌وتحلیل داده‌های حاصل از مصاحبه‌ها، 5 مضمون اصلی شامل احترام، امنیت خاطر، استقلال، تعامل، ارزش‌های انسانی و اخلاقی به دست آمدند. نتایج حاصل از پژوهش حاضر حاکی از آن است که مجموعه اقدامات حمایتی در ارتباط با سالمندان باید بر محور توانمندسازی، احترام‌مندی، ایجاد حس مفید و مؤثر بودن و در یک بافت تعاملی مثبت باشد تا کرامت سالمندان به عنوان ذخایر عاطفی و معنوی جامعه حفظ شود.

https://ppls.ui.ac.ir/article_30053_0e00847cf8f32fdf7d5f3cf84829c8f1.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 11 1 2025 05 22 Development, Validation, and Reliability Assessment of a Positive Psychology Intervention Package Based on the Lived Experiences of Students with Poor Academic Performance and Its Effects on Intrapersonal and Interpersonal Domains: A Single-Case Study تدوین، تعیین اعتبار و روایی بستۀ مداخلۀ روانشناسی مثبت مبتنی بر تجربیات زیستۀ دانش آموزان دارای عملکرد تحصیلی ضعیف و تأثیر آموزش بسته بر حوزه های درون فردی و بین فردی دانش آموزان: یک مطالعۀ تک آزمودنی 57 96 30148 10.22108/ppls.2025.145104.2627 FA رحیم بدری گرگری استاد، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران شهروز نعمتی استاد، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران یوسف ادیب استاد، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران فیروز محمودی استاد، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران رباب جاهدی دانشجوی دکترا، گروه روانشناسی، ، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران Journal Article 2025 05 29 This study aimed to develop, validate, determine the construct validity, and assess the effectiveness of a culturally based positive psychology intervention package targeting the intrapersonal and interpersonal domains of junior secondary school students with low academic performance. This research was conducted using a mixed-methods design. To design the culturally based positive psychology intervention package, the lived experiences of students with low academic performance were examined in school settings (interactions with teachers, school staff, friends, and peers), personal life (family relationships), and the broader community. To ensure the validity of the intervention package, content validity was assessed using the Lawshe model with an 11-expert panel, and two quantitative measures—content validity ratio (CVR) and content validity index (CVI). After validating the package, three students from the 7th, 8th, and 9th grades of junior secondary school with low academic performance were selected through convenience sampling in an A-B design with different subjects. The effectiveness of the educational package was assessed in three stages (baseline, 12 treatment sessions, and follow-up) using questionnaires. The data were analyzed using a visual plot method. The results of the data analysis showed that the positive psychology interventions based on lived experiences program has sufficient validity. The results showed that the designed program is effective on the intrapersonal and interpersonal domains of students. Considering the validity of this program and its effectiveness on different educational variables in a group of students with low academic performance, it is recommended that school counselors and relevant officials use the present intervention program if necessary. Introduction Academic performance holds particular significance, as academic failure and school dropout are among the most pressing challenges in educational systems worldwide (Meng & Xia, 2025). Student achievement is a multidimensional phenomenon that affects their social, emotional, cognitive, and cultural development (Bradley et al., 2019). Students with low academic performance are more likely to experience psychological and social difficulties, higher dropout rates, low self-esteem, lower social status at school, and poor self-regulation (McLeod et al., 2012). Academic performance has been positively associated with positive psychology (Grabill, 2017). Positive psychology interventions, especially for students, are valuable tools for improving emotional well-being, self-esteem, self-efficacy, positive behaviors, interpersonal relationships, and school connectedness (Sin & Lyubomirsky, 2009). Despite these benefits, limited research has explored the lived experiences of students with poor academic performance. Therefore, this study aimed to explore the lived experiences of such students using a phenomenological approach. The study also aimed to design a culturally sensitive positive psychology-based intervention tailored to their needs. The last aim of the study was to examine the intervention’s effectiveness on both intrapersonal (positive youth development, academic self-handicapping, and academic risk-taking) and interpersonal domains (school attachment and peer interaction). Methods This study employed a mixed-methods design. The qualitative phase adopted a phenomenological approach to investigate students’ lived experiences in school, personal life, and society, focusing on their feelings about themselves, learning, school environment, and others’ attitudes. The quantitative phase followed a single-subject A-B design conducted with three middle school students identified as underperforming academically. The design consisted of three stages: baseline, intervention, and follow-up. Data were collected using standardized questionnaires and visually analyzed. Participants in the intervention design phase were selected using purposive sampling from middle schools in Tabriz during the 2024–2025 academic year. A panel of 11 psychology experts evaluated the content validity of the intervention program. After confirmation, three students were selected via convenience sampling and participated in the study upon receiving informed consent. Measurements were taken during intervention sessions (three, five, eight, 11) and at a follow-up 10 days later. Instruments included semi-structured interviews, content validity ratio (CVR) and content validity index (CVI) forms, the Academic Self-Handicapping Scale (PALS), Peer Relationship Questionnaire (IPR), School attachment Scale, Academic Risk-Taking Questionnaire, and the Positive Youth Development Short Form (PYD-VSF). Finding Content analysis showed that the average CVR score for the 12-session program was 0.86, exceeding Lawshe’s critical value of 0.59 for 11 experts (p < 0.05), indicating strong agreement on the necessity of each session. The CVI for all sessions was 1.0, demonstrating complete consensus among experts regarding content relevance. Visual data analysis indicated that the intervention effectively improved positive youth development, reduced academic self-handicapping, enhanced peer relationships and school attachment, and increased academic risk-taking. These improvements persisted during the follow-up phase. Conclusion The findings confirmed the content validity and educational relevance of the culturally adapted positive psychology intervention. The program’s design prioritized clarity, simplicity, and active student engagement through face-to-face interaction, smart tools, group activities, and dynamic learning environments. Empirical evidence demonstrated that the intervention significantly impacted key intrapersonal and interpersonal outcomes. These results align with previous studies (Hosseini et al., 2014; Dohmen et al., 2023; Schwinger et al., 2014; Shoshani & Steinmetz, 2014; Wang et al., 2022). Fear of failure, identified as a central driver of academic self-handicapping (Martin et al., 2003; Schwinger, 2013), can lead students to set unrealistic goals, reduce motivation, and experience low self-confidence (Rhodewalt, 1990). Positive psychology counters this cycle by promoting emotional well-being, meaning, responsibility, and strength-based development (Seligman, 2002; Zare et al., 2016). Teaching positive thinking skills fosters self-awareness and helps students recognize past positive experiences, encouraging a proactive and purposeful life (Seligman, 1991). Furthermore, the intervention enhanced students’ sense of school attachment and peer interaction, consistent with studies by Shoshani and Slone (2017) and Kern et al. (2015). According to Seligman’s PERMA model (2011), well-being consists of five components: positive emotion, engagement, relationships, meaning, and accomplishment. The components were all addressed in this intervention. Attachment theory further supports the idea that supportive environments nurture secure connections and school engagement. Despite its promising results, the study faced limitations, including the inability to fully control external variables such as family support, socioeconomic status, and parental education. implementing the intervention in only lower secondary schools limits the generalizability of findings. Therefore, the delivery of the program by the researcher may have introduced bias, affecting internal validity. 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, obtaining informed consent from all participants and explaining the research purpose. Authors’ contribution The authors were fully involved in all stages and processes of the study. Conflict of interest: The authors declare no conflict of interest. Funding The study was conducted without the funding of any institution or organization. Acknowledgments The authors would like to thank all participants for their time and participation in this study. این پژوهش با هدف تدوین، اعتباربخشی، تعیین روایی بسته و اثربخشی بستۀ مداخلۀ روان‌شناسی مثبت مبتنی بر فرهنگ بر حوزۀ درون‌فردی و بین‌فردی دانش‌آموزان متوسطۀ اول با عملکرد تحصیلی پایین انجام شد. روش این پژوهش از نوع آمیخته بود. برای طراحی بستۀ مداخلات روان‌شناسی مثبت مبتنی بر فرهنگ، تجربیات زیستۀ دانش‌آموزان با عملکرد تحصیلی پایین در محیط مدرسه (تعامل با معلمان، کادر مدرسه، دوستان و سایر دانش‌آموزان)، زندگی شخصی (ارتباط با خانواده) و جامعه بررسی شد و برای کسب اطمینان از روایی مطلوب بستۀ مداخلات، از روش روایی محتوایی با استفاده از مدل لاوشه با پانل خبرگان 11نفری و از دو ضریب کمّی نسبت روایی محتوایی و شاخص روایی محتوایی استفاده شد. پس از اعتباریابی بسته، طی طرح A-B با آزمودنی‌های مختلف، سه دانش‌آموز متوسطۀ اول از پایه‌های هفتم، هشتم و نهم با عملکرد تحصیلی پایین به روش نمونه‌گیری در دسترس انتخاب شدند. کارایی بستۀ آموزشی در سه مرحله (خط پایه، 12 جلسه درمان و پیگیری) با استفاده از پرسشنامه بررسی شد. داده‌ها به روش ترسیم دیداری تحلیل شدند. نتایج حاصل از تحلیل دیداری داده‌ها نشان داد برنامۀ «مداخلات روان‌شناسی مثبت مبتنی بر تجربیات زیسته» از اعتبار کافی برخوردار است. روایی صوری بستۀ مداخله توسط متخصصان تأیید شد. همچنین، نتایج نشان داد برنامۀ طراحی‌شده بر حوزۀ درون‌فردی و بین‌فردی تحصیلی دانش‌آموزان مؤثر است و این اثربخشی در مرحلۀ پیگیری تداوم داشته است. با توجه به اعتبار برنامۀ بالا و اثربخشی آن بر متغیرهای مختلف در گروه دانش‌آموزان با عملکرد تحصیلی پایین، پیشنهاد می‌شود مشاوران مدارس و مسئولان ذی‌ربط در صورت نیاز از این مداخله استفاده کنند.

https://ppls.ui.ac.ir/article_30148_b85a32bdfacb47439ee14a11df08d4fc.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 11 1 2025 05 22 Investigating the Effectiveness of Character Strengths Training on Job Engagement and Occupational Well-Being بررسی اثربخشی آموزش استفاده از توانمندی‌های منش بر اشتیاق و بهزیستی شغلی 97 122 30114 10.22108/ppls.2025.145877.2648 FA عبدالزهرا نعامی استاد، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران محمدباقر آزادبخت دانشجوی دکتری، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، شهید چمران اهواز، اهواز، ایران Journal Article 2025 07 07 The aim of this study was to investigate the effect of training in the use of character strengths on work engagement and occupational well-being. The study population consisted of employees of a semi-industrial company during 2024–2025, from whom 40 employees were randomly selected as the sample. The research design was quasi-experimental, with a pretest–posttest control group. The training intervention included three group training sessions, along with ongoing guidance and responses to employees’ questions and concerns over a 21-day period, aimed at encouraging the practical application of character strengths. The instruments used were the Values in Action Inventory, the Utrecht Work Engagement Scale, and the Occupational Well-being Questionnaire. Data were analyzed using multivariate analysis of covariance with repeated measures. The results indicated that, after controlling for pretest scores, there was a significant difference between the experimental and control groups in the linear combination of the dependent variables. Further univariate analyses showed significant increases in both work engagement and occupational well-being. Moreover, time-comparison analyses (posttest and follow-up) demonstrated that the positive effects of the intervention on work engagement and occupational well-being were sustained over time. Overall, the findings suggest that training in the use of character strengths—by activating inner resources and emphasizing positive personality traits—can serve as an effective strategy to enhance motivation and engagement in the workplace and, through fostering self-awareness, a sense of meaning, and an improved work climate, can significantly promote occupational well-being. Introduction This study is designed to examine the effect of training in the application of character strengths on employees’ work engagement and occupational well-being. The theoretical and empirical foundations of positive psychology and the Values in Action )VIA( indicate that character strengths increase work engagement (Avey et al., 2009), motivation, and psychological resources (Van Woerkom & Meyers, 2019) such as self-efficacy and resilience (Govindji & Linley, 2007), and can enhance work meaning and occupational well-being. The research problem is the lack of local empirical evidence and intervention studies on the educational application of these strengths in Iranian organizations, which hinders normative uptake of this approach. The study had the following hypotheses: 1.Training in the application of character strengths will increase work engagement. 2.Training in the application of character strengths will increase occupational well-being. Method The present study employed a quasi-experimental pretest–posttest design with a control group and received ethical approval. The population comprised employees of a semi-industrial engineering company in Tehran province during 2024–2025 with at least three months of tenure. From the complete staff list, 40 individuals were randomly selected by lottery with replacement and randomly assigned to an experimental group (n=20; 10 women and 10 men; mean age=34.4) and a control group (n=20; 9 women and 11 men; mean age=32.3). Inclusion criterion was at least three months of employment; exclusion criteria were absence from more than one training session, simultaneous participation in other training courses, prior completion of positive-psychology–related courses, or employment tenure under three months. The training intervention was based on Mangirin and Anselmo-Matos (2012) and comprised three online workshop sessions introducing the 24 VIA character strengths, practical exercises, and a manual of 340 applied techniques. After the workshops, a 21-working-day daily implementation phase required participants to use their strengths at least three times per day and record their activities; the researcher provided telephone support and guidance. Measures were administered online (Google Forms) at pretest, posttest, and at a three-month follow-up. Data were analyzed using multivariate analysis of covariance with repeated measures in SPSS-26. Results The sample comprised 40 participants randomly assigned to an experimental group (n= 20; 10 women, 10 men; mean age= 34.4) and a control group (n= 20; 9 women, 11 men; mean age= 32.2). In the experimental group, mean work engagement increased from 46.65 (SD= 6.98) at pretest to 67.55 (SD=7.01) at posttest and then showed a slight decline to 60.05 (SD= 6.09) at follow-up. In the control group, work engagement showed minor changes: pretest 42.40 (SD= 9.34), posttest 46.00 (SD= 8.35), follow-up 44.00 (SD= 6.82). Occupational well-being in the experimental group rose from 62.10 (SD= 12.28) at pretest to 72.70 (SD= 8.11) at posttest and reached 68.85 (SD= 7.37) at follow-up. In the control group, occupational well-being was 64.50 (SD= 11.05) at pretest, 60.90 (SD= 8.18) at posttest, and 59.25 (SD= 6.56) at follow-up. Mahalanobis test indicated no significant multivariate outliers. Kolmogorov–Smirnov tests supported normality for work engagement at pretest, posttest, and follow-up (D= 0.10, p= 0.200; D= 0.08, p= 0.200; D= 0.10, p= 0.200, respectively) and for occupational well-being at pretest, posttest, and follow-up (D= 0.13, p= 0.085; D= 0.08, p= 0.20; D= 0.09, p= 0.200, respectively). Levene’s tests for homogeneity of variances were non-significant for work engagement at posttest (F= 2.86, p= 0.099) and follow-up (F= 0.00, p= 0.955), and for occupational well-being at posttest (F = 0.02, p = 0.886) and follow-up (F= 0.46, p= 0.501), indicating homogeneity. Box’s M test (Box’s M= 44.52, p= 0.546) supported equality of covariance matrices. Tests of homogeneity of regression slopes for group × pretest interactions were non-significant for work engagement at posttest (F= 0.55, p= 0.460) and follow-up (F= 0.47, p= 0.494), and for occupational well-being at posttest (F= 0.11, p= 0.733) and follow-up (F= 1.21, p= 0.279), supporting the homogeneity assumption. Mauchly’s test indicated violation of sphericity for the variance of differences (W= 0.56, χ2= 18.93, df= 5, p= 0.002).Accordingly, the Greenhouse–Geisser correction was applied in repeated-measures analyses. MANCOVA with pretest scores as covariates showed a significant overall group effect on the linear combination of dependent variables. Multivariate indices were substantial: Pillai’s trace= 0.99, Wilks’ lambda= 0.005 (approx. F= 6251.40, p= 0.001), Hotelling’s trace. The largest root showed consistent results, and the overall effect size was η= 0.99, indicating a very large intervention effect. Univariate ANCOVAs indicated significant intervention effects on each outcome. For work engagement: F= 6.80, p= 0.01, η= 0.16. For occupational well-being: F= 6.55, p= 0.01, η= 0.16. These results indicate medium-to-large intervention effects on both variables. Repeated-measures analysis showed that the main effect of time was not significant (F= 0.01, p= 0.90), while the time × group interaction was significant (F= 15.55, p < 0.001, η= 0.31), indicating that change patterns over time differed significantly between experimental and control groups and that the intervention produced more favorable temporal trajectories in the experimental group. In summary, descriptive statistics, MANCOVA, and follow-up univariate tests demonstrate that the character-strengths training significantly increased work engagement and occupational well-being. Conclusion The present study examined the effects of a training program on the “use of character strengths” on work engagement and occupational well‑being among employees of a private semi‑industrial company in Tehran. The training intervention produced significant increases in both work engagement and occupational well‑being at post‑intervention and at follow‑up. The findings are consistent with prior empirical studies examining the impact of character strengths, psychological capital, and positive psychology interventions on job engagement and occupational well-being (Akbari & Pourebrahim, 2021; Mehrabi et al., 2023; Peláez Zuberbühler et al., 2023). Deliberate focus on individual capabilities and moral values not only raises overall life satisfaction but also increases vigor and motivation at work, which is grounded in positive psychology. The persistence of effects at follow‑up suggests continued application of the acquired skills and internalization of cognitive and behavioral changes. The principal limitation of the study is its restricted geographic and organizational scope, as the sample was drawn from a single private semi‑industrial company in Tehran, which limits generalizability. Future research should replicate the intervention across diverse organizations and industries and increase the number of cases to improve external validity. Practical recommendations include integrating training on the use of character strengths into organizations’ annual training plans and emphasizing applied, on‑the‑job training rather than relying solely on theoretical instruction to maximize employee benefit and intervention effectiveness. Compliance with Ethical Guidelines: Written informed consent was obtained from all participants and their identities were kept confidential. Author contributions: First author(Abdulzahra Naami):Conceptualization, study design, supervision. Second author(Mohammad Baqer Azadbakht):Data collection, data analysis, drafting the manuscript. Both authors contributed to revising, reviewing the manuscript, and approving the final version. Conflict of interest:The authors declare that there are no financial or non-financial conflicts of interest related to this research. Funding:This research was conducted without receiving any financial support from domestic or international institutions or organizations. Acknowledgment:The authors express their sincere gratitude to all the respected employees who participated in this study and whose warm cooperation made its execution possible. هدف از این پژوهش بررسی تأثیر آموزش استفاده از توانمندی‌های منش بر متغیرهای اشتیاق و بهزیستی شغلی بود. جامعۀ مورد مطالعۀ این پژوهش کارکنان یک شرکت نیمه‌صنعتی در سال ۱۴۰۳-۱۴۰۴ بودند که 40 نفر از کارکنان آن به ‌صورت تصادفی به‌ عنوان نمونه انتخاب شدند. روش پژوهش حاضر شبه‌آزمایشی با طرح پیش‌آزمون–پس‌آزمون و با گروه کنترل بود. مداخلۀ آموزشی شامل ۳ جلسۀ گروهی آموزشی به همراه ارائۀ راهنمایی‌ها و پاسخ به پرسش‌ها و ابهامات کارکنان در طول ۲۱ روز برای تشویق به به‌کارگیری عملی توانمندی‌های منش اجرا شد. ابزارهای استفاده‌شده شامل پرسشنامه‌های ارزش‌های فعال در عمل، اشتیاق شغلی و بهزیستی شغلی بودند. داده‌ها با روش تحلیل کوواریانس چندمتغیره با اندازه‌گیری‌های مکرر تجزیه‌وتحلیل شدند. نتایج تحلیل کوواریانس چندمتغیره نشان داد پس از کنترل نمرات پیش‌آزمون، تفاوتی معنادار بین گروه آزمایش و کنترل در ترکیب خطی متغیرهای وابسته مشاهده شد. همچنین، تحلیل‌های تک‌متغیره برای متغیرهای اشتیاق شغلی و بهزیستی شغلی افزایشی معنادار را نشان داد. همچنین، تحلیل‌های مقایسه‌های زمانی (پس‌آزمون و دورۀ پیگیری) نشان‌دهندۀ پایداری معنادار اثرات مثبت مداخله بر اشتیاق شغلی و بهزیستی شغلی در طول زمان بود. یافته‌های پژوهش حاکی از آن است که آموزش استفاده از توانمندی‌های منش می‌تواند به‌ عنوان یک راهکار با به‌کارگیری منابع درونی و با تأکید بر ویژگی‌های مثبت شخصیت، به‌ عنوان یک راهبرد کاربردی برای افزایش انگیزه و اشتیاق در محیط‌های کاری و نیز از طریق افزایش آگاهی فردی، تقویت حس معنا و بهبود فضای کار، به بهبود معنادار بهزیستی شغلی کمک کند.

https://ppls.ui.ac.ir/article_30114_30562f9acecf449c8533cfc5e6984b7a.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 11 1 2025 05 22 Teacher Affective Support and Motivation Intensity among EFL Learners: The Mediating Role of Positive and Negative Emotions حمایت عاطفی استاد و شدت انگیزۀ فراگیران زبان انگلیسی به ‌عنوان زبان خارجی: نقش میانجی هیجانات مثبت و منفی 123 150 30113 10.22108/ppls.2025.144946.2623 FA ناصر فلاح استادیار آموزش زبان انگیسی، گروه زبان انگیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه زابل، زابل، ایران مسلم فتح اللهی استادیار مترجمی زبان انگیسی، گروه زبان انگیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه زابل، زابل، ایران علی دباغ استادیار آموزش زبان انگیسی، گروه زبان های خارجی، دانشکدۀ علوم انسانی و علوم ورزشی، دانشگاه گنبد کاووس، گنبد کاووس، ایران وحید غفرویی مربی آموزش زبان انگیسی، گروه زبان انگیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه زابل، زابل، ایران Journal Article 2025 04 24 This study aimed to investigate the relationship between teacher affective support, foreign language enjoyment, academic boredom, and motivation intensity among undergraduate EFL students in Iran. In addition, the mediating effects of boredom and enjoyment on the relationship between teacher affective support and motivation intensity were assessed. Accordingly, 303 EFL students were selected through convenience sampling and were invited to complete self-report questionnaires. The validity and reliability of the questionnaires were examined. The results of structural equation modeling analysis showed that teacher affective support could predict enjoyment and motivation intensity positively and boredom could predict motivation intensity inversely. In addition, enjoyment positively and significantly predicted motivation intensity. Boredom directly and indirectly affected motivation intensity through the mediation of enjoyment. Another line of the findings showed that both enjoyment and boredom mediate the effect of teacher affective support on motivation intensity. Theoretical and empirical implications are discussed and suggestions for future research are provided. Introduction Motivation intensity in EFL context plays a crucial role in shaping learners' engagement and overall success in acquiring the language. It is conceptualized as the level of effort, persistence, and intrinsic enthusiasm learners bring to their learning activities (Gardner & Lambert, 1972). High motivation intensity is linked to enhanced engagement in class, a tendency to practice outside the classroom, and a proactive way to tackling linguistic challenges. Besides, motivated learners are more probable to establish personal objectives and goals, pursue additional resources, and have resilience while encountering setbacks (Gardner et al., 2004; Sun et al., 2024; Wang et al., 2022). As such, considering the remarkable contribution of motivation intensity to the fulfilment of language education programs and designating or understanding elements that influence motivation intensity are vital. This will help the teachers to build conducive and positive learning environments that ameliorate learning outcomes. This investigation adds to this line of inquiry by studying the impact of one contextual factor (teacher affective support), one positive emotion (enjoyment), and one negative emotion (boredom) on the EFL learners’ motivation intensity. To fulfill the objectives of this investigation, the following model was hypothesized and tested (Figure 1): Figure 1 Hypothetical Model Method A number of 303 Iranian EFL students was recruited via convenience sampling with 79.54 % (n =241) females and 20.46 % (n =62) males. Their mean age was 20.04 years (SD = 2.17). Prior to the data collection, informed consent was obtained from the participants. Then, the Persian versions of the questionnaires were distributed in classes. Learners completed the following questionnaires within 25 minutes in classes: Perceived Teacher Affective Support scale (Sakiz, 2012) with 9 items and Cronbach’s α reliability estimate of α = .91, Dewaele & Li's (2021) Academic Boredom Scale with overall reliability value of α = .86, Enjoyment Subscale of the Achievement Emotions Questionnaire (AEQ) (Pekrun et al., 2011) with reliability estimate of α = .83, and the L2 Motivational Intensity Scale (Yashima, 2002) with reliability estimate of α = .92. Reliability and validity of the scales were tested. To answer the research questions, Descriptive statistics, correlation analyses, structural equation modeling, and mediation analyses were run. Results The hypothesized model was evaluated, and the obtained results revealed these goodness-of-fit statistics for the initial model: NFI = .92, TLI = .94, CFI = .95, RMSEA = .06, and χ2/df = 2.11, suggesting a satisfactory fit for the baseline model. In the model, significant pathways were identified from teacher affective support (β = .18, p < .01), enjoyment (β = .46, p < .01), and boredom (β = -.16, p < .001) to motivation intensity. Additionally, teacher affective support could positively predict motivation intensity (β = .21, p < .01) and inversely boredom (β = -.39, p < .001). Also, boredom inversely predicted enjoyment (β = -.57, p < .001) (see Figure 2). In addition, the mediation analyses revealed that both enjoyment (95% CI = .32, .15, b = .23, SE = 0.04) and boredom (95% CI = .24, .12, b = .18, SE = 0.03) significantly mediated the connection between teacher affective support and motivation intensity. Figure 2. The Final Model Conclusion This research contributes to a deeper understanding of the motivational and affective factors that influence language learning outcomes. The findings of this research yield practical implications for EFL classes. Considering the significant role of enjoyment as a constructive emotion in the mechanism, teachers should strive to create a positive and enjoyable classroom environment by incorporating real-life topics and content into their class activities and tasks and providing frequent inspiration and praise (Jiang & Dewaele, 2019). Further, to mitigate boredom, instructors should build a relaxed and pleasant atmosphere between themselves and their learners during L2 learning. For instance, employing multimedia resources efficiently and designing unique and interesting classroom task and activities are constructive ways to diminish L2 boredom. Based upon the findings, offering courses boosting the awareness and the development of affective behaviors, particularly in teacher training departments, would be highly advantageous Though this study was the first exploration into the potential effects of a constellation of variables, including teacher affective support, enjoyment, and boredom, on motivation intensity, it suffers from limitations. First, the study subjects were all among college EFL learners in Iran. Thus, any generalization of the findings to other settings should be done with caution. Second, the variables were gauged through self-report data, which are exposed to self-presentation biases. Future research can adopt multiple and different sources, measures, and data gathering methods to minimize the effect of subjectivity. Third, to have more in-depth and exhaustive data, future research can embrace evaluations from external sources (e.g., peers and teachers) besides the self-report scales. Ethical Considerations Compliance with ethical guidelines: This investigation was conducted in line with Declaration of Helsinki. Informed consent was obtained from all participants before their participation in the study. Authors’ contribution: All authors contributed to the preparation of the final manuscript. The first author contributed to the “conceptualization”, “data analysis”, “drafting” and “editing” of the manuscript. The second author contributed to the “data collection”, the “discussion and conclusion”, and he reviewed and edited the final version of the manuscript. The third author and the fourth author contributed to the “data collection” and “methodology”. Conflict of interest: The authors had no conflict of interest. Funding: The study was supported with a research grant (IR-UOZ-GR-1800) from the University of Zabol. Acknowledgments: The authors would like to thank all individuals who participated in the data collection phase. این پژوهش با هدف بررسی ارتباط میان حمایت عاطفی استاد، لذت از یادگیری زبان خارجی، خستگی تحصیلی و شدت انگیزه در میان دانشجویان ایرانی زبان انگلیسی به ‌عنوان زبان خارجی انجام شد. پژوهش از نوع همبستگی بود و برای تحلیل داده‌ها از مدل‌سازی معادلات ساختاری استفاده شد. شرکت‌کنندگان شامل 303 دانشجوی کارشناسی بودند که از طریق نمونه‌گیری در دسترس در سه دانشگاه زابل، گنبد کاووس و سیستان و بلوچستان انتخاب شدند. ابزار گردآوری داده‌ها شامل پرسشنامۀ حمایت عاطفی استاد ساکیز، پرسشنامۀ شدت انگیزه، زیرمقیاس لذت یادگیری زبان و پرسشنامۀ خستگی تحصیلی بود. نتایج نشان داد حمایت عاطفی استاد به ‌طور مثبت لذت و شدت انگیزه را پیش‌بینی می‌کند و با خستگی تحصیلی رابطۀ معکوس دارد. علاوه بر این، لذت و خستگی تحصیلی نقش میانجی در رابطۀ میان حمایت عاطفی استاد و شدت انگیزه داشتند. به ‌طور کلی، یافته‌ها نشان داد وقتی استادان رفتارهایی حمایتگرانه و همدلانه‌تر دارند، دانشجویان احساس لذت بیشتری از یادگیری زبان انگلیسی تجربه می‌کنند، خستگی کمتری احساس می‌کنند و از شدت انگیزۀ بیشتری برخوردار می‌شوند؛ در نتیجه، حمایت عاطفی استاد عاملی کلیدی در افزایش انگیزه و کاهش خستگی تحصیلی زبان‌آموزان است و می‌تواند از طریق پرورش هیجانات مثبت، کیفیت یادگیری زبان انگلیسی را بهبود بخشد.

https://ppls.ui.ac.ir/article_30113_74effd68d44fd616aa4b354eab2d0555.pdf

دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 11 1 2025 05 22 Investigate the Relationship Between the Use of Personal Strengths and Work-Related Well-Being Through the Mediating Role of Post-Traumatic Growth Among Military Personnel رابطه استفاده از نقاط قوت با به‌زیستی مرتبط با کار از طریق رشد پس از سانحه در کارکنان نظامی در شرایط جنگی 151 174 30299 10.22108/ppls.2026.145973.2652 FA هاجر براتی استادیار روانشناسی، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران احمد مولوی دانشجوی کارشناسی ارشد علوم اجتماعی، دانشکدۀ علوم اجتماعی، دانشگاه تهران، تهران، ایران Journal Article 2025 07 15 Traumatic events such as war are not always associated with negative psychological outcomes and can sometimes lead to positive growth and transformation. This study aimed to investigate the relationship between the use of personal strengths and work-related well-being—including job satisfaction, positive mental health, and thriving at work —through the mediating role of post-traumatic growth (PTG) among military personnel. The statistical sample consisted of 260 employees from a military organization in Isfahan City, selected via convenience sampling. Data were collected using standardized questionnaires, including the Strengths Use Scale, the Post-Traumatic Growth Inventory-Short Form (PTGI-SF), the Job Satisfaction Questionnaire, the Positive Mental Health Scale, and the Workplace Growth and Thriving Scale. Findings revealed that the use of strengths had a direct and significant impact on post-traumatic growth, job satisfaction, positive mental health, and thriving at work. Additionally, post-traumatic growth mediated the indirect effects of strength use on job satisfaction, positive mental health, and thriving at work. The proposed model demonstrated excellent fit. The results underscore that leveraging personal strengths not only directly enhances psychological and occupational well-being but also fosters resilience and post-traumatic growth in high-stress environments. Practical implications suggest that military organizations can promote resilience and job satisfaction among personnel through targeted workshops and strengthened support systems. Introduction Military personnel deployed in war times face unparalleled psychological and physical demands, often resulting in chronic stress and mental health disorders. However, contemporary research has shifted its focus from solely negative outcomes to the potential for post-traumatic growth (PTG). PTG refers to positive psychological changes that may occur after encountering highly challenging experiences. Concurrently, the use of personal strengths in the workplace is recognized as a job resource associated with enhanced well-being and performance. Nevertheless, few studies have examined the interactive effects of strength use and PTG in military settings. This study aims to address this gap by investigating whether the use of strengths not only directly impacts work-related well-being but also does so indirectly by fostering PTG. The findings of this research can provide a basis for designing targeted interventions to promote resilience and well-being among military personnel. Method This study employed a descriptive-survey design with a correlational approach, conducted using a cross-sectional method. The statistical population comprised all employees of a military organization in Isfahan, Iran, with preliminary estimates indicating approximately 700 individuals. A sample of 260 male military officers (mean age = 38.5 years, SD = 6.2) was selected from this population via convenience sampling. Participants had a mean service tenure of 12.7 years (SD = 4.8), all held at least a master’s degree. Data were collected through anonymous, self-administered questionnaires. Ethical adherence strictly followed the principles outlined in the Declaration of Helsinki. Prior to participation, informed consent was obtained from all respondents after a comprehensive briefing on the study's objectives, procedures, and their right to withdraw unconditionally. Confidentiality was rigorously ensured through complete data anonymization, with no personally identifiable information collected. The measures included five standardized instruments: the Strength Use Scale (α = 0.77) to assess the application of personal resources, the Post-Traumatic Growth Inventory-Short Form (α = 0.79) to evaluate positive change following adversity, the Job Satisfaction Survey (α = 0.86), the Thriving at Work Scale (α = 0.81) measuring learning and vitality, and the Positive Mental Health Scale (α = 0.77). For data analysis, preliminary descriptive statistics and Pearson correlation coefficients were computed using SPSS 26 to examine bivariate relationships. The primary hypothesis was tested using Structural Equation Modeling (SEM) in AMOS 24. The model's fit and the significance of the proposed indirect pathways were rigorously evaluated using a bootstrapping procedure. Results Prior to conducting the main analyses, the assumptions of data normality, linearity of relationships, and the absence of multicollinearity among predictor variables (VIF < 2.5) were examined and confirmed. Descriptive statistics indicated moderate-to-high levels of strength use (M = 38.2, SD = 6.8) and PTG (M = 32.5, SD = 7.5). Job satisfaction (M = 18.6, SD = 3.2) and thriving at work (M = 35.7, SD = 6.3) were also reported at moderate levels, while positive mental health scores were relatively high (M = 28.3, SD = 5.1). Correlation analysis revealed significant positive relationships among all variables (p < 0.01). Strength use showed the strongest association with PTG (r = 0.54), followed by positive mental health (r = 0.52) and thriving at work (r = 0.45). PTG correlated most strongly with positive mental health (r = 0.61) and thriving at work (r = 0.50). SEM results confirmed the direct effects of strength use on all outcome variables (p < 0.001). PTG partially mediated these relationships, with indirect effects accounting for 35% (job satisfaction), 39% (positive mental health), and 37% (thriving at work) of the total variance explained. The model’s excellent fit indices (CFI = 0.97, RMSEA = 0.04) supported its theoretical plausibility. Table 1 Indirect Effects of Strength Use on Outcome Variables via Post-Traumatic Growth (PTG) Indirect Pathway β t SE 95% Confidence Interval (CI) p Strength Use → PTG → Job Satisfaction 0.15 4.21 0.03 [0.09, 0.21] p < 0.001 Strength Use → PTG → Positive Mental Health 0.22 5.87 0.04 [0.15, 0.29] p < 0.001 Strength Use → PTG → Thriving at Work 0.18 4.95 0.03 [0.12, 0.24] p < 0.001 The results presented in Table 1 confirm that post-traumatic growth (PTG) is a statistically significant mediator in the relationship between strength use and all three well-being outcomes. The indirect effects are significant (p < 0.001), with the strongest effect observed for positive mental health (β = 0.22), followed by thriving at work (β = 0.18) and job satisfaction (β = 0.15). The fact that none of the bootstrapped 95% confidence intervals include zero provides robust evidence for the proposed mediation model. Conclusion The study’s findings align with the JD-R model, demonstrating that personal strengths function as critical resources in high-demand environments. The direct effects of strength use on well-being outcomes underscore its role in enhancing self-efficacy, fulfilling psychological needs, and fostering positive emotions. The mediation effects of PTG suggest that strength use not only buffers against stress but also transforms traumatic experiences into opportunities for growth. These results have practical implications for military organizations. Strength-based training programs, resilience workshops, while peer support initiatives could be integrated into routine training to cultivate PTG and improve well-being. Limitations include the cross-sectional design, which precludes causal inferences, and the homogeneous sample, which may limit generalizability. Future research should employ longitudinal designs and diverse samples to validate these findings. This study advances our understanding of how military personnel can harness personal strengths to navigate the challenges of combat and emerge with greater resilience and well-being. By fostering environments that prioritize strength use and PTG, military organizations can enhance both individual and operational outcomes. 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, obtaining informed consent from all participants, explaining the research purpose, and sending the results of their questionnaire as a PDF file for those who asked. Authors’ contribution: The authors were fully involved in all stages and processes of the study. Conflict of interest: The authors declare no conflict of interest. Funding: The study was conducted without the funding of any institution or organization. Acknowledgments: The authors would like to thank all participants for their time and participation in this study. تروماهایی مانند جنگ همیشه با پیامدهای منفی روان‌شناختی همراه نیستند و گاهی به رشد و تغییرات مثبت منجر می‌شوند. این پژوهش با هدف بررسی رابطۀ استفاده از نقاط قوت با به‌زیستی مرتبط با کار شامل رضایت شغلی، سلامت روان مثبت و رشد در محیط کار از طریق نقش واسطه‌ای رشد پس از سانحه در کارکنان نظامی انجام شد. نمونۀ آماری شامل ۲۶۰ نفر از کارکنان یک سازمان نظامی در اصفهان بود که به روش نمونه‌گیری در دسترس انتخاب شدند. داده‌ها با استفاده از پرسشنامه‌های استاندارد شامل مقیاس استفاده از نقاط قوت، پرسشنامۀ رشد پس از سانحه، پرسشنامۀ رضایت شغلی، مقیاس سلامت روان مثبت و مقیاس رشد و شکوفایی در کار جمع‌آوری شدند. یافته‌ها نشان داد استفاده از نقاط قوت به ‌صورت مستقیم بر رشد پس از سانحه، رضایت شغلی، سلامت روان مثبت و رشد در محیط کار تأثیری معنادار دارد. همچنین، رشد پس از سانحه به عنوان متغیر واسطه‌ای، تأثیر غیرمستقیم استفاده از نقاط قوت را بر رضایت شغلی، سلامت روان مثبت و رشد در محیط کار تسهیل کرد. مدل پژوهش از برازشی مطلوب برخوردار بود. نتایج این مطالعه حاکی از آن است که به‌کارگیری نقاط قوت شخصی نه فقط به‌ صورت مستقیم، بلکه از طریق تقویت رشد پس از سانحه، می‌تواند به بهبود به‌زیستی روانی و شغلی کارکنان نظامی در شرایط پراسترس منجر شود. پیشنهاد می‌شود سازمان‌های نظامی با برگزاری کارگاه‌های آموزشی و تقویت سیستم‌های حمایتی، زمینه را برای ارتقای تاب‌آوری و رضایت شغلی کارکنان فراهم کنند.

https://ppls.ui.ac.ir/article_30299_8dbcc66db0746b53269f735b8ede496c.pdf