مطالعات روان‌شناسی بالینی

Mitigating Anxiety and Emotional Dysregulation in Physical Education Teachers: A Growth Mindset Intervention

نوع مقاله : مقاله پژوهشی

نویسندگان

Ali Jalili-Shishavan 1
Farahnaz Jalili-Shishavan 2

1 Assistant Professor, Department of Sport Psychology, Institute of Physical Education, Allameh Tabataba'i University, Tehran, Iran.

2 Department of Educational Psychology, University of Tabriz, Tabriz, Iran.

https://doi.org/10.22054/jcps.2026.91576.3322
چکیده
Introduction and Objective: Physical education teachers encounter distinctive professional challenges—including physical demands, the management of group dynamics, and performance-related pressures—which can precipitate occupational anxiety, emotional dysregulation, and diminished mental vitality. This study aims to investigate the efficacy of an educational intervention grounded in Dweck’s (2006) growth mindset theory in alleviating anxiety, enhancing emotional regulation, and fostering mental vitality among this professional cohort.
Research Methodology: This study employed a quasi-experimental design with pretest, posttest, and two-month follow-up assessments, including a control group. The sample comprised 3030 male secondary school physical education teachers in Tabriz (2023), selected through purposive sampling and assigned to experimental and control groups (n=15per group; mean age = 38.2years; mean teaching experience = 8.8 years). Instruments included the Beck Anxiety Inventory (α=0.87), the Difficulties in Emotion Regulation Scale (α=0.89), and the Mental Vitality Questionnaire (α=0.86). The experimental group underwent a 6-session growth mindset training intervention. Data were analyzed using mixed multivariate analysis of variance and the Bonferroni post hoc test.
Findings: The results demonstrated that the intervention significantly reduced anxiety (from 42.86to 19.53) and emotional dysregulation (from 114.5to 66.60), while significantly increasing mental vitality (from 23.66to 31.073) (p<0.001). Furthermore, these improvements remained stable during the follow-up period, with effect sizes (η2) of 0.83for anxiety, 0.69for emotional dysregulation, and 0.43for mental vitality.
Conclusion: These findings suggest that a growth mindset intervention represents an effective, low-cost, and sustainable strategy for mitigating burnout and enhancing mental health among physical education teachers. Therefore, integrating this program into in-service training is recommended. Such an initiative could not only elevate teaching quality by fostering more resilient and engaged educators but also indirectly contribute to a more supportive learning environment, potentially aiding in the prevention of mental health challenges for students.

کلیدواژه‌ها

Growth Mindset
Occupational Anxiety
Emotional Dysregulation
Mental Vitality

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مطالعات روان‌شناسی بالینی
دوره 17، شماره 62
بهار 1405
صفحه 58-65

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