Ali Farnam; Mohammad Hamidi
Abstract
The purpose of present study was to examine the effectiveness of positivism training on hope enhancement with regard to holly Qur’an and Islamic trainings among Sistan and Baluchestan education and training organization employees. The population of this research consisted of 300 employees that ...
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The purpose of present study was to examine the effectiveness of positivism training on hope enhancement with regard to holly Qur’an and Islamic trainings among Sistan and Baluchestan education and training organization employees. The population of this research consisted of 300 employees that 50 of them were selected randomly as sample and were placed into two groups (25 employees for experimental group and 25 employees for control group). The research method was semi-experimental. The experimental group received 8 weekly 90-minute sessions of positivism training emphasizing holly Qur’an and Islamic issues and the control group did not receive any treatment. All subjects were assessed by Snyder’s hope (2002) questionnaire; before treatment and 2-month follow up stage. Data were analyzed with multivariate analysis of covariance (MANCOVA) and analysis of covariance (ANCOVA). The results showed that experimental group had enhancement in hope, in both post-test and follow up.
Mahmood Najafi; Hasan Ahadi; Faramarze Sohrabi; Ali Delavar
Abstract
The aim of this research was to present the life satisfaction path analysis predictive model Predictive Model of Life Satisfaction based on positive psychology constructs. For this purpose, 100 employees of Tehran University were selected by multiple cluster sampling method. The instruments used in this ...
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The aim of this research was to present the life satisfaction path analysis predictive model Predictive Model of Life Satisfaction based on positive psychology constructs. For this purpose, 100 employees of Tehran University were selected by multiple cluster sampling method. The instruments used in this study were spiritual well-being, religiosity, hope, optimism, self-esteem, self-efficacy and life satisfaction. The collected data were analyzed using LISREL 7/8 by path analysis method. Results showed that that in the first presented model only, some indexes were fitted. So the modified model showed better fitting through data. Results indicated that spirituality; religiosity, hope, self-esteem, and self-efficacy variables have significant direct relationship with life satisfaction. Also, there is a significant indirect relationship between spirituality and religiosity with life satisfaction through hope, optimism, self-esteem, and self-efficacy variables. There was not significant relationship between gender, marital and economic status with life satisfaction. Finally in this research the role of positive psychology constructs were confirmed in life satisfaction that this finding indicates the importance of positive psychology constructs in life satisfaction.
Abolghasem Yaghoobi; Parisa Forotan Bagha; Hossein Mohagheghi
Volume 5, Issue 17 , May 2015, , Pages 19-33
Abstract
This study attempted to investigate the effectiveness of Schneider’s Hope Teaching theory on the attributional style of the students. Students type of attribution styles were investigated using Attributional Style Questionnaire (ASQ). The research was a quasi experimental one with pretest posttest, ...
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This study attempted to investigate the effectiveness of Schneider’s Hope Teaching theory on the attributional style of the students. Students type of attribution styles were investigated using Attributional Style Questionnaire (ASQ). The research was a quasi experimental one with pretest posttest, control group design. Total sample size was 24 and their experimental and control groups was random. The subjects in the experimental group received some courses on Hope during the eight session treatment period. After the required data was gathered, Covariance was used to analyze the data.The results revealed that Hope teaching increases positive attributional style (internal, stable, general) in positive situations Teaching decreases negative attributional style (external, unstable, local) in negative situations
