درخت حوزه‌های تخصصی

Given the severe psychological stress of teachers in educational settings, it is of particular value to pay attention to improving their psychological well-being and to identify the factors that contribute to the decrease or increase in teachers' psychological well-being. For this reason, the aim of the present study was to investigate the role of predictor variables of psychological resilience, happiness, and mindfulness in the criterion variable of teachers' psychological well-being. For this reason, 113 people were selected from the statistical population of elementary school teachers in Rasht in the academic year (2023-2024) using the convenience sampling method and responded to the questionnaires of psychological well-being (Reif and Keyes, 1995), psychological resilience (Connor and Davidson, 2003), Oxford Happiness (Hills and Argyle, 2002), and Freiburg Mindfulness (Wallach et al., 2006). The results were analyzed in SPSS22 software using Pearson's correlation coefficient and stepwise regression, and the results showed that the relationship between psychological resilience and psychological well-being (r=0.61), the relationship between happiness and psychological well-being (r=0.49), and the relationship between mindfulness and psychological well-being (r=0.41) was positive and significant (p<0.01), and the three variables explained 50% of the variance in the changes in teachers' psychological well-being. Therefore, the psychological well-being of elementary school teachers can be predicted based on psychological resilience, mindfulness, and happiness.

This study examined the influence of time management practices and workplace bullying on organizational commitment amongst employees at Zahedan University of Medical Sciences. This study employed a descriptive-correlational research design. A convenience sample of 195 participants (93 women and 102 men) was recruited. Data collection utilized questionnaires that measured time management, workplace bullying, and organizational commitment. Pearson correlation coefficients and stepwise multiple regression analyses were conducted using SPSS software version 26. Analysis revealed significant positive correlations between organizational commitment and short-range planning skills and total time management scores. Conversely, negative correlations emerged between organizational commitment and victimization experiences, instances of fighting, and overall workplace bullying. Stepwise multiple regressions indicated that workplace bullying scores entered the model first, explaining 12.4% of the variance in organizational commitment. Short-range planning scores entered the second step, explaining an additional 2.3% of the variance. Interestingly, however, both bullying and short-range planning emerged as negative predictors of organizational commitment. These findings suggest that fostering short-range planning skills and addressing workplace bullying could be beneficial in enhancing employee organizational commitment. Future research could investigate potential interventions to improve time management and mitigate bullying behaviors within similar organizational contexts.

Objective: The present study aimed to predict attitudes toward marital infidelity in couples based on attachment styles and personality traits with the mediation of coping strategies (gender comparison). Methods: The research method was correlational and used structural equation modeling. The statistical population included all married women and men aged 25 to 45 in Tehran. A sample of 420 individuals, comprising 210 women and 210 men, was selected through convenience sampling. Research data were collected using the Whately Marital Infidelity Attitude Questionnaire (2006), the Collins and Read Attachment Styles Questionnaire (1994), the Cattell 16 Personality Factor Test (1973), and the Lazarus-Folkman Coping Strategies Questionnaire (1988). Relationships between variables were assessed using Pearson's correlation test, and the research model was evaluated using the Partial Least Squares (PLS) structural equation modeling technique. The mediation role was also assessed using the bootstrapping method in Smart PLS software. Data analysis was performed using SPSS version 27 and Smart PLS version 3. Findings: The research findings indicated that in the female sample, risk-taking as a personality trait could predict marital infidelity (p < .05). In the male sample, the conscientiousness personality trait directly predicted marital infidelity, while insecure attachment predicted marital infidelity both directly and indirectly through the avoidant-escape coping style (p < .05). Conclusion: The results showed that insecure attachment influences the tendency toward marital infidelity in the male group. Additionally, the conscientiousness factor influences the tendency toward marital infidelity in the male group, and the avoidance and escape strategies influence the tendency toward marital infidelity in the male group. The results also demonstrated that secure attachment negatively impacts the problem-solving coping strategy in the female group. Secure attachment negatively impacts the avoidant-escape strategy in the female group but positively impacts it in the male group. Insecure attachment positively impacts the avoidant-escape strategy in both the female and male groups. The conscientiousness factor positively impacts the problem-solving coping strategy in the female group. Moreover, sociability positively impacts the avoidant-escape strategy in the male group, while emotional stability negatively impacts the avoidant-escape strategy in the overall and male groups. Risk-taking negatively impacts the avoidant-escape strategy in the overall and male groups. These results showed no relationship between insecure attachment and the tendency toward marital infidelity in women.

Objective: This study aims to compare the effectiveness of Intensive Short-Term Dynamic Psychotherapy (ISTDP) and Acceptance and Commitment Therapy (ACT) enriched with compassion in altering dysfunctional communication beliefs among women seeking divorce. Methods: Statistical population of this study consisted of all women seeking divorce in District 4 of Tehran city in the year 2021, who were selected from counseling centers supervised by the Organization of Psychology and Welfare through convenience sampling. Next, Eidelson and Epstein’s (1982) Communication Beliefs Questionnaires were distributed for completion, and 45 individuals who scored high on these scales were selected as the sample and randomly placed into two experimental groups and one control group (each group consisting of 15 individuals). For data analysis, descriptive statistical methods (frequency indices, mean, and standard deviation) and inferential statistics (multivariate repeated measures analysis of variance) using SPSS-24 were employed. Findings: Results indicated no significant difference between the ISTDP and ACT enriched with compassion in altering dysfunctional communication beliefs. Both groups showed improvement compared to the control group, but no significant difference was noted between the two in terms of effectiveness. Conclusion: Both ISTDP and ACT enriched with compassion are effective in reducing dysfunctional communication beliefs among women seeking divorce, with no significant difference in effectiveness between the two. This suggests that both therapeutic approaches can be beneficial in this context. Future research should consider broader and more diverse samples, longer follow-up periods, and comparisons to active control groups to further understand the sustained impact and efficacy of these therapies.

 Objective: Academically successful students may expect higher performance in their next projects, volunteer work, and study sessions. Consequently, the primary emphasis of educational experts has always been elements impacting academic performance. This article examined the mediating effect of learning styles in the interaction between metacognitive viewpoints and students's academic achievement.Methods: This was descriptive, correlational study. Total number of female high school students in Astaneh Ashrafieh was 1,211. Random sampling enabled a cohort of 291 students to be chosen. Data were obtained with Academic Performance Questionnaire, Metacognitive Beliefs Questionnaire (MCQ) and Learning Style Orientation Measure (LSOM). Data analysis included structural equation modeling applied using SPSS-22 and Smart PLS 3.2.9 tools and correlation testing.Results: The findings revealed that indirectly, metacognitive views influenced academic performance by means of learning techniques. Moreover, academic performance revealed rather strong and unambiguous links between metacognitive perspectives and learning techniques (p <.05).Conclusion: Improved metacognitive views among students assist them to plan, define precise targets, track their learning activities and academic growth, and identify their strengths and flaws. Improving academic success and preventing academic failure depend on one focusing on the influence of metacognitive aspects and students' learning styles. At last, this study underlines how much learning techniques and metacognitive attitudes affect academic performance. The results reveal that by developing metacognitive abilities and appreciating various learning approaches, teachers may support their students in obtaining their academic goals quite efficiently.