اثر القای خلق مثبت بر افزایش امید در بین دانشجویان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
امید نقش کلیدی در اعمال و رفتار آدمی دارد، استعدادها را شکوفا می سازد، اعتماد به نفس را زیاد می کند و آینده را روشنی می بخشد. هدف این پژوهش، بررسی اثر القای خلق مثبت بر افزایش امید در بین دانشجویان دانشگاه بوعلی سینا همدان بود. تعداد 45 دانشجو که نمره پایین تری در پرسشنامه امید کسب کرده بودند، به صورت تصادفی در سه گروه 15 نفره (دو گروه آزمایش "خلق مثبت و تصویر سازی ذهنی" و گواه) گمارده شدند. داده ها با استفاده از تحلیل کواریانس بررسی شدند. نتایج به دست آمده نشان دادند روش القای خلق مثبت به شیوه تصویرسازی ذهنی و به شیوه خواندن جملات مثبت به طور معنی داری باعث افزایش میزان امید در دانشجویان می شود. با توجه به یافته های پژوهش، روش القای خلق مثبت (تصویر سازی ذهنی و جملات مثبت) در افزایش امید دانشجویان مؤثر است؛ درنتیجه، می توان از این روش در افزایش امید در بین دانشجویان بهره برد.The effect of positive mood induction on increasing hope among students
Hope can play a crucial role in human behavior. It can help to develop talents, increase self-confidence, and brighten the future. This study aimed to investigate the effect of positive mood induction on increasing hope among students of Bu-Ali Sina University in Hamadan. Forty-five students with lower scores on the Hope Questionnaire were randomly assigned to the experimental (positive mood and mental imagery) and control groups (N = 15). The data were analyzed using the analysis of covariance. The results showed that the method of inducing positive moods by mental imagery and by reading positive sentences significantly increased the level of hope in students. According to the research findings, inducing a positive mood can effectively increase students' hope. As a result, it can be used to increase hope among students. Introduction * One of the most important factors in human success is life expectancy. Unless a human has hope for a desirable future, one cannot use the necessary perseverance to achieve the goal. Positive psychology is full of value and emphasizes happiness and positivity, strengthening one's strengths and values. Positive psychology seeks to discover the potential of individuals and their growth potential. Positive psychological approaches and concepts such as hope are recommended to prevent mental health problems in students (Kotera et al., 2021). In general, research shows that hope is a component of mental health. Positive beliefs not only help people adjust to coping with stressful events but also helps them protect their health (Taylor et al., 2000). Nellon et al. (1993) showed that a positive mood has benefits that increase hope and lead to health and well-being. The first method widely used to induce a positive mood was invented by Volton (1968). In his method, subjects are asked to read sentences slowly and then repeat aloud a list of sentences such as "I feel really good" (Velten, 1968). Various studies have examined the factors that promote hope. However, examining the effectiveness of the positive mood induction method can fill part of the gap in this field. Therefore, the present study sought to find how hope can be increased by inducing a positive mood. Method The present study was conducted by quasi-experimental method with a pre-test and post-test design and control group. The statistical population included all undergraduate students of Bu Ali Sina University in the academic year 2019-20 (N = 5580). Considering that in experimental studies, the minimum sample for each group of 15 people has been proposed (Cohen et al., 2000), in this study, 15 students were selected for each of the experimental and control groups. The hope questionnaire was used to assess the subjects' hope levels. This questionnaire, which was developed by Snyder et al. (1991) to measure hope, has 12 items and is administered as a self-assessment. The range of options is based on an eight-point scale ranging from 1 (strongly disagree) to 8 (strongly agree). The scores range between 8 and 64, and the lower score indicates a lower level of hope and vice versa. First, the experimental and control groups were tested (Snyder hope test). Then, in a private school, the first experimental group was taught mental imagery. The second experimental group was taught positive sentences in ten 90-minute sessions over two and a half months. Positive Mental Imaging Method : This method assumes that mood and memory are related. In this way, in the state of depressed mood, the man remembers more negative memories, and in the state of happy mood, more pleasant memories (Bower, 1981). Positive sentence reading method: This method, first used by Volton (1968), gives the subject a series of inductive sentences, and they are asked to repeat those sentences several times, and the hidden state in that sentence to create in themselves. In this method, the sentences are read to the subjects, and they are asked to take them with them and repeat them in different places such as university, home, bus, etc. (Argyle, 2001). Results One-variable analysis of covariance was used to investigate the effect of positive mood induction on increasing hope in students. Before analyzing a variable's covariance, its assumptions were examined. Test of parallelism for mental imagery groups (F = 1.924 , p = 0.177 ) and positive sentences (F = 0.001 , p = 0.983 ) . Levene's test for mental imagery groups (F = 1.122 , p = 0.072 ) and positive sentences (F = 0.144 , p = 2.254 ). The results of the analysis of covariance showed that the difference between the mean scores of hope between the group of mental imagery and the control was significant (F ₍ 1,27 ₎ = 108.2 , P < 0.05 ) . Thus, it can be said that the method of inducing a positive mood through mental imagery significantly increased students' hope levels. Also, the difference between the mean scores of hope between the group of positive and control sentences was significant (F ₍ 1,27 ₎ = 58.88, P < 0.01) . It can be said that the method of inducing a positive mood through positive sentences significantly increased the level of hope in students. Conclusion This study indicates that the effect of inducing a positive mood by reading positive sentences and mental imagery has led to an increase in hope for the future in students. The results of this study are consistent with the findings of McDonald et al. (2011). These findings are promising and show the potential value of positive psychology-based training programs and increase hope in particular. Teaching positive moods helps people gain more hope by thinking about the meanings and themes, strengthening optimism, identifying their strengths and abilities, and having a more optimistic outlook on their future. Seeing bright futures can increase problem-bearing endurance and redouble people's efforts to achieve goals. Paying attention to the strengths and good experiences of the past increases the likelihood of developing more positive personal perceptions. These strengths and perceptions enable people to take more responsibility for their credibility and value and to achieve a fuller and better understanding of themselves. A positive attitude allows the person to describe their situation with more positive personal perceptions. Especially when a person is asked to prove the validity of each of their strengths by presenting two criteria, the first criterion is to provide evidence of similarities and similarities. Then, the person is asked to list at least three good experiences in which the strengths in question were the main cause of that good incident. The second criterion is that one can clearly state the specific reason for the preference for using those particular strengths in those circumstances and events. When people examine some of their good experiences and find the ability to express these experiences. At the same time as the number of good experiences increases, their personal impressions expand and generalize. Then, these individuals can describe themselves in a more positive way. Ethical Consideration Compliance with Ethical Guidelines All ethical issues such as informed consent and confidentiality of participants' identity were respected Authors’ Contributions All authors contributed to the study. The first author written the first draft of the manuscript. The second author edited the manuscript. Conflict of Interest Funding This study was conducted with no financial support. Acknowledgment *. Corresponding author
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