اثربخشی آموزش روانشناسی مثبت بر افزایش خردمندی، تاب آوری و انعطاف پذیری شناختی دانشجویان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف این پژوهش، بررسی اثربخشی آموزش روانشناسی مثبت بر افزایش خردمندی، تاب آوری و انعطاف پذیری شناختی دانشجویان بود. طرح پژوهش، شبه آزمایشی با بهره گیری از پیش آزمون، پس آزمون و پیگیری با گروه کنترل بود. نمونه شامل 30 نفر از دانشجویان کارشناسی دانشگاه پیام نور در سال تحصیلی 1400-1399 بودند که به روش نمونه گیری دردسترس، انتخاب و به طور تصادفی در دو گروه کنترل و آزمایشی قرار گرفتند. ابتدا در مرحله پیش آزمون، هر دو گروه به پرسشنامه های خردمندی، تاب آوری و انعطاف پذیری شناختی پاسخ دادند، سپس آموزش روانشناسی مثبت نگر در 14 جلسه 60 دقیقه ای برای گروه آزمایش اجرا شد و بعد از پایان دوره برای مرتبه دوم (به عنوان پس آزمون) و پس از دو ماه برای مرتبه سوم (به عنوان پیگیری) هر دو گروه به پرسش نامه های پژوهش پاسخ دادند. داده ها با استفاده از تحلیل کواریانس تحلیل شدند. نتایج نشان دادند آموزش روانشناسی مثبت تغییرات پایداری در خردمندی، میزان تاب آوری و انعطاف پذیری شناختی گروه آزمایش نسبت به گروه کنترل در پس آزمون ایجاد می کند و این تأثیر در مرحله پیگیری نیز پایدار است. با توجه به نتایج پژوهش، از روش آموزش روانشناسی مثبت برای بهبود خردمندی، تاب آوری و انعطاف پذیری شناختی استفاده می شود.The Effects of Positive Psychology Training on Wisdom, Resilience, and Cognitive Flexibility of Students
This study aimed to investigate the effect of positive psychology training on students' wisdom, resilience, and cognitive flexibility. The research design was quasi-experimental, using pretest, post-test and follow-up design with the control group. The sample consisted of 30 undergraduate students of Payame Noor University in the academic year 2020-2021. The participants were selected by convenience sampling method and were randomly divided into control and experimental groups. First, in the pretest stage, both groups answered the questionnaires on wisdom, resilience, and cognitive flexibility. Then, positive psychology training was performed in 14 sessions of 60 minutes for the experimental group and the post-test was administered. After two months, for the third time (as a follow-up), both groups answered the research questionnaires. The analysis of covariance showed that positive psychology training caused stable changes in wisdom, resilience, and cognitive flexibility in the experimental group compared to the control group in the post-test. This effect was also sustained during the follow-up phase. The research findings indicate that positive psychology training could improve wisdom, resilience, and cognitive flexibility. Introduction * The student period is an exciting and challenging period for students. In the future, these people will be responsible for providing and promoting the community's health. In this regard, students must have high physical health, especially mental health (Besharat et al., 2021). In recent years, positivist psychology, emphasizing human abilities and virtues, have studied the factors that lead to mental health in difficult situations. In this psychological approach, wisdom is the first of the six attributes that belong to a healthy human being and has always been known as a positive source of human empowerment (Kalyar & Kalyar, 2019). Wisdom combines psychological tendencies and characteristics considered ideal for individual and social well-being (Walsh & Reims, 2017). One of the proven abilities of positive psychology is resilience (Rahimpour et al., 2021). Resilience is a psychological concept that describes how people cope with unexpected situations and means stubbornness in the face of stress, the ability to return to normal and survive and strive in difficult situations (Bahramian et al., 2020). According to Murray, cognitive flexibility enables a person to deal with the factors of pressures, challenges, and emotional-social harms so that one can deal appropriately and effectively with these situations (Mollai et al., 2020). In line with the study's objectives, the results of Naemi and Faeqi study (2018) showed that the intervention of positive psychology had a positive and significant effect on self-forgiveness and resilience of mothers of children with learning disabilities. Also, Nasiri et al. (2020) found that positive psychology could increase hope by strengthening social interactions and positive emotions and training hope and optimism. Studies by Gargan and Alabay (2020) reported that positive psychology increased students' resilience, optimism, and quality of life. Exposing students to stress and various problems can lead to various mental health problems and impair their mental health (Siddiq Ziaberi, 2019). Therefore, enhancing wisdom, improving and growing resilience and cognitive flexibility in educational systems are very important. Nevertheless, previous research has not sufficiently addressed the effect of positive psychology on increasing wisdom, resilience, and flexibility. To address this, the following research hypotheses were formulated: 1- Positive teaching significantly affects students' wisdom. 2- Positive education significantly affects students' cognitive flexibility. 3- Positive education significantly affects students' resilience. Method The research design was quasi-experimental, using a pretest, post-test, and follow-up (two months) with the control group. The statistical population of this study included all undergraduate students of Payame Noor University, Shahriar Branch, which according to the received statistics, them were 4000 ones. The statistical sample included 30 female students with an average age of 21 years. They had bachelor's degree (psychology, sports science, industrial engineering, and English translation) in the academic year 2020-2021. They were available by invitation to participate through WhatsApp and Telegram of Payame Noor University group. They were selected and randomly divided into experimental and control groups (each group consisting of 15 people). Moreover, the confidentiality of participants' demographic information and obtaining written consent to participate in positive psychology sessions were among the ethical considerations of this study. The measuring tools explain as follows: Wisdom Scale : This scale was designed by Webster to measure wisdom, consisting of 40 items. Each item is on a six-point Likert scale varying from 1 (strongly disagree) to 6 (strongly agree). This scale has five subscales: life experiences, emotional orderliness, reflection, humor, and openness to experience. Resilience Scale: Connor and Davidson (2003) developed this questionnaire to measure resilience in different people. This scale is self-report and has 25 questions. Scoring on this scale is based on a five-point Likert scale between zero (completely incorrect) to four (always correct). The higher scores indicate higher resilience. Cognitive Flexibility Questionnaire: The Cognitive Flexibility Questionnaire was developed by Dennis and Van der Roel (2010). This questionnaire has 20 questions and was designed to measure the amount of cognitive flexibility needed in the individual situation to challenge and replace dysfunctional thoughts with more efficient thoughts. It is scored on a seven-point Likert scale from 1 to 7 and measures three aspects of cognitive flexibility. Methods and analysis: For the experimental group, 14 sessions of 60 minutes (two sessions per week, virtual and by the researcher) training based on positive psychology was performed. However, no intervention was performed for the control group. To observe the ethics of the research, positive psychology sessions were conducted for the control group after the end of the research. Both groups were tested for the third time as a follow-up after two months and the results were compared with the control group. The data were analyzed using the analysis of covariance in the SPSS program. Results The mean age of participants was 21.1. The mean and standard deviation of the research variables are presented in Table 1. Table 2. Modified descriptive indicators of research variables The witness group examination Group Test stage Variable standard deviation Average standard deviation Average 15/40 98/33 14/72 134/53 post-test wisdom 14/80 98/40 13/06 134/20 Follow up 8/96 55/06 10/89 71/80 post-test Resilience 9/54 54/66 11/29 71/20 Follow up 9/32 59/33 9/81 72/60 post-test Cognitive flexibility 10/03 58/86 10/17 72/60 Follow up The results of the Box's M test showed that the homogeneity of the variance matrices was observed ( F =1.087, Box's M =26.751, p =0.257). To compare the experimental and control groups based on post-test scores, after controlling the effect of pretests, analysis of covariance was used to determine the effect of positivity training intervention on wisdom, resilience, and cognitive flexibility. The results of the analysis of covariance in the stages of post-test and follow-up measurements after adjusting the pre-test effect showed that there were significant differences in the scores for wisdom ( F =9/16, p <0.001), resilience ( F =8/21, p <0.001) and cognitive flexibility ( F =13/15, p <0.001). Also, the mean scores of these variables in the two experimental and control groups were significantly different ( p <0.05). Conclusion The results showed that positive psychology training is effective in increasing wisdom, resilience and cognitive flexibility and these results continued in the follow-up phase. These results are in line with the results of Naemi et al.'s (2018) study that positive psychology intervention has a positive and significant effect on the resilience of mothers of children with learning disabilities. Furthermore, training hope and optimism is effective in increasing hope. The results of Gargan and Alabay (2020) showed that positive psychology increases students' resilience. This finding is explained by positivist interventions using techniques that emphasize effective principles such as intimacy, subtle empathy, initial trust, originality, and understanding, which can enhance emotional discipline and humor. Self-acceptance and pessimistic attributional styles are among the factors that increase wisdom. These factors were learned by experimental group. In this regard, learning the principle of optimism can effectively change pessimistic attributional styles and thereby improve the signs of wisdom (Nasiri et al., 2020). Furthermore, participants learned that negative sentences and phrases could be changed to positive ones, and thereby reduce the negative effects of these phrases and increasing their resilience (Eskandari et al., 2019). In this study, individuals in the experimental group could determine the meaning of their lives and future goals, which is associated with the development of cognitive flexibility (Yadegari et al., 2021). Of course, this study has some limitations. The first limitation of the research is related to the society and the statistical sample. Considering that the participants of this project were undergraduate female students of psychology, industrial engineering, sports science, and language translation at Payame Noor Shahriar University, caution should be exercised in generalizing the results to other groups, individuals, and academic fields. Compliance with Ethical Guidelines All ethical issues like informed consent and confidentiality of participants’ identifications were compiled based on ethical committee of Payame Noor University, Iran. Authors’ Contributions All authors contributed to the study. The first author written the first draft of the manuscript. The second author edited the manuscript. The third author advised result sections Conflict of Interest The authors declare no conflict of interest. Funding This study was conducted with no financial support. Acknowledgment The authors would like to express their gratitude to all of participants of the study. *. Corresponding author
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