درخت حوزه‌های تخصصی

Purpose: Academic buoyancy is one of the effective variables in the academic field and learning environment of students. Therefore, the objective of this research was to design the academic buoyancy model based on life expectancy with the mediation of happiness in female high school students in Hamedan city. Methodology: The methodology of this research was correlational and SEM. The statistical population included all female students of the second secondary school in Hamedan city, and the statistical sample was selected based on the number of items used in the questionnaires as 370 people with the multi-stage cluster sampling method. Academic buoyancy (Hosseinchari and Dehghanizadeh, 2013), life expectancy (Hallajian, 2019), and Oxford happiness (Argyl et al., 1989) scales were used to collect data. For data analysis, a structural equation test was used in the PLS-3 software environment. Findings: The results showed that life expectancy has a direct and positive effect on academic buoyancy (β = 0.36, p <0.01) and happiness (β = 0.46, p < 0.01). Happiness also has a direct and significant effect on academic buoyancy (β = 0.34, p<0.01). Also, happiness has a significant mediating role in the relationship between life expectancy and academic buoyancy (β = 0.16, p<0.01). Conclusion: since life expectancy creates a more positive atmosphere, it can be effective in increasing the feeling of happiness, and happiness creates buoyancy in the academic environment, followed by an increase in academic buoyancy.

Introduction: The purpose of this study was to design a stress management training program and determine its effectiveness on the quality of work life, career engagement and professional ethics for high school teachers. Methodology: The research was done in a mixed method in two stages. The first stage was qualitative that training package was created and the second stage was quantitative, implemented in the form of factor analysis. The statistical population in the qualitative section included scholars and academic experts (psychologists and educational management) as well as those who had specialized research studies in this field. Purposeful sampling method was used to determine the samples. The sample size in this section was 12 ones based on the saturation principal. The statistical population of the quantitative section included all first-grade female high school teachers in Shahriar City in 2018. 474 ones were randomly selected and filled out the questionnaires. After designing the program, it was validated based on theoretical foundations and semi-structured interviews with teachers and experts in the field of psychology. According to the literature review, seven factors were identified using the exploratory factor analysis. Findings: Based on the study on this field, the first factor was the recognition of tensions, the second one was expression, the third one was the anger management skill, the fourth one was replacing rational thoughts, the fifth one was the rational behavior skill, the sixth one was the time management, and the seventh one was called self-relaxation. Conclusion: Stress management techniques are used successfully in many emotional and physical problems such as anxiety, depression, insomnia, and career problems, and are effective.