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Volume 24, Issue 152 (10-2025)
Journal of Psychological Science 2025, 24(152): 81-100 |
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hajizadehanari M, miri M. (2025). Comparing of the Effectiveness of Positive Training and Mindfulness-Based Cognitive Therapy on Teaching Self-Efficacy and Anxiety of Physics Student-Teachers. Journal of Psychological Science. 24(152), 81-100. doi:10.61186/jps.24.152.81
URL: http://psychologicalscience.ir/article-1-2674-en.html
URL: http://psychologicalscience.ir/article-1-2674-en.html
Department of Psychology and Counselling, Farhangian Univercity, Tehran, Iran. , hajizadehanari@cfu.ac.ir
Abstract: (1022 Views)
Background: Teachers, in the early stages of their careers, often encounter challenges such as anxiety and feelings of inefficacy, which can significantly impact the quality of their teaching and their self-efficacy. These psychological issues may have long-term detrimental effects on their professional development and career progression. Despite extensive research on teaching self-efficacy and anxiety in educational settings, a comprehensive comparative analysis of the effectiveness of positive psychology and mindfulness-based interventions in this context remains largely unexplored.
Aims: This study aimed to compare the impact of these two psychological interventions on reducing teaching anxiety and enhancing teaching self-efficacy, with potential implications for developing novel approaches in education, especially for preventing psychological challenges in the early stages of teaching careers.
Methods: The method of this research was, semi-experimental study employed a pre-test and post-test design with a control group and a two-month follow-up. The study population included all physics teachers at Shahid Beheshti Higher Education Center in Tehran for the 2023-2024 academic year. A total of 45 participants were selected through convenience sampling and randomly assigned to three groups (two experimental groups and one control group, with 15 participants per group). The research instruments included the Teacher Self-Efficacy Questionnaire (Schwarzer, Moran, & colleagues, 2001) and the Teaching Anxiety Scale (Hart, 1987). The first and second experimental groups underwent positive psychology training and mindfulness-based cognitive therapy, respectively, with eight weekly sessions, each lasting 90 minutes. The control group did not receive any intervention. Data were analyzed using SPSS-24 software and statistical methods including Analysis of Covariance (ANCOVA), Repeated Measures Analysis of Variance (ANOVA), and The Bonferroni test.
Results: The results showed that both interventions, positive psychology training and mindfulness-based cognitive therapy, significantly increased teaching self-efficacy and reduced teaching anxiety among physics Student-teachers (P< 0.05). However, in the comparison between the two interventions, positive psychology training was more effective in enhancing teaching self-efficacy, While mindfulness-based cognitive therapy was more effective in reducing teaching anxiety.
Conclusion: The findings emphasize the importance of interventions based on positive psychology and mindfulness in improving teaching self-efficacy and reducing teaching anxiety among Student - teachers. Specifically, positive psychology training significantly increased teaching self-efficacy, and mindfulness-based cognitive therapy was particularly effective in reducing teaching anxiety. These results underscore the need to incorporate these approaches into the teacher education programs at the University of Teacher Education.
Aims: This study aimed to compare the impact of these two psychological interventions on reducing teaching anxiety and enhancing teaching self-efficacy, with potential implications for developing novel approaches in education, especially for preventing psychological challenges in the early stages of teaching careers.
Methods: The method of this research was, semi-experimental study employed a pre-test and post-test design with a control group and a two-month follow-up. The study population included all physics teachers at Shahid Beheshti Higher Education Center in Tehran for the 2023-2024 academic year. A total of 45 participants were selected through convenience sampling and randomly assigned to three groups (two experimental groups and one control group, with 15 participants per group). The research instruments included the Teacher Self-Efficacy Questionnaire (Schwarzer, Moran, & colleagues, 2001) and the Teaching Anxiety Scale (Hart, 1987). The first and second experimental groups underwent positive psychology training and mindfulness-based cognitive therapy, respectively, with eight weekly sessions, each lasting 90 minutes. The control group did not receive any intervention. Data were analyzed using SPSS-24 software and statistical methods including Analysis of Covariance (ANCOVA), Repeated Measures Analysis of Variance (ANOVA), and The Bonferroni test.
Results: The results showed that both interventions, positive psychology training and mindfulness-based cognitive therapy, significantly increased teaching self-efficacy and reduced teaching anxiety among physics Student-teachers (P< 0.05). However, in the comparison between the two interventions, positive psychology training was more effective in enhancing teaching self-efficacy, While mindfulness-based cognitive therapy was more effective in reducing teaching anxiety.
Conclusion: The findings emphasize the importance of interventions based on positive psychology and mindfulness in improving teaching self-efficacy and reducing teaching anxiety among Student - teachers. Specifically, positive psychology training significantly increased teaching self-efficacy, and mindfulness-based cognitive therapy was particularly effective in reducing teaching anxiety. These results underscore the need to incorporate these approaches into the teacher education programs at the University of Teacher Education.
Keywords: positive training, mindfulness-based cognitive therapy, self-efficacy, teaching anxiety, student - teachers
Type of Study: Research |
Subject:
Special
Received: 2024/11/1 | Accepted: 2025/01/4 | Published: 2025/11/6
Received: 2024/11/1 | Accepted: 2025/01/4 | Published: 2025/11/6
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