Showing 5 results for Flourish
Mohammad Hossein Sahrifian, Jalil Fath Abadi, Omid Shokri, Saeed Ghanbari,
Volume 18, Issue 79 (10-2019)
Abstract
Background: Martin M Seligman has developed a multi-dimensional model of Flourishing, PERMA. This model combines positive emotion (hedonic) and positive performance (eudiamonic) dimensions. Research has shown a positive relation between Flourishing and happiness, productivity, resiliency, life satisfaction, and a negative relation with death thoughts, physical illness, and stress experiment. The Workplace Flourishing Questionnaire (PERMA) is developed by Kern and was administered in Australia, Japan, Hong Kong, and the United States and its psychometric properties were reported. Although flourishing in general and in the workplace is significant, it’s not mentioned in Iran. Aims: The purpose of this study was to investigate the psychometric properties of the PERMA flourishing Questionnaire at work for teachers in Iran. Method: current research is a descriptive study. 394 teachers have responded to the translated version of the online flourishing questionnaire. Results: The factor structure of the flourishing scale has been investigated by confirmatory factor analysis. And the model fit indices, indicate that the model fits well with the data. Chi-square (χ 2) with the value of 2339/17 and degree of freedom 80, softened chi-square (χ2/df= 2/989), comparisons fit index (CFI= 0/98), goodness of fit index (0/95 GFI= goodness of fit index (AGFI= 0/96) and second root mean squared error approximations (RMSEA= 0/065) were all at the desired level indicating goodness of fit with the conceptual model. Conclusions: Based on the findings of this study, it can be concluded that the model of flourishing PERMA. Was applied in different samples including Iranian teachers group.
Sayed Hiwa Mohamadjani, Ali Mohammad Rezaei, Mohammad Ali Mohammadyfar, Hanieh Hojabrian,
Volume 19, Issue 95 (10-2020)
Abstract
Background: Numerous studies have examined flourishing. However, research to assess the validity of the flourishing pattern in the indigenous context of Iran and to address the shortcomings of this model, including the lack of tools to measure some of the components and relationships between the components of the model, has been neglected. Aims: The goal was to predict flourishing based on pattern of psychological flourishing on HPMF human. Method: The research was correlational, the primary teachers of Saqqez were statistical society. 614 people randomly were chosen as sample by multi-step in categories and they responded questionnaire of rehabilitation Riff psychological(1995), Luthans psychological capital(2007), Goldberg five factor personality model(1999), private self awarenesn by Charles Carver(1990), Ahwaz stubbornness psychological AHI(1998), Hozhbaryan flourishing HPFS(2014) and two questionnaire of researcher made on environmental-social-cultural conditions and motivation to flourish(p< 0/01). Results: The result showed that between all variables of the model, there's a positive correlation. The result of structural equations model showed that having purpose will directly meaningfully have positive effects on motivation flourishing. Variables of motivation flourishing, background conditions، intermediate conditions will directly affect self management and indirectly affect positive on flourishing (with interference of self management) Variable of self management also directly influences the flourishing meaningfully. Conclusions: Based on current research, applying enough plans in order to increase conclusion, improvement of background conditions and intermediate conditions, promote flourishing motivation and self management are suggested for flourishing teachers.
Soleiman Ashkoti, Bahman Kord, Hoshang Jadidi,
Volume 21, Issue 113 (8-2022)
Abstract
Background: Academic Adjustment refers to the ability to adapt to new information, experiences, and learning environments. Among the important features that can affect academic adjustment is the ability of emotional self-regulation and orientation of tendency-dominance with the mediating role of academic flourishing in students. However, so far, no research has examined the integration of the relationships of these variables in the form of a comprehensive model.
Aims: This study was conducted to develop a causal model of academic adjustment based on emotional self-regulation and orientation of tendency-dominance and the mediating role of academic flourishing in students.
Methods: In this descriptive-correlational study, the statistical population included 384 people consisted of all high school second-grade students in Mahabad in 2019-2020, which were selected by multi-stage cluster sampling. Research instruments include the Achievement Goal Questionnaire (Elliott & Murayama) (AGQ-R), March's Emotional Self-Regulation Questionnaire (1998), the Diner and Biswas Academic Flourishing Scale (2008), and the Baker and Cyriac Standard Adjustment Questionnaire (1984). The evaluation of the proposed model was performed using the path analysis method.
Results: The results showed that the variables of emotional self-regulation (P= 0.001), orientation of tendency-dominance (P= 0.004) and academic flourishing (P= 0.001) predicted academic adjustment directly. Also, emotional self-regulation (P= 0.001) and orientation of tendency-dominance
(P= 0.001) have a direct relationship with academic flourishing. Emotional self-regulation and orientation of tendency-dominance have an indirect relationship with the mediation of academic flourishing on academic adjustment (P= 0.001).
Conclusion: According to the findings of this study, academic flourishing (in the meaning of the desire to progress and get better) plays a significant mediating role in the relationship between emotional self-regulation, orientation of tendency- dominance and academic adjustment.
Mohsen Shokoohi-Yekta, Seyedsaeid Sajjadianari, Seyedesoraya Alavinezhad,
Volume 23, Issue 133 (3-2024)
Abstract
Background: Family is a crucial context for a child's healthy development. Parents awareness of parenting style, can lead to a reduction in children's behavioral problems, flourishing their talents, and a decrease in conflict in family relationships.
Aims: For this purpose, the educational intervention in the form of a workshop on child development was considered for parents to examine its effectiveness in solving family problems and behavioral problems of children.
Method: The present study is a quasi-experimental in which the pre-test post-test design is used. In this study, parents of children 7 to 12 years old announced their readiness to participate in the child development workshop. All 32 working parents were evaluated using the Eyeberg Child Inventory and Family Problem Solving scale. The parents of the intervention group participated in five sessions of the Child Development Training Program., In order to examine the significance of the difference between pre-test and post-test scores, paired sample t-test was used.
Results: The findings of this study indicated that the average score of family problem solving in pre-test and post-test shows an increase of 11 points in post-test. The value of t obtained is 2.56, which is significant at the level of P=0.05. Also, the mean scores for behavioral problems in pre-test and post-test shows a decrease of 3 points in post-test. The value of t is equal to 2.42, which is significant at the level of P=0.05. This change was statistically significant in both scales.
Conclusions: Child Development Training Program has caused a decrease in behavioral problems and an increase in family problem-solving. According to these results, it can be concluded that designing and planning in order to provide training interventions, especially teaching parenting styles and parents' awareness of physical, emotional, affective and cognitive features of children can be an effective step in strengthening parents in the real confrontation with children's behavioral problems and also managing them and solving their family problems.
Karim Ahani Pour Abarghan, Majid Zargham Hajebi, Ghorban Fathi Aghdam,
Volume 24, Issue 153 (11-2025)
Abstract
Background: Previous research has shown that psychological trauma can have profound effects on individuals' mental health. However, some individuals achieve a level of post-traumatic growth (PTG) after experiencing trauma. Flourishing, as one of the positive psychological dimensions, plays a significant role in this process. Nevertheless, the underlying mechanisms of this relationship, particularly the role of self-acceptance as a mediating factor, have been less explored.
Aims: The present study aimed to explain the model of post-traumatic growth based on flourishing with the mediation of self-acceptance.
Methods: The research method was descriptive-analytical, using structural equation modeling. The statistical population included all individuals who had experienced psychological trauma and sought psychological services at counseling centers in Tehran in 2023. Among them, 400 individuals were selected through convenience sampling and responded to the Post-Traumatic Growth Inventory (Tedeschi & Calhoun, 1996), the Flourishing Questionnaire (Salimi et al., 2017), and the Self-Acceptance Questionnaire (Chamberlain & Haaga, 2001). Data were analyzed using Pearson’s correlation coefficient and structural equation modeling in SPSS version 25 and PLS version 4.
Results: The findings of this study indicated that psychological flourishing has a significant positive impact on post-traumatic growth both directly and indirectly (through self-acceptance) (P < 0.05). Self-acceptance, as a mediating factor, plays a key role in facilitating the process of achieving post-traumatic growth (P < 0.05). These results emphasize the importance of enhancing self-acceptance and flourishing in psychological interventions for individuals who have experienced trauma.
Conclusion: The results of this study suggest that strengthening psychological flourishing and self-acceptance can help individuals achieve a level of growth and personal excellence after experiencing psychological trauma. These findings indicate that psychological interventions should focus on increasing self-acceptance and flourishing to help individuals better adapt to the consequences of trauma and achieve post-traumatic growth.