POSITIVE PSYCHOLOGY RESEARCH
Year:2018 | Volume:4 | Issue:3 (15) |Papers Count:6

The aim of the present study was to investigate the role of emotional maturity, ego-resiliency andspiritual intelligence in prediction ofadjustment to college with control of cognitive flexibility on students. In a correlation study 277 students of shahidchamran university in Ahvaz city were selected via multistage cluster sampling method during the fall semester of the 2016-2017 academic year. The participants completed the items of Emotional Maturity Scale(Sing and Bahargava), Ego-Resiliency Scale(Block and Kreman), Spiritual Intelligence Scale(King), Adjustment to CollegeScale(Baker and Siryk) and Cognitive Flexibility Inventory(Dennis and Vander). To analysis the data, statistical methods of Pearson correlation coefficient and Analytical Hierrarchy Process were conducted. The results showed that emotional maturity, ego resiliency, spiritual intelligence and cognitive flexibility had a significant positive correlation with adjustment to college. Moreover Analytical Hierrarchy Process showed that emotional maturity, ego-resiliency and spiritual intelligencewith control of cognitive flexibility were able to predict 28. /. variance of adjustment to college scors. Therefore emotional maturity and spiritual intelligence were important predictors of adjustment to college, so in education programs for increase adjustment to college, emotional maturity, ego-resiliency and spiritual intelligence requires more attention.

The aim of this research was to determine the mediator role of self-compassion in the effect of personality traits on positive psychological functioning among female university students of Isfahan city. For this purpose from among female students of Isfahan university, Isfahan University of Medical Science and Islamic azad University of Isfahan(khorasgan) at second term of 2014-2015 and on the basis of determination table of sample size, (Kohen et al) 378 subjects were selected. The subjects responded to Neo Personality (Costa & McCrae), Self-compasion (Neff), Subjective Happiness (Lepper & Lyubomirsky), Optimism (Scheier & Carrer), Intellectuality (Ardelt), and Positive Affect (Watson, Clark & Tellegen) questionnaires. According to the results self-compassion mediated the effect of personality traits (neoroticism and extraversion) on positive psychological functions. The results of this study can help university administrators advance educational programs to increase self-compassion and positive psychological functions in students and improve their academic performance.

The purpose of this research was to investigate the effect of mindfulness on academic achievement, and academic adjustment with the mediation role of academic self-concept of female students at Farhangian University of Kerman. The method was descriptive of the correlation kind. The sample composed of 299 female students who were selected based on the simple random sampling method. In this research, in order to collect the data, grade point average of the first term in the academic year, the Baker and Siryk’ s Adaptation to College Questionnaire (SACQ), the Freiburg Mindfulness Inventory (FMI), and the Academic Self-Concept Questionnaire (ASCQ) were used. To analyze the data, the path analysis was used. The results indicate that mindfulness does not have a direct effect on academic achievement while it has a direct effect on academic adjustment. Academic self-concept does not have a mediation role in academic achievement while it has a mediation role in mindfulness and academic adjustment. Overall, it is concluded that self-concept as a mediator does not have any role in the relationship between mindfulness and academic achievement, but it plays a role as a mediator between mindfulness and academic adjustment.

The purpose of this study was to investigate the relationship between God-image and psycho-spiritual development with depression, anxiety, and stress in students. The research method is correlational. The sample consists of 377 female and male under graduate students Azad University, South Tehran Branch, selected with the multistage cluster sampling method. All the participants were subject to four tests: the tension factors scale (DASS 21), psycho-spiritual development, and researcher-made tests of self-image and God-image. The findings indicated that there is negative, inverse relationship between the psycho-spiritual development level, with depression, anxiety, stress and God-image. Also there is a significant positive, direct relationship between the God-image and depression. God-image has an important contribution to anticipating depression, anxiety and stress. With high probability, it could be concluded that in the level of psychological evolution, the lower Psycho-spiritual development forms negative and ineffective, and the place of hope and activity creates fear and despair in a person, which provides the ground for depression, anxiety and tension.

The purpose of this research was to examine the effect of self-forgiveness workbook intervention on responsibility, and willingness to make reparations among students. At the first, using Heartland Forgiveness Scale, from among 280 students, a total of 40 with minimum score, were randomly chosen and assigned to two experimental and control groups. The research method was semi-experimental. The experimental group received ten 60-minute sessions self-forgiveness training and the control group did not receive any training during this period. Both groups responded to the California Responsibility Scale and Woodyatt and Wenzel Willingness to Make Reparations Scale before and after the intervention. The results showed that there was a significant difference between the experimental and control groups in responsibility and willingness to make reparations. Self-forgiveness workbook intervention was effective in promoting responsibility and willingness to make reparations among students. Also, the result revealed intervention effects was permanent during time (from posttest to follow-up). In general, Self-forgiveness is effective in changing the students` responsibility by reducing negative and increasing positive emotions, and by increasing the adaptive strategies in students. It tends to improve willingness to make reparations. The results of this study have implications for combined training methods of promoting forgiveness.

The purpose of this research was to investigate the effect of group logotherapy on self-esteem and psychological well-being of female students with love trauma syndrome. The semi-experimental design: pre-post test and follow-up with control group was used in this study. Populations were all female students of Kurdestan Univesity in 2017 and were selected through purposive sampling method. Sample numbers were 24 students that gained high scores on Rosse's Love Trauma Inventory who randomly assigned to two control and experiment groups (each group included 12 students). Also the Rosenberg Self-esteem Scale and Ryff's Scales of Psychological Well-being were completed by both groups as the pre-test. The experiment group was exposed to 10 instruction sessions of group logotherapy and the control group received no intervention. By the end of the therapeutic period, both groups were examined by the same inventory as post-test and the follow-up was performed after 1 month. The results of multivariate analysis of variance showed that there were significant differences between posttest, mean scores of self-esteem and psychological well-being in the experimental and control groups and logotherapy had positive effects on experimental group. These results were also preserved in the follow-up test. The overall results indicate that group logotherapy can be used as an effective treatment for increasing self-esteem and psychological well-being.