POSITIVE PSYCHOLOGY RESEARCH
Year:2023 | Volume:9 | Issue:3|Papers Count:6

The current research was conducted with the aim of identifying the emotional and social competences of teachers in the form of the conceptual model of a positive teacher. In terms of its fundamental purpose, this research was carried out with a qualitative approach and using the theory of fundamental conceptualization. The participants were university experts who were interviewed from Tehran, Khwarazmi, Allameh-Tabatabai, Shahidbeheshti, Al-Zahra and Shiraz universities. According to the criterion of theoretical saturation, after interviewing 18 participants, theoretical saturation was achieved. Data were collected through semi-structured interviews and then categories and components were extracted through open coding, central coding and selective coding. The designed framework includes causal conditions (emotional abilities, flourishing classroom design abilities, and social abilities); Intervening conditions (cognitive skills, self-transformation, self-development, intelligence, level of mental health literacy and personality); Background conditions: (family conditions, social factors, moral factors, cultural ability, school organization position and structural factors); Strategy and strategies: (policy making, planning, changing educational procedures and empowering teachers); and the consequences (raising a positive generation, positive organizational transformation and realizing the essence of teachers). In general, it can be said that the extraction of the mentioned characteristics can be used in the selection and training of teachers.IntroductionTheoretical and empirical evidence shows that positive psychology provides effective and valuable research findings in the field of teachers' well-being and mental health (Singh & Kaur., 2019). One of the important topics of this field is the emotional and social skills of teachers. The emotional and social competencies while supporting the acquisition of adaptability (Kerr et al., 2019) and effective coping with life pressures and requirements (Scott et al., 2023) and positive interactions with others (Macintyer et al., 2020) constitute importantly to the well-being and psychological health of teachers (Dreer., 2020). In this regard, Jennings et al. (2019) believe that emotional and social skills play an important role in the teaching process, and a teacher needs a full range of emotional and social skills to be effective in the classroom. In its most general form, emotional and social competencies are a set of skills, attitudes and values related to the ability to correctly interpret and interpret emotions, manage emotions and emotions, deeply understand the emotions of others, make effective decisions, and determine positive social goals (Larsti et al., 2019). Considering that emotional and social skills as an important and necessary indicator in the field of education (Jennigs et al., 2019) plays a decisive role in improving the well-being and mental health of teachers and then students, the development and promotion of models based on the identification of these capabilities as much as possible, it is extremely important (Glavili et al., 2023). However, this field still lacks a comprehensive and coherent organizational framework to determine the emotional and social competencies that teachers value. On the other hand, despite the importance and significant role of positive psychology in the field of teachers' professional health, there is a to the design and formulation of a model that emphasizes the identification of antecedent elements, and specifies the consequence and processes. Therefore, the main goal of the current research was to provide a model of emotional and social competence of teachers based on the principles and foundations of positive psychology in the framework of the conceptual model of a positive teacher.  MethodThe current research is descriptive in terms of its basic purpose and in terms of data collection method and qualitative in terms of the nature of the data. According to the criterion of theoretical saturation, theoretical saturation was obtained after interviewing 18 participants. Purposive sampling method was used to select the participants of the sample group. The number of experts was 18 and included: four from Tehran University, four from Kharazmi University, three from Shahid Beheshti University, three from Allameh Tabatabai University, three from Al-Zahra University and one from Shiraz University. In order to collect data, a semi-structured interview tool was used. The method of interview analysis was carried out using the analytical techniques of Strauss and Corbin (2008) in three stages of open coding, axial coding and selective coding.  ResultsThe data were analyzed in the form of Strauss and Corbin (2008) paradigm model in three stages of open, axial and selective coding. The data were later categorized in the form of causal conditions, contextual conditions, intervening conditions, strategies and consequences: 1. What are the effective factors in the development of a positive teacher? Causal factors: Among the categories extracted from the interviews conducted with experts, three general categories of emotional abilities, classroom design flourishing abilities and social abilities were classified as the causal factors in positive teacher education. 2. What are the conditions for effective intervention in positive teacher training? Intervention conditions: six general categories of cognitive skills, self-development, self-improvement, wisdom, mental health literacy and personality were the intervention conditions. 3. What are the effective conditions for positive teacher training? Background conditions included six main categories: family conditions, social factors, moral factors, cultural competence, school organization status and structural factors. 4. What are the effective strategies for the growth and development of a positive teacher? Strategies: In the obtained conceptual model, strategies involved policy making, planning, changing educational procedures and empowering teachers. 5. What are the consequences of using strategies in the development of a positive teacher? The results showed that the consequences related to the emergence of a positive-thinking teacher included raising a positive generation, positive organizational transformation, and realizing the essence of teachers.  ConclusionThe current research was conducted with the aim of identifying the components of the conceptual model of a positive teacher. To collect data, semi-structured interviews were conducted with experts in the fields of positive psychology and teaching and learning. In the next step, the data collected from the interviews were coded using the grounded theory method. The result of the grouping of codes showed general categories that were theoretically modeled in five categories: a) causal conditions: emotional abilities, flourishing classroom design abilities, social abilities, c) intervention conditions: perspective of self-transformation, self-development, wisdom, mental health literacy and personality traits d) background conditions: family conditions, social factors, moral factors, school organization situation, structural factors. e) Strategies: policy making, planning, changing educational procedures and empowering teachers. f) Consequences: raising a positive generation, positive organizational transformation and understanding the nature of teachers. In the model, a wide range of factors were presented in a broad framework, which should be given special attention in order to improve the emotional and social skills of a positive teacher. Ethical ConsiderationCompliance with Ethical Guidelines: Compliance with Ethical Guidelines: All ethical issues such as confidentiality of participants' identity were attended to and informed consent were obtained from the participants.Contribution of the authors: This article is extracted from the doctoral thesis of the first author. Extraction, preparation, editing and submission of the article were done by the first, second and third authors. The fourth and fifth authors are thesis advisors.Conflict of interest: There is no conflict of interest between the authors of this article.Funding: The authors received no financial support for the study.Acknowledgment: The authors thank all theparticipants of this study.

The purpose of the current research was to examine the fit of the systemic classroom flourishing model (FCSM) of Allison et al. (2020) and determine its academic consequences. The current research was descriptive and of the type of correlation studies and specifically structural equation modeling based on the partial least squares (PLS) approach. Using the multi-stage cluster sampling method, 1000 students of the second year of high school in Arak city were selected from 20 schools and 100 classrooms (10 students in each class) and used research tools including the classroom flourishing scale (Bayat and Rezaei , 1401), Martin and Marsh's academic vitality questionnaire (2006), Harter's academic motivation questionnaire (1981), academic satisfaction subscale, derived from Heubner's multidimensional life satisfaction scale (MSLSS), and Rio's academic engagement questionnaire (2013). In order to analyze the data, partial least squares (PLS) method was used. The results showed that the classroom flourishing model and its academic consequences have an acceptable and satisfactory fit. According to the mentioned model, classroom flourishing consists of 4 factors of cohesion, flexibility, communication and well-being, with factor loadings of 0.885, 0.902, 0.854 and 0.965, respectively. Also, the factors of cohesion, flexibility and communication each consisted of three subscales and the well-being factor consisted of six subscales, all of which had satisfactory factor loadings. In addition, according to the mentioned model, the most important academic consequences of classroom flourishing are academic involvement, academic motivation, academic vitality, academic satisfaction and academic progress. The divergent validity of the classroom flourishing model and its academic outcomes were investigated and confirmed using the heterotrit-monotrit (HTMT) criterion and its convergent validity using the average explained variance (AVE) and the Rau reliability index (rho). The reliability of the model tools was calculated using Cronbach's alpha coefficient and composite reliability (Dillon-Goldstein coefficient). The results showed that all the obtained coefficients for the main variables of the model are favorable and satisfactory (between 0.837 and 0.973). The overall fit of the model was also obtained using the GOF goodness of fit index (Tennhaus et al., 2004) equal to 0.64, which indicates a strong fit of the model. In general, based on the results, it can be said that the classroom flourishing model has a good fit, and the developed model and tools can be used to monitor the classroom flourishing and improve it. IntroductionPositive education aims to combine the concepts of positive psychology with practical approaches of education to create strengths, competence, well-being and resilience in students (Waters, 2019). Positive education should go beyond person-centered psychological interventions (Allison et al., 2020). In this regard, Fish and Dunn's (2000) Classroom Systems Model of Observation (CSOM) helps teachers to understand collective well-being and determine where and how to change the classroom system. In this model, classroom system is explained by three elements: coherence, flexibility and communication. The extended version of the model includes well-being and is called Flourishing Classroom Systems Model (FCSM) (Allison et al., 2020). Clearly, if teachers want to raise flourishing students, they need to consider the components of the FCSM. Flourishing classroom has important adaptive consequences such as academic progress, valuable relationships, and optimal state of mental health (Agenor et al., 2017).  Despite the importance of flourishing of the classroom and its positive academic consequences, few researches have been conducted on this topic. Thus, it was necessary to present a model to improve the flourishing of the classroom and achieve positive academic outcomes. MethodThis study used a descriptive-correlational design. Using the multi-stage cluster sampling, 1000 second grade secondary school students were selected from 20 schools and 100 classrooms in Arak, Iran. According to Hair et al. (2021), this sample size was sufficient for the purposes of the present study. The instruments used included the Classroom Flourishing Scale, Academic Vitality, Academic Motivation, Academic Satisfaction and Academic Engagement Questionnaires. The questionnaires were preliminarily evaluated in a small scale (50 people) online and their comprehensibility and possible problems were evaluated. Then, the researcher uploaded the the questionnaires’ links in Shad program. To analyze the data and check the fit of the model, the Partial Least Square method (PLS) was used. PLS software version 3.3 was used to compile the confirmatory factor analysis model and SPSS was used for descriptive statistics. ResultsThe results showed that the coefficients of FCSM and its positive academic outcomes were acceptable and satisfactory. All t values ​​were higher than the required limit (1.96), indicating that all the drawn relationships are confirmed at the confidence level of 0.99 and above. According to the model, classroom flourishing (third-order component) consisted of 4 second-order latent factors. Factor loadings related to second-order latent factors were all favorable and satisfactory. The factor loadings associated with the second-order latent factors included cohesion (0.88), flexibility (0.90), communication (0.85) and well-being (0.96). Cohesion, flexibility, and communication each included three first-order latent factors, while well-being consists of six first-order latent factors. Factor loadings related to all first-order latent factors were also favorable and satisfactory. The coefficients of the effect of classroom flourishing on each of the academic outcomes involved academic engagement (0.30), academic motivation (0.25), academic vitality (0.24), academic satisfaction (0.26) and academic achievement (0.5), which were all significant. The academic engagement consisted of four factors: emotional engagement, causal engagement, cognitive engagement, and behavioral engagement, with factor loadings of 0.90, 0.74, 0.87, and 0.89, respectively. The academic motivation had two factors: internal motivation and external motivation, with factor loadings of 0.96 and 0.67 respectively. Other positive consequences of classroom flourishing, including academic vitality, academic satisfaction and academic progress, were single factors.  All t values ​​were higher than the required limit (1.96), indicating that all the drawn relationships were confirmed at the confidence level of 0.99 and above.  Table 1Correlation Matrix of Research Variables VariablescommunicationcoherenceflexibilityAcademic motivationWell-beingAcademic engagementAcademic satisfactionVitalityclassroom flourishingprogresscommunication1/000         cohesion0/7191/000        flexibility0/8030/8161/000       Academic motivation0/1390/1660/1611/000      Well-being0/7980/8110/8210/1521/000     Academic engagement0/1590/1710/2000/2460/2031/000    Academic satisfaction0/1510/1940/1960/2380/1750/3221/000   Vitality0/1470/2140/1630/1270/1680/2170/3281/000  classroom flourishing0/8540/8850/9020/2550/9650/3020/2680/2431/000 progress0/0450/0180/0600/0550/0310/0740/0600/1320/0541/000The results of examining the divergent validity of the model and its positive academic outcomes showed that all HTMT values ​​for the components of the classroom flourishing model were less than 0.90. Therefore, the classroom flourishing model and its positive learning outcomes had adequate divergent validity. The results of the convergent validity of the model showed that all the values ​​of Average Explained Variance (AVE) for all variables of the model were higher than 0.40. Therefore, the classroom flourishing model had a suitable convergent validity. To check the reliability of the classroom flourishing questionnaire and also the positive academic consequences of the classroom flourishing, Cronbach's alpha coefficient and Composite reliability were calculated. In addition, Cronbach's alpha coefficient for all four main components of classroom flourishing including coherence, flexibility, communication and well-being were 0.91, 0.91, 0.86 and 0.97 respectively, which is very suitable and satisfactory. Also, Cronbach's alpha coefficient for the positive academic consequences of classroom flourishing, including academic vitality, academic engagement, academic motivation and academic satisfaction were 0.83, 0.92, 0.89 and 0.85, respectively, which were all favorable and satisfactory. The composite reliability values for the four main components of classroom flourishing were 0.92, 0.92, 0.88 and 0.97 respectively, indicating the appropriate composite reliability of the components. The composite reliability values for the positive academic outcomes of classroom flourishing were 0.87, 0.93, 0.91 and 0.88 respectively, all favorable and satisfactory. Finally, in order to check the overall fit of the model, the GOF index was used. The GOF index in the present study was 0.64 which indicates a strong fit of the model. ConclusionsThis study aimed to examine the fit of the Flourishing Classroom Systems Model (FCSM) of Allison et al. (2020) and explore its positive academic outcomes. The obtained results were consistent with the theoretical foundations of the research, confirming the fit of the FCSM, and the model can be used to measure classroom flourishing. Regarding the positive academic consequences of FCSM, the results of the present study are in line with those of Soshani and Elson (2017); Basson and Rothman (2018); Hassinger and Hirsch-Pasek (2018); Dato (2018); Bethel et al. (2019); and Waters (2019). By focusing on the collective feelings of the class, the teacher creates a positive emotional atmosphere which can increase academic vitality, academic engagement, academic motivation, and ultimately enhance learning and academic progress. Likewise, Van Zyl and Stander's research (2019) has shown that in order to increase flourishing individuals and expand flourishing classrooms, it is necessary to use positive and flourishing psychological interventions. As with the majority of studies, the design of the current study was subject to limitations. First, the study only employed questionnaires to gather data. Due to the corona pandemic, it was not possible to conduct interviews and observe classrooms and the questionnaires were distributed online. Future researches can use other data collection methods such as interviews and observations. Another limitation is the cross-sectional nature of data collection, other researchers can conduct longitudinal studies. Finally, considering that the statistical population of the present study included second grade high school students in Arak, Iran, the generalization of the results to other communities requires more investigations. Ethical ConsiderationCompliance with Ethical Guidelines: All ethical issues like informed consent and confidentiality of participants' identifications were compiled based on the ethical committee of Semnan University.Authors' Contributions: Both authors contributed to the study. The first author wrote the first draft of the manuscript. The second author edited the manuscript and the first author is the corresponding author.Conflict of Interest: The authors declare no conflict of interest for this study.Funding: This study was conducted with no financial support.Acknowledgment: The authors thank all participants in the study.

This study was conducted with the aim of comparing the effect of acceptance and commitment therapy and self-compassion on cognitive flexibility in anxious female students of the second year of high school. The research method was semi-experimental in two stages: pre-test and post-test. In this study, 30 people were selected through convenience sampling and randomly assigned to two experimental groups and one control group (10 people in each group). Then the experimental groups underwent 8 sessions of acceptance and commitment and self-compassion therapy, and the control group did not receive any therapy. Anxiety questionnaire and cognitive flexibility scale were used to collect data. Data were analyzed using multivariate analysis of covariance. The results showed that in the post-test stage, there is a significant difference between the acceptance and commitment and self-compassion treatment groups compared to the control group in increasing cognitive flexibility. Also, the results showed that there is no significant difference between the two treatments of acceptance and commitment and self-compassion in terms of effectiveness on psychological flexibility. Based on the findings, both acceptance and commitment therapy and self-compassion are suitable options for increasing cognitive flexibility in anxious female students of the second secondary level.     IntroductionOne of the psychological injuries and pressures that teenagers are exposed to is anxiety (Sattari & Erfani, 2019). Anxiety is related to cognitive flexibility. Cognitive flexibility refers to the ability to switch between strategies in a flexible way that usually takes place in response to changes and conditions (Clarke & Kiropoulos, 2021). It is also defined as the ability to maintain strategy and efficiency in the presence of distractions, which is impaired due to anxiety )Clarke & Kiropoulos, 2021; Park & Moghaddam, 2017; Zare & Baradaran, 2019(. Therefore, treating these problems is very important. Third-wave treatments such as acceptance and commitment therapy (Kelson et al., 2019; Zare, 2017) and self-compassion (Heidari et al., 2023; Shafieifar et al., 2022) are among the key interventions to treat anxiety symptoms. Acceptance and commitment therapy employs processes such as mindfulness, acceptance and commitment to increase psychological flexibility to help people with anxiety symptoms (Mahmoudfakhe, 2022). In the self-compassion approach, instead of criticizing themselves for their shortcomings and flaws, people support themselves and accept themselves unconditionally (Saadatmand et al., 2022). Since the third-wave treatments have been highly regarded by researchers and psychologists, comparing such treatments might be beneficial in several ways. For example, people pay a material and spiritual cost when receiving psychotherapy. Therefore, they should receive treatment that is more effective for their problem. As such, the current research seeks to compare the effectiveness of acceptance and commitment therapy and compassion-focused therapy for the cognitive flexibility of female students with anxiety symptoms in the second year of high school. MethodThe current research design was quasi-experimental with a pre-test-post-test design with a control and experimental group and a 3-month follow-up. The statistical population consisted of all female students in the second grade of high school in Mahabad, Iran. Among the statistical population, one school was selected via the random cluster sampling method. In the next step, the selected school was referred to and 350 questionnaires were distributed among the students of that school, and finally, 30 students with anxiety symptoms were randomly assigned to two experimental groups (acceptance and commitment group and self-compassion group) and one control group. Then, the experimental groups received the acceptance and commitment treatment protocol (Hayes, 2008) and the compassion-based treatment protocol (Gilbert, 2009) for eight sessions (each 90 minutes). The research tools were: the Beck Anxiety Questionnaire (1991) and Dennis and Vander Wal's Cognitive Flexibility Questionnaire (2010). Descriptive statistics (mean and standard deviation) and inferential statistics including repeated measurement analysis of variance were used to analyze the collected data.  ResultsBefore running the analysis of variance test with repeated measurements, its presuppositions were checked. Shapiro-Wilk test was used to check the normality (p>0.05) and the assumption of normality of the data was confirmed. Box's M test confirmed the equality of the variance-covariance matrix in the desire to understand difficult situations (Box's M=33.13 , F=2.30 , p=0.06>0.05), the ability to understand several alternative explanations (Box's M=25.67 , F=1.78 , p=0.054>0.05), and the ability to create several solutions(Box's M=24.17 , F=1.68 , p=0.06>0.05). The assumption of sphericity was confirmed through the Mauchly test for the desire to understand difficult situations (Mauchly=0.633 , p=0.03<0.05), the ability to understand several alternative justifications (Mauchly=0.348 , p=0.001<0.05) and create several solutions (Mauchly=0.936 , p=0.42<0.05) and it showed that this assumption was not met in the desire to understand difficult situations and the ability to understand several alternative justifications. Accordingly, an alternative analysis (Greenhouse-Geisser) should be used. The Bonferroni post hoc test for the pairwise comparison of the two experimental groups and the control group were also computed. According to these results, there was a significant difference between the self-compassion and acceptance and commitment treatment group with the control group in all components (p<0.05). However, there was no significant difference between the self-compassion and acceptance and commitment treatment groups (p>0.05). Also, these results showed that the post-test and follow-up have significant differences in each component compared to the pre-test.  ConclusionThis study was conducted with the aim of comparing the effect of acceptance and commitment therapy and self-compassion on cognitive flexibility among female students with symptoms of anxiety in the second high school. The present study found that both treatments had the same effect on cognitive flexibility in people with anxiety. These results were consistent with the findings of other studies (Coto-Lesmes et al., 2020; Heidari et al., 2023; Kelson et al., 2019; Shafieifar et al., 2022). In explaining the results, it can be mentioned that one of the definite consequences of anxiety is the disorder in cognitive flexibility. Cognitive flexibility is the ability to switch between strategies in a flexible way that usually takes place in response to changes and conditions, and it is also defined as the ability to maintain strategy and efficiency in the presence of distractions, which is impaired due to anxiety. In this regard, acceptance and commitment therapy can reduce the symptoms of disorders through different strategies such as increasing attention and awareness, acceptance and letting go, being in the present moment, desensitization, observation without judgment, and desensitization. This therapy helps people to make changes in their dimensions when needed and to accept and adapt to an uncontrollable event. Also, through the strategy of mindfulness, people can focus on their current goals and ignore the factors that cause interference. Students participating in this research were able to separate themselves from unpleasant thoughts and events by placing themselves as context. Also, these people can learn how to let go of the central processes that caused intellectual inhibition. In other words, this treatment with behavioral commitment exercises and determining values and goals led to an increase in flexibility in students with anxiety symptoms.On the other hand, self-compassion includes suitable coping resources through which it can help people face the conditions and situations that are accompanied by anxiety. This approach puts a lot of emphasis on mindfulness. Mindfulness allows people, especially students, to focus their minds on the present moment and be aware of current stimuli, which leads to the development of cognitive flexibility. This therapy teaches people to accept themselves unconditionally, as a result, people may not try to change anything and adapt to the situation more easily. According to the mentioned cases, the treatment of self-compassion and acceptance and commitment have similar processes to reduce anxiety. Some of these processes include mindfulness, acceptance and creating a new relationship with oneself, thoughts, experiences and feelings. In other words, there are common features, goals and benefits between both treatment methods. Therefore, it is possible to justify the same effect of acceptance and commitment and self-compassion treatments on cognitive flexibility in students with anxiety symptoms.The current study has some limitations. For example, the sample was limited to female students in the second grade of high school in Mahabad, Iran. Also, the study relied mainly on the use of self-report tools for the variable of cognitive flexibility, which may provide superficial information and be associated with favoritism. Considering the limitations, it is suggested that this study be conducted with males, other age groups, clinical and non-clinical groups, and in other cities. It is suggested that third-wave treatments be compared with first and second-wave treatments regarding their effectiveness for psychological flexibility. At the practical level, it is also suggested that due to the same effect of methods based on acceptance and commitment and self-compassion, the necessary platform for the implementation of these methods should be created in schools.  Ethical ConsiderationCompliance with Ethical Guidelines: All ethical issues such as confidentiality of participants' identity were attended to and informed consent were obtained from the participants.Authors’ Contributions: All steps of the article are done by the author of the article.Conflict of Interest: The authors declare no conflict of interest for this study. Funding: The authors received no financial support for the study. Acknowledgment: The authors would like to thank all participants for their time and contribution to the study.

The purpose of this study was to investigate the effect of positive thinking intervention on academic burnout and academic engagement of fifth-grade elementary school students in Kerman, Iran. The research method was semi-experimental. At first, 100 students were given the questionnaire on academic burnout and academic engagement. Subsequently, 40 students who had weak to moderate academic engagement and high academic burnout were selected as the study sample and were randomly assigned to two experimental and control groups. In this study, two standard questionnaires on academic burnout and academic engagement and also a standard package of positive thinking interventions were used. The participants of the experimental group were trained for the eight sessions of 90 minutes, while the control group did not participate in positive thinking classes during this period. Before starting the training, a pre-test was administered to both experimental and control groups. The results showed that positive thinking training had a significant effect on students' academic burnout and their academic engagement. Therefore, it can be concluded that teaching positive thinking to students is especially important for positive relationships with others with the help of features such as establishing warm and reliable relationships, high empathy, and interpersonal intimacy. Also, teaching positive thinking in students removes negative thoughts and cultivates positive thoughts, increases the energy level and capability of students, and provides the possibility for them to turn failure into success and threat into opportunity by getting rid of negative thinking. IntroductionThis study aimed to investigate the effect of positive thinking intervention on academic burnout and academic engagement of fifth-grade elementary school students in District One of Kerman, Iran. The research method was quasi-experimental. The present study is important due to the fact that academic burnout and academic engagement are common problems in educational environments and a significant percentage of students face such issues (Soltani et al., 2016). In addition to the negative effects that burnout has during education, it has other long-term effects. For instance, students who experience burnout during their studies are less able to master their job duties in the future and are not responsible (Rudman& Gustavsson, 2012). Therefore, the general purpose of this research was to investigate the effectiveness of positive thinking intervention on academic burnout and academic engagement of fifth-grade elementary students. MethodThe research method was practical and based on a quasi-experimental research design with a pre-test, a post-test, and a three-month follow-up. The statistical population of the research included all students of all fifth-grade primary schools in Kerman, Iran. First, with the consultation of teachers, 100 students who were suspected of high burnout and low academic engagement were given a questionnaire of academic engagement and academic burnout. Then, those with low academic engagement (below average) and high academic burnout (higher than average) were selected and were randomly assigned to two groups (20 students in the control group and 20 students in the experimental group). The researchers used two questionnaires named Agentic Engagement Scale and School Burnout Inventory and also a standard package of positive thinking interventions. Participants of the experimental group were trained for the eight sessions of 90 minutes, while the control group did not participate in positive thinking classes during this period. In the post-test phase, after the completion of the sessions and after three months in the follow-up phase, the questionnaires were administered to the participants of both groups again. The data were analyzed with the help of SPSS 22 software and repeated measurement tests.  ResultsThe research hypothesis was analyzed using multivariate covariance analysis with repeated measurements. The most important assumptions were normality of data distribution, homogeneity of variances, homogeneity of covariance, homogeneity of regression line slope, absence of outlier data, and non-collinearity of dependent variables.To check the normality of the data, the skewness and elongation index were used. The results showed that the skewness and elongation index of the components of academic burnout (emotional fatigue, pessimism, and efficiency) were in the range of -2 and +2. It means that the data were normal. To check the assumption of homogeneity of the variance of the components of academic burnout using Levene's test, the non-significance of F was observed (p>0.05). Levene's test indicated that the assumption of homogeneity of variances is valid.To check the assumption of homogeneity of the slope of the regression line, the significance of the pre-test interaction with the grouping variable was used in the post-test and follow-up stages. The related multivariate statistics, Wilks's lambda, was not significant at the 95% confidence level, so the assumption of homogeneity of the regression coefficients was maintained.The results showed that the effect of the group on the combination of variables of emotional exhaustion, pessimism, and efficiency in primary school students was significant. The results also indicated that the difference between the two groups according to the dependent variables was significant and the amount of this difference in the society was 32.7%. That is, 32.7% of the variance related to the difference between the two groups was explained by the mutual influence of the dependent variables. In this way, the interventions carried out had a significant effect on the components of academic burnout of elementary school students.The results also revealed that the effect of the group on the combination of the variables of behavioral involvement, agent involvement, cognitive involvement, and emotional involvement in primary school students was significant. Moreover, the difference between the two groups according to the dependent variables was significant and the amount of this difference in the society was 52%. That is, 52% of the variance related to the difference between the two groups was due to the mutual influence of the dependent variables.In this way, the interventions carried out had a significant effect on the components of academic burnout of elementary school students. Also, the effect of group time on the combination of variables of emotional exhaustion, pessimism, and efficiency in primary school students was significant. The effect of time on the combination of variables of emotional exhaustion, pessimism, and efficiency in primary school students was significant as well.The findings also showed that difference between the scores of emotional exhaustion, pessimism, and efficiency in the post-test and follow-up phases was significant (p<0.001). Also, the average scores of these variables in the two experimental and control groups had a significant difference (p<0.001). In addition, the interaction between research stages and group membership was significant (p<0.001). which shows that the difference between the stages at the levels of the groups was not the same.  ConclusionThis study was conducted with the aim of examining the effect of positive thinking intervention on academic burnout and academic involvement of fifth-grade elementary students in Kerman, Iran. The results of the research showed that positive thinking training affects students' academic burnout and academic engagement. Therefore, the main hypothesis of the research was confirmed. The findings of this research are in line with the findings of Mashhadi et al., (2022), Sadat (2019), Reeve and Tseng (2011), Abbasi et al. (2018), Kiamarsi et al., (2017) and Qhasem Zadeh (2016). Based on the results, in explaining this hypothesis, it can be stated that positive thinking means having optimistic attitudes, thoughts, behavior, and actions in life. Paying attention to the positive aspects of life and not paying attention to the negative aspects means that we have a good image of ourselves, not that we always blame ourselves. Therefore, by increasing positive thinking and avoiding negative thoughts, a person's focus in life is on the positive aspects of life, and this problem improves academic burnout and increases academic engagement in students (Heidari & Saedi, 2020). The present study has some limitations. For example, the data were collected only through students' self-report questionnaires, therefore, it is appropriate to interpret the results with more caution and caution should be observed in generalizing the results to other groups. As such, it is suggested that researchers in future studies investigate the role of positive thinking intervention on other groups such as students in other cities, students, employees, etc. Another limitation of this study is related to the research population which included only the fifth-grade female students of the first district of Kerman, Iran. Also, the data for the present study were collected only via self-report scales, which is another imitation of the present study.  Ethical ConsiderationCompliance with Ethical Guidelines: All ethical issues such as confidentiality of participants' identity were attended to and informed consent was obtained from the participants.Authors’ Contributions: This article is extracted from the master's thesis of the second author. Extraction, preparation, editing, and submission of the article was done by the first author of the supervisor.Conflict of Interest: The authors declare no conflict of interest for this research study.Funding: The authors received no financial support for the study.Acknowledgment: The authors thank all the participants of this study

Chronic diseases such as celiac are the ones that cause much psychological damage in addition to physical damage. Resilience is one of the features that can make the patient tolerate these conditions. In this regard, the present study investigated the role of cognitive flexibility and mindfulness in predicting resilience in celiac patients. The statistical population of this correlational study included the patients with celiac disease in Gorgan, Iran. A number of 114 individuals were recruited by convenience sampling filled out the Cognitive Flexibility Scale, the Mindfulness Questionnaire (Bauer et al., 2006), and the Resilience scale. Then, the data were analyzed using Pearson correlation coefficient and step-by-step regression test. The results showed that cognitive flexibility and mindfulness could significantly predict resilience in celiac patients. In the first step, mindfulness was able to predict about 9% of the changes related to resilience, while cognitive flexibility and mindfulness in the second step were able to predict 17% of the variance. Consequently, cognitive flexibility and mindfulness can predict the resilience of celiac patients.IntroductionIn celiac disease, regardless of biological background and physical risk factors, various types of stress, stressful life events, and low levels of resilience are effective in aggravating it (Lee et al., 2019). Resilience is a protective factor against future risk factors that researchers are interested in (Mirmoradzehi Sibi & Sanagoi Moharrar, 2018). One of the most important promoters of this indicator is mindfulness (Mitchell, 2021; Rahimpour et al., 2021), paying attention to the present moment and accepting any thoughts and feelings without judgment (Clarkson et al, 2019). In the meantime, the role of cognitive flexibility is prominent, which refers to the ability to adapt efficiently, the ability to change thoughts and actions in response to the demands of situations and problems (Darby et al., 2018). The necessity of knowing the psychological factors involved in this disease is an important step in controlling and reducing the ill effects of this disease. Therefore, the present study was conducted with the aim of determining the role of mindfulness and cognitive flexibility in predicting the resilience of celiac patients.  MethodThe sample of this descriptive-correlation study was 185 patients, according to Morgan's table, from all the patients of Celiac Society of Gorgan, Iran. They were selected using convenience sampling. The entry criteria in this study were being at least 18 years old and having a minimum education. In the end, 114 people volunteered to participate in this research and the data of these 114 people were analyzed. The tools used were Dennis and Vanderwaal's Cognitive Flexibility Scale (2010), Baer et al. (2006) Mindfulness Questionnaire, and Conner and Davidson's Resilience Scale (2003). Then, Pearson's correlation coefficient test and step-by-step regression were used to analyze research hypotheses in SPSS-16 statistical software. It should be noted that the present research was carried out in compliance with all ethical principles and confidentiality.  ResultAccording to the correlation coefficient value (r=0.2) with a probability level of 95%, there was a significant relationship between cognitive flexibility and resilience in celiac patients (p≥0.02, 0.21 =r). In addition, there was a significant relationship between mindfulness and resilience of celiac patients (p ≥0.001, r=0.31). Next, in order to check the prediction of resilience based on mindfulness and cognitive flexibility in patients with celiac disease, a stepwise regression test was used. According to the amount of variance analysis, it was significant at the level of 0.001 to predict resilience in patients with celiac disease by the components of cognitive flexibility and mindfulness. Mindfulness was the first variable that entered the regression model and was able to explain about 9% of the changes related to the resilience variable in patients with celiac disease. The cognitive flexibility variable was also entered into the regression equation in the second step and along with the mindfulness variable was able to explain about 17% of the variance of resilience variable. In addition, in order to determine the difference between the real values ​​and the values ​​predicted by the regression model, Durbin-Watson's statistic was used. It was equal to 2.12, which indicates that the errors are independent in the range between 1 and 3.  ConclusionThe results of this study confirm that cognitive flexibility and mindfulness can predict the resilience of celiac patients. The results are in line with the research results of Clarkson et al. (2019), Meyer et al. (2019), Rezaei (2019).  In general, it can be mentioned that in patients with celiac disease, due to long-term involvement with the disease, have weak strength and ability to control impulses and communicate effectively with peers, especially in conflict situations, mindfulness helps people overcome difficult conditions and achieve a higher level of resilience (Sunbul & Guneri, 2019). In addition, people who have flexible thinking, use alternative justifications, positively reconstruct their thinking framework and accept challenging situations or stressful events (Baradaran & Ranjbar Noushari, 2021).The limitations of this study include time limit, the researcher's facilities, the existing deficiencies and obstacles, and the sample group only including patients with celiac disease who were members of the Celiac Society of Gorgan. Also, not paying attention to some psychological and demographic variables was considered as another limitation of the current research, which can threat the internal validity. Therefore, it is suggested to investigate the role of some moderating variables in future studies. In conclusion, it is recommended to prevent the transformation of non-adaptive strategies into fixed and resistant styles by training mindfulness and cognitive flexibility, and as a result, increase the growth of resilience. Ethical considerationsThe present research was carried out in compliance with all ethical principles and *. Corresponding author

Generalized anxiety disorder is a type of anxiety disorder that is defined as excessive and unreasonable worry about everyday events and activities. The present study was conducted with the aim of determining the effectiveness of positive mindfulness therapy on the affective capital and metaemotions of women with generalized anxiety disorder in Isfahan, Iran. The research method was a quasi-experimental type of pre-test-post-test and three-month follow-up design. The sample consisted of 30 people who were selected by the purposive sampling method after reviewing the inclusion criteria and were randomly replaced in two equal groups. The research instruments involved affective capital questionnaires and the short form of the meta-emotional perspective. The experimental group received 8 sessions of 60-minute positive mindfulness therapy, and the control group was placed on a waiting list for training. Data were analyzed by Combined analysis of variance. The results showed positive mindfulness therapy led to reduced negative metaemotion and increased affective capital and positive metaemotion, and this effect of the follow-up phase persisted.IntroductionGeneralized anxiety disorder as one of the most common psychiatric disorders can be related to learning, concentration, and remembering the contents and connecting the subjects with each other. It can creates a disturbance and may make the person with problems and face risks such as psychological and emotional problems (Fara and Smith, 2019). This disorder is caused by excessive anxiety and worry, difficulty in controlling worry, psychological and physical complaints, concentration problems, irritability and sleep problems (Keshavarz et al., 2021). For women with generalized anxiety, various treatments and trainings have been used so far, the most important of which is the positive mindfulness therapy. Prevalence of generalized anxiety disorder among women is high. Also, the decrease in energy level, positive emotions, happiness and inability to regulate negative emotions can have negative consequences including anxiety. The present study sought to answer the question of whether positive mindfulness therapy was effective for enhancing affective capital and metaemotion in women with generalized anxiety disorder. MethodThe method used in this study was a quasi-experimental pre-test-post-test design with a control group and a three-month follow-up period. The statistical population of the study included all women with generalized anxiety disorder in Isfahan, Iran. To recruit the sample, 100 people were selected from among the people who referred to four private counseling centers in the fall and winter of 2021. Among them, 36 people who had a score above on Spitzer's Generalized Anxiety Disorder Questionnaire (2006) were selected as the sample of the study. Then, they were randomly divided into two experimental and control groups (18 people in each group). At the end of the treatment process, 6 subjects dropped out due to meeting the withdrawal criteria (absence of more than one session and starting to take psychiatric drugs) and the final sample number reduced to 30 subjects. After randomly assigning the women to two groups and conducting a pre-test through research questionnaires, the experimental group underwent 8 sessions of 60 minutes weekly for two months of positive mindfulness therapy. The control group did not receive any intervention. After completing the sessions and three months later, the experimental and control groups were re-evaluated. For the statistical analysis of the data, the combined analysis of variance method was used. Results    Table 1The Average Scores of the two Groups in the Pre-test, Post-test, Follow-up and the Normality of theData Variablegrouppre-examPost-testFollow-upMSDF(1/28)PMSDF(1/28)PMSDF(1/28)PAffect capitalexam50/275/570/2690/60860/075/960/3330/56959/135/830/5610/46Control49/136/4148/2776/6248/936/77Positive emotionexam26/278/381/360/25334/337/320/3440/56235/536/990/1890/667Control25/66/7324/936/2824/66/11Negative emotionexam53/87/10/1460/70536/87/540/0070/93438/27/050/0990/755Control52/076/7653/337/5352/076/63The assumptions of the combined analysis of variance method were checked. Since the aim of the present study was to examine the effects within and between subjects simultaneously, mixed variance analysis was used. In this analysis, while examining the difference between the research stages and the difference between the experimental and control groups, the examination of the difference between the groups in each of the research stages was also been considered. Therefore, the interaction was investigated. In the obtained results, a significant interaction was obtained in both linear and non-linear ways, which shows that the change in the scores of the groups in the research stages was significant. In other words, there were significant differences in the scores before the test compared to the post-test and the follow-up in the two groups. ConclusionThis research was conducted with the aim of determining the effectiveness of positive mindfulness therapy for increasing affective capital and metaemotions of women with generalized anxiety disorder. The results of the present study are in line with the results of Madadi Zavareh et al.'s study (2017) and Golperor and Zarei's study (2016) who reported the effects of positive mindfulness therapy on affective capital among Iranian people.  The results of this study are in line agreement with the findings of Feig et al.'s study (2020) . In the treatment of positive mindfulness, a combination of mindfulness and positivity techniques such as focusing on destructive and negative emotions, focusing on the positive aspects of life at the level of mind and behavior, teaching meditation techniques and focusing on increasing value and self-satisfaction, training inhibition Emotion, conscious breathing meditation training focusing on the virtue of wisdom and knowledge and its dimensions, self-regulation of mood and emotion, and learning the skills to do it are employed (Golperor et al., 2018). These techniques help women suffering from general anxiety to increase the level of their character capabilities. In addition, it gives them tools to control the cognitive, behavioral and emotional factors involved in anxiety, and in this way, the increase their positive emotion, feeling of energy. and promote happiness, which are the main factors in emotional capital.In relation to the effect of positive mindfulness ttherapy on metaemotions, the findings of study are consistent with the research results of Benisi (2018) and Biranvand et al. (2018). In fact, the effectiveness of positive mindfulness therapy on metaemotions is due to the ability to cognitively regulate positive and negative emotions and the ability to manage and regulate positive or negative emotions that feed positive or negative emotions. By increasing the level of concentration of the mind on cognitive states experienced in the present and focusing on human abilities, positive mindfulness therapy provides the cognitive, human and behavioral possibility of positive and negative metaemotions. The most important limitations of this research include being cross-sectional, single-sex society, the research community being limited to the group of women, conducting the research in the city of Isfahan, and not comparing this treatment with other treatments. Therefore, it is recommended to use the group of men in future researches and compare this treatment with other treatments. Ethical ConsiderationEthical Consideration Compliance with Ethical Guidelines: All ethical issues were compiled based on ethical committee of Isfahan Azad University (Khorasgan branch).Authors’ Contributions: All authors contributed to the study. The first author administered positive mindfullness therapy to the participants and written the first draft of the manuscript. The second author edited the manuscript.Conflict of Interest: The authors declare no conflict of interest for this study.Funding: The study had no financial support.Acknowledgment: The authors would like to thank all participants for their time and contribution to the study. *. Corresponding author