POSITIVE PSYCHOLOGY RESEARCH
Year:2019 | Volume:4 | Issue:4 (16) |Papers Count:6

The purpose of this study was designing and testing a model of some antecedents (perceived organizational support, leader-member exchange, role ambiguity, Psychological ownership, organization-based self-esteem) of positive organizational behavior. The Statistical Population included all employees of Khuzestan Regional Electric Company. From this Population, 350 employees were selected by stratified random sampling method. The participants responded to positive organizational behavior, organization-based self-esteem, leader-member exchange, Psychological ownership, perceived organizational support and role ambiguity questionnaires. Fitness of the proposed model was examined through structural equation modeling (SEM). The indirect effects were tested using the bootstrap procedure. Results indicated that the proposed model fitted the data properly. Findings also showed that the direct effects of psychological ownership, perceived organizational support and leader-member exchange on positive organizational behavior were confirmed. Also, the mediating role of organization-based self-esteem on all relationships was supported. According to findings regarding fitness of the proposed model with the data and direct and indirect relationships, concerning the antecedent variables of positive organizational behavior was recommended.

The aim of this study was to determine the effect of humor training to teacher on academic burnout in elementary school students. To achieve the goal of research, the semi-experimental method including pre-test and post-test design were applied. For sampling, from sixth grade female students in Tehran (zone 1) two classes were randomly selected, by multistage cluster sampling: One class as a control group (33 students) and another as an experimental group (33 students). Academic Burnout Questionnaire (Salmela-Aro & Naatanen) was completed by both group as the pre-and post-tests. . Then4 sessions (3 hour per session) of humor training program was given to the teacher of the experimental group but not to the teacher of the control group. The results of analysis of covariance showed that there was a significant difference between the groups. The academic burnout decreased academic burnout of students of experimental groupas compared to the control group. It was concluded that humor training to teachers can be used as an efficient way to decrease academic burnout in elementary school students.

The purpose of this study was to determine the effect of personality traits and perceived social support on gratitude through mediation of academic stress and self-efficacy. This research was a correlation method in which the relationships between research variables were investigated using structural equation modeling. Participants included 474 secondary school students (186 boys and 288 girls) who were selected by multistage cluster random sampling method from high school students in Yazd city. The subjects completed a Multi-component Gratitude Scale, a short form of Five Major Factors, a Multidimensional Scale of Perceived Social Support, an Academic Sress Questionnaire, and an Academic Self-efficacy Questionnaire. The results of this study showed that among personality traits as the first external variable of direct agreement, consistency, task-oriented, psychoanalytic, and open-to-experience experience indirectly through mediation academic stress and academic self-efficacy were able to anticipate appreciation. Also, from the dimensions of perceived social support as an external variable, secondly, the support of others and direct family support and family support indirectly, mediating academic stress and academic self-efficacy anticipated gratitude. The result is that personality traits and perceived social support reduce academic stress and less stressful individuals are more effective in coping with academic problems. In such a situation, students are on the path to becoming more exalted.

The aim of this study was to explore the effect of positive intelligence training on emotional intelligence of employees. In a semi-experimental design with a pre-test post-test paradigm about 80 employees filled the emotional intelligence Tests and 30 subjects with lower score in EI were selected after checking the inclusion/exclusion criteria. Subjects were then divided randomly into two equal experimental and control groups (n=15). The subjects of the experimental group received 6 sessions of 120 minutes of group training of positive intelligence, while no intervention was administered to the control group besides simple meetings with the examiner. Participants of both groups completed again the EI Questionnaires at the end of intervention. Results of multivariate analysis of variance showed significant differences between two groups in the EI total scores and its 4 subcomponents. The positive intelligence training program could successfully improve the emotional intelligence of employees of the Securities and Exchange Organization and is then recommended for employees of this organization.

This study aimed to investigate the effect of group hope training on time attitude. The research method was semi-experimental method and the research design was pre-test and post-test with control group. Using available sampling method on third grade high school girl students in the academic year of 2016-2017, two classes were selected and they were randomly assigned in Two experimental and control groups (each group had 25 students). The data were collected using Persian version of Mello and Worrell Time Attitude Scale. Snyder's hope educational package was conducted for the experimental group in 12 sessions and the control group did not receive any training. To analyze the data, ANCOVA statistical test was used. Results showed that hope education had a significant effect on students' time attitude. Based on these findings, it can be said that hope education is effective in improving students' time attitude and it is expected that hope education increases positive attitude toward time and reduces negative attitude toward time.

So far a variety of programs have been executed on religious education but effectiveness of them is doubt. Therefore it is necessary to arrange some kind of religious education so that it could enable us to empirically examine its effectiveness. To address this necessity the aim of this study was development and validation the religiosity interactional program for University students. The research was an applied quasi-experimental study with pretest-posttest design and control group (multiple groups with one control group). The experimental group consisted of 117 students selected by convenience method which fell under ten experimental groups, each receiving training for one part of the educational package. The Religiosity Scale Short Form was used for assessment of religiosity and its components. Results showed religiosity interactional package had significant effect on religious beliefs and behaviors but no effect on the score of general religious practice and the religious emotions, Results also proved that the ten levels of religiosity education were not significantly different from each other in terms of their effect on components of religiosity. The effectiveness of the educational package on the religious belief and behavior may be clarified by concepts such as the influence of appearance on inner world, brotherhood, social support, modeling for moral or religious life and the equivalence of spirituality and religiosity from Islamic point of view. This study also proved that there are serious restrictions in application of an empirical method to examine the effectiveness of the religious education program, which could influence the results of the study.