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The purpose of this research was to investigate the effectiveness of adolescent-oriented mindfulness training and positive psychological interventions on self-esteem and sleep problems of adolescent girls in city of Abadeh.

The present research method was a post-event descriptive quasi-experimental study with control group. The statistical population of this research was all female teenagers studying in city of Abadeh, 45 of whom were selected through purposeful sampling and randomly assigned to three groups (adolescent-centered mindfulness training, positive psychological interventions, and control groups). The measurement tool was Cooper Smith's Self-Esteem Questionnaire and Pittsburgh's Sleep Quality Questionnaire.

The findings showed that the relationship between pre-test and post-test in self-esteem scores and sleep problems is significant (p<0.05). Other results also showed that the main effect of the group is significant, which indicates that the main variables of the research, namely, self-esteem and sleep problems in the post-test stage, are significantly different in the two experimental and control groups (P=0.001).

The results of multivariate and univariate covariance analysis showed that adolescent-oriented mindfulness training and positive psychological interventions increase self-esteem and reduce sleep problems in adolescent girls. Also, mindfulness intervention had a greater effect on increasing self-esteem and reducing sleep problems in adolescent girls than positive psychotherapy intervention.

Positive psychology is a branch of psychology that focuses on personality strengths and behaviors that allow people to build meaningful and purposeful lives to move beyond survival to flourishing.

The purpose of this research was to determine the effectiveness of positive psychology on the perspective of time and psychological capital of mothers of children with special learning disabilities.

This research was an experimental study with a semi-experimental design and a pre-test-post-test type with a control group. The statistical population of the present study was all the mothers of children with special learning disorders in Tehran. The sample size of the study was considered equal to 30 people using the available random sampling method. The method of data collection included: library and field. In this research, two psychological capital questionnaires by Lutans, Lutans Keely and Lutans Burt (2004) and Zimbardo and Boyd's (1999) time perspective were used as data collection tools. Research data were analyzed using the Statistical Package in Social Sciences, version 21 (SPSS). To describe the data, statistical indicators of mean and standard deviation were used in the pre-test and post-test phases. In order to check the normality of the research variables, the Kalmogorov Smirnov test was used and in order to check the homogeneity of the variances, the Levine test was used. Also, in order to compare the average scores of the two experimental and control groups and the effect of the pre-test scores and other intervening variables on the post-test, covariance analysis was used.

The results showed that positive psychology training has a positive and significant effect on the perspective of time and psychological capital of mothers of children with specific learning disabilities.

According to the results of the research, it can be said that positive psychology can improve the perspective of time and psychological capital of mothers of children with special learning disorders.

The aim of this study was to determine the effect of group therapy of positive psychology of fertility on resilience and deat anxiety among people with coronavirus.This research was applied in terms of purpose and in terms of methodology was a semi-cilinical study with pre-test-post-test design with a control group.The statistical population of the study included all people with coronavirus in khorasan razavi province mashhad.According to the statistical population 30 people(15 people in each group) were selected by avalible convenience sampling method and randomly assignet to the two groups.To measure the variables the tools of templer death anxiety questionnaire(1970)and conorodividson resilience questionnaire(2003) were used.The collected data were analyzed using spss-23 software and univariate analysis of covariance(ANCONA) statistical method.The results showed that group training based on positivity had on effect on resilience with F(1,37) =31/799 and death anxiety with F(1,37)=46/467 these values were statistically significant confidence(p<0/01).According to these result it can be said that positive psychological treatment has been effective in increasing resilience and reduceing death anxiety and this treatment can be used to increase resilience and reduse death anxiety in people with coronavirus

This study aimed to investigate the effect of positive psychology training on students' wisdom, resilience, and cognitive flexibility. The research design was quasi-experimental, using pretest, post-test and follow-up design with the control group. The sample consisted of 30 undergraduate students of Payame Noor University in the academic year 2020-2021. The participants were selected by convenience sampling method and were randomly divided into control and experimental groups. First, in the pretest stage, both groups answered the questionnaires on wisdom, resilience, and cognitive flexibility. Then, positive psychology training was performed in 14 sessions of 60 minutes for the experimental group and the post-test was administered. After two months, for the third time (as a follow-up), both groups answered the research questionnaires. The analysis of covariance showed that positive psychology training caused stable changes in wisdom, resilience, and cognitive flexibility in the experimental group compared to the control group in the post-test. This effect was also sustained during the follow-up phase. The research findings indicate that positive psychology training could improve wisdom, resilience, and cognitive flexibility. 

Psychiatric disorders are a type of illness in which people suffer from emotional problems that affect all aspects of a person's life. Numerous studies have examined the effectiveness of third-generation cognitive and behavioral therapies on improving the performance of the mentally ill. Nevertheless, the main question is whether the new therapies, including positive psychology- based skills, affect the self-efficacy and awareness of these patients?

This study aimed to investigate the effectiveness of positive psychology skills on self-efficacy, problem solving, and mindfulness in chronically mentally ill patients.

This was a quasi-experimental study with a pretest-posttest design with a control group The statistical population consisted of all chronic male mental patients attending the center overnight in Roozbeh mental patients in Zahedan in 1399Thirty patients were selected by convenience sampling method and randomly assigned to experimental (n=15) and control (n=15) Experimental group (positive psychology Quailiam,2003) received eight 90-minute sessions (biweekly). The control group received no intervention. The measurement instruments used in the study were the Self-Efficacy Questionnaire for Coping with Chesney Problems (2003) and the Mindfulness in Sports Questionnaire. The data obtained from the questionnaires were analyzed in two sections descriptively and inferentially using tests (multivariate and univariate covariance).

The results of the analysis of covariance showed that the skills training based on Positive Psychology is effective on "self-efficacy in coping with problems" and "mindfulness in exercise" of chronically mentally ill people (p<0.001).

Due to the positive effect of this intervention on self-efficacy in dealing with problems and mindfulness in sports, more extensive research can be done on other groups of chronic mental patients with chronic diseases and its comparison with the results of such studies.

The aim of this study was to evaluate positive psychology education on improving self-efficacy and interpersonal emotion regulation in chronic mental patients. The method of this research was quasi-experimental with pre-test and post-test design with control group. The population of this study was all chronic mental patients in Roozbeh boarding center in 1300-1400. 30 patients were randomly assigned to the experimental group (members = 15) and the control group (members = 15).The experimental group received a positive psychology training program in eight 90-minute sessions (two sessions per week) The control group did not receive any intervention. Patients answered the Chesney self-efficacy questionnaire and the Hoffman interpersonal emotion regulation questionnaire. Data were analyzed using analysis of covariance Findings showed that by controlling the effect with test problems between the mean post-test scores of the experimental and control groups in self-efficacy variables and regulation of interpersonal excitement There is a significant difference Overall, the results showed that positive psychology training has an effect on improving self-efficacy in dealing with problems and regulating interpersonal emotion in chronic mental patients.

The aim of this study was to determine the effectiveness of group training based on positive psychology on job motivation and job motivation of Modares Hospital laboratory staff. The research method is quasi-experimental with pre-test-post-test design with control group. The statistical population of the study includes all employees (80 people) of Modares Hospital laboratory in 1398. In these centers, 30 people were selected as a sample to participate in this study by simple random sampling and were randomly assigned to two experimental (n = 15) and control (n = 15) groups. 2002) and the Wright Job Motivation Questionnaire (2004). To analyze the obtained data and test the research hypotheses, Kolmogorov-Smirnov test and univariate analysis of covariance were used using 24spss software. The results showed that group training based on positivity significantly increased employees 'job motivation (F = 16.09, p = 0.001) and employees' job motivation (F = 19.23, p = 0.001). have given. Therefore, this method can be used to promote employee motivation and job enthusiasm in organizational environments.   Keywords: Positive Psychology, Job Attitude, Job Motivation Key words: Positive attitude,Job passion , Job motivation

The aim of this study was to compare the effectiveness of teaching cognitive-metacognitive strategies and positive psychology on academic self-efficacy, academic burnout and learning strategies. The research method was quasi-experimental with a control group. The population included all students of Arak, 45 of whom were selected using availability sampling and randomly assigned to three experimental and control groups (15 in each group). The participants completed the Academic Self-Efficacy Questionnaire by Migli et al., Bresso et al., Academic Burnout Questionnaire, and the Zimmerman and Martinez-Ponz Learning Strategies. The hypotheses were tested by multivariate analysis of covariance and one-way analysis of variance. The results showed that in the variables of self-efficacy and academic burnout, teaching cognitive-metacognitive strategies was more effective than teaching positive psychology (p < 0.01). Therefore, it can be said that teaching cognitive-metacognitive strategies and positive psychology promotes academic self-efficacy and learning strategies as well as reduces academic burnout.

The purpose of this study was to determine the effectiveness of Positive Psychology on Achievement Motivation and Self-efficacy on Students Living in Dormitories of Tehran University in 1398. The present study was a quasi-experimental study with pretest-posttest design with experimental and control group. The statistical population consisted of all students residing in Tehran University dormitory who were selected by convenience sampling and were randomly assigned into two experimental (n = 15) and control (n = 15) groups. The experimental group received 8 sessions of 90 minutes of intervention based on positive psychology training and the control group remained on the waiting list. The measuring tools used in this study were the Achievement Motivation (Hermans, 1970) Questionnaire and the Self-efficacy (Sherer & Maddox, 1982) Questionnaire. Data analysis was done by SPSS19 software in two parts: descriptive and inferential (covariance). The results showed that positive psychology training improved the Achievement Motivation of students living in dormitory. The results also showed that positive psychotherapy training also increased the self-efficacy of dormitory students. Therefore, it can be said that positive psychology training is an effective way to increase the Achievement Motivation and selfefficacy in dormitory students.

There has been an increasing interest in optimism and its underlying characteristics after the development of positive psychology. Many studies suggest that there is a significant difference between the optimists and pessimists in attention to positive and negative information and stimuli. Because of the cognitive nature of attention، however، people’s expectancies and goals also may play a role. The aim of this study was to investigate the interactional effect of optimism and having a goal on attention bias. 60 participants were divided into two groups (optimists and pessimists) using the Life Orientation Test (LOT) (Scheier and Carver، 1985). They looked at positive and negative stimuli each of which was either associated with their goals or not. Subject’s gaze was measured using an eye-tracking device (SMI Model). Analysis showed that goal oriented optimists looked significantly more than their non goal oriented counterparts at positive stimuli. However، pessimists with and without goal orientation did not differ in this respect. There were no significant differences between the groups as far attention to negative stimuli was concerned. Results support the interactional effect of optimism and goal orientation on attention bias and suggest that they moderate each other as cognitive and affective constructs.

Marital dissatisfaction at both individual and social levels is a significant problem. According to Ellis’s rational-emotive theory in couple therapy, couples' irrational beliefs  about their marital relationship, cause problems  in their interactions leading to disappointment and  eventually  marital dissatisfaction. To prevent such disappointment, based on Positive Psychology perspective, learning forgiveness is recommended. Thus, in this research with the aim of helping those who suffer from lack of forgiveness skills, a training program on forgiveness was designed based on Enrigth's theory of forgiveness. Evaluating this program, initially marital satisfaction of 60 volunteer women was assessed using Enrich Marital Satisfaction Questionnaire. Then, the participants were devided into two groups of control and experiment. The experimental group participated  in eight  two-hours learning sessions. In addition, both groups' forgiveness skills were assessed three  times (before, after, and beyond the program) using an instrument especially constructed for this project. Findings based on  Multi Variate Analysis of Covariance (MANCOVA) indicated that the training program  helped with the  improvement of forgiveness skills  and marital satisfaction that lasted beyond the implementation of the program.