سرمایه های روان شناختی

The purpose of this research was to determine the effectiveness of compassion-focused art therapy on psychological capital and Anger rumination in abused and orphaned adolescents. The present study was a semi-experimental study with a pre-test-post-test design and a control group. The statistical population included all abused and orphaned adolescent girls supported by the Bushehr welfare organization in 2023 in Bushehr. The research sample consisted of 30 people who were selected by convenience sampling and randomly assigned to two experimental and control groups (15 people in each group). The Psychological Capital Questionnaire (PCQ) by Luthans and Avolio (2007) and Anger Rumination Scale (ARS) by Sukhodolsky et al., (2001) were utilized to collect data. The data was analyzed using multivariate covariance analysis. The results showed that by controlling the effect of the pre-test, there is a significant difference (p<0.01) between the post-test of the experimental and control groups in psychological capital (efficacy, hope, resilience, optimism) and anger rumination (Angry Afterthoughts, Thoughts of Revenge, Angry Memories, Understanding of Causes). Consequently, it can be declared that compassion-focused art therapy is an efficient treatment for enhancing psychological capital and decreasing anger rumination in abused and orphaned adolescents.

The purpose of the present study was to examine the mediating role of psychological capital in the relationship between positive and negative perfectionism with distress tolerance in students of the university. The research method was correlational based on structural equation modeling. The statistical population (4303 people) consisted of all the students of the psychology and educational sciences faculties of Tehran, Al-Zahra, and Allameh universities in the academic year 2022-2023. 321 individuals were selected through convenience sampling and online. The research participants answered the Simons & Gaher Distress Tolerance Scale (2005), Terry-Short Positive and Negative Perfectionism Questionnaires (1995), and Luthans Psychological Capital Questionnaires (2007). The data were analyzed by Pearson’s correlation and structural equation modeling. The finding indicated negative perfectionism had a direct and significant effect on distress tolerance and psychological capital (p < 0.001). Also, positive perfectionism had a direct and significant effect on psychological capital (p < 0.001). positive perfectionism did not have a direct and significant effect on distress tolerance (p > 0.05). Further psychological capital had a direct and significant effect on distress tolerance (p < 0.05). According to the findings, psychological capital plays a mediating role in the relationship between negative and positive psychological capital with distress tolerance (p < 0.001). So psychological capital can affect the relationship between positive and negative perfectionism distress tolerance.

The aim of this study was to investigate the mediating role of basic psychological needs in the relationship between psychological capital and students' academic well-being. In terms of purpose, this research was applied and in terms of methodology, it was descriptive-correlation type of structural equations. The studied population consisted of male and female students of the second year of high school in Tehran, 330 of whom were selected using the accessible method. To collect data from Tuominen-Soini et al.'s academic well-being questionnaires (2012); Luthans' psychological capital (2007) and Deci and Ryan's (2000) basic psychological needs were used. The collected data were interpreted at two descriptive levels (mean and standard deviation) and inferential (Pearson correlation test, structural equations and bootstrapping) with the help of Spss-27 and Amos-24 software. The results of this research showed that the conceptual model of the research has a favorable fit and psychological capitals and basic psychological needs have a significant direct effect on academic well-being. Also, psychological capital indirectly affects the academic well-being of students through the mediation of basic psychological needs. According to the results of this research, by holding workshops and classes, it is possible to improve the level of psychological capital and satisfy the basic needs of students and in this way affect their academic performance and well-being.

The present study was conducted to investigate the efficacy of psychological capital training in enhancing the sense of empathy and purpose in life among students who exhibit signs of violence. The present study was semi-experimental in nature, consisting of experimental and control groups. It was designed with a three-stage (pretest, posttest, follow-up) and a two-month follow-up period. The statistical population included undergraduate and postgraduate students in the psychology major at Islamic Azad University (Khorasgan) who exhibited any indicators of violence during the academic year 2020-2021. Through purposive sampling, 27 students (18 boys and 9 girls) exhibiting symptoms of violence were randomly assigned to the experimental (14 students) and control (13 students) groups. Over the course of one and a half months, the experimental group participated in ten sessions of psychological capital training, each lasting seventy-five minutes. Violence questionnaire (EVQ), empathy scale (BES), and meaning in life questionnaire (MLQ) were implemented. The mixed ANOVA method was employed to analyze the data from the investigation using SPSS-23 software. The results showed that psychological capital training has significant effect on the signs of violence (F=38.48; Eta=0.60; P<0001), empathy (F=30.91; Eta=0.55; P<0001), and life meaning (F=24.08; Eta=0.49; P<0001) of students who exhibit signs of violence. The present study’s results indicate that psychological capital training can be a highly effective approach to reducing the appearance of violence and enhancing the empathy and life meaning of students who are experiencing violence. This is achieved by incorporating concepts such as optimism, hope, self-efficacy, and mental resilience.

The purpose of this research was to investigate the relationship between psychological capital, job motivation, satisfaction and performance with regard to the mediating role of job emotions in a group of university employees.The design of this research was correlational using structural equation modeling. The statistical population of the research included all employees of Dezful University of Medical Sciences. Of these, 270 were selected using multi-stage cluster sampling. Research tools include the Psychological Capital Questionnaire (Luthans et al., 2007); the Job-Related Affective Well-being Scale (Van Katwyk et al., 2000); THE Job Motivation Questionnaire (Robinson, 2004); Job Satisfaction Questionnaire (Judge and Bono, 2000); and the Job Performance Questionnaire (Paterson, 1963). Fitness of the proposed model was examined through structural equation modeling using SPSS-23 and AMOS-23 software packages. Results suggest that psychological capital had a direct effect on positive emotions, negative emotions, job motivation, job satisfaction and job performance. It was also shown that the direct effect of positive emotions and negative emotions on job motivation, job satisfaction and job performance; and the indirect effect of psychological capital on job motivation, satisfaction Job and job performance were mediated by  positive emotions and negative emotions. It is suggested that teaching psychological capital to employees, in addition to reducing negative emotions and improving positive emotions, it may be possible to significantly increase job motivation, satisfaction and performance.

The family, as the most fundamental cultural and social institution, has the most stable effect on its members, so that people's attitudes, behaviors, beliefs and emotions are deeply influenced by the family context. The bricks of a family are based on the emotional ties and personal trust of each couple, which is not only comfort for the individual, but also for the whole family. The absence of each parent in the family environment due to divorce disturbs its balance, weakens the functions of the family, and reduces social supervision and control. As a result, addiction and delinquency, physical problems, psychological and social disturbances, and disorders of behavior increase in children. Children of divorce face intellectual, emotional, identity and social challenges in groups of friends due to receiving social stigma, which forms the basis for behavioral disorders in them. Therefore, The present study was conducted to develop a psychological capital training package and evaluate its Effectiveness on the alexitimia of the Students Engaged in Divorce with Externalized Behavior Disorder.
 
The research method of the present study was thematic analysis through comparative method in the qualitative part and quasi-experimental with pretest, posttest, control group design and two-month follow-up period in the quantitative part. The statistical population of the present study included the students engaged in divorce with externalized behavior disorder who were studying in the first high school in the academic year 2020–21 in the city of Isfahan. 40 students engaged in divorce with externalized behavior disorder were selected through the purposive sampling method and randomly accommodated into experimental and control groups (each group of 20 students). The experimental group received ten 75-minute sessions of psychological capital training over two and a half months. 3 people from the experimental group and three from the control group quit participating in the study. The applied questionnaires in this study included alexitimia questionnaire (AQ) and children and adolescents behavioral inventory (CABI). The data from the study were analyzed through a mixed ANOVA via SPSS 23 statistical software.
 
The results showed that the psychological empowerment package enjoys suitable content validity from the experts’ viewpoint. Furthermore, this package has had an effect on the alexitimia (f = 17.02, eta = 0.35, p≤0.001) of the students engaged in divorce with externalized behavior disorder. In addition, the results showed that the effect of the psychological empowerment package was stable on the alexitimia of the students engaged in divorce and the externalized behavior disorder of the patients with follow-up stages. After carefully examining the descriptive findings, it was found that the psychological empowerment package reduced the alexitimia of the students engaged in divorce with externalized behavior disorder in the pre-test and post-test stages.
 
According to the findings of the present study, it can be concluded that psychological capital training can be used as an efficient method to decrease alexitimia in the students engaged in divorce with externalized behavior disorder through employing the fundamentals of resilience, optimism, hope and self-efficacy. In addition, it should be said that psychological capital is introduced as a structure beyond social and internal capital and includes your identity in the direction of "what you are" and "what you can be". This process can cause changes in people's emotional processing and reduce their alexitimia.

This research aimed to investigate the role of cultural and psychological capitals in women's athletics involvement. The study's statistical population included; university faculty members, managers, athletes, and female coaches active at championship levels in Khuzestan province. Snow ball sampling procedure was processed to select the sample. Interviews were conducted with 14 individuals from the mentioned community, and theoretical saturation was achieved from the twelfth interview onward. The research method was a qualitative one with an exploratory approach. To develop the proposed model &ldquo;Grounded Theory&rdquo; initiated method was implemented. Data were collected through semi-structured qualitative interviews. Data analysis and coding were conducted using the open, axial, and selective coding methods. The results revealed five main contents (causal factors, background factors, interventionist factors, strategies and consequences) and 23 axial categories. The causal factors were categorized in cultural (gender equality, economic status, social factors) and psychological capitals (resiliency, hopefulness, self-efficacy and optimisms). The background factors (cultural upbringing, education and awareness, media), interventionist factors (stereotypical thinking, gender discrimination, cultural concern about appearance, lack of social support, injustice, economic constraints), strategies (cultural awareness enhancement, promotion of representation, infrastructure development, financial support), and consequences (individual dimensions, social dimensions, and cultural dimensions) were also considered. It could be concluded that cultural and psychological capitals would help to form positive attitudes towards women's involvement in athletics and increase women's empowerment and social development.

Taking care of a mentally retarded child can be stressful. In particular, mothers of children with intellectual disabilities experience poorer physical health, social relationships, and mental well-being compared to parents of typically developing children. This research aims to examine the impact of cognitive-behavioral therapy on the psychological well-being and mental health of mothers with mentally disabled children.

The research was applied with a specific purpose and executed experimentally, using both an experimental group and a control group, as well as pre-test and post-test measures. The statistical population included all mothers with mentally disabled children who were attending exceptional schools and rehabilitation institutions in Qom. Among them, 26 individuals who met the entry criteria were randomly selected as the research sample and divided into two groups, each consisting of 13 people. The experimental group received eight 60-minute sessions of cognitive-behavioral therapy. During this period, the control group was placed on the waiting list and did not receive any intervention. To collect data, the Revised Inventory of Psychological Symptoms (SCL90-R) by Derogatis et al. (1984) and the Psychological Capital Questionnaire (PCQ) by Luthans et al. (2007) were used. Data analysis was conducted using SPSS software, employing a multivariate analysis of the covariance test.

The study revealed a significant difference between the average pre-test and post-test scores of the experimental and control groups in the areas of psychological capital and mental health variables (p<0.0001). This indicates that cognitive-behavioral therapy resulted in improved mental health and enhanced psychological capital in the experimental group.

Based on this, cognitive-behavioral therapy can be considered a suitable, reliable, and effective model for preventing psychological problems and enhancing the psychological well-being of mothers with mentally challenged children.

The present study aimed to find whether a training of character strength intervention would have an effect on character strength use, psychological well-being and psychological capitals. The research design was quasi-experimental with a pre-test-post-test design and a control group. The statistical sample of this study included 30 middle managers of an organization who were selected by convince sampling and randomly divided into experimental (15) and control groups (15). The experimental group received training of character strength intervention. The instruments used in the pre-test and post-test include the use of character strength (Govindj & Linley, 2007), psychological well-being (Ryff & Singer, 2003), and psychological capital ( Luthans et al., 2007). Data were analyzed using the analysis of covariance by SPSS-23 software. The results obtained by comparing the post-test of independence variables in the two groups by controlling the effect of the pre-test, after training ways of character strength showed the scores of character strength use, psychological well-being, and psychological capital in the experimental group compared to those in the control group were significantly increased (P >0.01). Therefore, it can be concluded that training ways of character strength are an effective method to increase character strength use, psychological well-being and psychological capital.

Research related to the two fields of work and family, shifted from conflict-oriented approaches to balance-oriented approaches and today to the enrichment of these two fields. In work-family enrichment and family-work enrichment, work and family are thought to be interdependent; Therefore, experience, resources, skills and opportunities gained in the workplace, improve family life and, conversely, positive mood and behavior and a sense of success in personal life affect the performance of people in the workplace. The present study investigated the antecedents and consequences of work-family enrichment. The antecedents extracted from the research literature are social support, personality traits, and job characteristics, that affect work-family enrichment and family-work enrichment through organizational commitment. Consequences also include innovative behaviors, life satisfaction, and job satisfaction that are affected by work-family enrichment and family-work enrichment through psychological capital and social-emotional characteristics. 

The statistical population of the study consisted 220 employees of Farabi Campus of Tehran University. The research method is descriptive-correlational and the instruments included standard questionnaires. A statistical sample of 139 people was selected by simple random sampling method. Data were analyzed using structural equation modeling and SPSS and Smart PLS software packages. 

The results of the research showed that among the antecedents, social support and personality traits have a positive and significant relationship with work-family enrichment and family-work enrichment, and job characteristics only have a positive and significant relationship with work-family enrichment through organizational commitment. Also, both dimensions of work-family enrichment have no significant relationship with the considered consequences.

Managers' attention to the factors that facilitate the work-family of employees in an organization can be effective in reducing employees’ stress, improving their performance, and improving organizational productivity. Improving the quality of personal life of employees is another result of this study that has a direct impact on employees’ health in the long term and their efficiency in the organization. According to the research results, adapting employees' job plans to their family responsibilities, providing various facilities related to the workplace and their personal life, holding various training courses regarding employees’ attitude change, and generally providing various organizational support are suggested.

The purpose of this research was to investigate the effectiveness of positive psychotherapy in enhancing health promotion behaviors and psychological capitals among individuals diagnosed with type-2 diabetes. A quasi-experimental design comprising a pre-test, post-test, control group, and a two-month follow-up period was utilized for the study. The statistical population for the summer of 2021 in the Shahreza comprised individuals diagnosed with type-2 diabetes. By means of purposive sampling, 34 patients diagnosed with type-2 diabetes were selected in a random manner (18 men and 16 women) and assigned to either the experimental or control group. Over a period of two and a half months, the experimental group was exposed to eight positive psychotherapy sessions, each lasting seventy-five minutes. The health promoting behaviors questionnaire (HPBQ) and the psychological capitals questionnaire (PCQ) were utilized in this research. The data obtained from the research were subjected to analysis using mixed ANOVA in SPSS-23. The results showed that positive psychotherapy significantly influences the health promotion behaviors and psychological capitals of patients with type 2 diabetes (p<0.001). Positive psychotherapy can be an effective treatment to improve health promotion behaviors and psychological capitals in patients with type-2 diabetes, according to the findings of the present study. This is achieved through the use of techniques such as positive life vision and the instruction of optimism and hope for the future.

This study was conducted to predict social competence and subjective well-being based on psychological capitals with mediating role of life satisfaction in Sarpolezahab youth female.
The statistical population of the present study included all girls and women aged 18-35 years in Sarpol-e Zahab city in 1401 that included 7000 people and 364 of them were selected based on Cochran's formula. In this study, the questionnaires of social competence of Parandin (2006), Keyes and Magyarmo's subjective well-being (2003), Luthans' psychological capital (2007) and life satisfaction with Diener et al. (1985) were used.
The results showed a significant and positive correlation between all variables (p <0.05). The results showed that psychological capitals directly explained 43.10% (p=0.0001, β=0.431) and indirect 26.50% (p=0.0001, β=0.265) of social competency variance. The results also showed that psychological assets directly explained 79.70% (p=0.0001, β=0.797), and indirect 16.00% (p=0.0001, β = 0.160), of subjective well-being variance. Psychological capitals also explained 30% of life satisfaction (p=0.0001, β = 0.300), life satisfaction (p=0.501, β = 0.855), and social competence (p=0.0001, β = 0.534) of variance of subjective well-being.
In conclusions, psychological capitals directly explained the variance of social competence and subjective well-being in young girls of Sarpol-e Zahabi through life satisfaction.

This study was conducted to investigate the efficacy of psychological capitals training on the psychological resilience and mental empowerment of employees with work-family conflict at the Sarkhoon and Qeshm gas company. It was a quasi-experimental study with a pre-test, post-test, control group, and a follow-up period of four months. In the spring of 2021, the statistical population included employees with work-family conflicts at the Sarkhoon and Qeshm oil and gas company. Using a systematic sampling technique, 27 employees were selected and randomly assigned to experimental and control groups. Two and a half months of psychological capitals training (10 sessions) were administered to the experimental group. Work-Family Conflict Questionnaire (WFCS), Psychological Resilience Questionnaire (RQ), and Mental Empowerment Questionnaire (PES) were among the questionnaires utilized in this study. The study’s data were analyzed using Mixed ANOVA and SPSS-23 software. Psychological capitals training had a positive effect on psychological resilience (P<0001, Eta=0.57, F=33.68) and mental empowerment (P<0001, Eta=0.48, F=23.28) among employees with work-family conflict. According to the findings of the present study, training in psychological capitals is an effective method for enhancing psychological resilience and mental empowerment among employees experiencing work-family conflict.

The purpose of the present study was to examine the impact of psychological empowerment training on the self-worth and psychological capitals of family-headed women. It was a quasi-experimental study consisting of a pre-test, a post-test, a control group, and a two-month follow-up period. All family-headed women (those whose husbands passed away or divorced) under the protection of the Imam Khomeini Relief Foundation in the town of Marvdasht in 2019-2020 were included in the study's statistical population. 30 family-headed women were randomly assigned to experimental and control groups (each group containing 15 women) using a convenient sampling method. Over the course of two months, the experimental group received fourteen ninety-minute sessions of researcher-designed psychological empowerment training. This research employed the Self-Worth Questionnaire (SWQ) and the Psychological Capital Questionnaire (PCQ). The study’s data were analyzed using mixed variance with the SPSS-23 statistical software. The results showed that psychological empowerment training has a significant impact on the self-worth and psychological capitals of family-headed women (p<0.001). Based on the findings of the present study, it can be concluded that psychological empowerment training is an effective method for enhancing the self-worth and psychological capitals of family-headed women through techniques such as life purpose, responsibility, courage, and a healthy lifestyle.

The purpose of the research was to teach positive youth development to parents and to investigate its effectiveness on psychological capital and anxiety of adolescent girls.

The research method was semi-experimental with pre-test, post-test design and control group. The research population included all the students of the female junior high schools in district one of Tehran city and the research sample was 30 girls, who were selected through available sampling method and randomly placed in groups. The experimental group participated in the positive development training program of Hossein-Abad et al, 2018 during 12 two-hour sessions. The data collection tool was anxiety questionnaire (Spielberger, 1970) and psychological capital (Luthans, 2007). Data were analyzed using SPSS 24 software and analysis of covariance.

The results indicated that the mean post-test scores of the experimental group have increased significantly in psychological capital (F=21.199, P<0/05) and there has been a significant decrease in the component of anxiety state (F=4.688, P<0/05), which indicates the effectiveness of teaching positive youth development to parents on anxiety state and psychological capitals of adolescents.

Emphasizing the components of the positive youth development in teaching parenting skills to parents leads to the reduction of anxiety in adolescents and the promotion of psychological capital in them.

The aim of the present study was to investigate the mediating role of perceived social support and vitality in the relationship between psychological capital and life expectancy in women with mentally-motor disabled children in Neishabur city. The present research method is descriptive and correlation type. The research population was all women with mentally and physically disabled children in Neishabur city in 2021 then 205 of whom were available as a statistical sample. To collect data, Zimet et al.'s perceived social support (1988), Snyder et al.'s life expectancy questionnaire (1991), Lutans psychological capital questionnaire (2007), and Ryan and Frederick's vitality questionnaire (1997) were used. Pearson's correlation test and path analysis were used to analyze the data. The results showed that psychological capital had a direct effect on life expectancy (0.89) and indirectly through social support on life expectancy (0.04) (p-value <0.01). Also, the results indicated that vitality did not play a mediating role in the relationship between psychological capital and life expectancy in women with mentally-motor disabled children (p-value<0.05). Based on the findings of this research, it can be concluded that the relationship between psychological capital and life expectancy of women with mentally-motor disabled children is not a simple linear relationship and social support can mediate this relationship.

Development of a psychological capital training program and evaluation of its effectiveness on the impulsivity and psychological flexibility of students engaged in parents’ divorce with externalized behavior disorder was the purpose of the present study. In the qualitative portion of this study, the researchers employed a comparative method of thematic analysis, and in the quantitative portion, a quasi-experimental design with a pretest, posttest, control group, and a two-month follow-up period. The statistical population of the present research consisted of divorced students with externalized behavior disorder attending the first high school in Isfahan during the academic year 2020-21. Forty students involved in a divorce and diagnosed with externalized behavior disorder were chosen using a purposive sampling technique and randomly assigned to experimental and control groups. The experimental group received ten 75-minute psychological capital training sessions over the course of two and a half months. Three participants from the experimental group and three participants from the control group withdrew from the study. This investigation employed the Impulsivity Questionnaire (IQ), the Psychological Flexibility Questionnaire (PFQ), and the Children and Adolescents Behavioral Inventory (CABI). The study’s data were analyzed using repeated measurement ANOVA and the SPSS-23 statistical software. According to the results, the psychological empowerment packagehas sufficient content validity from the perspective of experts. In addition, this program had an impact on the impulsivity (F=62.07, Eta= 0.66, P≤0.001) and psychological flexibility (F=100.88, Eta= 0.74, P≤0.001) of students with externalized behavior disorder who were going through their paernts’ divorce. According to the findings of the present study, psychological capital training can be used effectively to reduce impulsivity and increase psychological flexibility in students with externalized behavior disorder who are going through a divorce.

The aim of this study was to determine the Effectiveness of Positive Youth Development Education on adolescents' psychological capital and anxiety. The study population was the first grade high school students in Tehran Region 1 and the study sample was 30 girls aged 12 to 17 years (15 in the experimental group and 15 in the control group) in the year 1999-99. The experimental group participated in a positive adolescent transformation training program during 12 two-hour sessions. Data collection tools were Spielberger Anxiety Questionnaire(1970) and Lutans Psychological Capital(2007). Data were analyzed using SPSS 24 software and analysis of covariance. The results showed that between the experimental and control groups in anxiety scores; Anxiety status, anxiety traits and psychological capital scores; There is a significant difference between optimism and self-efficacy (P> 0.05). The mean post-test scores of the experimental group increased significantly in the components of optimism and self-efficacy and decreased significantly in the components of anxiety, which indicates the effectiveness of adolescent positive development education on anxiety and psychological capital of adolescents. Emphasis on the components of positive transformation can be an appropriate practical program for the treatment of anxiety and the promotion of psychological capital with an emphasis on self-efficacy and optimism in adolescents.

The purpose of this study was to identify the mediating role of psychological capital in the relationship between psychological needs and lifelong learning literacy. The present study was conducted in a descriptive manner to identify the relationships among variables in the form of a structural model in the correlational research design; therefore, the relationships among variables were tested in the form of a structural model. The statistical population included all twelfth grade high school students in Abhar (Iran) who were studying in the academic year 2020-2021. Among them, 435 students (51 males and 385 females) were selected by multistage cluster random sampling and answered the questionnaires on basic psychological needs (BNSG-S), psychological capital (PCQ), and lifelong learning literacy (LLL). The data were analyzed using the structural equation modeling method with Amos-24, and the combined reliability method was used to determine the reliability of the instrument. The results showed that the direct relationship between psychological needs and psychological capital (P < 0.001, β = 0.73) and the direct relationship between psychological capital and lifelong learning literacy (P ≤ 0.001, β = 0.70). Psychological capital also fully mediated the relationship between basic psychological needs and lifelong learning literacy, so that by satisfying more basic psychological needs of students, their psychological capital could be fertilized. As a result, their lifelong learning literacy increased.

the present study was conducted with the purpose of investigating the effectiveness of quality of life enrichment training on the self-worth and psychological capitals in the family-headed women.

It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up period design. The statistical population of the present study included all family-headed women (those whose husbands have passed away or those who got divorced) under the protection of Imam Khomeini Relief Foundation in the town of Marvdasht in 2019-20. 30 family-headed women were selected through convenient sampling method and they were randomly accommodated into experimental and control groups (each group of 15 women). The experimental group received sixteen ninety-minute intervention sessions of quality of life enrichment training (researcher-made) during two months. The applied questionnaires in this study included self-worth questionnaire (Crocker, Luhtanen, Cooper, Bouvrette, 2003) and psychological capital questionnaire (Luthans, Avolive, 2007). The data from the study were analyzed through repeated measurement ANOVA via SPSS23 statistical software.

The results showed that quality of life enrichment training has significant effect on the self-worth and psychological capitals in the family-headed women (p<0.001) such that this type of training succeeded in the increase of self-worth and the psychological capital in the family-headed women.

According to the findings of the present study it can be concluded that quality of life enrichment training can be used as an efficient method to improve self-worth and psychological capitals in the family-headed women through techniques such as accountability, self-awareness skill, patience, acceptance and mindfulness.