نشاط ذهنی

The present study examined the effectiveness of wisdom training on academic emotions, academic motivation and subjective vitality in students. The study method was semi-experimental and its design was pretest, post-test with control group and follow-up stage. The statistical population involved all female students of the first secondary school in the academic year of 2023-2024 in Hamadan, Iran. In doing so, 42 students were selected by available sampling method and randomly divided in experimental (21 individual) and control group (21 individual). After grouping and conducting the pre-test, wisdom training sessions were provided to the experimental group. Then a post-test was taken from both groups. The data collection tools were three questionnaires of academic emotions, academic motivation and subjective vitality. In order to analyze the data, mixed method analysis of variance was used. The findings indicated that wisdom training had a significant effect on academic emotions, academic motivation and subjective vitality of students, and this effect was still stable in the follow-up phase after four months. Therefore, it can be concluded that wisdom training fosters academic emotions, strengthens academic motivation in students, and these factors together increase their subjective vitality. Based on this, it is suggested that teachers design and develop wisdom interventions in schools for positive learning, motivational and happiness-enhancing results for students.

Labor children, as one of the most vulnerable social classes who have been forced to take to thestreets due to their living and family conditions, are exposed to many physical and mental harm, according to many studies. The aim of this study was to compare attachment styles, psychological hardiness and Subjective Vitalityof labor children and normal children in Shiraz. The research design was causal-comparative. Using convenience sampling method, 48 children aged 7 to 17 years (24 working children and 24 normal children) were selected. The instruments of this study included Hazan& Shaver Adult Attachment Styles Questionnaire (Hazan& Shaver, 1987), Ahvaz Hardiness Questionnaire (Kiamarsi, Najarian, & Mehrabizadeh Honarmand, 1998) and Ryan and Frederick Subjective Vitality Questionnaire (Ryan and Frederick, 1997). After completing the questionnaires, the data was analyzed using Spss software, t-test and multivariate analysis of variance. The results showed that there was a significant difference between the attachment styles of the two groups (P <0.05). Labor children in avoidant and ambivalent attachment styles were not in a good position. The results of t-test showed that there is no significant difference between the two groups in terms of psychological hardiness and Subjective Vitality. In general, living in difficult family and social conditions can lead to a weakening of psychological variables that have a transient effect on growth and mental health. Emotional neglect caused by laborchild in unhealthy family situations can lead to the continuation of their psychological and behavioral problems.

Self-transcendence and subjective vitality are among the well-being indicators, whose predictors identification is of paramount importance. The present study was aimed at examining the mediating role of wisdom in the relationship between successful intelligence and selftranscendence and subjective vitality within a causal model.

This descriptive study employs a correlational and structural modeling approach with a sample consisting of 262 undergraduate students (159 females and 103 males) from Shiraz University, selected through multistage cluster random sampling during the academic year 2022-2023. Participants responded to the Successful Intelligence Scale (SIS) by Grigorenko and Sternberg, the Self-Assessed Wisdom Scale (SAWS) by Webster, the Adult Self-Transcendence Inventory (ASTI) by Levenson et al., and the Subjective Vitality Inventory (SVI) by Ryan and Frederick. Data were processed using structural equation modeling.

According to the research results, successful intelligence has a significant and positive effect on wisdom, and wisdom significantly and positively affects self-transcendence and subjective vitality. Furthermore, the bootstrap test showed the significant and positive mediating effect of wisdom between successful intelligence and self-transcendence, as well as between successful intelligence and subjective vitality

Based on the findings of the current study, it may be concluded that successful intelligence enhances students’ wisdom, in turn promoting their self-transcendence and subjective vitality.

The aim of this study was to investigate the effect of a short-term solution-oriented approach on the coping styles and mental vitality of gifted students. The method of this research was quasi-experimental and the research design was pretest-posttest with a control group. The statistical population of the study included all gifted ninth-grade female students in Urmia in the first six months of the 2019-2020 academic year. The mental vitality questionnaire was distributed among them and 30 people who scored lower on this test than the others were selected by voluntary purposive method and randomly divided into two equal groups (each group of 15 people). The experimental group received solution-based group therapy for 8 sessions of 90 minutes per week, and the control group was placed on a waiting list. In order to collect information, the Way Of Coping Questionnaire )WOCQ) (Lazarus and Folkman, 1984) and Mental Happiness Questionnaire (SVS) (Frederick, 1997) were used. Multivariate analysis of covariance was used to analyze the research data. The findings of the study showed that by controlling the effect of the pre-test, there was a significant difference between the mean post-test scores of the experimental and control groups in the variables of coping styles and mental vitality (P< 0/001). It can be said that the short-term solution-oriented approach is effective in reducing the emotional-oriented coping style and increasing the problem-oriented coping style and mental vitality of gifted students.

This study aims was to investigate  the effectiveness of Islamic happiness education on training vitality and positive and negative effects in women with marital conflict in a quasi-experimental design of pre-test and post-test type with a control group. The population of this study included women with marital conflicts referred to counseling centers in the east of Tehran city in that thirty womens were selected using voluntary-purposive sampling method and randomly assigned to the experimental and control groups. The participants of the experimental group underwent 8 sessions of 90 minutes of Islamic happiness training, and the participants of experimental and control groups completed the Subjective Vitality Scale and the Positive and Negative Affect Schedule at the beginning and end of the intervention. Analysis of covariance statistical method and SPSS-21 software at the was used for data analysis. According to the results, Islamic happiness education in women with marital conflict was effective in improving mental vitality and positive affects, and reducing negative emotions. Therefore, happiness and Islamic-oriented interventions can help married people to improve the level of subjective vitality and reducing positive and negative affect.

The aim of this study was to investigate the relationship between bonding with parents and mental vitality with the mediating role of motivational orientation (internal, external and unmotivated motivation). The research method was descriptive-correlational which was done in the form of structural equation modeling. The statistical population included all secondary school students in Kharameh (940 people). In this regard, 273 students were selected by random cluster sampling. Measurement tools included the Mental Happiness Scale (Ryan and Frederick, 1997), the Parent-Bonding Instrument (Parker et al., 1979), and the Motivational Orientation (Walrand et al., 1992). The results of structural equation modeling using AMOS software version 24 showed that mother and father care were direct and significant predictors of mental vitality. In addition, parental association was a direct and significant predictor of intrinsic, extrinsic, and unmotivated motivation. Maternal and paternal care and control also significantly predicted mental vitality through external motivation. The results of the present study showed the importance of bonding with parents and motivational orientation in the mental vitality of young people. The results of structural equation modeling using AMOS software version 24 showed that mother and father care were direct and significant predictors of mental vitality. In addition, parental association was a direct and significant predictor of intrinsic, extrinsic, and unmotivated motivation. Maternal and paternal care and control also significantly predicted mental vitality through external motivation. The results of the present study showed the importance of bonding with parents and motivational orientation in the mental vitality of young people.

The purpose of this study was to model mental vitality based on forgiveness and mindfulness with the mediating role of resilience. The present research design was descriptive and correlational with path analysis (regression) technique. The statistical population studied in this study was 55,000 students of Tehran Azad University. The sample size was determined based on Tabachnik and Fidel (2007) 108 people who were selected by convenience sampling. To collect information in this study, Ryan and Frederick (1997), Thompson, Snyder, Hoffman, Michel, Rasmussen et al. (2005), Bauer, Smith, Hopkins, Critmir and Tony (2006) Connor and Davidson (2003) resilience was used. The results of estimating the research model showed that mindfulness as a whole (ie direct and indirect effect) and in the standard case by 0.59 units (p <0.01) in explaining the variance of the criterion variable, ie mental vitality has a positive effect. Also, regarding the indirect effect of mindfulness and forgiveness on mental vitality through resilience, the results of standard estimation showed that mindfulness and forgiveness through resilience were 0.16 units (p <0.01) and 0.29 units (0.05, respectively). 

The aim of this study was to determine the effect of educational package based on executive functions on working memory and mental vitality of students. The quasi-experimental research design was pretest-posttest with a control group. In this study, the statistical population was all male students of the fifth grade of elementary school in Shahreza city in the academic year 2020-2021, which a total of 40 students were selected using the Targeted sampling method and randomly divided into two groups of 20 experimental and alternative witnesses. Were. The experimental group underwent 10 sessions of training based on executive functions; The control group did not receive any intervention. The data collection process was performed in the pre-test and post-test stages with Daniman and Carpenter (1980) working memory scale and Ryan and Frederick (1997) mental vitality questionnaire for all participants in both groups. The collected data were analyzed by analysis of covariance. The results of analysis of covariance showed that training based on executive functions increased working memory and mental vitality of students in the experimental group compared to the control group in the post-test (P <0.05). An educational package based on executive functions can be used to increase working memory and mental vitality of students in schools and educational centers.

The aim of this study was to compare the effectiveness of mindfulness-based stress reduction and self-regulatory learning on increasing the mental vitality of female students.

The method of the present study was experimental with pre-test design, multi-group post-test with control group. Among female high school students in Ardabil in the academic year 2018-2019 (3150 people) by cluster random sampling method and based on the desire of the subjects, 150 students in two experimental groups and a control group were selected and the Ryan and Frederick mental vitality questionnaire as a measurement tool. They gave. Bowen & Marlatt (2011) mindfulness training program and self-regulatory training program (Pintrich, 2011) were used as an intervention in the present study. Univariate and multivariate analysis of covariance were used to test the research hypotheses.

The results showed that mindfulness and self-regulated learning had a significant effect on increasing the mental vitality of female students (P<0.001) and in general, the effectiveness of mindfulness-based stress reduction on increasing the mental vitality of female students was more than the self-regulated learning method (p <0.05). 

This study has many experimental, research and practical implications for increasing students' mental vitality.

The present study was conducted to investigate the effectiveness of self-compassion training on academic resilience and mental vitality of high school students. The research method was semi-experimental with a pre-test-post-test with a control group. It was applied in relation to the purpose. The statistical population includes high school female students in the city of Tehran in the academic year 2019-20.A multistage clustered random sampling was used to select 40 students and they were randomly divided into an experimental group and a control group (20 in the experimental group and 20 in the control group). The experimental group received seven sixty-minute training sessions on self-compassion for one month. The questionnaires used in the study were the Academic Resilience Questionnaire (ARQ) and the Mental Vitality Scale (MVS). The data were analyzed using ANCOVA method. The results showed that self-compassion training had a significant effect on academic resilience and mental vitality of high school students (p<0.001), so this intervention led to an increase in academic resilience and mental vitality of high school students. Therefore, it can be said that self-compassion training is an effective method to increase high school students’ school resilience and mental vitality by using techniques such as familiarity with the concept of mindfulness, accepting emotions, confronting emotions, personal responsibility skills, and self-awareness.

Responsible behavior is one of the indicators of a healthy human which its strengthening and growth will not be possible except by identifying the factors affecting responsible behavior. To this end, the present study seeks to answer the question of whether family performance, psychological capital and satisfaction of psychological needs of adolescents have an effect on their level of responsibility and mental vitality or not?

The present study was conducted with the aim of family performance, psychological capital, psychological needs with mental vitality: the mediating role of adolescentschr('39') responsibility during adolescence.

The present study was descriptive, with correlation and structural equations. The statistical population of this study consisted of all adolescents aged 14 to 18 years in Tehran in 1399. The research sample was 400 adolescents in districts 1 and 2 of Tehran who were selected by multi-stage cluster sampling. Research data was collected using the self-report questionnaire of Kim and Kim family (2007), psychological needs of Lagourdia et al. (2002), McGee (2011), Soroush (2012) and the mental vitality of Kiyez et al. 2003). Data were analyzed using Pearson correlation coefficient and structural equation modeling.

The findings showed that family performance, psychological needs and psychological capital have a direct and indirect positive effect on studentschr('39') responsibility and mental vitality. The results of structural equation modeling showed that 39% of the variance of responsibility and 48% of the variance of mental vitality are explained by family performance, psychological needs and psychological capital and responsibility.

Recognizing the factors affecting studentschr('39') responsibility and mental vitality provides the possibility of anticipation and planning to help ensure their mental health. It is also possible to take steps to increase social, emotional and psychological vitality by creating a suitable environment in schools.

The purpose of this study was structural analysis of the relationships between mental vitality and academic engagement mediated by attitudes toward school and perception of teacher social support.

The method of descriptive research was a survey of correlation and structural equation modeling. The statistical population of the study consisted of all third year high school students in Kermanshah who were studying in the 98-97 academic year. From this population, 650 students were selected using multi-stage cluster sampling method. The Rio (2013) Academic Conflict Questionnaire, Ryan & Frederick (1997), McCook & Siegel (2002), and Elliott et al.'s (2001) Social Support Perception were used as assessment tools. Data analysis was performed with two softwares SPSS19 and AMOS20.

Findings showed an indirect and significant effect of mental vitality on academic conflict through attitudes toward school and perception of teacher social support. In other words, the findings showed that mental vitality has a direct and significant effect on attitudes toward school and perception of teacher social support, and these two variables have a direct and significant effect on academic engagement. Also, the perception of teacher social support on school attitudes and academic conflict; And attitude towards school has a direct and significant effect on academic conflict.

the present study showed that mental vitality can be a good predictor of students' academic engagement through the perception of teacher social support and attitudes toward their school. Therefore, by increasing these three variables, students' academic engagement can also be increased.

The present study was conducted to investigate the efficacy of training based on choice theory on educational resilience and mental vitality in high school students’.

The present study was quasi-experimental with pretest, posttest and control group design. The statistical population included secondary high school students in the city of Tehran in academic year 2019-20. 40 students were selected though multi-stage clustered random sampling method and they were randomly accommodated into experimental and control groups (Each group has 20 students). The experimental group received of training based on choice theory (Glasser, 2013) during a month. The applied questionnaires in the study were school educational resilience (Samuels, 2004) and mental vitality questionnaire (Ryan, Frederick, 1997). The data were analyzed through ANCOVA method.

The results showed that training based on choice theory has significant effect on educational resilience and mental vitality in high school students’ (p<0.001) in a way that this intervention has led to the increase of educational resilience and mental vitality.

The findings of the study revealed that training based on choice theory can be used as an efficient method to increase educational resilience and mental vitality in students’ through employing techniques such as responsibility and responsible academic life.

The purpose of this study was to investigate the moderating role of mobile phone dependency in the model of predicting subjective vitality based on perceived social support and alexithymia mediated by academic procrastination in adolescent girls.

The statistical population included the Bandar Imam Khomeini high school girl students, in 2019. 352 of them were selected by multistage cluster random sampling. They responded to these questionnaires: smartphone addiction scale, Multidimensional Scale of Perceived Social Support, Alexithymia Questionnaire, academic procrastination Scale, and subjective vitality questionnaire. Data were analyzed by structural equation modeling

The results showed that in both groups of addicted students to mobile and non-mobile addicted, the direct path of social support and alexithymia was not significant with subjective vitality, but the direct path of academic procrastination to subjective vitality was negative and significant and social support had a negative and significant relationship with academic procrastination and alexithymia had a positive and significant relationship with academic procrastination. Academic procrastination also mediated the relationship between social support and alexithymia with subjective vitality. Dependence on mobile phones moderated this mediation model.

By increasing social support and treating alexithymia, it is possible to reduce academic procrastination in adolescents and thereby improve subjective vitality. And by teaching the correct use of mobile phones, the intensity of the impact of factors on reducing subjective vitality decreased.

One criteria of well-being is subjective vitality. To know the predicting factors of subjective vitality as one of the main indicator of health and motivation is very critical. The purpose of this study was to investigate the causal relationship between parental psychological control and students' subjective vitality with the mediating role of cognitive emotion regulation strategies. Participant consisted of 346 Shiraz University undergraduate students who selected by cluster random sampling, and completed the Soenens et al.'s dependency-oriented and achievement-oriented psychological control scale, Garnefski & Kraaij’s cognitive emotion regulation questionnaire, and Ryan & Frederick’s subjective-vitality scale. The findings showed that psychological control of parents negatively affected subjective vitality and adaptive cognitive emotion regulation strategies. The effect of parental psychological control on maladaptive strategies was positive and statistically significant. Maladaptive strategies showed negative effects on subjective vitality, and adaptive strategies had positive effects on subjective vitality. The Bootstrap test confirmed the mediating role of cognitive emotion regulation in the relationship between parental psychological control and subjective vitality. According to this research findings, it can be concluded that decrease of parental psychological control leads to children's more use of adaptive strategies and thereby leads to a promotion of children’s subjective vitality.

Subjective vitality is defined as having adequate physical and mental energy. People with higher emotional intelligence, are happier, livelier, and more functional. But the main question of the present study is whether the self-compassion plays a mediating role in this regard?

The purpose of this study was to investigate the relationship between emotional intelligence and subjective vitality with mediation of self-compassion among undergraduate students of Shiraz University.

This research was a correlational study. From the statistical population of undergraduate students of Shiraz University in academic year 1397-98, 298 students (149 women and 149 men) were selected using multi-stage cluster sampling method, and they completed three questionnaires of subjective vitality (Ryan & Frederick, 1997), self-compassion (Neff, 2003), and emotional intelligence (Petridse & Furnham, 2001). Data analysis was performed using structural equation modeling method.

Research model had a proper fitness with the research data, and emotional intelligence had a direct effect on studentschr('39') self-compassion ( =β0/41, p˂ 0/05), and subjective vitality ( =β0/29, p˂ 0/01). The indirect effect of emotional intelligence on studentschr('39') subjective vitality was also statistically significant through mediation of self-compassion (=β 0/21, p˂ 0/01). Thus, it can be said that emotional intelligence can affect studentschr('39') subjective vitality both directly and indirectly through mediation of self-compassion.

Based on the obtained results, it can be concluded that promoting emotional intelligence can enhance studentschr('39') self-compassion and as a result, provided their subjective vitality.

The purpose of this study was to predict educational well-being and mental vitality of high school students based on their feelings of belonging to the school mediated by goal orientation in Ghahavand town. The research method was descriptive and correlational. The population of this study included all high school students (1126) who were selected by cluster sampling. The data were collected by Tuminnin-Sweeney, Elliot, and McGregor et al., Ryan and Frederick as well as Bry, Betty, and Watts’ Scales. The data were analyzed by the structural equation modeling. Findings showed that the hypothesized model, that is the mediating role of goal orientation in relation between mental vitality and feeling of belonging to school with educational well-being is fit, so that the feeling of belonging to school and subjective vitality with the mediating role of goal orientation can explain 54% of the variance of the student's educational well-being. Another part of the findings indicated that the feeling of belonging to the school and mental vitality could predict 8% of the goal orientation variance, respectively. In general, the results of this study indicated that mental vitality only can predict educational well-being indirectly; however, the sense of belonging to the school, indirectly and directly has the ability to predict students' academic well-being.

The purpose of this study was to investigate the The statistical population of this study was 2nd- grade high school female studentsin Zanjan city in the academic year of 2018-19. Of these, 30 were selected by multi-stage cluster sampling method and randomly assigned to two groups of experiment and control. The experimental group received the mindfulness training with an Islamic approach in 8 sessions of 120 minutes) a session per week (; the control group did not receive any intervention. State vitality scale (SVS (and school well-being questionnaire (SW-BQ) were used for collecting data. Data were analyzed using one-way analysis of covariance. The results of the research showed that after controlling the effect of pre-test, there was a significant difference between the two groups in the post-test subjective vitality and school well-being. In other words, mindfulness with an Islamic approach increases subjective vitality and school well-being of students. According to the findings of this research, the training of mindfulness with an Islamic approach can be used as an appropriate intervention to increase subjective vitality and school well-being.

The present study was conducted to investigate the effect of positivist therapy on mental happiness, resilience and self-affection in the mothers of the children with CP. The present research method was quasi-experimental with pretest-posttest and control group design. The statistical population of the current study included all the mothers of the children with CP in the city of Isfahan in 2016. 30 mothers were selected through Non-probable available and purposive sampling method and put into in the experimental and control groups. The experimental group received positivist interventions in nine ninety-minute sessions once a week while the control group didn’t enjoy such interventions during study process. The applied instruments included the questionnaires of mental happiness, resilience and self-affection. The results from the data analysis showed that positivist therapy had significant effect on mental happiness, resilience and self-affection in the mothers of the children with CP at the posttest and follow-up stages. According to the findings of the present study, mental happiness, resilience and self-affection in the mothers of the children with CP can be improved through applying positivist therapy

The aim of this research was to determine the effectiveness of harm reduction training and matrix intervention program on academic procrastination among harmed female students due to the relationship with opposite sex. The research design was semi-experimental with two experimental and a control group in three stages of pre-test, post-test and two month follows up. Among 60 female students who harmed from relationship with opposite sex, 36 girls were selected on the basis of entry criteria, and then randomly assigned to three equal groups of 12 people. The research instrument was Solomon and Rothblum's (1984) academic procrastination scale. The matrix intervention group and harm reduction training group received 10 sessions of treatment. Results of multivariate analysis of covariance and post hoc test revealed that there was a significant difference between the harm reduction training group and matrix intervention with the control group in sub-scale of "the readiness for exams" (F=9.68, P=0.001) and "readiness for assignments" (F=15.47, P=0.001) in post-test. Also in sub-scale of "final assignments" (F=7.83, P=0.002), the matrix intervention group had a significant difference with harm reduction training group and the control group in post-test. In the follow-up stage, only there was a significant difference between the matrix intervention and control group in sub-scale of "readiness for assignments"(F=4.82, P=0.015). According to the findings, it is suggested to use the matrix intervention program and then the harm reduction training program to reduce the academic procrastination of female students who harmed from relationship with opposite sex.