جستجوی مقالات مرتبط با کلیدواژه « Affective Capital » در نشریات گروه « روانشناسی »

The present study aimed to compare the effectiveness of mother-adolescent efficient interaction packages and emotion regulation training on the affective capital of girls with externalizing behavior problems. The research was a semi-experimental method with a pre-test-post-test design and a control group with a two-month follow-up period. The statistical population of girls with Behavioral Externalizing problems in Isfahan in the fall of 2022. Among them, 60 people were selected based on purposefully and randomly assigned to two experimental groups and one control group. The experimental group of mother-adolescent efficient interaction received a training package for 8 sessions, and the experimental group received the emotional regulation training package for 8 sessions. Emotional Capital Questionnaire (ACS, Golperor, 2015) was used to collect data. Data analysis was done with the statistical variance analysis method with repeated measurements. The findings indicated a significant difference was observed in the affective capital of girls variable between the mother-adolescent efficient interaction group with the emotion regulation and the control groups in the post-test and follow-up phases (p<0.01). Also, there was no significant difference between the emotion regulation and control groups (p<0.05). Therefore, Based on the findings, the effective mother-adolescent interaction training package can be effective for improving the Affective capital of girls with externalizing behavioral problems.

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.

The aim of this study was to compare the effectiveness of three methods of career counseling (cognitive-social, cognitive information processing, constructivism) and acceptance and commitment counseling on students' affective capital on ninth grade students.

The research method was quasi-experimental with pre-test and post-test design for five groups. The study population was all ninth grade female students in one of the education districts of Isfahan in the 99-98 academic year. The sample consisted of 100 female students who were selected by available and multi-stage sampling based on entry and exit criterias. And were assigned to four experimental groups and one control group (20 people in each group). The research tool was the Emotional Capital Questionnaire (Golparvar, 2016). While the control group did not receive any training, none of the eight experimental groups received training related to each method. All groups were evaluated by research tools before and after the trainings.

The collected data were analyzed at two levels of descriptive (mean and standard deviation) and inferential statistics (multivariate analysis of covariance). The results showed that in comparison with control group there were no effects on feeling energy and positive affect by methods. Constructivism and acceptance and commitment had significant effects on happiness (P <0.01), but there was no significant difference between the two methods.

According to the results, it can be said that the constructivism and acceptance and commitment are appropriate methods to increase the happiness of female students.

Collective effort to enhance affective capital plays a unique role in promoting people's strength and vitality in work environments. This research was carried out with the aim of determining the relationship between affective-collective investment and conflict resolution efficacy with considering the mediating role of affective capital and sources of conflict resolution efficacy. In a correlation design based on structural equation modeling, 194 employees of Allas Milk Factory in Isfahan, trough convenience sampling participated in this study. The participants responded to the Affective-Collective Investment Questionnaire (1397/2018), Affective Capital Questionnaire (1395/2016), Conflict Resolution Efficacy Questionnaire (2000), and Sources of Conflict Resolution Efficacy Questionnaire (2007). Results revealed that there is a positive significant relationship between affective-collective investment with affective capital, conflict resolution efficacy and sources of conflict resolution efficacy. Results of bootstrap test and structural equation modeling indicated that affective capital and sources of conflict resolution efficacy are complete mediators on the relationship between affective-collective investment and conflict resolution efficacy. It seems that, through the strengthening of affective- collective investment, it is possible to create the context for the promotion of affective capital and sources of conflict resolution efficacy and then the conflict resolution efficacy in the workplace.

This research was conducted with the aim of determining the moderating role of meaning at work on the relationship between self-leadership with affective capital and affective-collective investment. Research statistical population was the employees of Saderat bank in Isfahan city. Among them, 243 employees were selected using convenience the sampling method and responded to Self-Leadership Scale, Meaning at Work Scale, Affective Capital Scale, and Affective-Collective Investment Scale. Data analyzed with the use of Pearson correlation coefficient and hierarchical regression analysis. Results revealed that there was a positive significant relationship between self-leadership and meaning at work, affective capital and affective-collective investment. The results of hierarchical regression analysis indicated that meaning at work moderated the relationship between self-leadership and affective capital and affective-collective investment. This means that when meaning at work is high, there is a positive and significant relationship between self-leadership and affective capital and affective-collective investment (p<0.01), but when meaning at work is low, there is not a significant relationship between self-leadership and affective capital and affective-collective investment (p >0.05). The results showed that meaning at work had high power to impact the relationship between self-leadership and affective capital and affective-collective investment.

Sexual abuse is among the psychological trauma that seriously threatens the health of adolescents and requires them professional help. The aim of this study was to determine the effectiveness of ACT-CBT therapy and parent management training (PMT) on the affective capital of adolescent boy with sexual abuse. The research method was semi-experimental, and research design was three groups with three stages include pre-test, post-test and two months of follow-up. Among fifty 14-17 years old adolescent boys with sexual abuse in Isfahan, in the summer 2018, 45 adolescent were selected based on criteria of entry and exit and then randomly assigned in three groups, each group with 15 adolescent. Golparvar (2017) affective capital questionnaire was used to measure the dependent variable in the pretest, post-test and two months of follow-up. The ACT-CBT therapy and parent management training (PMT) received treatment in 10 sessions and the control group did not receive any treatment. The data were analyzed by repeated measure analysis of variance and post-hoc Bonferroni test. The results of multivariate analysis of covariance and post-hoc Bonferroni test showed that, only there is a significant difference between ACT-CBT therapy with parent management training (PMT) and the control group in affective capital (P <0.01), but there was no significant difference between parent management training (PMT) and the control group (P->0.05).