بهزیستی روانشناختی

The present research was conducted to quantitatively combine the results of the studies conducted on the relationship between psychological capital and the psychological well-being of university students in Iran with the meta-analysis technique. The statistical population included all articles published in scientific journals in Iran regarding the relationship between psychological capital and psychological well-being of University students from 2011 to 2022 Using the purposeful sampling method, 10 cases consisting of 3233 subjects were selected as a statistical sample for the study. The data collection tool was the meta-analysis coding form. The data obtained from selected research were analyzed using CMA3 software (Meta-analysis Community Software). The meta-analysis of the selected studies showed that the average effect size of the relationship between psychological capital and psychological well-being in the fixed effects model is (0.598) and in the random effects model (0.633), which is considered above average and strong based on Cohen's interpretation system. Also, among the dimensions of psychological capital, self-efficacy with an effect size (of 0.511) has the highest contribution, and optimism with an effect size (of 0.453) has the lowest contribution to the psychological well-being of university students in Iran. Based on the obtained results, it seems necessary to pay attention to the components of psychological capital to improve the psychological well-being of university students.

Introduction and Goal: 

Anxiety is one of the basic problems of students, which can cause a lot of psychological and emotional damage to students. Therefore, this research was conducted with the aim of determining the relationship between resilience and psychological well-being with academic performance in students With Generalized Anxiety Disorder.

The research design was correlational. The statistical population of the research included all the female students of the first secondary school in Paveh city in the academic year of 2021, of which 150 people were selected based on the formula (n=50 + 8m) and selected by the available sampling method and the research tools included Tab questionnaire. Avery (Connor and Davidson, 2003), psychological well-being (Reif, 2002) and academic performance questionnaire (Pham and Taylor, 1999) answered. Descriptive statistics, Pearson correlation coefficients, multivariate regression and spss software were used for data analysis.

The results showed that there is a positive and significant relationship between the total score of resilience (r=0.679 and p=0.000) and one of its dimensions with the academic performance of anxious students at the level of 0.05. Also, the results showed that the total score of psychological well-being (r=0.899 and p=0.000) and each of its dimensions have a positive and significant relationship with the academic performance of anxious students at the level of 0.05. Regression analysis with the simultaneous entry method also showed that the predictor variables together explained 40% of the variance of the academic performance score in students.

Considering that academic performance can be influenced by many psycho-social factors, it is necessary for educational planners and psychologists to take steps to improve students' academic performance by recognizing these factors.

This study was conducted with the aim of predicting students’ psychological wellbeing and emotion regulation based on religious beliefs and lifestyle. The research design was correlational. A total of 368 students (193 girls and 175 boys) in the secondary school in the school year 2022-2023 were selected through cluster sampling, and responded to the Psychological Wellbeing Questionnaire, Emotion Regulation Questionnaire, and Religious Belief Questionnaire. The data analysis was conducted with Pearson correlation coefficient using SPSS Version 22. The results show that religious beliefs predict psychological wellbeing and emotion regulation and the relation between them is statistically positive and significant, which means students with stronger religious beliefs were more capable of dealing with negative life events, and their happiness, self-esteem, emotion control, and life satisfaction were significantly different. Religious belief contributes to the formation of a sense of belonging to a transcendent source of protection which imparts a permanent and special meaning to the individual’s behavior, thereby moving the individual’s lifestyle towards the fulfillment of a great meaning.

Introduction and goal: 

The purpose of the current research is the effectiveness of positive thinking training on the psychological and occupational well-being of teachers.

The experimental research method is a pre-test-post-test type with a control group. Its statistical population includes all secondary school teachers of Farashband city, among whom 30 people were randomly selected as samples (15 people were randomly assigned to the experimental group and 15 people to the control group). The current research tool is psychological well-being questionnaire in 1989 by Rief, standardized job commitment questionnaire by Blau (1997), and positive thinking protocol based on Seligman's theory (2005). Research data was analyzed by SPSS software and multivariate analysis of covariance test.

The results showed that teaching positive thinking skills has a significant effect on teachers' psychological well-being and job commitment. The findings of this research highlight the necessity of using positive thinking training programs in order to improve the psychological well-being and job commitment of teachers.

Teaching positive thinking skills to teachers has a significant effect on their psychological well-being and job commitment. These skills help teachers to face challenges and act with more motivation, self-efficacy and hope in the teaching profession.

One of the most important determinants of the improvement of mental health and psychological well-being of adolescents is their lifestyle, which can be effective in preventing social harm. Considering the role played by the students of every country play in its prosperity, it is an inevitable necessity to invest in their proper education.

The purpose of the current research was to investigate the role of Islamic lifestyle with a skill-based approach in improving psychological well-being.

Applied Research was used in this research. The study population included the secondary school students of Tehran city. Tools: Data collection tools included interviews and questionnaires(Kaviani's Islamic lifestyle and Ryff Scales of Psychological Well-Being).

The findings of this study highlight the necessity of using life skills training programs with Islamic approach to improve psychological well-being.

The results of educational interventions could lead to better performance, therefore, it is suggested to be used as an effective strategy in all educational centers of Iran.

This study is aimed at developing an education program based on parent-child interactions and examining its impact on psychological wellbeing and parental self-efficacy of mothers of children with ADHD.

This study was a mixed study, in which Grounded theory was used in the qualitative section and the experimental method was used in the quantitative section. Purposive sampling was used in the quantitative section and convenience sampling was used in the qualitative section. Ten sessions aimed at 1. introducing the program, 2. meditation, 3. recognizing the disorder, 4. stimulus control, 5. empathy skill, 6. dealing with environmental modifications, 7. increasing attention, 8. social support, 9. response inhibition and 10.

review were respectively recognized based on the results obtained from the interviews conducted in the qualitative section. These were then carried out for the experimental group in the qualitative section. Participants answered to the parental self-efficacy scale questionnaires (Domka et al., 1996) and psychological well-being (Ryff, 2002) in the quantitative study using pre-post tests and follow-up.
Discussion and

Findings obtained from within-subjects between-subjects design variance test revealed that family-centered therapy was effective in increasing psychological well-being (P<0.001) and parental self-efficacy scores (P<0.001) in post-test. The increase has maintained its stability in the follow-up stage. In addition, results showed that the education program developed in the current study has good validity and can be applied to psychological well-being and parental self-efficacy of mothers of children with ADHD.

The purpose of this study was to investigate the effect of teaching the educational conduct of the prophet (PBUH) and the Imams (AS) on vandalism and psychological Well-Being of high school male students. This research was a quasi-experimental research with two experimental groups and two control groups. The study population included all male high school students in Najafabad in the academic year 2020-2021 and four schools were selected by multi-stage cluster sampling method and four classes were selected from schools. And in Shad application, 43 students in two experimental groups and 49 students in two control groups participated. Afshani and Javaherchian (2016) Vandalism scale and Ryff (1989) psychological Well-Being scale were used to collect data. The validity of these questionnaires was reviewed and confirmed by subject matter experts and the reliability of the questionnaires was reviewed and confirmed by Cronbach's alpha. Descriptive statistics and analysis of covariance were used to analyze the data. The results of the research showed that the educational conduct of the prophet (PBUH) and the Imams (AS) has a significant effect on reducing destructive behavior inside and outside the school and also increases the overall score of students' psychological well-being and all its components except the component of autonomy and environmental mastery. Therefore, by investing and promoting educational programs based on the educational conduct of the prophet (PBUH) and the Imams (AS) in educational institutions, it is possible to reduce the destructive behavior of students and increase their psychological well-being.

Numerous studies have examined the effectiveness of mindfulness training on positive psychological capacities but research that examines the effectiveness of mindfulness training on the psychological well-being and components of psychological capital in mothers of children with educatable intellectual disability has been overlooked. To determine the effectiveness of mindfulness training on the psychological well-being and components of psychological capital in mothers of children with educatable intellectual disability.                                   The research was semi-experimental with pre-test, post-test and control group design with trimester follow-up. The statistical population in this study consisted of all mothers of children with educatable intellectual disability aged between 5 and 10 in the city of Tehran who had referred to Zehn Ara Counseling Center in 2020. The sample size of the present study included 40 mothers of children with educatable intellectual disability, 20 of whom were in the experimental group and 20 in the control group with the available sampling method. The tool used was Kabat-Zin's (1990) treatment plan, Ryff's well-being Scale (1989), and Lutanz's psychological capital Scale (2007). Data were analyzed by variance analysis with repeated measures approach and Bonferroni post hoc test. mindfulness training had a significant effect on the psychological well-being and components of psychological capital in mothers of children with educatable intellectual disability (p<0.05). Mothers of children with educatable intellectual disability who participated in mindfulness training sessions were more well-being, resilience, Self-efficacy, hopeful and optimism

The aim of the present study was the effectiveness of psychodrama on emotional self-regulation and psychological well-being in people with dramatic personality disorder. The sample size was 30 people with this disorder who were selected as available from the statistical population (one of the counseling centers). The data collection tool included a summary of the psychodrama protocol, the emotional regulation questionnaire of Grenofsky, Craig and Spinhaven (2001) and Riff's psychological well-being (1980). The analysis of the collected data was done in two descriptive and inferential ways through SPSS22 software. In this research, descriptive statistics were used to calculate the mean and standard deviation of the research variables and to show the frequency and related graphs, and inferential statistics were used to investigate the research hypotheses. Before testing the hypotheses, the assumption of normality of data distribution was made by Kolmogorov-Smirnov test. Then, the assumption of homogeneity of variances was investigated through Levin's test in all the variables of the two groups. To report the results, the significance of the desired statistical tests and the effect size of the independent variable were used. Multivariate and univariate analysis of covariance was used to analyze inferential statistics data. The results showed that psychodrama is effective on emotional self-regulation and psychological well-being in people with dramatic personality disorder. Considering the severity of the effect, psychodrama treatment has a greater effect on the psychological well-being of people with personality disorder than emotional self-regulation.

women heads of households whose husbands are in prison have psychological problems that require therapeutic interventions. The present study was conducted with the aim of investigating the effectiveness of neuro-linguistic programming based on self-control on the mental health and psychological well-being of women with imprisoned spouses.

The present study was a semi-experimental type of pre-test-post-test with a control group. The statistical population consisted of all women with spouses who were imprisoned in Birjand city in 2022, who had referred to the counseling center of the central prison of Birjand city; formed. The samples of this research were 20 people from the mentioned society who were selected using available sampling method and were assigned to two experimental (10 people) and control (10 people) groups with the help of simple random method. The treatment for the experimental group of neurolinguistic programming intervention based on self-control was implemented in 8 sessions of 150 minutes. But no action was taken on the control group. The psychological health questionnaires of Najarian and Davoudi (2010) and psychological well-being questionnaires of Rif (1989) Marital instability questionnaire (Mll) Edwards, Johnson and Allen Booth (1987) were implemented on them. Was. Data analysis was done with descriptive tests (mean and standard deviation) and covariance analysis using SPSS version 24 software. P value less than 0.05 was considered significant.

The results showed that neurolinguistic programming intervention based on self-control had an effect on mental health and psychological well-being (P<0.05). Also, neurolinguistic programming intervention based on self-control explains 25.3% increase in mental health and 24.2% increase in psychological well-being of couples (P<0.05).

According to the results of this research, this type of treatment was used to reduce the problems of women with imprisoned spouses and increase their mental health and psychological well-being.

female NAJA students face many problems and stress due to their field of study and job and their psychological well-being is endangered. Therefore, it is very important to find potential internal factors to deal with and strengthen the psychological damage caused by these stresses. In this regard, the aim of the present study was to investigate the mediating role of mindfulness in predicting the psychological well-being of female NAJA students based on their resilience and social adjustment.

Among 241 female students of Najai University of Tehran in the academic year 1399-1400, who answered the Ryff (1989) Connor and Davidson (2003) Resilience (2003) Bell (1961) and Brown & Ryan (2003) Mental Resilience Questionnaires. The data of 208 people who were complete were entered into the analysis.

Structural equation modeling showed that the research model has a relatively good fit and is acceptable. Path analysis also showed that resilience is able to predict psychological well-being both directly and through the mediation of mindfulness. But social adjustment did not directly or indirectly predict psychological well-being (P <0.05).

The results show that in order to improve the psychological well-being of NAJA students, measures should be taken to increase their resilience and awareness in the form of training courses and psychological services at NAJA University in person and online.

The purpose of this study aimed to determine the role of Alexithymia and perceived social support in predicting the psychological well-being of female adolescents in Kaleibar. The method of the present study was correlational. The statistical population of the present study included all female high school students (grades 10 to 12) studying in the academic year 2021-2022 in Kaleibar. A sample of 278 people based on Krejcie and Morgan's formula were selected by available sampling method from the research community and completed the Reef Psychological Well-Being Questionnaire (RSPWB), Alexithymia Questionnaire, Perceived Social Support Scale. Pearson correlation coefficient and simultaneous regression analysis were used to test the hypotheses. The results of the analysis of research hypotheses showed that there is a significant relationship between alexithymia and perceived social support with psychological well-being of female adolescents. Also, based on the results, alexithymia and perceived social support of 0.260 predict the psychological well-being of female adolescents.

Today, a new process has started in organizations, and work in organizations has gained a new meaning. Organizations that offer a good quality of work life to their employees have a good index in attracting and retaining employees; Therefore, the quality of employees' work life is the key to the success of any organization, which increases employee satisfaction, strengthens their learning and flexibility in a changing environment. Therefore, this research aimed to investigate the relationship between personality traits and psychological well-being with the quality of work life through the mediation of perceived social support.

The present research method was a path analysis type descriptive correlation. This research's statistical population was comprised of all the teachers working in education in Boyerahmad city. From the statistical population, 450 people were selected and studied by the available sampling method. To collect data, the social support questionnaires of Ziman and his colleagues (1988), personality traits (NEO), Riff's psychological well-being (1989), and Walton's quality of work life (2003) were used. Evaluation of the proposed model was done using path analysis.

The research findings showed that the direct paths of personality traits, psychological well-being, and perceived social support to the quality of work-life, as well as personality traits and psychological well-being to perceived social support, were statistically significant.

The results showed that the indirect relationship between personality traits and psychological well-being through perceived social support and the quality of work life was significant. Overall, the research results showed that the quality of working life is affected by many factors, including personality traits, psychological well-being, and perceived social support.

This study seeks to investigate the effect of coaching training on burnout and psychological well-being among nurses working in patients with covid-19. The theoretical framework of the research was inspired by Maslash three-factor model and different approaches to psychological well-being. The research method in this research was quasi-experimental and the data collection tool was Maslash burnout questionnaire and Reef psychological well-being questionnaire. The validity of the instrument was confirmed by the face method and its reliability by Cronbach's alpha. The statistical sample size of the study according to the quasi-experimental research method was 30 nurses who were purposefully selected from the statistical population (shahid sadoughi hospitalof yazd accepting covid-19). Thirty selected nurses, who were screened among other nurses with research questionnaires, were selected and randomly assigned to two experimental and control groups (15 in each group). Descriptive statistics were used to calculate the mean and standard deviation of research variables and show the frequency and related graphs, and inferential statistics were used to test the hypotheses. Before testing the hypotheses, the assumption of homogeneity of variances was tested by Levin test in all variables of the two groups. Analysis of covariance was used to analyze inferential statistics data. The results showed that coaching training is effective on nurses' psychological well-being (P <0.05). Coaching training is effective on nurses' burnout (P <0.05).Keywords: coaching training, burnout, psychological well-being, nurses, Covid 19.

The aim of this study was to investigate the effectiveness of parent-child relationship education on perceived stress and psychological well-being in mothers with mentally retarded children.
The statistical population of the study included all mothers who were active members in supporting Tehran's disabled and mentally retarded children. Of these, 30 mothers with mentally retarded children who met the inclusion criteria were selected by available sampling method. They were randomly assigned to experimental groups (n = 15) and control group (n = 15). Then, the experimental group received 10 sessions of parent-child relationship training and the control group did not receive any intervention. Participants were assessed using the Cohen`s Perceived Stress Scale (PSS-14), Ryff`s Being- Well Psychological of Scales. Data were analyzed by SPSS23 software.
The results of the study using repeated measures analysis of variance showed that the experimental and control groups in the post-test and follow-up stages were significantly different in terms of both variables (P <0.05) and based on the results of Table 3, 35.0%. Perceived stress changes and 14.4% of psychological well-being changes are due to the intervention method, ie teaching the parent-child relationship.
Therefore, it can be said that parent-child relationship education has been effective in reducing perceived stress and increasing psychological well-being in mothers with mentally retarded children.

In addition to causing physical harm, coronavirus disease also has a serious impact on people's mental health So.The aim of this study was to investigate the effectiveness of moral intelligence on psychological well-being and academic ethics of female high school students in Urmia in the Corona Epidemic. The method of the present study was quasi-experimental in which the sample was divided into experimental and control groups and educational interventions were performed on the experimental group. The statistical population of the study was female high school students in Urmia in the academic year 400-99. Using simple random sampling method, 40 female students were selected from among the high school students in Urmia and were randomly assigned to two experimental and control groups. First, both groups were tested using the Golparvar Academic Ethics Scale (2010) and the Reef Short Form Psychological Welfare Scale (2004). The experimental group then participated in 11 sessions of moral intelligence training, while the control group was placed on a waiting list and did not receive training. After the sessions, post-test was taken from both groups. Finally, the collected data were analyzed using analysis of covariance. Based on the results of the hypothesis test, it was found that 1) moral intelligence training has an effect on psychological well-being and academic ethics. (05/0> P). Therefore, it is recommended to teach moral intelligence to students as a suitable intervention method to promote the psychological well-being of their academic ethics.

Marital intimacy plays an important role in family strength. Therefore, the aim of this study was investigate the relationship between psychological well-being and psychological hardiness with marital intimacy in married women.

The present study was cross-sectional from type of correlation. The research population was married women who referred to Sadra counseling center in Qom city in 2020 year with number of 240 people. According to Cochran's formula, the sample size was estimated 144 people who were selected by simple random sampling method. The research instruments were the scales of psychological well-being (Ryff, 1989), psychological hardiness (Lang, Goulet and Amsel, 2003) and marital intimacy (Walker and Thompson, 1983). Data were analyzed by methods of Pearson correlation coefficients and multiple regression with enter model in SPSS-21 software.

The findings showed that psychological well-being (and all six components including self-acceptance, positive relationships with others, autonomy, environment mastery, purpose in life and personal growth) and psychological hardiness (and all three components including control, commitment and challenge) had a positive and significant relationship with marital intimacy in married women (P˂0.001). Also, the variables of psychological well-being and psychological hardiness significantly able to explained 53%, six components of psychological well-being significantly able to explained 67% and three components of psychological hardiness significantly able to explained 37% of the changes of marital intimacy in married women (P˂0.001).

The results indicated the positive and significant relationship of psychological well-being and psychological hardiness with marital intimacy in married women and their role in explaining their marital intimacy. Therefore, to promote marital intimacy can be improved the psychological well-being and psychological hardiness

Adolescence is one of the most critical periods in the life of every person. Adolescent health is a prerequisite for the health and future development of society. Identity is the focus of adolescent health and is influenced by a set of factors that also affect health, so ensuring adolescent health depends on the formation of a desirable identity.

The aim of this study was to predict identity styles based on the components of psychological well-being and attachment style among first grade male students in Shahinshahr.

This research is applied in terms of purpose and its method is correlational. The population of this study included all male students of the first semester of Shahinshahr city. The research sample consisted of 230 people from the sample size. The data collection tool was Brzonsky Identity Styles Questionnaire (1989), Reef Psychological Well-Being Scale (1989). Data were analyzed at two levels of descriptive (mean, standard deviation) and inferential (Pearson correlation test and regression) and analyzed by SPSS23 software.

The results showed that normative identity, confusion, commitment and information based on the components of psychological well-being and attachment style among female high school students in Isfahan can be predicted (p <0.01).

According to the results in this study there is a need for counseling and psychological services with services. More diverse schools should be made available to the public.

The purpose of this study was to compare the effect of the virtual training of mindfulness and integrative training of emotional competencies intervention on psychological well-being with the moderating role of job engagement. Research population comprised all teachers working in Education Office in Khorasan Razavi Province who were also undergraduate students at Islamic Azad University. Of the study population, 353 consented to participate in the study, and 90 individuals who scored the highest in UWES-9 were purposively selected and allocated into experimental and control groups. Experimental groups received twelve 90-minute sessions via video conference training. The data were collected through Ryff's Scales of Psychological Well-Being (2006) and UWES–9S (2002). The results showed that both educational methods led to a significant improvement in psychological well-being in experimental groups (P ˂ 0.05). Also, the dimensions of job engagement played a moderating role in this research.IntroductionTeachers are constantly anxious and stressed due to the intense activities and problems they encounter at school with the principal, parents, and coworkers. Therefore, it is necessary to consider their health from a positive perspective and to address issues such as psychological well-being (PW) that can determine mental health (Alzina & Paniello, 2017). One of the factors affecting PW is job engagement (JE). JE is a concept that is often used in contrast to job stress. Some researchers, including Schaufeli et al. (2006), have divided JE into three dimensions: Vigor (high levels of energy and mental flexibility while working), absorption (full focus, and immersion at work), and dedication (experience of a sense of importance, desire, intuition, honor, and challenge at work). All such training tries to control stress, but at present, what has attracted experts in the field of occupational health is the use of cognitive-behavioral interventions with a preventive approach. As such, workplace mindfulness training (WMT) (Kersemaekers et al., 2018) and emotional competence training (ECT) (Housman et al., 2018) are among the most effective preventive methods. Rahimi Klor and Kazemzadeh (2015) found a significant negative relationship of JE scores with burnout and job stress. The present study focuses on the theoretical foundations, research background, and research gaps on the effectiveness of virtual training of WMT and ECT on psychological well-being as well as the moderating role of JE, seeking to answer the question of whether virtual training ECT and WMT techniques are effective on teachers' PW due to the moderating effects of JE on teachers. This study aimed to compare the effect of the virtual training of WMT and ECT intervention on PW with the moderating role of JE.Methods and MaterialsThe present study was a semi-experimental study with pretest-posttest and a control group. Study population comprised all teachers working in the Education Office in Khorasan Razavi Province, who were also undergraduate students at Islamic Azad University. Of the study population, 353 consented to participate in the study, and 90 individuals who scored the highest in Utrecht Work Engagement Scale (UWES-9) were purposively selected and allocated into two experimental groups and a control group. That is, 10 individuals from each dimension were randomly assigned to WMT, ECT, and control groups (Table 1). For each of the experimental groups, twelve 90-minute sessions were provided via video conference training. The control group received only regular medical care in this period.  Before and after the training, Ryff’s Scales of Psychological Well-Being (2006) was administered to experimental and control groups (Figure 2).The Utrecht Work Engagement Scale (UWES–9S) This questionnaire was prepared by Schaufeli et al. (2006) and has 17 items. Schaufeli et al. (2006) reported the validity and reliability of UWEA-9S as 0.66 and 0.85, respectively.Ryff’s Scales of Psychological Well-BeingThis questionnaire consists of 54 items with an overall score (Ryff and Singer, 2006). Internal consistency of this questionnaire confirmed with a Cronbach's alpha of 0.94 for the whole scale and between 0.62 and 0.92 for its subscales (Ryff and Singer, 2006).ResultsAs seen in Table 2, participants in both groups have the same mean level in the PW pre-test based on different dimensions of JE, but participants in the experimental groups had higher mean scores than those of the control group in the post-test PW based on different dimensions of JE.The results of ANCOVA in Table 2 show that the effect of each main group was significant, but the effect of subgroups and the effect of interaction between the group and subgroup on PW was not significant. Therefore, by considering pre-test scores as a variable (auxiliary), ECT and WMT techniques have led to a significant difference between the experimental and control groups in the PW variable by JE dimensions. This effect was 81%, 57.5%, and 87.1% in the ECT group and 82.1%, 71.9%, and 88.1% in the WMT group respectively for vigor, absorption, and dedication. Statistical power 1 also indicates the adequacy of sample size and acceptable statistical accuracy for this conclusion.Bonferroni test (Table 3) revealed a statistically significant difference between ECT and WMT (P ˂ 0.05) in all three dimensions of vigor, absorption, and dedication. Furthermore, there was a statistically significant difference between WMT and the control group and between ECT and the control group in all three dimensions of JE (P ˂ 0.05). The results showed that both ECT and WMT techniques led to a significant improvement in the experimental groups compared to the control group in PW by dimensions of JE (P ˂ 0.05). However, according to the mean difference, the significance level was higher in the WMT experimental group compared to that in the ECT experimental group. Also, there was a statistically significant difference between the mean PW of the experimental groups and the control group in the JE dimensions (vigor, absorption, and dedication); dimensions of JE moderated the effect of teaching ECT and WMT on teachers' PW. Also, according to eta coefficients and test power (Table 2), it can be suggested that in both experimental groups (ECT and WMT), the dedication subgroup had a greater adjustment effect than the vigor and absorption subgroups. The vigor subgroup had a greater moderating effect than the absorption subgroup on PW.Conclusions and DiscussionThe results showed that the training of WMT and ECT techniques led to a significant improvement in PW of the experimental groups compared to the control group. Also, training WMT technique was more effective than training ECT technique. All three dimensions of JE (vigor, absorption, and dedication) had a moderating role in the effectiveness of training WMT and ECT techniques on participants’ PW. Also, the dedication subgroup had a greater adjustment effect than the vigor and absorption subgroups. The vigor subgroup had a greater moderating effect compared to the absorption subgroup on PW. Given that this research was conducted among primary school teachers, care should be taken in generalizing the results to other groups. The innovative aspects of this study include reporting the moderating role of JE between WMT and ECT with PW for the first time, as well as providing WMT and ECT training.