flourishing

To improve help seeking behavior among Iranian girls it was deemed necessary to determine its relationship with self-determination, flourishing, and academic engagement. To this end, a cluster sample of 539 high school students was randomly selected and given four translated questionnaires on these constructs. Based on the original instruments’ validity and reliability, the translations were assumed to be so as well. Data analyses yielded a model with adequate goodness of fit. The relation between the four constructs proved to be significantly meaningful. Thus, it can be said that to predict and help improve the help seeking behaviors among girls we should improve the other three characteristics.

The aim of this study was to identify the components influencing the flourishing of the education system from the perspective of experts. The research was conducted using a qualitative approach and a case study method. The statistical population included experts in the field of educational flourishing and senior managers of the Education Department of Semnān Province in 2023. A total of 20 participants were selected through purposive sampling based on the principle of theoretical saturation. The research instruments consisted of semi-structured interviews and analysis of the documents related to this topic. The data were analyzed using thematic analysis. The data analysis resulted in the identification of 323 basic themes, 63 first-level organizing themes, and 15 second-level organizing themes related to the flourishing of the education system. These were categorized into four overarching themes:1. Flourishing at the ministry of education level: This included four organizing themes: policymaking and leadership, human resource management, economic conditions, and organizational structure, 2. Flourishing at the provincial education department level: This encompassed three organizing themes: leadership, professional development centers, and administrative staff and experts, 3. School-level flourishing: This included four organizing themes: individual flourishing, professional flourishing, organizational flourishing, and literacy of principals and teachers, and 4. Curriculum-level flourishing: This consisted of four organizing themes: skill-based curricula, future-oriented curricula, curricula based on the citizenship rights, and curricula focused on global citizenship education. The collected data were validated using the participant feedback method, and their reliability was assessed and confirmed based on the quality criterion (trustworthiness). Using the research findings, a model for the flourishing of the education system was proposed. It is hoped that by moving toward this model, the education system, as a cohesive whole, can bring about fundamental changes to establish and sustain flourishing at the levels of the Ministry, provincial education departments, schools, and curricula.

This study aimed to compare the effectiveness of Positive Psychology Therapy, Acceptance and Commitment Therapy (ACT), and their combination with the mystical teachings of Rumi on the flourishing of female high school teachers in Tehran. This research was conducted using a causal-comparative design. The statistical population consisted of all female high school teachers in public schools in Tehran during the 2022-2023 academic year. A multi-stage random sampling method was used, and 68 teachers voluntarily participated in the study. They were randomly assigned to three experimental groups and one control group. The experimental groups received Positive Psychology Therapy, ACT, or a combination of both therapies enriched with the mystical teachings of Rumi. Each group participated in 8 sessions of intervention, while the control group received no intervention. Data were collected using the Flourishing Questionnaire (FQ) and analyzed through repeated measures ANOVA. The results indicated that all three interventions had a positive effect on increasing the teachers' flourishing. However, the combination of ACT and Positive Psychology Therapy with the mystical teachings of Rumi had a greater impact on flourishing compared to the other groups. This combined approach was particularly effective in enhancing positive emotions, commitment to values, and meaning in life. The findings of this study suggest that integrating psychological and spiritual teachings can serve as an effective strategy for enhancing psychological flourishing and improving the quality of life for teachers. This combined therapeutic approach is proposed as a novel model that can be implemented in educational and therapeutic settings.

The aim of this study was to determine the relationship between the meaning of life and mindfulness with flourishing and the mediating role of quality of life. The statistical population included all students studying in the academic year 1401-1402 in Bu Ali Sina University of Hamadan. The sample group consisting of 379 people were selected by cluster random sampling method. And responded to the Meaning in Life Questionnaire (Steger et al., 2006), the Freiburg Mindfulness Questionnaire (Walach et al., 2006), the World Health Organization Quality of Life Questionnaire (1996), and the flourishing Questionnaire (Diener et al., 2010). Pearson correlation and structural equation analysis were used to analyze the data. The finding of this research showed that the direct effects of the meaning of life and mindfulness on the quality of life and flourishing were positive and significant (p<0.01). Also, the effect of quality of life on flourishing was positive and significant (p<0.01). According to the results, the indirect effects of the meaning of life and mindfulness on flourishing were also positive and significant (p<0.01). Based on these findings, it can be concluded that the meaning in life and mindfulness affect flourishing through the mediation of quality of life. People who have high levels of mindfulness and have found meaning in life; They have a better quality of life and improving the quality of life, in turn, leads to flourishing and maturity in the individual.

The aim of this study was to investigate the effectiveness of flourishing education on increasing flourishing and academic engagement of students in the first three years of primary school. The research design was quasi-experimental and was a pre-test-post-test and follow-up design with a control group. The statistical population of this study included all students of the first three years of primary school in Torbat-e Heydarieh in the academic year of 1998-99. By available sampling method, 50 male students were randomly selected and divided into two groups of 25 (experimental and control). . The instrument used in this study was the HFQ flourishing questionnaire (2014) and the Rio Academic Conflict Questionnaire (2013). The experimental group underwent closed-loop training during 8 sessions of 90 minutes and 2 sessions per week and the control group remained without any intervention. Data were analyzed using SPSS-24 software and multivariate analysis of variance. The results showed that there was a significant difference between the mean scores of flourishing components and academic engagement in the experimental and control groups. There is also a significant difference in the pre-test and post-test results of the experimental group (P <0.01). Based on this, closed education based on prosperity can be considered as an effective way to increase prosperity and academic engagement of primary school students and use it in schools.

The present study was conducted to investigate the psychometric properties of the Sense of agency Questionnaire in virtual education. The statistical population included all students of the University of Isfahan in 2020-2021 (16,500 people). Based on Cochran's formula, a sample of 367 people was selected based on a multi-stage random method. Data collection tools included Tapal et al.'s sense of agency (2017) and Diener and Biswas flourishing (2008) questionnaire. Pearson correlation coeficient and confirmatory factor analysis were used to analysis of the data. Reliability of the questionnaire based on Cronbach's alpha for the total scale and its dimensions was confirmed. The content validity of the questionnaire was confirmed based on the views of psychologists and its criterion validity was confirmed based on a positive correlation with flourishing. Confirmatory factor analysis showed that all questions of the sense of agency questionnaire had a proper and significant factor and consists of two factors: positive sense and negative sense of agency. Fitness indicators showed that the measurement model of the sense of agency questionnaire has a good fitness. The results showed that the Tapal et al sense of agency (2017) questionnaire, by measuring both positive and negative dimensions, is a valid tool for determining the extent to which individuals have this empowering feature.