پژوهش نامه روانشناسی مثبت
سال چهارم شماره 4 (پیاپی 16، زمستان 1397)

The purpose of this study was designing and testing a model of some antecedents (perceived organizational support, leader-member exchange, role ambiguity, Psychological ownership, organization-based self-esteem) of positive organizational behavior. The Statistical Population included all employees of Khuzestan Regional Electric Company. From this Population, 350 employees were selected by stratified random sampling method. The participants responded to positive organizational behavior, organization-based self-esteem, leader-member exchange, Psychological ownership, perceived organizational support and role ambiguity questionnaires. Fitness of the proposed model was examined through structural equation modeling (SEM). The indirect effects were tested using the bootstrap procedure. Results indicated that the proposed model fitted the data properly. Findings also showed that the direct effects of psychological ownership, perceived organizational support and leader-member exchange on positive organizational behavior were confirmed. Also, the mediating role of organization-based self-esteem on all relationships was supported. According to findings regarding fitness of the proposed model with the data and direct and indirect relationships, concerning the antecedent variables of positive organizational behavior was recommended.

 The aim of this study was to determine the effect of humor training to teacher on academic burnout in students. To achieve the goal of research, the semi-experimental method including pre-test and post-test design were applied. For sampling, two classes selected out of sixth grade girl students in Tehran (zone 1), by multistage cluster sampling. Then one class as a control group (33 students) and another as an experimental group (33 students) were randomly selected. Academic Burnout Questionnaire (Salmela-Aro & Naatanen) completed by both group. Then humor training program was held through 4 sessions (3 hour per session) for teacher of the experimental group but teacher of the control group did not get training. Finally, Academic Burnout Questionnaire completed by both groups. To analyze the obtained data, ANCOVA was applied. The results showed that there was a significant difference between the groups. The academic burnout decreased in students of experimental group. Therefore, the article says that humor training to teachers can be used as an efficient way to decrease academic burnout in students.

The purpose of this study was to determine the relationship between personality traits and perceived social support with gratitude through educational mediation and academic self-efficacy. This research is a correlation method in which the relationships between research variables were investigated using structural equation modeling. Participants included 474 secondary school students (186 boys and 288 girls) who were selected by multistage cluster random sampling method from high school students in Yazd city. The subjects completed a multi-component gratitude scale, a short form of five major factors, a multidimensional scale of perceived social support, an academic stressful questionnaire, and an academic self-efficacy questionnaire. The results of this study showed that among personality traits as the first external variable of direct agreement, consistency, task-oriented, psychoanalytic, and open-to-experience experience indirectly through mediation Academic stress and academic self-efficacy were able to anticipate appreciation. Also, from the dimensions of perceived social support as an external variable, secondly, the support of others and direct family support and family support indirectly, mediating academic stress and academic self-efficacy anticipated gratitude. The result is that personality traits and perceived social support reduce academic stress and less stressful individuals are more effective in coping with academic problems. In such a situation, students are on the path to becoming more exalted.

The aim of this study was to explore effectiveness of Positive Intelligence training on the Emotional Intelligence of employees. In a semi-experimental design with a pre-test post-test paradigm about 80 employees filled the emotional intelligence Tests and 30 individuals with lower score in EI were selected after checking the inclusion/exclusion criteria. Subjects divided to equal experimental and control groups randomly (n=15). Subjects of the experimental group were received 6 sessions of 120 minutes group training of positive intelligence, while no intervention administered on the control group except the simple meeting with the examiner. Participants of both groups were completed again the EI questionnaires afterwards. Data extracted and analyzed by a MANCOVA statistical analysis. Results were shown significantly differences between two groups in the EI total scores and its 4 sub-components. The positive intelligence training program could successfully improve the emotional intelligence of employees of the Securities and Exchange Organization and is then recommended for employees of this organization.

This study aimed to investigate the effect of group hope training on time attitude. The research method was semi-experimental method and the research design was pre-test and post-test with control group. Using available sampling method on third grade high school girl students in the academic year of 2016- 2017, two classes were selected and they were randomly assigned in Two experimental and control groups (each group had 25 students). The data were collected using Persian version of Mello and Worrell Time Attitude Scale. Snyder's hope educational package was conducted for the experimental group in 12 sessions and the control group did not receive any training. To analyze the data, ANCOVA statistical test was used. Results showed that hope education had a significant effect on students' time attitude. Based on these findings, it can be said that hope education is effective in improving students' time attitude and it is expected that hope education increases positive attitude toward time and reduces negative attitude toward time.

So far a variety of programs have been executed on religious education but effectiveness of them is doubt. Therefore it is necessary to arrange some kind of religious education so that it could enable us to empirically examine its effectiveness. To address this necessity the aim of this study was development and validation the religiosity interactional program for University students. The research was an applied quasi-experimental study with pretest-posttest design and control group (multiple groups with one control group). The experimental group consisted of 117 students selected by convenience method which fell under ten experimental groups, each receiving training for one part of the educational package. The Religiosity Scale Short Form (Khodayari frd et al. 2009) was used for assessment of religiosity. Results showed religiosity interactional package had significant effect on religious beliefs and behaviors but no effect on the score of general religious practice and the religious emotions. The effectiveness of the educational package on the religious belief and behavior may be clarified by concepts such as the influence of appearance on inner world, brotherhood, social support, modeling for moral or religious life and the equivalence of spirituality and religiosity from Islamic point of view. This study also proved that there are serious restrictions in application of an empirical method to examine the effectiveness of the religious education program, which could influence the results of the study.