پژوهش نامه روانشناسی مثبت
سال دهم شماره 3 (پیاپی 39، پاییز 1403)

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.

The purpose of the present study was to develop a model of wisdom based on successful intelligence and psychological well-being in students with the mediating role of creativity. The present study employed a correlational design and the statistical population in this study included high school students of Arak, Iran in academic year of 2022-2023. The sample selected using convenience sampling, which led to the recreuiment of 500 students. Data collection tools included the wisdom scale, successful intelligence questionnaire, psychological well-being scale and creativity questionnaire. Data were analyzed using Pearson correlation and structural equations modeling. The results showed that creativity had a partial mediating role in relationship between successful intelligence and psychological well-being with wisdom. Also, findings showed that the direct effect of successful intelligence, psychological well-being and creativity were significant on wisdom. Proposed model had an acceptable fitness to the data and the analyses also revealed that %46 of variance of wisdom was explained by successful intelligence and psychological well-being through the mediating role of creativity. Based on the results of this study, it can be concluded that wisdom is affected by successful intelligence, psychological well-being, and creativity and these findings can be used to increase the level of wisdom of students.

This study aimed to examine the effectiveness of a positive intervention program based on the components of resilience and forgiveness in the emotional autonomy and emotional processing of victimized students. The research design was a semi-experimental pre-test and post-test type with a control group and a three-month follow-up period. The research population included all male and female students being victims of bullying in second secondary schools in Bostan Abad, Iran in the academic year of 2023-2024. A sample of 30 students were selected using the convenience sampling method and were. randomly assigned into experimental and control groups. Bullying Victims Questionnaire, Emotional Autonomy Scale, and Emotional Processing Scale were used to collect the data. The intervention program was implemented in the 8th session of 45 minutes in groups and with gender separation for the experimental group and the control group did not receive any training. The results of the analysis of variance with repeated measurements showed that the positive psychology intervention based on resilience and forgiveness components significantly increased the emotional autonomy and improved the emotional processing process of victimized students. This continued in the follow-up period. Therefore, the results of this research can be used to improve the professional skills of teachers, school counselors, and educational psychologists in order to properly face the problems of students and to improve the connection and communication with teenagers.

The purpose of this research was to explore the meaning of wisdom from the point of view of middle-aged men and women regarding the adversities in their lives. Qualitative research methods and a phenomenological approach were used. The research environment included all the middle-aged men and women of Isfahan who had experienced one or more adversities during their lives. Participants were selected based on purposeful snowball sampling; The semi-structured interview continued until reaching saturation, and finally, 13 people participated in the research. After analyzing the data, 60 concepts, 10 sub-categories, and 4 main categories (rationality, sense of satisfaction, humility, knowledge about oneself, God, and the world) were extracted. The results showed that wisdom is a broad concept that has different meanings and definitions, and the role of adversity in achieving the characteristics related to wisdom is very strong, each person can understand this concept by considering their different experiences throughout life.

This research was conducted to investigate the relationship between nature and character with wisdom through the cognitive regulation strategies of emotion in the students of Islamic Azad University, Hamadan branch. The descriptive research method was correlational. Using the sample size formula in regression analysis, 400 students from Islamic Azad University, Hamedan branch were selected as the sample for this research. The tools used were questionnaires on wisdom, character, and emotion regulation. Data analysis was performed using the statistical method of path analysis, and the bootstrap test was employed to check the mediating role of the variables. The findings showed that the relationship between nature and character with students' wisdom, through the mediating role of positive emotion regulation strategies, had a good fit. This path had a greater effect on wisdom through positive emotion regulation strategies. Additionally, the direct and indirect relationships between nature and wisdom were confirmed. Character influenced wisdom through positive emotion regulation strategies (as a key variable of the model). The direct and indirect relationship between nature and wisdom was not significant. In general, positive emotion regulation strategies played a mediating role in the relationship between nature and character with wisdom. It is suggested to take appropriate measures to enhance positive emotion regulation strategies and wisdom in students.