Document Type : Research Paper
Authors
1
PhD Student in Psychology, Islamic Azad University, Shahrekord Branch, Shahrekord, Iran.
2
Associate Professor, Department of Psychology, Islamic Azad University, Shahrekord Branch, Shahrekord, Iran.
3
Assistant Professor, Department of Psychology, Islamic Azad University, Shahrekord Branch, Shahrekord, Iran.
Abstract
Abstract
Introduction: Low academic eagerness affects students' psychological, emotional, and cognitive components. Therefore the present study was conducted aiming to comparison of the effectiveness of training psychological capitals and emotional self-regulation on the psychological flexibility of the teacher students with low academic eagerness.
Methods: The present study was quasi-experimental with pretest, posttest, control group and two-month follow-up design. The statistical population of the study included female teacher students at teachers university in the city of Shahrekord in academic year 2018-19.45 female teacher students with low academic eagerness at the teachers university of Sharekord were selected through purposive sampling method and they were randomly replaced into experimental and control groups (15 students in the experimental group of psychological capitals, 15 students in the experimental group of training emotional self-regulation and 15 students in the control group). The experimental group received ten ninety-minute sessions of interventions of training psychological capitals (Akhoondi, 2017) and emotional self-regulation (Gross, 2007) separately in two-and-a-half months. The applied questionnaires included the questionnaire of academic eagerness (Fredricks, Bloomenfield, and Paris, 2004) and psychological flexibility (Dennis, Vander Wal, 2010). The data from the study were analyzed through repeated measurement ANOVA and Bonferroni follow-up test.
Results: The results showed that training psychological capitals and emotional self-regulation have significant effect on the psychological flexibility of the teacher students with low academic eagerness (p<0/001). Moreover, the results of Bonferroni follow-up test showed that there is a significant difference between the degree of the effectiveness of these two interventions too (p<0/001) and training psychological capitals has had more effect on the students’ psychological flexibility compared to emotional self-regulation.
Conclusion: The findings of the present study revealed that training psychological capitals employing concepts such as hope, self-efficiency beliefs, resilience and optimism can be used as an effective training to increase the teacher students’ psychological flexibility with low academic eagerness.
Keywords
)