[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 11, Issue 2 (May-June 2018) ::
Educ Strategy Med Sci 2018, 11(2): 0-0 Back to browse issues page
The Flourishing of Tehran Teachers and it’s affecting Demographic Variables
Hanieh Hojabrian 1, Ali Mohammad Rezaie 2, Iman A. Bigdeli 3, Mahmood Najafi 4, Mohammad Ali Mohammadifar 4
1- PHD Student Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
2- Assistant Professor Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran , rezaei_am@semnan.ac.ir
3- Professor Department of Clinical Psychology, Faculty of Psychology and Educational Sciences, Ferdowsi University of Mashhad, Mashhad, Iran
4- Assistant Professor Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
Abstract:   (236 Views)
Introduction: Flourishing refers to having a good life experience and is a combination of good feeling and effective performance. Positive psychologists believe that education of flourishing should be started in school years and from teachers of a community. Therefore, the purpose of this study was to investigate the flourishing of teachers in Tehran and it’s affecting demographic variables.
Methods: In this descriptive study, 412 high school teachers from Tehran were selected via multi-stage cluster random sampling method. Instrument was Human Psychological Flourishing Scale (Hojabiran, Rezaei, Bigdeli, Najafi & Mohammadifar, 2017) which measures 3 components including sense of satisfaction/happiness, individual competency and social engagement. The results were analyzed by descriptive statistics, multivariate and univariate analysis of variance.
Results: Descriptive results showed that 4.6% of the teachers were languishing, 41.8% were moderately flourishing and 53.6% were flourishing. The status of teachers in the individual competency component is relatively desirable but it needs more attention in terms of satisfaction/happiness component. A comparison of flourishing based on demographic variables showed that married teachers achieved higher scores in all three components of flourishing. Official teachers also achieved higher levels of social engagement than unofficial teachers. There was no significant difference in the rate of flourishing based on other variables (gender, grade, major, parental education, job experience and ethnicity).
Conclusions: According to the results, it is suggested to develop an interventional to promote teachers' flourishing and to provide in their on the job training. Also arrangements to be considered to increase job support for unofficial teachers and provide counseling services to single teachers.
Keywords: Positive Psychology, Human Flourishing, Epidemiology, Demographic Variables, Teachers
Full-Text [PDF 977 kb]   (20 Downloads)    
Article Type: Original Research | Subject: Curriculum Design in Medical Science
Received: 2017/10/3 | Accepted: 2017/11/14 | Published: 2018/05/12
1. Soleymani A. [The relationship between trait anxiety, computer self-efficacy, progress goals with computer anxiety among students]. Azerbaijan: Shahid Madani University of Azerbaijan; 2017.
2. Salmela-Aro K, Savolainen H, Holopainen L. Depressive symptoms and school burnout during adolescence: evidence from two cross-lagged longitudinal studies. J Youth Adolesc. 2009;38(10):1316-27. [DOI:10.1007/s10964-008-9334-3] [PMID]
3. Balkis M. Academic procrastination, academic life satisfaction and academic achievement: the mediation role of rational beliefs about studying. J Behav Cogn Psychother. 2013;13(1).
4. Mazerolle SM, Monsma E, Dixon C, Mensch J. An assessment of burnout in graduate assistant certified athletic trainers. J Athl Train. 2012;47(3):320-8. [DOI:10.4085/1062-6050-47.3.02] [PMID] [PMCID]
5. Moneta GB. Need for achievement, burnout, and intention to leave: Testing an occupational model in educational settings. Pers Individ Dif. 2011;50(2):274-8. [DOI:10.1016/j.paid.2010.10.002]
6. Gomez HP, Perez VC, Parra PP, Ortiz ML, Matus BO, McColl CP, et al. [Academic achievement, engagement and burnout among first year medical students]. Rev Med Chil. 2015;143(7):930-7. [DOI:10.4067/S0034-98872015000700015] [PMID]
7. Chang E, Lee A, Byeon E, Seong H, Lee SM. The mediating effect of motivational types in the relationship between perfectionism and academic burnout. Pers Indiv Dif. 2016;89:202-10. [DOI:10.1016/j.paid.2015.10.010]
8. Putwain DW, Daniels RA. Is the relationship between competence beliefs and test anxiety influenced by goal orientation? Learn Individ Dif. 2010;20(1):8-13. [DOI:10.1016/j.lindif.2009.10.006]
9. Chang EC, Watkins A, Banks KH. How Adaptive and Maladaptive Perfectionism Relate to Positive and Negative Psychological Functioning: Testing a Stress-Mediation Model in Black and White Female College Students. J Counsel Psychol. 2004;51(1):93-102. [DOI:10.1037/0022-0167.51.1.93]
10. Sargolzayi M, Somri A, Keykhani A. [Cognitive Behavioral Approach and Verbal Neurological Planning in Testing Anxiety Test]. J Princ Ment Health. 2002;5(17):34-47.
11. Khalaila R. The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: mediating and moderating effects. Nurse Educ Today. 2015;35(3):432-8. [DOI:10.1016/j.nedt.2014.11.001] [PMID]
12. Tobias S. Test Anxiety: Interference, Defective Skills, and Cognitive Capacity. Educ Psychol. 2010;20(3):135-42. [DOI:10.1207/s15326985ep2003_3]
13. Huntley CD, Young B, Jha V, Fisher PL. The efficacy of interventions for test anxiety in university students: A protocol for a systematic review and meta-analysis. Int J Educ Res. 2016;77:92-8. [DOI:10.1016/j.ijer.2016.03.001]
14. Nasirizadeh S, editor [The relationship between academic burnout and problem-solving strategies with test anxiety of high school female students in city Tehran]. International Conference on Humanities; 2015; Tehran, Iran.
15. Gholami M, Mahmoudi M, Sayadi Shahraki A, editors. [The relationship between self-concept and academic burnout with test anxiety among female students]. International conference on the new results of research in Psychology and Education; 2015; Tehran, Iran.
16. Chae M-S. The mediating effects of test anxiety on the relationship between socially-prescribed perfectionism and academic burnout of female college students in a dental hygiene department. J Kor Acad Oral Health. 2015;39(4):295. [DOI:10.11149/jkaoh.2015.39.4.295]
17. Taylor GJ, Bagby RM, Parker JDA. What's in the name 'alexithymia'? A commentary on "Affective agnosia: Expansion of the alexithymia construct and a new opportunity to integrate and extend Freud's legacy.". Neurosci Biobehav Rev. 2016;68:1006-20. [DOI:10.1016/j.neubiorev.2016.05.025] [PMID]
18. Sifneos PE. Alexithymia, clinical issues, politics and crime. Psychother Psychosom. 2000;69(3):113-6. [DOI:10.1159/000012377] [PMID]
19. Bankier B, Aigner M, Bach M. Alexithymia in DSM-IV disorder: comparative evaluation of somatoform disorder, panic disorder, obsessive-compulsive disorder, and depression. Psychosomatics. 2001;42(3):235-40. [DOI:10.1176/appi.psy.42.3.235] [PMID]
20. Lundh LG, Johnsson A, Sundqvist K, Olsson H. Alexithymia, memory of emotion, emotional awareness, and perfectionism. Emotion. 2002;2(4):361-79. [DOI:10.1037/1528-3542.2.4.361] [PMID]
21. Mokhtarpour M, Siadat A, Amiri S. [Emotional Intelligence and Pathology Disorders]. J Psychother. 2006;11(41):72-93.
22. Joukamaa M, Taanila A, Miettunen J, Karvonen JT, Koskinen M, Veijola J. Epidemiology of alexithymia among adolescents. J Psychosom Res. 2007;63(4):373-6. [DOI:10.1016/j.jpsychores.2007.01.018] [PMID]
23. Gamari S. [The relationship between alexithymia and assertiveness with academic burnout] [dissertation]. Tehran: Islamic Azad University of Tehran; 2016.
24. Katsifaraki M, Tucker P. Alexithymia and burnout in nursing students. J Nurs Educ. 2013;52(11):627-33. [DOI:10.3928/01484834-20131014-04] [PMID]
25. Hamaideh SH. Alexithymia among Jordanian university students: Its prevalence and correlates with depression, anxiety, stress, and demographics. Perspect Psychiatr Care. 2018;54(2):274-80. [DOI:10.1111/ppc.12234] [PMID]
26. Popa-Velea O, Diaconescu L, Mihailescu A, Jidveian Popescu M, Macarie G. Burnout and Its Relationships with Alexithymia, Stress, and Social Support among Romanian Medical Students: A Cross-Sectional Study. Int J Environ Res Public Health. 2017;14(6). [DOI:10.3390/ijerph14060560]
27. Hasani J. [The role of cognitive emotion regulation strategies on students' test anxiety]. J Cogn Psychol. 2014;2(1):10-22.
28. Dehganiyan M. The relationship between assertiveness and cognitive emotion regulation with test anxiety. Marvdasht: Islamic Azad University of Marvdasht; 2013.
29. Cassady JC, Johnson RE. Cognitive Test Anxiety and Academic Performance. Contemp Educ Psychol. 2002;27(2):270-95. [DOI:10.1006/ceps.2001.1094]
30. Pourtaheri F, Zandvaniyan Naeini A, Rahimi M. [The relationship between extramarital with quantitative and qualitative performance of students]. J Educ Learn Stud. 2014;6(2):137-57.
31. Seyf A. [Measuring and Evaluating Educational]. 7th ed. Tehran: Duran; 2016.
32. Samaha M, Hawi NS. Relationships among smartphone addiction, stress, academic performance, and satisfaction with life. Comput Hum Behav. 2016;57:321-5. [DOI:10.1016/j.chb.2015.12.045]
33. Nichols CT, Edmondson AC. Examination of the Roles of Learning Style and Learning Strategy on the Academic Performance of First Year Medical Students. FASEB J. 2016;30(1 Supplement):569.5-.5.
34. Kljajic K, Gaudreau P, Franche V. An investigation of the 2× 2 model of perfectionism with burnout, engagement, self-regulation, and academic achievement. Learn Individ Dif. 2017;57:103-13. [DOI:10.1016/j.lindif.2017.06.004]
35. Azimi M, Piri M, Zavvar T. [The relationship between Academic Burnout and Achievement Motivation with Academic Performance of High School Students]. J Educ Eval. 2014;7(27):87-102.
36. Yang H-J. Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan's technical–vocational colleges. Int J Educ Dev. 2004;24(3):283-301. [DOI:10.1016/j.ijedudev.2003.12.001]
37. Krejcie RV, Morgan DW. Determining Sample Size for Research Activities. Educ Psychol Meas. 2016;30(3):607-10. [DOI:10.1177/001316447003000308]
38. Schaufeli WB, Martínez IM, Pinto AM, Salanova M, Bakker AB. Burnout and Engagement in University Students. J Cross-Cult Psychol. 2016;33(5):464-81. [DOI:10.1177/0022022102033005003]
39. Faye-Dumanget C, Carre J, Le Borgne M, Boudoukha PAH. French validation of the Maslach Burnout Inventory-Student Survey (MBI-SS). J Eval Clin Pract. 2017;23(6):1247-51. [DOI:10.1111/jep.12771] [PMID]
40. Friedman IA, Bendas-Jacob O. Measuring Perceived Test Anxiety in Adolescents: A Self-Report Scale. Educational and Psychological Measurement. 2016;57(6):1035-46. [DOI:10.1177/0013164497057006012]
41. Baezzat F, Sadat Sadegi M, Izadifard R, Robenzade S. [Reliability and validity of test anxiety Friedman: The Persian version]. J Psychol Stud. 2012;8(1):51-66.
42. Bagby RM, Parker JD, Taylor GJ. The twenty-item Toronto Alexithymia Scale--I. Item selection and cross-validation of the factor structure. J Psychosom Res. 1994;38(1):23-32. [DOI:10.1016/0022-3999(94)90005-1]
43. Koch AS, Kleiman A, Wegener I, Zur B, Imbierowicz K, Geiser F, et al. Factorial structure of the 20-item Toronto Alexithymia Scale in a large sample of somatoform patients. Psychiatry Res. 2015;225(3):355-63. [DOI:10.1016/j.psychres.2014.12.013] [PMID]
44. El Abiddine FZ, Dave H, Aldhafri S, El-Astal S, Hemaid F, Parker JDA. Cross-validation of the 20-item Toronto Alexithymia Scale: Results from an Arabic multicenter study. Pers Individ Dif. 2017;113:219-22. [DOI:10.1016/j.paid.2017.03.017]
45. Arkin RM, Detchon CS, Maruyama GM. Roles of attribution, affect, and cognitive interference in test anxiety. J Pers Soc Psychol. 1982;43(5):1111-24. [DOI:10.1037/0022-3514.43.5.1111] [PMID]
46. Bembenutty H. Self regulation of learning and test anxiety. J Psychol Stud. 2008;5(3):122-39.
47. Sarason IG, Stoops R. Test anxiety and the passage of time. J Consult Clin Psychol. 1978;46(1):102-9. [DOI:10.1037/0022-006X.46.1.102]
48. Mattila AK, Ahola K, Honkonen T, Salminen JK, Huhtala H, Joukamaa M. Alexithymia and occupational burnout are strongly associated in working population. J Psychosom Res. 2007;62(6):657-65. [DOI:10.1016/j.jpsychores.2007.01.002] [PMID]
49. Taylor GJ, Bagby RM. New trends in alexithymia research. Psychother Psychosom. 2004;73(2):68-77. [DOI:10.1159/000075537] [PMID]
50. Alizadehesar A, Tohidi A, Hoseyni Soltannasir M. [The prediction of academic burnout dimensions based on alexithymia, negative emotions and self esteem]. J Educ Psychol Stud. 2016;13(24):69-88.
51. Zahedbabolan A, Pourbahram M, Rahmani S. [The relationship between perfectionism, goal orientation and academic performance with academic burnout]. J Educ Manage. 2013;5(2):109-24.
Send email to the article author

Add your comments about this article
Your username or Email:


XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Hojabrian H, Rezaie A M, Bigdeli I A, Najafi M, Mohammadifar M A. The Flourishing of Tehran Teachers and it’s affecting Demographic Variables. Educ Strategy Med Sci. 2018; 11 (2)
URL: http://edcbmj.ir/article-1-1348-en.html

Volume 11, Issue 2 (May-June 2018) Back to browse issues page
دوماهنامه علمی- پژوهشی راهبــردهای آموزش در علوم پزشکی Education Strategies in Medical Sciences
Persian site map - English site map - Created in 0.05 seconds with 31 queries by YEKTAWEB 3731