:: Volume 11, Issue 1 (March-April 2018) ::
Educ Strategy Med Sci 2018, 11(1): 1-8 Back to browse issues page
The Effect of Breath’s Thinking Strategies Training on Subjective Well-Being and Tolerance of Ambigutiy Among Female Secondary High Schools Students in Khorramabad City
Kobra Aalipour1 , Mohammad Abbasi 2, Fazlolah Mirderikvand3
1- MA, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
2- Assistant Professor, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran , abbasi.mohammad@hotmail.com
3- Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
Abstract:   (5609 Views)
Introduction: The purpose of this study was to investigate the effect of Teaching breath’s thinking strategies on subjective wellbeing and tolerance of ambiguity among female Senior High Schools students in Khorramabad city.
Methods: This was a semi- experimental study with pre-test, post-test and the control group design. The statistical population of this study consisted of all female third grade students studying in Khorramabad high schools that among them 40 subjects were selected through randomize multi stage cluster sampling. The instruments used in this study were subjective well-being questionnaire, Renshaw and Bolognino and tolerance of ambiguity questionnaire, McLain.
Results: The data were analyzed by descriptive statistics methods (average & standard deviation) and inferential statistics (Multivariate Analysis of Covariance). The results indicated that breath’s thinking strategies training improved subjective wellbeing (P < 0.001, F = 75.09) and tolerance of ambiguity (P < 0.001, F = 34.17) in students. Therefore it can be concluded that breath’s thinking strategies training led to increase the levels of subjective wellbeing and tolerance of ambiguity in students.
Conclusions: Accordingly, it is recommended to schools that set attention to teaching these strategies as part of their educational priorities.
Keywords: Breath’s Thinking Strategies Training, Subjective Well-Being, Tolerance of Ambigutiy
Full-Text [PDF 800 kb]   (2513 Downloads)    
Article Type: Original Research | Subject: Curriculum Design in Medical Science
Received: 2017/08/30 | Accepted: 2017/11/7 | Published: 2018/04/22
References
1. Eid M, Larsen R. The science of subjective well-being: Guilford Press; 2008.
2. Diener E, Heintzelman SJ, Kushlev K, Tay L, Wirtz D, Lutes LD, et al. Findings all psychologists should know from the new science on subjective well-being. Can Psychol. 2017;58(2):87-104. [DOI:10.1037/cap0000063]
3. Bordwine VC, Huebner ES. The role of coping in mediating the relationship between positive affect and school satisfaction in adolescents. Child Indic Res. 2010;3(3):349-66. [DOI:10.1007/s12187-010-9063-5]
4. Fleuret S, Atkinson S. Wellbeing, health and geography: A critical review and research agenda. New Zealand Geograph. 2007;63(2):106-18. [DOI:10.1111/j.1745-7939.2007.00093.x]
5. Renshaw TL, Bolognino SJ. The College Student Subjective Wellbeing Questionnaire: A Brief, Multidimensional Measure of Undergraduate's Covitality. J Happiness Stud. 2014;17(2):463-84. [DOI:10.1007/s10902-014-9606-4]
6. Pyhältö K, Soini T, Pietarinen J. Pupils' pedagogical well-being in comprehensive school—significant positive and negative school experiences of Finnish ninth graders. Eur J Psychol Educ. 2010;25(2):207-21. [DOI:10.1007/s10212-010-0013-x]
7. Van Petegem K, Aelterman A, Rosseel Y, Creemers B. Student Perception As Moderator For Student Wellbeing. Soc Indic Res. 2006;83(3):447-63. [DOI:10.1007/s11205-006-9055-5]
8. Horstmanshof L, Zimitat C. Future time orientation predicts academic engagement among first-year university students. Br J Educ Psychol. 2007;77(Pt 3):703-18. [DOI:10.1348/000709906X160778] [PMID]
9. Zyngier D. (Re)conceptualising student engagement: Doing education not doing time. Teach Teach Educ. 2008;24(7):1765-76. [DOI:10.1016/j.tate.2007.09.004]
10. Wang M-T, Holcombe R. Adolescents' Perceptions of School Environment, Engagement, and Academic Achievement in Middle School. Am Educ Res J. 2010;47(3):633-62. [DOI:10.3102/0002831209361209]
11. Cappella E, Weinstein RS. Turning around reading achievement: Predictors of high school students' academic resilience. J Educ Psychol. 2001;93(4):758-71. [DOI:10.1037/0022-0663.93.4.758]
12. Libbey HP. Measuring student relationships to school: attachment, bonding, connectedness, and engagement. J Sch Health. 2004;74(7):274-83. [DOI:10.1111/j.1746-1561.2004.tb08284.x] [PMID]
13. McNeely CA, Nonnemaker JM, Blum RW. Promoting school connectedness: evidence from the National Longitudinal Study of Adolescent Health. J Sch Health. 2002;72(4):138-46. [DOI:10.1111/j.1746-1561.2002.tb06533.x] [PMID]
14. Rowe F, Stewart D, Stewart D, Patterson C. Promoting school connectedness through whole school approaches. Health Educ. 2007;107(6):524-42. [DOI:10.1108/09654280710827920]
15. Kia-Keating M, Ellis BH. Belonging and connection to school in resettlement: young refugees, school belonging, and psychosocial adjustment. Clin Child Psychol Psychiatry. 2007;12(1):29-43. [DOI:10.1177/1359104507071052] [PMID]
16. Dorman JP. Associations between classroom environment and academic efficacy. Learn Environ Res. 2001;4(3):243-57. [DOI:10.1023/A:1014490922622]
17. Vasile C, Marhan A-M, Singer FM, Stoicescu D. Academic self-efficacy and cognitive load in students. Procedia Soc Behav Sci. 2011;12:478-82. [DOI:10.1016/j.sbspro.2011.02.059]
18. Kim J, Park M. E-Learning Satisfaction by Self-Efficacy in Higher Education. Int J Eng Res Appl. 2015;9(10):109-16. https://doi.org/10.14257/ijseia.2015.9.10.11 [DOI:10.14257/astl.2015.103.57]
19. Bond L, Butler H, Thomas L, Carlin J, Glover S, Bowes G, et al. Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. J Adolesc Health. 2007;40(4):357 e9-18.
20. Gibbons M. The self-directed learning handbook: Challenging adolescent students to excel: John Wiley & Sons; 2003.
21. Ghasemi N, Kajbaf M-B, Rabiei M. [The effectiveness of quality of life therapy (QOLT) on subjective well–being (SWB) and mental health]. J Clin Psychol. 2011;3(10):23-34.
22. Khoshaba DM, Maddi SR. Early experiences in hardiness development. Consult Psychol J Pract Res. 1999;51(2):106-16. [DOI:10.1037/1061-4087.51.2.106]
23. Rector NA, Roger D. Cognitive style and well-being: A prospective examination. Pers Individ Differ. 1996;21(5):663-74. [DOI:10.1016/0191-8869(96)00124-9]
24. McLain DL. Evidence of the properties of an ambiguity tolerance measure: the Multiple Stimulus Types Ambiguity Tolerance Scale-II (MSTAT-II). Psychol Rep. 2009;105(3 Pt 1):975-88. [DOI:10.2466/PR0.105.3.975-988] [PMID]
25. Myers JR, Henderson-King DH, Henderson-King EI. Facing Technological Risks: The Importance of Individual Differences. J Res Pers. 1997;31(1):1-20. [DOI:10.1006/jrpe.1997.2174]
26. Xu H, Hou Z-J, Tracey TJG, Zhang X. Variations of career decision ambiguity tolerance between China and the United States and between high school and college. J Vocat Behav. 2016;93:120-8. [DOI:10.1016/j.jvb.2016.01.007]
27. Zenasni F, BesanÇOn M, Lubart T. Creativity and Tolerance of Ambiguity: An Empirical Study. J Creat Behav. 2008;42(1):61-73. [DOI:10.1002/j.2162-6057.2008.tb01080.x]
28. Zambianchi M, Ricci Bitti PE. The Role of Proactive Coping Strategies, Time Perspective, Perceived Efficacy on Affect Regulation, Divergent Thinking and Family Communication in Promoting Social Well-Being in Emerging Adulthood. Soc Indic Res. 2013;116(2):493-507. [DOI:10.1007/s11205-013-0307-x]
29. Besançon M, Fenouillet F, Shankland R. Influence of school environment on adolescents' creative potential, motivation and well-being. Learn Individ Differ. 2015;43:178-84. [DOI:10.1016/j.lindif.2015.08.029]
30. Tamannaeifar MR, Motaghedifard M. Subjective well-being and its sub-scales among students: The study of role of creativity and self-efficacy. Think Skills Creat. 2014;12:37-42. [DOI:10.1016/j.tsc.2013.12.003]
31. Stoycheva K. Talent, science and education: how do we cope with uncertainty and ambiguities. Sofia. Washington DC: IOS Press; 2014.
32. Sternberg RJ. Successful intelligence: A model for testing intelligence beyond IQ tests. Eur J Educ Psychol. 2015;8(2):76-84. https://doi.org/10.30552/ejep.v8i2.151 [DOI:10.1016/j.ejeps.2015.09.004]
33. de Bono E. The direct teaching of thinking in education and the CoRT method. Learn Think Learn. 1991:3-14.
34. Ngang TK, Nair S, Prachak B. Developing Instruments to Measure Thinking Skills and Problem Solving Skills among Malaysian Primary School Pupils. Procedia Soc Behav Sci. 2014;116:3760-4. [DOI:10.1016/j.sbspro.2014.01.837]
35. Chang Y, Li B-D, Chen H-C, Chiu F-C. Investigating the synergy of critical thinking and creative thinking in the course of integrated activity in Taiwan. Educ Psychol. 2014;35(3):341-60. [DOI:10.1080/01443410.2014.920079]
36. Nair S, Ngang TK. Exploring Parents' and Teachers' Views of Primary Pupils' Thinking Skills and Problem Solving Skills. Creat Educ. 2012;03(01):30-6. [DOI:10.4236/ce.2012.31005]
37. de Bono E. The CoRT thinking program. Learn Think Learn. 1985;1:363-88.
38. Delaware A. [Research Methods in Psychology]. Tehran: Tehran University of Medical Sciences; 2007.
39. Fezi A, Mahbobi T, Zare H, Mostafaei A. [The relationship among cognitive intelligence and tolerance for ambiguity with critical job of Payame-Noor University students]. J Behav Sci Res. 2012;10(4):276-84.
40. MacLeod AK, Coates E, Hetherton J. Increasing well-being through teaching goal-setting and planning skills: results of a brief intervention. J Happiness Stud. 2007;9(2):185-96. [DOI:10.1007/s10902-007-9057-2]
41. Lane MS, Klenke K. The Ambiguity Tolerance Interface: A Modified Social Cognitive Model For Leading Under Uncertainty. J Lead Organ Stud. 2016;10(3):69-81. [DOI:10.1177/107179190401000306]
42. Khalid T. An Integrated Inquiry Activity in an Elementary Teaching Methods Classroom. Sci Act. 2010;47(1):29-34. [DOI:10.1080/00368120903274019]
43. Balgiu BA. Ambiguity Tolerance in Productional Creativity. Logos Univ Ment Educ Novel Soc Sci. 2014;III(1):29-40. [DOI:10.18662/lumenss.2014.0301.02]
44. Barak M, Doppelt Y. Integrating the Cognitive Research Trust (CoRT) Programme for Creative Thinking into a Project‐based Technology Curriculum. Res Sci Tech Educ. 2006;17(2):139-51. [DOI:10.1080/0263514990170202]
45. Stoycheva K. Tolerance for ambiguity, creativity, and personality. Bulgarian J Psychol. 2010(1-4):178-88.
46. Vermunt JD, Vermetten YJ. Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations. Educ Psychol Rev. 2004;16(4):359-84. [DOI:10.1007/s10648-004-0005-y]

XML   Persian Abstract   Print

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 11, Issue 1 (March-April 2018) Back to browse issues page