Volume 12, Issue 1 (2024)
Health Educ Health Promot 2024, 12(1): 165-171 |
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Mosayebi Z, Amooei M. Promoting Teachers’ Health and Emotional Balance; An Intervention Study on Positive Emotions and Anger Management. Health Educ Health Promot 2024; 12 (1) :165-171
URL: http://hehp.modares.ac.ir/article-5-72698-en.html
URL: http://hehp.modares.ac.ir/article-5-72698-en.html
1- Department of Educational Sciences, Faculty of Humanities, Fatemeh Zahra Campus, Farhangian University of Isfahan, Iran
2- Department of Physical Education and Sport Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2- Department of Physical Education and Sport Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Abstract: (958 Views)
Aims: The current study aimed to investigate the impact of an educational intervention focusing on positive emotions and anger management on fostering positive emotions, mitigating negative emotions and anger, enhancing emotional regulation, and improving the mental and physical health of teachers.
Materials & Methods: The current research employed a quasi-experimental design with pre-test, post-test, and a two-month follow-up. The statistical population comprised 420 elementary school teachers in the 5th district of Isfahan City in 2021, from which 40 individuals were selected as participants using convenience sampling. They were then divided into two groups; one receiving training on cultivating positive emotions and managing anger, and a control group. Participation was voluntary. Data was collected using a 50-item scale assessing positive and negative emotions, anger management, emotional regulation, mental health, and physical health of teachers. Data analysis was conducted using univariate analysis of variance. A follow-up test to assess the intervention’s impact on fostering positive emotions and anger management was conducted after two months.
Findings: The educational intervention on positive emotions and anger management improved mental health, emotion regulation, and physical health, increased the level of positive emotions, and decreased the level of negative emotions of teachers.
Conclusion: Implementing training focused on cultivating positive emotions and managing anger, rooted in the principles of positive psychology, enhances and boosts emotional regulation, as well as the mental and physical well-being of teachers.
Materials & Methods: The current research employed a quasi-experimental design with pre-test, post-test, and a two-month follow-up. The statistical population comprised 420 elementary school teachers in the 5th district of Isfahan City in 2021, from which 40 individuals were selected as participants using convenience sampling. They were then divided into two groups; one receiving training on cultivating positive emotions and managing anger, and a control group. Participation was voluntary. Data was collected using a 50-item scale assessing positive and negative emotions, anger management, emotional regulation, mental health, and physical health of teachers. Data analysis was conducted using univariate analysis of variance. A follow-up test to assess the intervention’s impact on fostering positive emotions and anger management was conducted after two months.
Findings: The educational intervention on positive emotions and anger management improved mental health, emotion regulation, and physical health, increased the level of positive emotions, and decreased the level of negative emotions of teachers.
Conclusion: Implementing training focused on cultivating positive emotions and managing anger, rooted in the principles of positive psychology, enhances and boosts emotional regulation, as well as the mental and physical well-being of teachers.
Article Type: Original Research |
Subject:
Health Education and Health Behavior
Received: 2023/12/1 | Accepted: 2024/04/21 | Published: 2024/05/20
Received: 2023/12/1 | Accepted: 2024/04/21 | Published: 2024/05/20
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