The present study investigated the predictive role of trait mindfulness in relation to depression, anxiety, and stress among Pakistani young adults. The following hypotheses were formulated: H1: Trait mindfulness will significantly and negatively predict depression among Pakistani young adults. H2: Trait mindfulness will significantly and negatively predict anxiety among Pakistani young adults. H3: Trait mindfulness will significantly and negatively predict stress among Pakistani young adults. A sample of 405 participants (189 males, 216 females; aged 18–30 years, M = 22.39, SD = 2.823) completed an online survey including the Mindful Attention Awareness Scale (MAAS) and the Depression Anxiety Stress Scale (DASS-21). Reliability and normality assessments confirmed the adequacy of the measures. Linear regression analyses revealed that trait mindfulness significantly and negatively predicted depression (R² = .237, p < .001), anxiety (R² = .210, p < .001), and stress (R² = .201, p < .001). These findings were consistent with the hypotheses formulated and the theoretical perspectives. The study adds value to global evidence in relation to the Pakistani context, highlighting trait mindfulness as a preventive factor against negative emotions and emphasizing the need for culturally adapted mindfulness-based interventions to enhance psychological resilience among young adults.
Digital technologies are now at the center of university teaching and learning. They can also cause technostress, a strain that arises when technology demands outpace a person's capacity to cope. This study examined how technostress relates to psychological well-being in undergraduates and how these variables differ across demographic and academic groups. The study used a cross-sectional survey design. Using multi-stage sampling, the study selected 1001 undergraduate students (317 male and 684 female). They were enrolled in the faculties of Education, Arts, and Science at two public and two private universities in Lahore District, Pakistan. The study used a 21-item scale to assess technostress across five creators: overload, complexity, uncertainty, insecurity, and invasion. Well-being was assessed with the 42-item form of the Ryff scales. In a pilot sample of 300 students, internal consistency was .71 for technostress and .880 for well-being. Analyses were run in SPSS version 21 and included correlation, t tests for two groups, and ANOVA for more than two groups. The pilot study aimed to determine the instrument’s Cronbach's alpha reliability (TS = 0.705 and RSPW = 0.840). Experts were consulted to confirm the instrument's validity. The study tested the hypotheses using both descriptive and inferential statistics. The findings revealed a weak positive relationship between technostress and psychological well-being among undergraduate students (r = 0.22), which was statistically significant. There was no significant difference between male and female students in technostress and psychological well-being. However, the mean values indicate that females (M = 68.38) have slightly higher technostress than males (M = 67.16). Therefore, universities should foster a supportive digital environment that helps diminish the negative effects of technostress on students’ psychological well-being.
Creativity is widely considered to be a core competency for learners and graduates in rapidly changing environments; personality research has identified two dispositions as relevant to creativity repeatedly: openness to experience (OE) and tolerance of ambiguity (TOA). This narrative review examined how OE, TOA and creativity are related (with particular attention to university undergraduates). The review clarifies the three constructs and their measures, summarizes evidence for OE–creativity, TOA–creativity and OE–TOA associations, compares theoretical accounts linking them together and proposes an integrative model in which TOA may explain how openness translates into creative thinking and achievement. Evidence for an OE–creativity link is substantial and comparatively consistent. Evidence for a TOA–creativity link is positive but less strong, relies heavily on self-report, and is concentrated in a small number of research groups. Formal tests of TOA as a mediator were not found. The review closes with methodological recommendations and a research agenda for undergraduate samples, including cross-cultural and longitudinal designs, and with implications for educators who wish to foster creativity as a student strength.
Nurses delivered much of the direct care to COVID-19 patients and were repeatedly exposed to death, infection risk, and shortages of equipment, yet little is known about how Pakistani nurses experienced and managed posttraumatic stress symptoms (PTSS). This qualitative study explored PTSS, experiences of trauma, perceived psychological impact, and coping strategies among nurses who cared for COVID-19 patients during peak pandemic waves. Eight registered nurses working in COVID wards and intensive care units of public hospitals in Islamabad and Rawalpindi were recruited through purposive sampling and took part in individual semi-structured interviews conducted in Urdu and basic English. Data were analysed using Braun and Clarke’s thematic analysis. Four themes were generated: (a) symptoms related to trauma (altered sleep, changes in temperament, emotional reactivity, diminished interest in social life, flashbacks); (b) threats and stress due to COVID-19 (increased workload, direct threat to self and others, sense of isolation, lack of knowledge and equipment); (c) psychological impact of trauma (increased mental health concerns, burnout and compassion fatigue, elevated death anxiety, lack of optimism about the future); and (d) strategies to cope (sharing workload with the team, emotional support from colleagues). Seven of eight nurses described flashbacks, and accounts spanned several DSM-5 symptom clusters, although no diagnostic assessment was used. Peer teamwork and emotional support were the only coping resources reported, and no participant had received formal counselling. Peer solidarity seems to have been an informal resource of resilience where organizational support was absent and institutional psychological services should be built around it.
Digital technologies have become integral to higher education, yet the psychological strain they create for students is still poorly understood from the students’ own perspective, particularly in developing countries. This qualitative study explored university students lived experiences of digital stress (used interchangeably with technology stress and technostress to denote stress arising from digital devices and technology-based academic systems), including its sources, psychological impacts, and coping strategies. A phenomenological qualitative design was employed. Fifteen students (7 male, 8 females; aged 19–28 years) enrolled in BS, MS/MPhil, and PhD programmes at public and private universities in Islamabad and Rawalpindi, Pakistan, were selected through purposive sampling and interviewed using semi-structured, in-depth interviews. The data were analysed using the thematic analysis approach of Braun and Clarke (2006). Five themes were identified: (1) Academic Digital Overload, (2) Technological Anxiety and Uncertainty, (3) Emotional and Cognitive Exhaustion, (4) Constant Connectivity Pressure, and (5) Coping Strategies for Digital Stress. Students described managing multiple platforms and a continuous digital workload, fear of technical failure during examinations and submissions, mental fatigue, reduced concentration and irritability, and an expectation of being permanently available. Despite these stressors, students used time management, digital breaks, and peer support to cope. Interpreted through Technostress Theory and the Transactional Model of Stress and Coping, the findings show that digital stress is a multidimensional phenomenon shaped by academic demands, technological environments, and coping resources. Universities should develop student-centred digital learning systems that reduce technology-induced stress and promote psychological well-being.
The rapid growth of social media has transformed communication and information sharing; however, excessive use can promote procrastination and avoidance of academic tasks, contributing to increased test anxiety among students. This study explores how social media use and procrastination contribute to test anxiety among the said population. A cross-sectional design was employed with sample of 284 university students (M = 110, F = 160) with a mean X age=20.8 years selected through convenience. Social media was measured through Social Media Use Questionnaire (Xanidis and Brignell, 2016), procrastination was assessed using the Lay Procrastination Scale (Lay, 1986) and test anxiety was evaluated by Westside Test Anxiety Scale (Driscoll, 2004). Data was analyzed using correlation and regression analysis. The results revealed significant positive correlation between social media use, procrastination, and test anxiety. Regression analysis showed that both the use of social media and procrastination significantly forecasted test anxiety, indicating that an increased occurrence of problematic digital engagement and reduced self-control leads to academic stress. These findings highlight the fact that university-level interventions encourage healthier digital habits and stronger individual control of students. Also, it emphasizes the need for parents and educators to promote effective study habits and self-regulation, as excessive social media use limits students’ available study time.
Background Rooted in positive psychology, human flourishing scholarship focuses on the presence of health and wellbeing beyond the absence of illness. Contemporary flourishing research has increasingly expanded its focus beyond individuals to larger systems, including families. Family flourishing is an emerging concept with limited clarity in its conceptualizations and measurements. This scoping review synthesized existing literature on the unit-level conceptualizations and operationalizations of family flourishing and wellbeing and examined the extent to which existing measures align with contemporary understandings of human flourishing. Methods Arksey and O'Malley's methodology and the PRISMA-ScR reporting guidelines were followed. Searches were conducted in PubMed, CINAHL, ERIC, PsycINFO, Social Work Abstracts, Academic Search Premier, and Web of Science. Eligible studies presented explicit unit-level conceptualizations or quantitative measures of family flourishing or wellbeing as a multidimensional construct. Only studies written in English and published since 2000 were included. Title and abstract screening, full-text screening, and data extraction were conducted by two independent researchers, while monitoring inter-coder reliability. Discrepancies were resolved through consensus in consultation with the PI. Data extraction utilized a standardized form for consistency, which was iteratively revised through discussion. Results The final sample included 13 studies, which represented diverse regions, including China, Japan, Taiwan, Malaysia, Thailand, Indonesia, New Zealand, the Philippines, and the United States. Studies were published between 2005 and 2025, with most studies published since 2020. Seven quantitative measures of family wellbeing were identified while no family flourishing measures were found. Conceptualizations represented diverse roots including Aristotelian eudaimonia, Indigenous cultural beliefs, and local spiritual teachings. While boundaries were often unclear, six broad categories of conceptualizations were identified, including relational/functional. eudaimonic/existential, hedonic/emotional, social/community, socioeconomic/environmental, and spiritual/religious domains. Relational/functional domains were most frequently covered while spiritual/religious domains were least frequently covered by existing measures. Most measures were developed more than a decade ago, and psychometric evidence beyond internal consistency was limited. Conclusion Family flourishing is an underdeveloped but promising area of scholarship. Further studies are needed to achieve greater conceptual clarity and to develop culturally responsive and psychometrically robust measures. Systematic review registration https://doi.org/10.17605/OSF.IO/E6WXM
The Ministry of Education and Culture (MEC), the Finnish National Agency for Education (EDUFI), and the Finnish Education Evaluation Centre (FINEEC) have recently actively sought to identify and produce means and tools to support socio-emotional learning and well-being among children in early childhood education. According to reports conducted by the Ministry of Education and Culture and the Finnish National Agency for Education, there is a need for a more research related to research-based intervention methods in ECE. The aim of this descriptive review is to highlight Finnish peer reviewed intervention research and find out how teacher-child interaction skills are described within it. The findings indicate that Finnish intervention research is relatively recent, and that all intervention programs are targeted at entire groups of children. The intervention studies (n = 18) were evenly divided into descriptions of method implementation, the strengthening the professional competence of ECE and care personnel and the supporting the socio-emotional skills among children and ECE and care personnel. Teacher competence was enhanced through training that emphasized theoretical knowledge, its binding into practice, and shared reflection. Approximately half of the interventions were based on positive psychology. The role of guardians in interventions was limited. The descriptions of the teacher-child interaction were strongly focused on emotional support. According to the results, the core of teacher-child interaction lies in the teacher’s active role: the teacher is not merely available to the child but acts as an active agent in creating learning opportunities for each child. Supporting the child relies largely on the teacher’s own teacher-child interaction skills and their ability to appropriately use and apply materials. Therefore, strengthening teachers’ own socio-emotional competence and professional capacity is essential within interventions. Providing stronger support for children with greater needs in socio-emotional learning also requires more individualized interventions. Ultimately, children’s socio-emotional learning and competencies, as well as the learning environments that support them, are nurtured by ECE teachers and other ECE and care personnel.
وزارت آموزش و فرهنگ (MEC)، سازمان ملی آموزش فنلاند (EDUFI) و مرکز ارزیابی آموزش فنلاند (FINEEC) اخیراً به طور فعال در پی شناسایی و تولید ابزارها و روشهایی برای حمایت از یادگیری اجتماعیهیجانی و بهزیستی کودکان در آموزش و پرورش دوران کودکی بودهاند. بر اساس گزارشهای تهیهشده توسط وزارت آموزش و فرهنگ و سازمان ملی آموزش فنلاند، نیاز به پژوهشهای بیشتری در زمینه روشهای مداخله مبتنی بر پژوهش در آموزش و پرورش دوران کودکی وجود دارد. هدف این مرور توصیفی، برجستهکردن پژوهشهای مداخلهای داوریشده فنلاندی و بررسی نحوه توصیف مهارتهای تعامل معلم-کودک در این پژوهشها است. یافتهها نشان میدهد که پژوهشهای مداخلهای فنلاندی نسبتاً جدید هستند و همه برنامههای مداخلهای بر کل گروههای کودکان متمرکز بودهاند. مطالعات مداخلهای (n = 18) به طور مساوی بین توصیف اجرای روش، تقویت شایستگی حرفهای کارکنان آموزش و مراقبت دوران کودکی و حمایت از مهارتهای اجتماعیهیجانی کودکان و کارکنان آموزش و مراقبت تقسیم شدهاند. شایستگی معلمان از طریق آموزشهایی که بر دانش نظری، پیوند آن با عمل و بازتاب مشترک تأکید داشتند، تقویت شده است. تقریباً نیمی از مداخلات مبتنی بر روانشناسی مثبتگرا بودهاند. نقش والدین در مداخلات محدود بوده است. توصیفهای تعامل معلم-کودک عمدتاً بر حمایت هیجانی متمرکز بودهاند. بر اساس نتایج، هسته تعامل معلم-کودک در نقش فعال معلم نهفته است: معلم صرفاً در دسترس کودک نیست، بلکه به عنوان عاملی فعال در ایجاد فرصتهای یادگیری برای هر کودک عمل میکند. حمایت از کودک تا حد زیادی به مهارتهای تعامل معلم-کودک و توانایی معلم در استفاده و بهکارگیری مناسب مواد آموزشی وابسته است. بنابراین، تقویت شایستگی اجتماعیهیجانی و ظرفیت حرفهای معلمان در مداخلات ضروری است. ارائه حمایت قویتر برای کودکانی که نیاز بیشتری به یادگیری اجتماعیهیجانی دارند، همچنین مستلزم مداخلات فردیتر است. در نهایت، یادگیری و شایستگیهای اجتماعیهیجانی کودکان و همچنین محیطهای یادگیری حمایتکننده از آنها، توسط معلمان آموزش و پرورش دوران کودکی و سایر کارکنان آموزش و مراقبت پرورش مییابد.
The cultivation of character strengths like gratitude can enhance children’s well-being and prosocial behavior. While school-based interventions exist, there is a lack of rigorously evaluated, gamified tools that explicitly teach gratitude to preadolescent children. This study evaluated the effectiveness of Grati y la Isla de la Gratitud , an educational game to enhance children’s understanding and expression of gratitude. Using a mixed-methods, quasi-experimental design, we worked with 304 children (aged 9–12) from public and private schools. Pre-post and post-only measures demonstrated that the intervention group displayed significantly more complex understandings of gratitude, incorporating more conceptual elements (benefactor, beneficiary, benefit, effort) in their definitions and reporting a greater variety of gratitude expressions (verbal, concrete, connective) compared to the control group. Qualitative analysis of interviews with a subset of 17 participants showed that children successfully identified gratitude elements and expressions within the game’s narratives and transferred them to personalized “gratitude plans” for everyday life. Participants also reported high levels of satisfaction and perceived educational value from the game, although some noted challenges with specific mini-games. The findings indicate that a gamified intervention can improve preadolescents’ conceptual and practical understanding of gratitude, offering a digital tool for character education in school settings.
پرورش نقاط قوت شخصیتی مانند قدردانی میتواند بهزیستی و رفتارهای اجتماعی مثبت کودکان را افزایش دهد. اگرچه مداخلات مبتنی بر مدرسه وجود دارند، اما ابزارهای بازیمحور که به طور دقیق ارزیابی شده و به طور صریح به آموزش قدردانی به کودکان پیشنوجوان بپردازند، کمبود دارند. این پژوهش اثربخشی بازی آموزشی Grati y la Isla de la Gratitud را برای ارتقای درک و ابراز قدردانی در کودکان مورد ارزیابی قرار داد. با استفاده از طرح شبهآزمایشی و روشهای ترکیبی، با ۳۰۴ کودک (۹ تا ۱۲ ساله) از مدارس دولتی و غیرانتفاعی همکاری شد. سنجشهای پیشآزمون-پسآزمون و فقط پسآزمون نشان داد که گروه مداخله درک پیچیدهتری از قدردانی را نشان دادند و عناصر مفهومی بیشتری (بخشنده، دریافتکننده، منفعت، تلاش) را در تعاریف خود گنجاندند و انواع بیشتری از ابراز قدردانی (کلامی، عینی، ارتباطی) را نسبت به گروه کنترل گزارش کردند. تحلیل کیفی مصاحبه با زیرمجموعهای از ۱۷ شرکتکننده نشان داد که کودکان به طور موفقیتآمیزی عناصر و شیوههای ابراز قدردانی را در روایتهای بازی شناسایی کرده و آنها را به «برنامههای قدردانی» شخصیشده برای زندگی روزمره منتقل کردند. شرکتکنندگان همچنین رضایت بالا و ارزش آموزشی ادراکشدهای از بازی گزارش کردند، هرچند برخی چالشهایی با مینیبازیهای خاص را ذکر کردند. یافتهها نشان میدهد که یک مداخله بازیمحور میتواند درک مفهومی و عملی کودکان پیشنوجوان از قدردانی را بهبود بخشد و ابزاری دیجیتال برای آموزش منش در محیط مدرسه فراهم آورد.
Adolescents living with HIV (ALHIV) in Eastern and Southern Africa experience challenges around medication adherence, mental health and wellbeing. Although interventions such as Zvandiri aim to strengthen mental health and wellbeing to impact HIV treatment outcomes, available measures often focus on negative outcomes or rely on positive psychology instruments developed in high-income settings. These tools may not adequately capture culturally embedded and relational dimensions of wellbeing. We describe the development of the Zvandiri Character Strength (ZCS) scale and draw methodological lessons for culturally grounded wellbeing measurement. The multi-stage scale-development process (2022–2025) comprised a scoping and systematic review, qualitative discussions, expert panel input, construct and item prioritisation, cognitive interviews, iterative item reduction, and exploratory factor and Rasch analyses. We reduced an initial item bank to a 53-item candidate scale, then to the ZCS 38 (38 items) and finally, the ZCS 25 (25 items), based on quantitative analyses and participant feedback. We subsequently assessed the ZCS 25 using retrospective pretest, post-test and follow-up administration. The review identified conceptually overlapping positive psychological constructs, many of which are measured using instruments developed in high-income settings and not adequately validated for ALHIV in Africa. Qualitative work highlighted connectedness, hope, self-acceptance, self-efficacy, purpose, and flourishing as key. Discussions also highlighted that wellbeing was relational, contextually situated, and often co-occurring with distress. Quantitative testing showed highly positive responses, disordered thresholds, ceiling effects, weak internal structure, and fluctuating retrospective ratings. Participant feedback suggested that positive responses likely reflected affirmations, and were partly linked to social desirability. In conclusion, the ZCS scale did not support a single interpretable total score, but its development offers important methodological lessons. Future measurement should begin with clearer construct definition, response-process validation, domain-level testing and explicit decisions about whether the measure aims to capture lived wellbeing, domain-specific positive outcomes or intervention-relevant change.
نوجوانان مبتلا به HIV (ALHIV) در شرق و جنوب آفریقا با چالشهایی در زمینه پایبندی به دارو، سلامت روان و بهزیستی مواجه هستند. اگرچه مداخلاتی مانند Zvandiri با هدف تقویت سلامت روان و بهزیستی برای تأثیرگذاری بر پیامدهای درمان HIV طراحی شدهاند، اما ابزارهای موجود اغلب بر پیامدهای منفی تمرکز دارند یا به ابزارهای روانشناسی مثبت که در کشورهای با درآمد بالا توسعه یافتهاند، متکی هستند. این ابزارها ممکن است ابعاد فرهنگی و ارتباطی بهزیستی را بهدرستی منعکس نکنند. ما توسعه مقیاس Zvandiri Character Strength (ZCS) را توصیف کرده و درسهای روششناختی برای سنجش بهزیستی مبتنی بر فرهنگ ارائه میدهیم. فرایند چندمرحلهای توسعه مقیاس (۲۰۲۲–۲۰۲۵) شامل مرور دامنهای و مرور نظاممند، بحثهای کیفی، نظرخواهی از پانل خبرگان، اولویتبندی سازه و گویهها، مصاحبههای شناختی، کاهش تدریجی گویهها و تحلیلهای عاملی اکتشافی و Rasch بود. بانک اولیه گویهها به مقیاس ۵۳ گویهای کاندیدا، سپس به ZCS 38 (۳۸ گویه) و در نهایت به ZCS 25 (۲۵ گویه) بر اساس تحلیلهای کمی و بازخورد شرکتکنندگان کاهش یافت. سپس ZCS 25 با استفاده از پیشآزمون گذشتهنگر، پسآزمون و پیگیری مورد ارزیابی قرار گرفت. مرور انجامشده سازههای روانشناختی مثبت با همپوشانی مفهومی را شناسایی کرد که بسیاری از آنها با ابزارهایی که در کشورهای با درآمد بالا توسعه یافتهاند سنجیده میشوند و برای ALHIV در آفریقا بهدرستی اعتبارسنجی نشدهاند. کار کیفی بر اهمیت پیوستگی، امید، پذیرش خود، خودکارآمدی، هدفمندی و شکوفایی تأکید داشت. بحثها همچنین نشان داد که بهزیستی ماهیتی ارتباطی و زمینهمند دارد و اغلب با پریشانی همزمان رخ میدهد. آزمونهای کمی پاسخهای بسیار مثبت، آستانههای نامنظم، اثر سقف، ساختار درونی ضعیف و نوسان در ارزیابیهای گذشتهنگر را نشان داد. بازخورد شرکتکنندگان حاکی از آن بود که پاسخهای مثبت احتمالاً بازتاب تأییدات بوده و تا حدی با تمایل به مقبولیت اجتماعی مرتبط است. در نتیجه، مقیاس ZCS از یک نمره کل قابل تفسیر پشتیبانی نکرد، اما توسعه آن درسهای مهمی در حوزه روششناسی ارائه میدهد. سنجشهای آینده باید با تعریف روشنتر سازه، اعتبارسنجی فرایند پاسخدهی، آزمون در سطح حوزه و تصمیمگیری صریح درباره هدف سنجش برای ارزیابی بهزیستی زیسته، پیامدهای مثبت حوزهای یا تغییر مرتبط با مداخله آغاز شود.
What does happiness mean to ordinary people? Answering this requires examining not only the components people associate with happiness, but also how these components are organized and structurally connected into a semantic schema. The same questions apply to its conceptual counterpart—unhappiness—and to how both vary across social groups. To address these questions, this study employs a word-association network approach to investigate the semantic schemas and group differences in people’s perceptions of happiness and unhappiness. Specifically, we create semantic representations of happiness and unhappiness using a word-association task in which participants freely listed words they associate with happiness and unhappiness, and then listed further words associated with each response; these word pairs are used to construct association networks from which underlying schemas are identified and demographic differences examined. Based on a survey conducted in Japan, our findings reveal major components, such as “ Wealth ” and “ Relationships ,” widely identified in existing theories, as well as underrepresented components, such as “ Food .” Moreover, our analysis provides insights into the structural relationships among these components, allowing us to understand how different components are connected to one another and what roles they play within the schema. Furthermore, we demonstrate that the word-association network approach provides a useful framework for investigating how everyday conceptions of happiness and unhappiness differ across demographic groups, revealing variation across groups in both schema structure and specific semantic features. Overall, this study demonstrates the value of word-association networks for capturing everyday conceptions of happiness and unhappiness, offering both theoretical insights and practical implications for developing more accurate and culturally grounded measures.
خوشبختی برای افراد عادی به چه معناست؟ پاسخ به این پرسش مستلزم بررسی نه تنها مؤلفههایی است که افراد با خوشبختی مرتبط میدانند، بلکه نحوه سازماندهی و ارتباط ساختاری این مؤلفهها در قالب یک طرحواره معنایی نیز اهمیت دارد. همین پرسشها در مورد مفهوم مقابل آن، یعنی بدبختی، و همچنین نحوه تفاوت هر دو در میان گروههای اجتماعی نیز مطرح است. برای پاسخ به این پرسشها، این مطالعه با بهرهگیری از رویکرد شبکه تداعی واژه به بررسی طرحوارههای معنایی و تفاوتهای گروهی در ادراک افراد از خوشبختی و بدبختی میپردازد. به طور مشخص، بازنماییهای معنایی خوشبختی و بدبختی از طریق یک تکلیف تداعی واژه ایجاد میشود که در آن شرکتکنندگان آزادانه واژههایی را که با خوشبختی و بدبختی مرتبط میدانند، فهرست میکنند و سپس واژههای بیشتری را که با هر پاسخ مرتبط است، ذکر میکنند؛ این جفت واژهها برای ساخت شبکههای تداعی به کار میروند که بر اساس آنها طرحوارههای زیرین شناسایی شده و تفاوتهای جمعیتشناختی بررسی میشود. بر اساس یک پیمایش انجامشده در ژاپن، یافتههای ما مؤلفههای اصلی مانند «ثروت» و «روابط» را که در نظریههای موجود به طور گسترده شناسایی شدهاند، و همچنین مؤلفههای کمتر مورد توجه مانند «غذا» را آشکار میکند. افزون بر این، تحلیل ما بینشهایی درباره روابط ساختاری میان این مؤلفهها ارائه میدهد و امکان درک نحوه اتصال مؤلفههای مختلف به یکدیگر و نقش آنها در طرحواره را فراهم میسازد. همچنین نشان میدهیم که رویکرد شبکه تداعی واژه چارچوبی سودمند برای بررسی تفاوت تصورات روزمره از خوشبختی و بدبختی در میان گروههای جمعیتشناختی فراهم میکند و تفاوتهایی را در ساختار طرحواره و ویژگیهای معنایی خاص میان گروهها آشکار میسازد. در مجموع، این مطالعه ارزش شبکههای تداعی واژه را در بازنمایی تصورات روزمره از خوشبختی و بدبختی نشان میدهد و بینشهای نظری و پیامدهای عملی برای توسعه سنجههای دقیقتر و مبتنی بر فرهنگ ارائه میکند.
Background PPIs have been increasingly recognized for their potential to enhance adolescent psychosocial health outcomes. These interventions aimed to foster well-being and reduce psychological distress by promoting positive human attributes. This systematic review and meta-analysis aim to provide evidence for the efficacy of Positive Psychology interventions (PPIs) in educational settings and highlight their impact on adolescents’ psychosocial health outcomes. Methods A systematic literature search of electronic databases, including PubMed (MEDLINE), Scopus, CINAHL, Embase, PsycINFO, and Google Scholar, will be conducted following the PRISMA guidelines to retrieve interventional studies published in English up to 2025 to assess the efficacy of PPIs on psychosocial health outcomes in school-age adolescents. Interventional/experimental studies will be considered eligible if they report the efficacy of PPIs compared to a control group in school-aged adolescents. Studies with unclear definitions of PPIs, those with no control group, and those that relied on newspaper articles or Google data will also be excluded. Studies published in languages other than English and those with unclear data, case reports, conference proceedings, reviews, and letters will not be eligible for inclusion. The quality of the included interventional studies will be evaluated using the Joanna Briggs Institute (JBI) for interventional studies. The pooled effect sizes will be estimated using a random-effects model for heterogeneity. Heterogeneity and publication bias will be evaluated using I-squared index and Egger’s test, respectively. Discussion This review fills key gaps by systematically synthesizing evidence on how positive psychology programs in schools affect adolescents’ mental and social health. Despite some limitations, this study incorporates diverse data sources to offer a detailed and accurate picture. The findings will inform targeted interventions and policy responses to cultivate the impact of PPIs on health issues. Systematic review registration: PROSPERO CRD42024595381.
زمینه: مداخلات روانشناسی مثبت (PPIs) به طور فزایندهای به دلیل پتانسیل خود در ارتقای پیامدهای سلامت روانیاجتماعی نوجوانان مورد توجه قرار گرفتهاند. این مداخلات با هدف تقویت بهزیستی و کاهش پریشانی روانشناختی از طریق ترویج ویژگیهای مثبت انسانی طراحی شدهاند. این مرور نظاممند و فراتحلیل با هدف ارائه شواهدی درباره اثربخشی مداخلات روانشناسی مثبت (PPIs) در محیطهای آموزشی و برجستهسازی تأثیر آنها بر پیامدهای سلامت روانیاجتماعی نوجوانان انجام میشود. روشها: جستجوی نظاممند منابع الکترونیکی شامل PubMed (MEDLINE)، Scopus، CINAHL، Embase، PsycINFO و Google Scholar مطابق با دستورالعملهای PRISMA برای بازیابی مطالعات مداخلهای منتشرشده به زبان انگلیسی تا سال 2025 جهت ارزیابی اثربخشی PPIs بر پیامدهای سلامت روانیاجتماعی در نوجوانان سنین مدرسه انجام خواهد شد. مطالعات مداخلهای/آزمایشی در صورتی واجد شرایط خواهند بود که اثربخشی PPIs را در مقایسه با گروه کنترل در نوجوانان سنین مدرسه گزارش کرده باشند. مطالعاتی که تعاریف نامشخصی از PPIs دارند، فاقد گروه کنترل هستند یا بر دادههای مقالات روزنامهای یا دادههای Google تکیه دارند نیز حذف خواهند شد. مطالعات منتشرشده به زبانهایی غیر از انگلیسی و مطالعات با دادههای نامشخص، گزارشهای موردی، خلاصه مقالات همایشها، مرورها و نامهها نیز برای ورود واجد شرایط نخواهند بود. کیفیت مطالعات مداخلهای واردشده با استفاده از ابزار مؤسسه Joanna Briggs (JBI) برای مطالعات مداخلهای ارزیابی خواهد شد. اندازه اثرات تجمیعی با استفاده از مدل اثرات تصادفی برای ناهمگنی برآورد میشود. ناهمگنی و سوگیری انتشار به ترتیب با شاخص I-squared و آزمون Egger ارزیابی خواهند شد. بحث: این مرور با سنتز نظاممند شواهد درباره تأثیر برنامههای روانشناسی مثبت در مدارس بر سلامت روانی و اجتماعی نوجوانان، خلأهای کلیدی را پر میکند. با وجود برخی محدودیتها، این مطالعه با بهرهگیری از منابع دادهای متنوع، تصویری دقیق و جامع ارائه میدهد. یافتهها به مداخلات هدفمند و سیاستگذاریهای مرتبط با ارتقای تأثیر PPIs بر مسائل سلامت کمک خواهد کرد. ثبت مرور نظاممند: PROSPERO CRD42024595381.
