University of Mohaghegh Ardabili Journal of School Psychology 22520821 9 4 2021 01 01 Effectiveness of Social-emotional Learning vs Mindfulness Training in Increasing Positive Orientation Towards School Effectiveness of Social-emotional Learning vs Mindfulness Training in Increasing Positive Orientation Towards School 120 133 1297 10.32598/JSPI.9.4.10 FA Malihe Ahmadi Department of Psychology, Faculty of Psychology and Social Sciences, Islamic Azad University, Roudehen Branch, Tehran, Iran. Kianoosh Hashmian Department of Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran. Fariborz Dortaj Department of Educational Psychology, Faculty of Psychology and Education, Allameh Tabataba`i University, Tehran, Iran. Khadijeh Abolmaali Department of Psychology, Faculty of Psychology and Social Sciences, Islamic Azad University, Roudehen Branch, Tehran, Iran. Journal Article 2017 11 12 <strong>Objective: </strong>The purpose of this study was to investigate the effect of perceived justice and organizational<br />norms on teachers' psychological well-being.<br />Methods: In 2017-2018, from high school graduates in Varamin County, 120 teachers were selected by<br />simple random sampling and randomly assigned to eight groups. The instruments included the Holland<br />vignette aimed to manipulate justice and organizational norms and psychological well-being questionnaire.<br />The data were analyzed by multivariate covariance analysis.<br /><strong>Results: </strong>The results indicated that perceived justice and organizational norms based on confirmation of<br />positive behaviors and disapproval of negative behaviors affect admission, positive relationship, and<br />teachers' psychological well-being growth.<br /><strong>Conclusion: </strong>Regarding this finding, it seems necessary to pay attention to justice and reinforcement of<br />positive organizational norms to improve teachers' psychological well-being. <strong>Objective: </strong>The purpose of this study was to investigate the effect of perceived justice and organizational<br />norms on teachers' psychological well-being.<br />Methods: In 2017-2018, from high school graduates in Varamin County, 120 teachers were selected by<br />simple random sampling and randomly assigned to eight groups. The instruments included the Holland<br />vignette aimed to manipulate justice and organizational norms and psychological well-being questionnaire.<br />The data were analyzed by multivariate covariance analysis.<br /><strong>Results: </strong>The results indicated that perceived justice and organizational norms based on confirmation of<br />positive behaviors and disapproval of negative behaviors affect admission, positive relationship, and<br />teachers' psychological well-being growth.<br /><strong>Conclusion: </strong>Regarding this finding, it seems necessary to pay attention to justice and reinforcement of<br />positive organizational norms to improve teachers' psychological well-being. https://jsp.uma.ac.ir/article_1297_589c99755ec88a690774cc61cbb3233b.pdf