Effectiveness of Social-emotional Learning vs Mindfulness Training in Increasing Positive Orientation Towards School

Document Type : Research Paper

Authors

1 Department of Psychology, Faculty of Psychology and Social Sciences, Islamic Azad University, Roudehen Branch, Tehran, Iran.

2 Department of Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.

3 Department of Educational Psychology, Faculty of Psychology and Education, Allameh Tabataba`i University, Tehran, Iran.

10.32598/JSPI.9.4.10

Abstract

Objective: The purpose of this study was to investigate the effect of perceived justice and organizational
norms on teachers' psychological well-being.
Methods: In 2017-2018, from high school graduates in Varamin County, 120 teachers were selected by
simple random sampling and randomly assigned to eight groups. The instruments included the Holland
vignette aimed to manipulate justice and organizational norms and psychological well-being questionnaire.
The data were analyzed by multivariate covariance analysis.
Results: The results indicated that perceived justice and organizational norms based on confirmation of
positive behaviors and disapproval of negative behaviors affect admission, positive relationship, and
teachers' psychological well-being growth.
Conclusion: Regarding this finding, it seems necessary to pay attention to justice and reinforcement of
positive organizational norms to improve teachers' psychological well-being.

Keywords

Journal of School Psychology
Volume 9, Issue 4
January 2021
Pages 120-133

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