Akram Shaterdalal Yazdi; Abotaleb Saadati; Hassan Asadzadeh; Khadijeh Abolmaali Alhosseini
Abstract
This study aimed to investigate the effects of positive intelligence training on character Strengths and life meaning of elementary school teachers. The present study is a semi-experimental study of pre-test, post-test and follow-up assessments. Forty-four elementary school teachers were selected regarding ...
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This study aimed to investigate the effects of positive intelligence training on character Strengths and life meaning of elementary school teachers. The present study is a semi-experimental study of pre-test, post-test and follow-up assessments. Forty-four elementary school teachers were selected regarding the inclusion and exclusion criteria and randomly allocated to the positive intelligence training group (n=16), and control group (n=16). All participants were assessed at baseline, post-test and follow-up by Values in Action-Inventory of Strengths questionnaire and Meaning of Life Questionnaire. The training group received eight 1-hour training sessions online. Data were analyzed by mixed analysis of the variance test. The results showed that the trend of changes in character strength subcomponents such as creativity, curiosity, social intelligence, spirituality and hope in the experimental group compared to the control group was significant (P= 0.0001). In addition, on the meaning of life, a significant increase was observed in the positive intelligence training group (P= 0.0001). According to the results of the present study, it could be said that positive intelligence training has successfully improved character Strengths and life meaning in elementary school teachers, so it is recommended for other teachers and educators.
