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Showing 2 results for Future Perspective
Masoumeh Fereidooni, Nadereh Sohrabi Shegefti, Majid Barzegar, Mohammad Khayyer,
Volume 29, Issue 10 (12-2022)
Volume 29, Issue 10 (12-2022)
Abstract
Background & Aims: Studies show that an unbalanced future outlook predicts delinquency, drug use, and high-risk sexual behaviors during adolescence. At the same time, having a hopeful mindset, having sufficient resources for purposeful thinking, and being familiar with the paths needed to achieve goals, lead to well-being in individuals. It also enhances a person's deep vision for the future, their learning activity, their longevity and their performance. Thus, the outlook for the future can affect a wide range of emotions, thoughts, and behaviors. The future perspective, which is defined as the current prediction of future goals, can be created by setting motivational goals in the future and creating long term behavioral projects to achieve these goals. The problem for many young people and adolescents is that they live with a relatively short-term outlook, and it is difficult for them to see the future right now. In the field of education and learning, the ability to tolerate delays in reward is very important. Students have to choose between immediate reward and short pleasure, or long-term reward and long pleasure, and here is the future perspective that gives him the power to evaluate the future. The purpose of this study is to investigate the determinants of future prospects in female high school students in Shiraz.
Methods: The statistical population of the study is all female high school students in Shiraz (10865 people) who were studying in the academic year 1399-1400. Among them, 346 students were selected as a sample by multi-stage cluster sampling method and participated in the study. The research tool was a standard questionnaire whose validity was confirmed by professors and experts and its reliability was confirmed by Cronbach's alpha coefficient.
Results: The results of structural equation modeling showed that negative emotion regulation strategies have a positive effect on cognitive distortions, and positive emotion regulation strategies have a negative effect on cognitive distortions. Positive emotion regulation strategies have a positive effect on goal setting and cognitive distortions have a negative and significant effect on the future perspective and the effect of goal setting on the future perspective was positive. The results show that the strongest relationships in the model are related to the effect of negative emotion regulation strategies on cognitive distortions with a coefficient of 0.78 and then related to the effect of cognitive distortions on the future outlook with a coefficient of -0.55. The findings also show that apart from the relationship between negative emotion regulation strategies and rejected targeting (p <0.05), five other relationships have been confirmed in the model (p <0.05). If a person can manage and control his emotions, he will have more free space intellectually to focus on goals and goal setting. Cognitive distortions affect the future outlook (p <0.05) and the direction of the negative impact and the intensity of the impact is -0.55. Targeting has an effect on the future outlook (p <0.05) and the direction of the positive effect and the intensity of the effect is equal to 0.29. Therefore, the positive and negative strategies of the emotion regulation variable are the only external variable of the structural model of the research to which no one-way arrow is pointed. Finally, the existence of a significant positive causal relationship between goal setting and future perspective indicates that the more students expose themselves to goal setting or goal setting in the future, the more rapidly towards a future perspective. A more balanced and ideal future will move. In fact, by choosing goals in the desired area, the person is not only not bothered by the difficulty of the path, but also welcomes learning skills and doing difficult tasks to overcome obstacles in the way of his goal and pursues his goal. Acquires the necessary competence and avoids poor performance, and is more determined and does not doubt in its decision in the direction of the goal, and consequently, these measures tend to be more and more forward-looking. Will strengthen the more desirable in him.
Conclusion: Cognitive distortions have a negative and significant effect on the future outlook. The indirect and inverse effect of negative emotion regulation strategies, and the indirect and reinforcing effect of positive emotion regulation strategies on the future outlook in this study, reveal the need for planning to empower students in controlling and managing cognitive emotions.
Masoumeh Fereidooni, Nadereh Sohrabi Shegefti, Majid Barzegar, Mohamad Khayyer,
Volume 31, Issue 1 (3-2024)
Volume 31, Issue 1 (3-2024)
Abstract
Background & Aims: Adolescence is a dangerous period for social, emotional, and psychological problems such as internal and external concerns and psychopathology. Mental health problems in adolescence predict not only the subsequent consequences of mental health but also educational progress, employment, and physical health in adulthood. Emotion regulation is known as motivational regulation in the field of emotions. Motivation adjustment is a process in which actions change current states to desired states. Based on this, emotion regulation is a process in which action is directed to change present emotions towards desired emotions (i.e. emotional goals). Regulation of emotions is generally a cognitive control behavior that plays a protective role against mental illnesses. One type of emotion regulation strategy that is associated with positive mental health outcomes is reappraisal. Goal setting refers to choosing desired goals, while goal setting refers to directing behavior toward goals. In emotion regulation, goal setting corresponds to the selection of emotional goals, while striving for goals is related to the selection and implementation of behaviors that are directed to achieve emotional goals. Activating a target automatically activates the associated devices. Mindfulness is another mechanism for enhancing coping processes by enhancing positive reappraisal, reducing catastrophizing, and building self-transcendence. Mindfulness meditation may enhance meaning-based coping processes through the process of defocusing cognitive sets. When a person shifts to a metacognitive perspective, they can stand outside of their thought content, then gain the power to make new evaluations of stressful events. As such, disengagement may facilitate positive reappraisal, a coping strategy that is critical for adaptive functioning in the face of chronic stress. In general, people tend to stick to fixed self-concepts. This clinging to an unchanging sense of self inevitably leads to stress as life events change aspects of the self that were previously considered to be one's identity; Mindfulness may reduce stress by arousing the transcendent self. In doing so, when one experientially realizes that ultimately, "life and death" and "profit and loss" are part of an integrated whole, a web of interdependence and an integrated, dynamic system that they are the basis of life, it may free a person from suffering. Because there are few studies on the role of goal setting and cognitive distortions in predicting the prospects of students in Iran, so the question of this study is whether goal setting and cognitive distortions in predicting What is the future perspective of students?
Methods: The method of the present research is a quantitative and descriptive correlation, which was approved by the code of ethics IR.IAU.M.REC.1401.036 in the code of ethics commission of Islamic Azad University, Marvdasht branch. The statistical population of the research was all female students in the second year of high school in Shiraz city (10,865 students) in the academic year of 2019-2019 and the sampling method was a multi-stage random cluster. In this way, first, one school was selected from each education district, and in the next step, three classes were selected from each school using a random multi-stage cluster method. After choosing the classes, all the students in those classes were included in the research as a statistical sample. The research tools include four standard questionnaires of the future perspective; cognitive distortions; Academic targeting; and the cognitive regulation was excitement. The data were analyzed with SPSS software.
Results: The results of this research showed that only two variables of uncertainty in goal orientation and cognitive distortions significantly affect prospects.
Conclusion: In general, it can be stated that investigating the relationship between important cognitive and psychological variables such as cognitive regulation of emotion; Cognitive distortions, and goal selection with a future perspective can help planners and policymakers in designing and implementing policies and strategies to improve human capital. According to the results reported in this research, considering the high contribution of cognitive distortions, time and a special program to guide students to identify their spontaneous thoughts and beliefs in the face of various incidents and conditions are suggested. , should be designed so that with practice and practice, a person can get rid of distorted thoughts and interpretations and master his feelings. At a higher level, students' families can be invited to participate in workshops to identify cognitive distortions and ways to overcome them and to isolate the training platform for generations. The influence of uncertainty in the direction of the goal on the future perspective shows that the behavior of students should be adjusted by passing consistent courses to determine and prioritize the goal and plan carefully to achieve these goals step by step, under the rule it was accurate. Since most of the families and students are not aware of the importance of this issue, it is necessary to include these courses in the form of a curriculum and be presented them as a separate lesson in a workshop. For this purpose, several schools in different regions and provinces can be tested in terms of different facilities and conditions, and its future results and consequences can be carefully examined, and by reflecting its results and experiences, in all schools to be implemented.
Methods: The method of the present research is a quantitative and descriptive correlation, which was approved by the code of ethics IR.IAU.M.REC.1401.036 in the code of ethics commission of Islamic Azad University, Marvdasht branch. The statistical population of the research was all female students in the second year of high school in Shiraz city (10,865 students) in the academic year of 2019-2019 and the sampling method was a multi-stage random cluster. In this way, first, one school was selected from each education district, and in the next step, three classes were selected from each school using a random multi-stage cluster method. After choosing the classes, all the students in those classes were included in the research as a statistical sample. The research tools include four standard questionnaires of the future perspective; cognitive distortions; Academic targeting; and the cognitive regulation was excitement. The data were analyzed with SPSS software.
Results: The results of this research showed that only two variables of uncertainty in goal orientation and cognitive distortions significantly affect prospects.
Conclusion: In general, it can be stated that investigating the relationship between important cognitive and psychological variables such as cognitive regulation of emotion; Cognitive distortions, and goal selection with a future perspective can help planners and policymakers in designing and implementing policies and strategies to improve human capital. According to the results reported in this research, considering the high contribution of cognitive distortions, time and a special program to guide students to identify their spontaneous thoughts and beliefs in the face of various incidents and conditions are suggested. , should be designed so that with practice and practice, a person can get rid of distorted thoughts and interpretations and master his feelings. At a higher level, students' families can be invited to participate in workshops to identify cognitive distortions and ways to overcome them and to isolate the training platform for generations. The influence of uncertainty in the direction of the goal on the future perspective shows that the behavior of students should be adjusted by passing consistent courses to determine and prioritize the goal and plan carefully to achieve these goals step by step, under the rule it was accurate. Since most of the families and students are not aware of the importance of this issue, it is necessary to include these courses in the form of a curriculum and be presented them as a separate lesson in a workshop. For this purpose, several schools in different regions and provinces can be tested in terms of different facilities and conditions, and its future results and consequences can be carefully examined, and by reflecting its results and experiences, in all schools to be implemented.
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