Comparison of the Effectiveness of Resilience Training and Emotion Regulation on Psychological Well-being and Self-efficacy of Firefighters
Publish Year: 1400
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_AJNPP-8-4_006
تاریخ نمایه سازی: 1 آبان 1400
Abstract:
Background and Objective: Firefighters are at risk of mental health deterioration due to their stressful jobs, and psychological skills training plays a positive role in this regard. This study aimed to compare the effectiveness of resiliency training and emotion-regulation training on the psychological well-being and self-efficacy of firefighters.
Materials and Methods: This was an experimental study with a multi-group pretest-posttest control group design. In autumn ۲۰۱۸, forty-five Ardabil firefighters selected by simple random sampling were randomly assigned into three groups of resiliency-training (n=۱۵), emotion-regulation-training (n=۱۵), and control (n=۱۵). All three groups completed the demographic questionnaire, Ryff’s Psychological Well-Being Scale, and General Self-Efficacy Scale (Scherer et al., ۱۹۸۲) in the pre-test and post-test stages. The collected data were analysed using SPSS software (version۱۶) through the analysis of covariance and Bonferroni post hoc test.
Results: Resiliency training and emotion-regulation had a significant effect on one’s psychological well-being and self-efficacy. The results of the post hoc test also indicated that the effectiveness of resiliency training and emotion-regulation on one’s self-efficacy was significantly different and resiliency training was more effective than emotion-regulation training.
Conclusions: Resiliency training and emotion-regulation training were effective on the psychological well-being and self-efficacy of firefighters.
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Authors
Niloofar Sharifi
Department of Psychology, School of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
Sajjad Basharpoor
Department of Psychology, School of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
Mohammad Narimani
Department of Psychology, School of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
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