Volume 11, Issue 4 (November 2024)
Avicenna J Neuro Psycho Physiology 2024, 11(4): 0-0 |
Back to browse issues page
Ethics code: IR.IAU.AHVAZ.REC.1403.108
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Mirzakhani Hafshejani S, Farashbandi A. The Effectiveness of Cognitive Self-hypnosis Training on the Emotional Intelligence and Psychological Well-being of School Principals. Avicenna J Neuro Psycho Physiology 2024; 11 (4)
URL: http://ajnpp.umsha.ac.ir/article-1-496-en.html
URL: http://ajnpp.umsha.ac.ir/article-1-496-en.html
1- Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2- Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran ,dr.farashband@gmail.com
2- Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran ,
Abstract: (133 Views)
Background and Purpose: The increasing recognition of the importance of emotional intelligence and psychological well-being for leaders, especially in education, has spurred research into developing effective interventions to enhance these attributes. This study investigated the potential benefits of cognitive self-hypnosis training on the emotional intelligence and psychological well-being of school principals.
Material and Methods: A quasi-experimental pre-test/post-test control group design was employed. The study population comprised all secondary school principals in Abadan County during the 2023 academic year. A purposive sampling method was used to select 30 participants, who were then randomly assigned to either an experimental group (n=15) or a control group (n=15). Data were collected using the Emotional Intelligence Scale and the Ryff Psychological Well-being Scale. The experimental group received six 120-minute sessions of cognitive self-hypnosis training, while the control group received no intervention. Analysis of covariance (ANCOVA) was used to analyze the data.
Results: Post-test mean scores for both emotional intelligence and psychological well-being showed statistically significant increases in the experimental group (P<0.001), whereas scores in the control group remained relatively stable. These results suggest that cognitive self-hypnosis training had a positive impact on both emotional intelligence and psychological well-being in the experimental group, leading to significant improvements in both variables compared to the control group.
Conclusion: Cognitive self-hypnosis training significantly improved the emotional intelligence and psychological well-being of school principals compared to the control group. These findings suggest that this intervention may be a valuable tool for enhancing leadership effectiveness in educational settings.
Material and Methods: A quasi-experimental pre-test/post-test control group design was employed. The study population comprised all secondary school principals in Abadan County during the 2023 academic year. A purposive sampling method was used to select 30 participants, who were then randomly assigned to either an experimental group (n=15) or a control group (n=15). Data were collected using the Emotional Intelligence Scale and the Ryff Psychological Well-being Scale. The experimental group received six 120-minute sessions of cognitive self-hypnosis training, while the control group received no intervention. Analysis of covariance (ANCOVA) was used to analyze the data.
Results: Post-test mean scores for both emotional intelligence and psychological well-being showed statistically significant increases in the experimental group (P<0.001), whereas scores in the control group remained relatively stable. These results suggest that cognitive self-hypnosis training had a positive impact on both emotional intelligence and psychological well-being in the experimental group, leading to significant improvements in both variables compared to the control group.
Conclusion: Cognitive self-hypnosis training significantly improved the emotional intelligence and psychological well-being of school principals compared to the control group. These findings suggest that this intervention may be a valuable tool for enhancing leadership effectiveness in educational settings.
Article Type: Research Article |
Subject:
Health Education and Promotion
Received: 2024/08/30 | Accepted: 2025/05/24 | Published: 2024/11/5
Received: 2024/08/30 | Accepted: 2025/05/24 | Published: 2024/11/5
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |