Volume 11, Issue 4 (November 2024)
Avicenna J Neuro Psycho Physiology 2024, 11(4): 153-158 |
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Ethics code: IR.IAU.AHVAZ.REC.1403.108
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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) :153-158
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: (278 Views)
Background and Objective: The increasing recognition of the importance of emotional intelligence and psychological well-being for leaders, especially in education, has prompted increased research into the development of effective interventions to enhance these attributes. In this regard, the present study investigated the potential benefits of cognitive self-hypnosis training on the emotional intelligence and psychological well-being of school principals.
Materials and Methods: This quasi-experimental study was performed with a pre-test/post-test design and a control group. The study population comprised all secondary school principals in Abadan County, Iran, during the 2023 academic year. A purposive sampling method was used to select 30 participants, who were randomly assigned to either the intervention group (n = 15) or the control group (n = 15). Data were collected using the Emotional Intelligence Scale and the Ryff Psychological Well-being Scale. The intervention group received six 120-minute sessions of cognitive self-hypnosis training, while the control group received no intervention. Analysis of covariance 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 intervention group (p < 0.001), whereas the scores in the control group remained relatively stable. These results suggest that cognitive self-hypnosis training had a positive impact on both the emotional intelligence and psychological well-being of the intervention 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 can be a valuable tool for enhancing leadership effectiveness in educational settings.
Materials and Methods: This quasi-experimental study was performed with a pre-test/post-test design and a control group. The study population comprised all secondary school principals in Abadan County, Iran, during the 2023 academic year. A purposive sampling method was used to select 30 participants, who were randomly assigned to either the intervention group (n = 15) or the control group (n = 15). Data were collected using the Emotional Intelligence Scale and the Ryff Psychological Well-being Scale. The intervention group received six 120-minute sessions of cognitive self-hypnosis training, while the control group received no intervention. Analysis of covariance 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 intervention group (p < 0.001), whereas the scores in the control group remained relatively stable. These results suggest that cognitive self-hypnosis training had a positive impact on both the emotional intelligence and psychological well-being of the intervention 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 can 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: 2025/04/24 | Published: 2025/05/25
Received: 2024/08/30 | Accepted: 2025/04/24 | Published: 2025/05/25
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