Effectiveness of well-being skills interactive package on enhancing the well-being and virtues of university administrators and faculty members

Mohammad Khodayarifard ¹ ( University of Tehran )
Marjan Hassaniraad ² ( Educational Psychology and Counseling Department, Faculty of Psychology and Education, University of Tehran, Tehran, Iran. )
Saeid Zandi ³ ( Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iranr )
Azam Asefnia ⁴ ( Department of Philosophy of Education, Faculty of Psychology and Education, University of Tehran, Tehran, Iran. )
Amirhossein Daneshmand Kafteroudi ⁵ ( Department of Applied Psychology, Faculty of Psychology and Education, Shahid Beheshti University, Tehran, Iran. )

Submited date : 2025-01-07 Accepted date : 2025-12-31

Keywords: psychological well-being, character strengths, positive psychology, ethics, university faculty.,

Abstract :

This study aimed to develop a localized well-being skills interactive package and assess its effectiveness in promoting the well-being and virtues of university administrators and faculty members. This study utilized a pre-experimental, pre-test-post-test design. The first training program was attended by 12, 19 and 10 university administrators and faculty members from Iranian universities. Each session spanned 12 two-hour meetings. Participants completed the Character Strengths Questionnaire (Khodayarifard, Hassaniraad & Hejazi, 2020) and the Psychological Well-Being Questionnaire (Ryff, 1980) before and after the intervention. The one-way repeated measures MANOVA test results revealed that well-being skills interactive package significantly enhanced the virtues of courage (p < 0.01, F = 6.15) and humanity (p < 0.01, F = 13.11) in the first session, and humanity (p < 0.05, F = 4.82) and transcendence (p < 0.05, F = 5.74) in the second. Additionally, significant improvements were observed in life satisfaction (p < 0.05, F = 3.48), spirituality (p < 0.05, F = 4.24), happiness (p < 0.01, F = 8.68), growth (p < 0.05, F = 5.07), and positive relationships (p < 0.05, F = 5.13) in the first session, and in happiness (p < 0.05, F = 3.59) in the third session. Other results and their implications are discussed. This educational-interactive package may play an effective role in enhancing various dimensions of individual well-being.

References:

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