The role of cognitive fusion and perceived social support in predicting the quality of life of teachers

Subject Areas : Journal of Excellence in counseling and psychotherapy

Hamid Reza Samadifard ¹ , Seifolah Aghajani ² , Ali Sheikholeslami ³

1 - دانشجوی کارشناسی ارشد روانشناسی، دانشگاه محقق اردبیلی، ایران
2 - استادیار گروه روانشناسی، دانشگاه پیام نور، ایران.
3 - استادیار گروه علوم تربیتی، دانشگاه محقق اردبیلی، ایران

Received: 2019-02-21 Accepted : 2019-02-21 Published : 2016-11-21

Keywords: quality of life, perceived social support, cognitive fusion,

Abstract :

           Among the various occupations of a community, teacher education is one of the most important ones. Aim: The purpose of this study was to examine the role of cognitive fusion and perceived social support in predicting the quality of life of teachers. Method: The research method was a descriptive correlation. The statistical population of the study included all primary school male teachers in a district of Ardabil city in 1394 who were selected by the sampling method. To collect data, Gilandz's cognitive-social scale, the multi-dimensional scale of perceived social support and quality of life were used. Data were analyzed using the Pearson correlation coefficient and multiple regression. Findings: The results showed that there is a significant negative relationship between cognitive fusion and quality of life. Also, there was a significant positive correlation between the social support of friends, family and other people with the quality of life of teachers (p <0.05). In addition, cognitive fusion (-0.30), social support of the family (0.25), social support of friends (0.27), and other social support of the people (0.21) had a predictive potential for meaningful quality of life. Conclusion: As a result, it can be concluded that cognitive fusion and perceived social support are among the variables related to the quality of life of teachers and they are able to predict it.