Rooyesh-e- Ravanshenasi Journal(RRJ)

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The spread of COVID-19 has highlighted the necessity to comply with the health guidelines such as social distancing and wearing masks. Using psychological techniques in addition to providing information could be helpful in persuading the population to follow the guidelines. The aim of the present study was to review the psychological factors involved in compliance with COVID-19 health guidelines. After a search for relevant keywords (e.g., COVID-19, distancing, mask-wearing) in Magiran, SID, and Google Scholar databases, followed by the identification and screening of the search results,  studies that met the criteria were selected and reviewed. Results revealed 15 psychological factors that could affect the adherence to COVID-19 health guidelines. In the end, practical solutions are discussed on how to use these psychological factors in policy-making.

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The present study was conducted to determine the effectiveness of mindfulness training on the psychological capital and emotional regulation of gifted students. The present research method was semi-experimental with a pre-test/post-test design with a control group and a two-month follow-up period. The statistical population of the present study consisted of all the students of Allameh Heli 4 High School in Tehran in the academic year of 2021-2022, of which 30 people (15 in the control group and 15 in the experimental group) were selected through available sampling. They were randomly placed in two groups. The direction of data collection was Luthans' (2007) Psychological Capital Questionnaire (PCQ) and Gross and John's (2003) Emotion Regulation (ERQ). Analysis of variance with repeated measurements was used to analyze the data. The findings of the research showed that there was a significant difference of 0.01 between the post-test mean of psychological capital and emotional regulation in both experimental and control groups. In addition, the results showed that this intervention could maintain its effect over time (P<0.0001). As a result, mindfulness training using techniques such as thoughts, emotions, and conscious behavior can be used to increase psychological capital and improve the emotional regulation of gifted students.