Journal of Women Interdisciplinary Researches

Abstract Depression is one of the most common mental disorders, having a significant impact on quality of life. From 1990 to 2010, it was recognized as the most costly mental illness worldwide. Estimates indicate that more than 17% of the U.S. population experience depression at some point in their lives, and each year, 19 million individuals develop major depression.

In recent years, attention to psychological factors influencing the health and performance of female physical education teachers has increased. Among these factors, optimism can play an important role in enhancing psychological flexibility. The present study aimed to investigate the predictive role of optimism in psychological flexibility among female physical education teachers in Shiraz. This research was descriptive–correlational and applied in nature. The statistical population consisted of 300 female physical education teachers, of whom 140 were selected using cluster sampling. Data collection tools included three standardized questionnaires: the Psychological Flexibility Scale by Dennis and Vander Wal, and the Academic Optimism Scale by Beard et al. Data were analyzed using SPSS version 24 with Pearson correlation and multiple regression tests.

The findings revealed a positive and significant relationship between optimism and psychological flexibility. Furthermore, multiple regression analysis showed that the two variables could simultaneously predict psychological flexibility. The results indicate that optimism can contribute to enhancing the psychological resilience of female physical education teachers. Based on these findings, it is recommended that educational and counseling programs be designed and implemented to strengthen these factors, thereby facilitating improvements in teachers’ mental health and professional performance.

Abstract Academic stress, as one of the main factors affecting students’ mental health, can influence their choice of coping strategies. The present study aimed to examine the relationship between academic stress and problem-focused coping strategies with the mediating role of dysfunctional attitudes among students of Fatemieh (S) Institute of Higher Education in Shiraz. This research employed a descriptive-correlational design and was fundamental in purpose. The statistical population consisted of 350 female master’s students, of whom 175 were selected through convenience sampling based on Morgan’s table. The research instruments included the Academic Stress Questionnaire (Zajacova et al., 2005), the Dysfunctional Attitudes Scale (Weissman & Beck, 1978), and the Coping Inventory for Stressful Situations – short form (Endler & Parker, 1990; CISS-21). Data were analyzed using SPSS and AMOS software through path analysis. The results indicated a positive and significant relationship between academic stress and problem-focused coping (β = 0.681, p < 0.001). Moreover, academic stress had a direct and significant effect on dysfunctional attitudes (β = 0.692, p < 0.001); however, the effect of dysfunctional attitudes on problem-focused coping was not significant (β = 0.049, p = 0.516). Therefore, the mediating role of dysfunctional attitudes in this relationship was rejected. The findings suggest that academic stress directly increases the use of problem-focused coping strategies. These results emphasize the need to focus on direct interventions for managing academic stress. It is recommended that educational programs be implemented in universities to strengthen students’ problem-focused coping strategies.