Document Type : Original Article
Authors
1
M.A. in Positive Psychology, Hoda Faculty, Qom, Iran.
2
Assistant Professor, Department of Family, Research Institute of Hawzeh and University, Qom, Iran
10.22034/ip.2025.177
Abstract
The aim of the present study is to design a conceptual model of adjustment (compatibility) with a religious approach using qualitative content analysis method. The research population consists of authentic Islamic narration sources, with the grading criterion of "Alif" books. The sampling method is purposive and of the type proposed by Glaser and Strauss. The statements obtained through this method were categorized and coded, and ultimately presented in the form of a conceptual model. To ensure the content validity of the research, the criteria of "credibility," "transferability," "dependability," and "confirmability" proposed by Guba and Lincoln were employed. For the purpose of validating the components, forms were prepared using the CVR (Content Validity Ratio) and CVI (Content Validity Index) indices, and the components were subjected to expert opinions, and the results led to the confirmation of the components. Based on the findings from the analysis of religious texts, seven components for teaching adjustment were extracted: "companionship," "gentleness," "patience," "forbearance," "moderation," "prudence," and "spirituality." These components were organized under three general categories: "flexibility," "inhibition," and "values." Flexibility includes the three components of "companionship," "gentleness," and "moderation"; inhibition encompasses the two components of "patience" and "forbearance"; and values includes the components of "prudence" and "spirituality." Furthermore, five consequences for adjustment were enumerated under the titles: "expansion of sustenance," "gaining social status," "achieving what is desired," "prevention of harms," and "spiritual growth."
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