Gholam Reza Abbasi; jalil fathabadi; Omid Shokri; Majid Zargham Hajebi
Abstract
The aim of this study was to determine the effectiveness of a positive psycho-educational program on coping styles and academic well-being in female students. In this quasi-experimental study with a pretest-posttest nonequivalent control-group design and followed by two months, 27 students in the experimental ...
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The aim of this study was to determine the effectiveness of a positive psycho-educational program on coping styles and academic well-being in female students. In this quasi-experimental study with a pretest-posttest nonequivalent control-group design and followed by two months, 27 students in the experimental group and 25 students in the control group before and after positive psycho-educational training program, answered the Coping Inventory for Stressful Situations-Short Form (CISS-SF), School Engagement Inventory (SEI) and the School Burnout Inventory (SBI). The experimental group received 7 two-hour sessions of positive psycho-educational training package. The results of simple mixed ANOVA indicated that in the short and long term, the psycho-educational package was effective in increasing the task-oriented coping style and school engagement and in decreasing dimensions of nonadaptive coping styles including emotion-coping style and avoidance coping style and school burnout. The results of the present study consistent with the results of other studies in the field of positive education, showed that psycho-educational positive intervention by strengthening learners' coping resources and equipping learners with psychological capital and mental strength was effective in creating skills based on psychological immunization of learners along with other traditional academic skills in them.
elham Kooshki; Omid Shokri; Saeed Ghanbari; Jalil Fathabadi
Abstract
The results of various studies show that mental health problems in learners have an undeniable role by weakening their psychological capital in explaining the cognitive, motivational and emotional dysfunction of learners. The meta-analysis method was used to determine the effectiveness of resilience ...
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The results of various studies show that mental health problems in learners have an undeniable role by weakening their psychological capital in explaining the cognitive, motivational and emotional dysfunction of learners. The meta-analysis method was used to determine the effectiveness of resilience intervention and the identification of multiple moderators in this study. Interventional efforts based on the Resilience Program were extracted from the databases and 22 research and 147 effect sizes were selected for the final analysis. Data were analyzed using CMA2 software. The results showed that the overall effect size regarding to effectiveness of the interventions based on the Resilience Program was 0.562. The results of analyzing moderator effects based on the type of dependent variable, subject type and culture on the effectiveness of Program showed that the effect size in the research included the positive dependent variable in comparison with the negative dependent variable. The effect of research on student sample compared with university students and, finally, the effect size of the research on collective culture was more than that of individualist cultural. In general, the results showed that although the Resilience Program basically emphasized the interpretive capacities of learners' cognitive assessments and the equipping of their coping resources, strategy an active encounter with challenging demands replaces exaggerated attempts and responses, but focuses on the explicit role of some moderators, such as of culture, the target community, and even the positive nature or negative expected predictions of the selected intervention model is also of particular importance.
Zahra gashtasebi; Omid Shokri; Jalil fathabadi; Masoud Sharifi
Volume 4, Issue 16 , May 2017, , Pages 23-38
Abstract
The purpose of this study was to examine the effectiveness of attributional retraining program on students’ positive and negative achievement emotions and academic engagement. In this pretest-posttest nonequivalent-group design with follow up stage, 41 undergraduate students at Shahid Beheshti ...
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The purpose of this study was to examine the effectiveness of attributional retraining program on students’ positive and negative achievement emotions and academic engagement. In this pretest-posttest nonequivalent-group design with follow up stage, 41 undergraduate students at Shahid Beheshti University in experimental and control groups responded to the Academic Emotion Questionnaire-Revised (AEQ-R, Abdollahpour, 1394) and the Academic Engagement Inventory (AEI, Salmela-Aro & Upadaya, 2012). The experimental group received seven resilience training sessions (Two hours a session). The results of multivariate covariance analysis indicated that attributional retraining program was effective in increasing positive class-related, learning-related and test-related emotion scales and components of the academic engagement consisted on energy, dedication and absorption and in decreasing negative class-related, learning-related and test-related emotion scales in short term and long term. These findings suggest that attributional retraining program by increasing empowering interpretations, management of emotional experiences and enrichment of interpersonal relationships skills could result in mental immunization in university students when they exposure to stressful situations.
