parvin farajzadeh; Ahmad Ghazanfari; maryam choramy; Tayebeh Sharifi
Abstract
The present study was conducted with the purpose of investigating the effectiveness of training psychological capitals on academic engagement of teacher-students with low academic engagement. The present study was quasi-experimental with pretest, posttest, control group and a two-month follow-up period. ...
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The present study was conducted with the purpose of investigating the effectiveness of training psychological capitals on academic engagement of teacher-students with low academic engagement. The present study was quasi-experimental with pretest, posttest, control group and a two-month follow-up period. The statistical population of the study included female teacher-students at the teachers’ university in the city of Shahr-e-kord in academic year 2018-19. 30 female teacher-students with low academic engagement were selected through purposeful sampling method and randomly placed into experimental and control group (15 students in the experimental group and 15 students in the control group). The experimental group received psychological capitals training (Akhoondi, 2017) during two-and-a-half months in ten ninety-minute sessions. The applied questionnaires in this study included academic engagement questionnaire (Fredricks, Bloomenfield, and Paris, 2004) and academic procrastination (Talkman, 1991). The data of the study were analyzed by repeated measurement ANOVA. The results showed that psychological capital training has a significant effect on the academic procrastination of teacher-students with low academic engagement (p˂0.001). The findings of the present study showed that psychological capitals training by applying the concepts such as hope, self-efficacy conception, resilience, and optimism can be used as an efficient training to decrease academic procrastination of teacher-students with low academic engagement. Key words: Training psychological capitals, academic procrastination, academic engagement, teacher student
