Shahid Beheshti University Applied Psychology 2008-4331 13 2 2019 10 23 Effectiveness of Positive Psychology Intervention training on increasing well-being, academic buoyancy and academic achievement in female students Effectiveness of Positive Psychology Intervention training on increasing well-being, academic buoyancy and academic achievement in female students 187 208 97192 10.29252/apsy.13.2.187 FA Seyed Mousa Golestaneh persian gulf university Ali Behzadi persian gulf university Journal Article 2018 02 04 Aim: The purpose of this study was to determine the effectiveness of Positive<br />Psychology Intervention training on enhancement of wellbeing, academic<br />buoyancy and academic achievement in students. Method: A quasiexperimental<br />method was used with control group and pre-test, post-test and<br />one-month follow-up. The population consisted of 360 female secondary<br />third grade school students in the academic year 2015-16 in the Charosa<br />district of the City of Kohgiluyeh western Iran. Using a multi-stage cluster<br />sampling method, 12 girls' high schools were selected. Of these, two high<br />schools namely, Umm-e-Kulthum and Khadijeh-e-Kobra and from each high<br />school one class was selected and 48 students who fulfilled the necessary<br />research entrance criteria were randomly assigned to an experimental and a<br />control group. Data collection tools were as follows: Hoseinchari and<br />DehghaniZadeh’s (2012) Academic Buoyancy Scale, Ryff’s (1989)<br />Psychological well-being inventory, the grade point average (GPA) and<br />Savajs' Positive Psychology Intervention Program (2011) which included 11<br />weekly sessions of 60-minutes duration. The intervention program was<br />carried out with the experimental group only. Data was analyzed using mixed<br />variance analysis with repeated measures design Results: Results showed that<br />Positive Psychology Intervention training had a significant effect on wellbeing<br />(F= 16.71, P= 0.001), and academic buoyancy (F= 16.21, P= 0.001),<br />and that this effect remained stable after the follow-up phase. However, the<br />intervention did not have any effect on the improvement of students' academic<br />achievement. Conclusion: Positive Psychology Intervention has the<br />necessary efficacy to enhance wellbeing and academic buoyancy. Hence, it<br />can be used as an effective intervention by therapists to develop psychological<br />positive characteristics in adolescents as well as college students. Aim: The purpose of this study was to determine the effectiveness of Positive<br />Psychology Intervention training on enhancement of wellbeing, academic<br />buoyancy and academic achievement in students. Method: A quasiexperimental<br />method was used with control group and pre-test, post-test and<br />one-month follow-up. The population consisted of 360 female secondary<br />third grade school students in the academic year 2015-16 in the Charosa<br />district of the City of Kohgiluyeh western Iran. Using a multi-stage cluster<br />sampling method, 12 girls' high schools were selected. Of these, two high<br />schools namely, Umm-e-Kulthum and Khadijeh-e-Kobra and from each high<br />school one class was selected and 48 students who fulfilled the necessary<br />research entrance criteria were randomly assigned to an experimental and a<br />control group. Data collection tools were as follows: Hoseinchari and<br />DehghaniZadeh’s (2012) Academic Buoyancy Scale, Ryff’s (1989)<br />Psychological well-being inventory, the grade point average (GPA) and<br />Savajs' Positive Psychology Intervention Program (2011) which included 11<br />weekly sessions of 60-minutes duration. The intervention program was<br />carried out with the experimental group only. Data was analyzed using mixed<br />variance analysis with repeated measures design Results: Results showed that<br />Positive Psychology Intervention training had a significant effect on wellbeing<br />(F= 16.71, P= 0.001), and academic buoyancy (F= 16.21, P= 0.001),<br />and that this effect remained stable after the follow-up phase. However, the<br />intervention did not have any effect on the improvement of students' academic<br />achievement. Conclusion: Positive Psychology Intervention has the<br />necessary efficacy to enhance wellbeing and academic buoyancy. Hence, it<br />can be used as an effective intervention by therapists to develop psychological<br />positive characteristics in adolescents as well as college students. https://apsy.sbu.ac.ir/article_97192_47d11dc7d702cb74b566259e5faa629f.pdf