Document Type : Original Article
PhD student in Educational Psychology, Zahedan Branch Islamic Azad University, Zahedan, Iran.
Assistant Professor, Department of Psychology, Sistan University of sistan and Baluchestan University, Zahedan, Iran.
Professor of Psychology University of sistan and baluchestan University, Zahedan, Iran.
Aim: This study aimed to compared the effectiveness of group positivity training on social adequacy and academic resilience in female students. Method: The research method was quasi-experimental with pre-test-post-test design and one-month follow-up with the control group. The statistical population included all female high school students in public high schools and the public sample in Zahedan. 45 of them were enrolled in the study. They were selected through multi-stage random cluster sampling and divided into experimental and control groups. 15 people each) were replaced. Flanner et al.'s (1990) Social Adequacy Scale and the Samuels (2004) Academic Equality Questionnaire were used to collect data. The experimental group received positivity training for 8 consecutive weeks in two months and the control group did not receive any intervention. The data were analyzed by SPSS software through repeated measures test. Results: The results of analysis of variance of repeated measures showed that group positivity training had a significant effect on social adequacy and academic resilience, and the mean score of cognitive skills and motivational motivations of the positive experimental group were significantly different (p<0.05) has been reported and also positive intervention has been effective in increasing the overall score of academic resilience and subscales of communication skills, future orientation and problem orientation. Conclusion: Therefore, it can be concluded that group positivity training can have a significant effect on social adequacy and resilience of female adolescents and their academic effectiveness.