Effectiveness of Positive Psychology Intervention training on increasing well-being, academic buoyancy and academic achievement in female students

Document Type : Original Article

Authors

persian gulf university

Abstract

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

Keywords

References

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