Volume 4, Issue 2 (June 2022)                   Iranian Evolutionary and Educational Psychology 2022, 4(2): 0-0 | Back to browse issues page

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Asadi Hieh A, Panahi M, Mohammadi J, Ghaedi M. The Effectiveness of Group Resilience Training on Aggression and Academic Adjustment in Elementary Students. Iranian Evolutionary and Educational Psychology. 2022; 4 (2)
URL: http://ieepj.hormozgan.ac.ir/article-1-530-en.html
1- MA, Clinical Psychology, Payame Noor University, South Tehran Branch, Tehran, Iran
2- MA, Consulting, Research Sciences Branch, Islamic Azad University, Tehran, Iran
3- MA, General Psychology, Payame Noor University, Kaboudar Ahang Branch, Hamedan, Iran
4- MA, Educational Psychology, Payame Noor University, Shiraz Branch, Shiraz, Iran
Abstract:   (177 Views)
The purpose of this study was the effectiveness of group hope training based on Snyder's theory on academic engagement and social adjustment in female high school students. The method of the present study was quasi-experimental pretest-posttest with a control group. The statistical population of the present study was all female high school students in Bushehr, Iran in 2021. The research sample consisted of 30 students who were selected by accessible sampling method and were randomly assigned to experimental and control groups. Kim (1999) Social Adjustment Scale and Wang et al. (2011) School Engagement Scale were used to collect data. Group hope training based on Snyder's theory was performed in 9 sessions in the experimental group. The control group did not receive any intervention during this period. The results exhibited that group hope training based on Snyder's theory significantly increased the components of academic engagement (behavioral, emotional and cognitive) and social adjustment in the experimental group. In general, the research findings support the effectiveness of educational programs based on positive psychology on the motivational and emotional outputs of learners.
 
     
Type of Study: Original | Subject: Educational Psychology
Received: 2022/02/26 | Accepted: 2022/05/3 | Published: 2022/06/1

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