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Showing 2 results for Academic Optimism
The efficacy of psychological capital training on positive emotions and academic optimism among students
Masoumeh Besharati Pour, Alireza Hajiyakhchali, Manigah Shehni Yailagh, Gholamhossien Maktabi,
Volume 23, Issue 139 (9-2024)
Abstract
Background: As students’ progress through their formal education, they experience a range of emotions - both positive and negative-associated with their learning. Alongside these emotions, academic optimism is a crucial cognitive factor that affects academic performance. While there has been much research on the effectiveness of psychological capital, there is a lack of studies that explore its impact on academic variables in students. Therefore, this study aims to investigate whether psychological capital training can improve students' educational emotions and optimism.
Aims: The current research aimed to determine the effectiveness of psychological capital training on the positive emotions and academic optimism of students.
Methods: The research method was a quasi-experimental design, with a pre-test and post-test for a control group. The statistical population consisted of all male middle school students in Bandar Imam Khomeini during the 2023-2024 academic year. The statistical sample included 60 students, selected through multistage cluster random sampling, from three schools out of all first middle schools for boys. They were randomly assigned to either the experimental or control group (each group comprised 30 students). All participants completed the Pekrun et al. (2002) Academic Emotions Questionnaire and the Schnen-Moran et al. (2013) Academic Optimism Questionnaire as a pre-test. Subsequently, the experimental group received a psychological capital intervention based on Luthans et al. (2007) for ten 90-minute sessions, a group setting. After the intervention, both groups completed the questionnaires as a post-test. The data were analyzed using multivariate and univariate covariance analysis with the SPSS-25 statistical software.
Results: The results of multivariate covariance analysis of the data showed that psychological capital training has a significant effect on positive academic emotions and academic optimism of students. (p< 0.01). Also, the results of univariate covariance analysis showed that psychological capital training had a significant effect on the components of hope and pride from positive academic emotions and academic emphasis, students' trust in teachers, and school belongingness from the components of academic optimism. But it was not significant on the Pleasure of learning of component from positive emotions(p> 242).
Conclusion: Based on the research findings, it seems that psychological capital training can serve as an effective intervention to enhance the positive educational emotions and academic optimism of students.

the effectiveness of positive psychology training on mental vitality and academic optimism of female students in the second year of secondary school
Fariba Pajouhesh, Ahmad Ghazanfari, Dr. Reza Ahmadi,
Volume 24, Issue 156 (2-2026)
Abstract

Background: Psychologists have paid attention to positive intellectual, emotional, and behavioral aspects. Research shows that positive psychology, which shows the growth of positive characteristics, is among the constructs that increase mental and academic optimism. There is a research gap in the effect of this study on mental vitality and academic optimism in female high school students.

Aims: The present study aimed to determine the effectiveness of positive psychology training on mental vitality and academic optimism of female second-year high school students in Shahrekord during the academic year 1401-1402.

Methods: The research method was semi-experimental with a pre-test-post-test design and follow-up with a control group. The statistical population included all female students in the second year of Shahrekord High School in the academic year 1401-1402. The sampling method was multi-stage random sampling. Forty students with a standard deviation lower than the mean in the mental vitality and academic optimism questionnaire were selected; participants were randomly assigned to two experimental groups (20 people) and a control group (20 people). The experimental group received training for nine sessions of 90 minutes. Data collection tools were the Mental Livelihood Questionnaire (Ryan & Frederick, 2008) and Academic Optimism (Shannon Moran et al., 2011) Abu Dand. Descriptive statistics, SPSS-26 software, and repeated measures analysis of variance with a mixed design were used to analyze the data.

Results: The study results showed that positive psychology training increased mental vitality and academic optimism and its dimensions in students in the experimental group. (P<0.001) Also, the follow-up test results showed the sustainability of the effectiveness of this method

Conclusion:

Therefore, positive psychology training can be used as a practical skill and intervention in the mental vitality and academic optimism of high school students, and necessary measures can be taken to increase positive thinking skills in schools and counseling.



 


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