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Volume 24, Issue 155 (12-2025)
Journal of Psychological Science 2025, 24(155): 35-54 |
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Rostami N, Sadipour E, Asadzadeh H, Ebrahimi Qawam S. (2025). Developing an academic resilience training package based on positive education approach and its effectiveness on academic optimism of high school students-single-subject research. Journal of Psychological Science. 24(155), 35-54. doi:10.61186/jps.24.155.4
URL: http://psychologicalscience.ir/article-1-2654-en.html
URL: http://psychologicalscience.ir/article-1-2654-en.html
Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran. , e.sadipour@atu.ac.ir
Abstract: (1156 Views)
Background: Over the past two decades, numerous studies have been conducted on the relationship between academic resilience and optimism in students. However, there are still students in school who struggle with academic stress. This situation shows that the process leading them to academic resilience and optimism remains challenging.
Aims: The current research was conducted to develop an academic resilience training program based on the positive education approach and its effectiveness on students' academic optimism.
Methods: The current research employed a mixed method of instrument development model. First, the academic resilience training program was developed, and its content validity was assessed. Then, its effectiveness on students' optimism was evaluated through a semi-experimental method using a Single-Subject ABA design with multiple baselines and follow-up. The statistical population included all 11th-grade high-school female students in the fourth district of Tehran in the academic year 2023- 2024. purposive sampling method was chosen. The statistical sample comprised 5 11th-grade students from a girls' high school in District 4 of Tehran. Academic optimism was measured using the Academic Optimism Questionnaire (Tschannen-Moran et al., 2013), three times before the training (baseline), four times during the training sessions (third, sixth, ninth, and twelfth), and once four weeks after the end of the training (follow-up). The Excel software was used to visually analyze graphs containing trend, stability, Percentage of Non-overlapping Data, Percentage of Overlapping Data, and Means Percentage Improvement.
Results: The findings showed that the total optimism score and all its subscales increased in all five subjects from the baseline (A) to intervention (B) and follow-up (A) stages. The percentage of improvement was 24% in the first subject, 31% in the second subject, 26% in the third subject, 34% in the fourth subject, and 31% in the fifth subject, respectively.
Conclusion: Based on the research findings, the academic resilience training program can be used as an effective intervention to improve the academic optimism of female students.
Aims: The current research was conducted to develop an academic resilience training program based on the positive education approach and its effectiveness on students' academic optimism.
Methods: The current research employed a mixed method of instrument development model. First, the academic resilience training program was developed, and its content validity was assessed. Then, its effectiveness on students' optimism was evaluated through a semi-experimental method using a Single-Subject ABA design with multiple baselines and follow-up. The statistical population included all 11th-grade high-school female students in the fourth district of Tehran in the academic year 2023- 2024. purposive sampling method was chosen. The statistical sample comprised 5 11th-grade students from a girls' high school in District 4 of Tehran. Academic optimism was measured using the Academic Optimism Questionnaire (Tschannen-Moran et al., 2013), three times before the training (baseline), four times during the training sessions (third, sixth, ninth, and twelfth), and once four weeks after the end of the training (follow-up). The Excel software was used to visually analyze graphs containing trend, stability, Percentage of Non-overlapping Data, Percentage of Overlapping Data, and Means Percentage Improvement.
Results: The findings showed that the total optimism score and all its subscales increased in all five subjects from the baseline (A) to intervention (B) and follow-up (A) stages. The percentage of improvement was 24% in the first subject, 31% in the second subject, 26% in the third subject, 34% in the fourth subject, and 31% in the fifth subject, respectively.
Conclusion: Based on the research findings, the academic resilience training program can be used as an effective intervention to improve the academic optimism of female students.
Type of Study: Research |
Subject:
Special
Received: 2024/10/12 | Accepted: 2025/12/16 | Published: 2025/12/26
Received: 2024/10/12 | Accepted: 2025/12/16 | Published: 2025/12/26
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