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Showing 2 results for Mehdad
Seyed Morteza Hashemi, Ali Mehdad, Omid Shokri,
year 12, Issue 2 (spring 2023 2023)
Abstract
This study aimed to compare the efficacy of positive psychotherapy training, Pennsylvania resilience, and mindfulness-based cognitive therapy on students’ academic well-being. A controlled pretest-posttest quasi-experimental study was conducted with a two-month follow-up. The statistical population included all third-year male students in Shahrekord public middle schools during the school year 2020-2021. Using the available sampling method, Sixty people were selected and randomly divided into four fifteen people experimental and control groups. Each of the experimental groups underwent six sessions, held twice weekly, of the Pennsylvania Resilience Program (Seligman et al., 2009), positive psychotherapy (Seligman et al., 2013), or mindfulness-based cognitive therapy (Segal et al., 2012). The controls did not receive any intervention during the same period. Tuominen-Soini et al.’s (2012) academic well-being Questionnaire constituted the research instrument. The data were analyzed using a mixed model analysis of variance. The results revealed a significant effect of positive psychotherapy training, Pennsylvania resilience, and mindfulness-based cognitive therapy on academic well-being on the scales of school value ) F= 20/558), school burnout (F= 29/52), academic satisfaction (F= 11/403), school work engagement (F= 8/608) and the stability of these programs in effect was in the follow-up phase (P<=0.05), but there was no significant difference between the three types of intervention compared to each other. Results show that all three interventions are effective in strengthening the learners' motivation, progress, and academic well-being by feeding coping resources and strengthening the mental strength of the learners and their psychological capital.
Zahra Salmani, Dr. Ali Mehdad, Dr. Mohammadali Nadi Khorasgani,
year 13, Issue 2 (spring 2024)
Abstract
The aim of this research was Comparison of the Effectiveness of Time Management Training, Motivational Strategies, and Self-Regulated Learning Strategies Training on Female Senior Elementary School Students’ Academic Engagement. This research was quasi-experimental with a pretest-posttest. The statistical population of research included all female students with high test anxiety in senior elementary school in Chadegan City (the academic year: 1401-1402 AH), after the implementation of the test anxiety questionnaire of Abolghasemi et al. (1375 AH), 72 students were purposefully selected as a sample and then randomly assigned into 3 experimental groups and 1 control group, each consisting of 18 people. The experimental groups were taught time management training in 8 sessions of 60 minutes motivational strategies in 8 sessions of 60 minutes and self-regulated learning strategies in 8 sessions of 90 minutes and the control group did not receive any intervention. Then all four groups answered the Reeve and Tseng Academic Engagement Scale (2011) in three phases: pre-test, post-test, and follow-up. Data analysis was performed using ANOVA with repeated measures. The results showed that time management training, motivational strategies, and self-regulated learning strategies were effective in increasing academic engagement )p<0/05), and according to the Bonferroni test, no significant difference was observed between the effectiveness of the packages (p=0.001). According to the research results, it is suggested to use these three educational packages to increase students' academic engagement.
