The effectiveness of positive psychology-based filial therapy on motivational self-regulation, educational engagement, and vivacity of female students
The aim of this study was to investigate the effectiveness of positive psychology-based filial therapy on motivational self-regulation, academic engagement, and vivacity of female students. The population included all sixth grade female students in Khomein City during the academic year of 2017-2018. Thirty students were selected from among the students whose score was below the mean in all the questionnaires via purposive and convenient sampling. They were randomly assigned into experimental and control groups (15 subjects in each group). Mothers in the experimental group received eight 90-minute sessions of positive psychology-based filial therapy treatment. To collect data, motivational self-regulation questionnaire, academic engagement questionnaire, and academic vivacity questionnaire were used. Multivariate analysis of covariance was used to analyze the data. The results revealed that there was a significant difference between the experimental and control groups in terms of the variables of academic engagement and academic vivacity, but there was no significant difference between them in motivational self-regulation. It was concluded that positive psychology-based filial therapy education could be used to increase students' academic engagement and academic vivacity.
- حق عضویت دریافتی صرف حمایت از نشریات عضو و نگهداری، تکمیل و توسعه مگیران میشود.
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