Comparing the effectiveness of Interventions of Academic Engagement and Dweck’s MindSet on health-oriented academic lifestyle among high school students

Adolescence represents a critical period of rapid physical, social, cognitive, and emotional change that has important implications for health and well-being later in life. The aim of this study was to comparing the effectiveness of interventions of academic engagement and Dweck’s mindset on academic well-being and quality of school life in high school students.

This research was a quasi-experimental study with a pretest-posttest-follow-up design and a control group. The statistical population included all female high school students in Mahabad in the academic year 2021-2022. The statistical sample included 45 people who were selected by stepwise cluster sampling and randomly assigned to two experimental groups and one control group. Data collection tools included the Academic well-being Questionnaire (AWBQ) and the School Quality of Life Questionnaire (QSL). Intervention tools also included 12 sessions of 75 minutes engagement training program and Dweck’s mindset for 8 sessions of 50 minutes. Data analysis was performed using repeated measures analysis of variance in SPSS version 26.

Data analysis showed that both academic engagement interventions and Dweck’s mindset had the same effect on academic well-being and quality of school life. However, the effects of both interventions on well-being were not stable in the follow-up stage, but in the quality of school life The only effect of Dweck’s mindset intervention It has been stable in the follow-up phase.

According to the findings, it can be argued that academic engagement interventions and Dweck’s mindset are effective interventions to academic well-being and quality of life in students' schools.