The Effectiveness of Teaching Students' Psycho-Social Skills on Their Engagement and Academic Resilience

The purpose of this research is to investigate the effectiveness of psycho-social empowerment of students on their engagement and academic resilience in the Osku region. This research is a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population of the current study includes female students of Osku high schools. The sample size includes 50 students (with low performance) who were selected using the available sampling method and randomly divided into two groups of 25 students. First, both groups answered the questionnaires including Christiana Academic Conflict, the reliability of which was 0.86 using Cronbach's alpha, and the Connor and Davidson resilience. Then the experimental group was trained in psycho-social skills. The package of psycho-social skills training included 8 sessions of 90 minutes, after the implementation of the program, two groups were tested for academic engagement and resilience. The research findings showed that according to the obtained results (F=7.08, df=1 P<0.05) when the pre-test effect is eliminated from the post-test results of the groups, the difference between the groups (of Resilience opinion) is critical at a significance level of 99% confidence and psycho-social skills training is effective in increasing resilience. Also, according to the results (F=23.33, df=1, P<0/05), when the pre-test effect is ignored from the post-test outcomes of the groups, the difference between the groups (in terms of academic involvement) in the level significance is 99% confidence. And teaching psycho-social skills are effective in students' academic engagement