Comparing the effectiveness of Interventions of Academic Engagement and Dweck’s MindSet on academic well-being and quality of school life among high school students

This research was conducted with the aim of comparing the effectiveness of educational engagement training and intervention based on Dweck’s mindset change on academic well-being and Quality of School Life in second high school students This research was a semi-experimental study with a pre-test-post-test-follow-up design and from a control group. The statistical population of the research included all female students of the second high school students in the city of Mahabad in 2021-2022 academic year. The statistical sample included 45 people who were selected by staged cluster sampling and randomly replaced in two experimental groups and one control group. The data collection tool included Academic Wellbeing Questionnaire (AWBQ) and Quality of School Life Questionnaire (QSL). The intervention tools included the educational engagement training program for 12 sessions of 75 minutes and the Dweck mindset change program for 8 sessions of 50 minutes. Data analysis was done by using analysis of variance and by repeated measurement in version 26 of SPSS program. Data analysis showed that interventions in both educational engagement and dual mindset change had the same effectiveness on academic well-being and Quality of School Life. However, the effects of both interventions for well-being were not stable in the follow-up phase, but in the quality of school life, only the effect of Dweck‘s mindset change intervention was stable in the follow-up phase. According to the findings, it can be stated that the educational engagement training and the intervention of changing the dual mindset are effective interventions to improve the academic well-being and quality of life of students at school.