The Effectiveness of Teaching Positive Thinking Skills on Academic buoyancy, Academic Engagement and Goal Orientation-Progress in Female Students with Depression Syndrome

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Babaei Abrak Azita; SAFARZADEH SAHAR

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Journal: Journal of Health Promotion Management Year:2019 | Volume:8 | Issue:1 Page(s): 21-29

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Title

The Effectiveness of Teaching Positive Thinking Skills on Academic buoyancy, Academic Engagement and Goal Orientation-Progress in Female Students with Depression Syndrome

Author(s)

Babaei Abrak Azita | SAFARZADEH SAHAR | Issue Writer Certificate

Keywords

TeachingQ2

OptimismQ1

AcademicQ2

VitalityQ1

EngagementQ1

Organizational GoalsQ1

Abstract

Introduction Positive thinking skills are one of the most important skills to cope with Academic challenges and students' success. The aim of this study was to determine the effectiveness of Teaching positive thinking skills on Academic buoyancy, Academic Engagement and goal orientation-progress in girl students with depression syndrome in Izeh city. Methods This research was a quasi-experimental design with pretest-posttest design with control group. The statistical population of this study included all girl students with depression syndrome in Izeh city in 2017. Twenty-two of them were selected through convenience sampling method and were divided into two experimental and control groups by simple random method. The data was collected using the “ Educational Vitality Questionnaire” , “ Educational Enthusiasm Questionnaire” , and “ Goal Orientation Questionnaire” . The validity of the instruments was confirmed by content validity and their reliability by Cronbach's alpha method. The experimental group received positive thinking skills training in 8 sessions of 90 minutes. Data was analyzed with SPSS. 23. Results The mean of pre-test scores in the experimental and control groups were respectively Academic buoyancy (29. 7, 29. 4), Academic Engagement (44. 07, 43. 95), mastery goal orientation (30. 46, 30. 63), performance goal orientation (33. 52, 33. 29) and avoidance goal orientation (28. 01, 27. 30) in experimental, and there was no significant difference. The comparison of the mean post-test scores in the experimental and control groups were respectively Academic buoyancy (34. 16, 29. 95), Academic Engagement (49. 03, 43. 7), mastery goal orientation (34. 22, 31. 55), performance goal orientation (37. 28, 32. 74) and avoidance goal orientation (26. 86, 27. 51) and there was a significant difference (P < 0. 001). Conclusions The intervention of Teaching positive thinking skills in girl students with depression syndrome improves their Academic performance. Therefore, the implementation of positive thinking training by experts is recommended to improve the educational conditions of girl students with depression syndrome.

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APA: Copy

Babaei Abrak, Azita, & SAFARZADEH, SAHAR. (2019). The Effectiveness of Teaching Positive Thinking Skills on Academic buoyancy, Academic Engagement and Goal Orientation-Progress in Female Students with Depression Syndrome. JOURNAL OF HEALTH PROMOTION MANAGEMENT (JHPM), 8(1 ), 21-29. SID. https://sid.ir/paper/215807/en

Vancouver: Copy

Babaei Abrak Azita, SAFARZADEH SAHAR. The Effectiveness of Teaching Positive Thinking Skills on Academic buoyancy, Academic Engagement and Goal Orientation-Progress in Female Students with Depression Syndrome. JOURNAL OF HEALTH PROMOTION MANAGEMENT (JHPM)[Internet]. 2019;8(1 ):21-29. Available from: https://sid.ir/paper/215807/en

IEEE: Copy

Azita Babaei Abrak, and SAHAR SAFARZADEH, “The Effectiveness of Teaching Positive Thinking Skills on Academic buoyancy, Academic Engagement and Goal Orientation-Progress in Female Students with Depression Syndrome,” JOURNAL OF HEALTH PROMOTION MANAGEMENT (JHPM), vol. 8, no. 1 , pp. 21–29, 2019, [Online]. Available: https://sid.ir/paper/215807/en

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