Comparison of the Effectiveness of Self-Affirmation Training and Positive Psychology Training on Academic Well-Being and Academic Engagement of Male High School Students

Document Type : Research Paper

Authors

1 PhD student in Counseling, Department of Psychology, Bo.C., Islamic Azad University, Borujerd, Iran

2 Department of Psychology and Counseling‌, Farhangian University, Tehran, Iran

3 Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azarbaijan, Tabriz, Iran

4 Department of Psychology, Bo.C., Islamic Azad University, Borujerd, Iran

10.22034/jmpr.2026.68664.6774

Abstract

The aim of the present study was to compare the effectiveness of self-affirmation training and positive psychology training on academic well-being and academic engagement among students. The research design was quasi-experimental with a pretest–posttest and control group. The statistical population consisted of all male secondary school students in Dargaz in 2025 who had experienced academic failure. A total of 60 students were selected using purposive sampling and were randomly assigned to three groups: self-affirmation training, positive psychology training, and a control group. The training programs were implemented over a specified period, and data were collected using the Academic Well-being Questionnaire (Tomiinien-Soini et al., 2012) and the Academic Engagement Scale (Tynjälä, 2009). Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc test. The results showed that both the self-affirmation training program and the positive psychology training program significantly improved students’ academic well-being and academic engagement compared to the control group (p < 0.05). However, positive psychology training demonstrated greater effectiveness in enhancing academic well-being and academic engagement. These improvements were also maintained in the follow-up phase, indicating the long-term benefits of these interventions. Overall, the findings suggest that integrating positive psychology principles into educational settings can enhance students’ motivation, resilience, and academic performance.

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