Mohhamad reza Sadri; Mohsen Golparvar; Asghar Aghaei; Laura Gilliam
Abstract
Academic engagement is a very important variable in any stages for student’s success. The aim of this study was to determine the effectiveness of academic meaning-oriented training based on healthy human theory and positive psychology training on academic engagement in Iranian students in Denmark. ...
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Academic engagement is a very important variable in any stages for student’s success. The aim of this study was to determine the effectiveness of academic meaning-oriented training based on healthy human theory and positive psychology training on academic engagement in Iranian students in Denmark. The research method was semi-experimental with three groups in two stages of pre-test and post-test. The statistical population of the study included 12 to 18 years old Iranian Students in Copenhagen, Denmark, in winter 2021. From them, 60 students were selected through voluntary sampling and then randomly assigned to three groups (20 people in each group). Schaufeli et al (2002) academic engagement questionnaire was used to measure the dependent variable. Academic meaning-oriented training based on healthy human theory and positive psychology training groups were trained in 10 sessions, respectively. Data were analyzed by analysis of covariance and Bonferroni post hoc test. The results showed that in academic engagement there is a significant difference between academic meaning-oriented training based on healthy human theory and positive psychology training with the control group (P<0.01), but there is no significant difference between academic meaning-oriented training based on healthy human theory and positive psychology training (P>0.05). Based on results, positive psychology training and academic meaning-oriented training are two effective training manners for increasing the academic engagement of Iranian students in Denmark
