Comparing the effectiveness of teaching social, emotional and positive thinking skills on the psychological well-being and adaptation of Imam Ali University students

Document Type : Original Article

Authors

1 University teacher

2 Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Iran.

Abstract

Abstract

Military and law enforcement jobs have high stress and special complications, which are combined with incompatibility, physical risks and life in difficult conditions all over the world; Therefore, people in high-risk jobs, such as the military, are more susceptible to psychological diseases. The present study was conducted with the aim of comparing the effectiveness of teaching social-emotional skills and positive thinking on the psychological well-being and adaptation of Imam Ali University students. This research was practical in terms of purpose and in terms of method, it was an experiment with a pre-test-post-test with a control group. The statistical population included first-year university students. The statistical sample included 21 people for each of the experimental groups and 20 people for the control group; which were randomly selected and replaced in groups. The data collection tool included the 84-question psychological well-being questionnaire of Riff and the 160-question questionnaire of Bell's adjustment. The data were analyzed using the statistical method of multivariate analysis of covariance. The results showed that both social-emotional skills training and positive thinking training improved psychological well-being and adaptation at the P<0.01 level, and in the comparison between the two types of intervention, social-emotional skills training was more effective. The results were repeated in the three-month follow-up.

Keywords

Main Subjects

References

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Military Psychology
Volume 15, Issue 3 - Serial Number 59
Autumn Quarterly
January 2025
Pages 57-85

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History

  • Receive Date: 07 April 2024
  • Revise Date: 12 June 2024
  • Accept Date: 27 August 2024

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