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The effectiveness of solution-focused therapy on psychological capital and academic commitment in students with low academic performance
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Amir Jamehbozorg   , Majid Mahvi Shirazi , Hassan Piriaei |
| , Mshtu7357@gmail.com |
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Abstract: (78 Views) |
Introduction: Low academic performance is one of the most important harms of the academic period for students; given the importance of this issue, the present study was conducted to determine the effectiveness of solution-focused therapy on psychological capital and academic commitment in students with low academic performance.
Methods: The present study was semi-experimental with a pre-test-post-test design and a control group. The statistical population included all male students with low academic performance in the ninth grade of Bahar City, Hamadan Province (Iran), in the academic year 2024. The required sample size for each group was determined as 15 people and a total of 30 students; they were first selected using purposive sampling, and after screening, they were placed in the control and experimental groups using a simple random method, and the intervention group received eight group treatment sessions. Participants responded to the Psychological Capital Questionnaire (Luthans et al., 2007) and the Academic Commitment Scale (Vogel and Human-Vogel, 2016). Data were analyzed using multivariate analysis of covariance with SPSS-24 software.
Findings: The results showed that, after controlling for the pretest effect, there was a significant difference between the experimental and control groups' posttest scores on psychological capital (F=21.38, P=0.01) and academic commitment (F=38.35, P=0.01) in students with low academic performance (P<0.05).
Conclusion: This study's findings suggest that solution-focused therapy was an effective intervention for improving the psychological capital and academic commitment of students with low academic performance. It also suggests that solution-focused therapy be used to improve the psychological capital and academic commitment of students in schools and other educational and therapeutic centers.
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| Keywords: Solution-Focused Therapy, Academic Performance, Students |
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Full-Text [PDF 329 kb]
(41 Downloads)
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Type of Study: Quantitative-Research |
Subject:
Special
Received: 2025/03/17 | Accepted: 2025/05/30 | Published: 2025/04/30
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