Comparing the Effectiveness of Emotional Intelligence and Self-Compassion Training on Academic Vitality and Mental Well-Being of Second-Year High School Students in Hamedan
Keywords:
Emotional intelligence, self-compassion, academic vitality, students, mental well-beingAbstract
Objective: The purpose of this study was to compare the effectiveness of emotional intelligence and self-compassion training on mental well-being and academic vitality of second-year high school students in Hamadan.
Research method: The present research method was a three-group quasi-experimental study (two experimental groups and one control group) with pre-test and post-test. The population consisted of second-year high school students in Hamadan in the academic year (1402-1403). The sample at this stage was selected using a multi-stage cluster sampling method, and 60 of these individuals (20 in the first experimental group, 20 in the second experimental group, and 20 in the control group) were randomly selected. The measurement tools of the research variables were the Keyes and Magyarmoder (2003) Subjective Well-Being Scale questionnaire and the Martin and Marsh (2008) Academic Vitality Questionnaire, respectively. To test the research hypotheses, the MANCVA test and its assumptions were used. ANOVA (one-way analysis of variance) test with boxplot and Tukey and Scheffe post hoc test, etc. For multiple comparisons in the post-test, SPSS version 23 software was used.
Findings: The results of this study showed that emotional intelligence and self-compassion training are effective on the subjective well-being and academic vitality of female high school students in Hamedan. So that the scores of students who had received the necessary training in relation to emotional intelligence and self-compassion were higher than those of students who had not received any training in this regard. It was also found that there is no significant difference between the effectiveness of emotional intelligence and self-compassion training on the subjective well-being and academic vitality of female students.
Conclusion: Psychologists can help students become more aware of their emotions and learn how to deal with them. To set meaningful and achievable goals for themselves. Realistic goals that are related to personal interests can increase motivation and academic vitality. Self-compassion training can help students strengthen their intrinsic motivation. They also need to be taught to enjoy having meaning and a deep connection to academic subjects and to use strategies such as analyzing problems, connecting to everyday life, and making connections with the content.
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References
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