The effectiveness of academic resilience training package on academic self-efficacy and academic optimism of secondary school students

Document Type : Scientific Articles

Authors

1 ph. D. Student of Educational Psychology, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran.

2 Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran.

3 Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran.

10.22111/jeps.2026.53502.6102

Abstract

The present study aimed to investigate the effectiveness of the educational resilience training package on the academic self-efficacy and academic optimism of high school students. This study used a mixed-method approach of instrument development model. In the qualitative part of the research, an academic resilience training package was developed and its content validity was examined. In the quantitative section of the research, the effectiveness of the academic resilience training package was evaluated on students' academic self-efficacy and academic optimism. This was conducted using a semi-experimental method that included a pretest-posttest design, a control group, and a two-month follow-up with the experimental group. The statistical population of the study comprised all female students in the 11th grade of high school in District 4 of Tehran during the academic year 2023–2024. First, a high school was randomly selected. Then, using purposive sampling, 36 of the 132 11th grade students in the humanities major of the high school who had a score below the average when administering the Jinks and Morgan (1999), Academic Self-Efficacy Questionnaire were selected and randomly divided into two experimental groups (18 students) and control groups (18 students). Before the implementation of the academic package, both groups completed the Academic Optimism Questionnaire developed by Shannon-Moran et al. (2013). Only the experimental group took part in twelve training sessions, each lasting 90 minutes. After the training sessions were completed, a post-test was given simultaneously to both groups. Two months after training ended, a follow-up test was conducted on the experimental group. Multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), repeated measures analysis of variance, and Bonferroni post hoc test were used to analyze the collected data. The results indicated a significant difference between the groups in academic self-efficacy (P=0.01) and academic optimism (P=0.01). There was significant effectiveness on the academic self-efficacy variable for the talent and effort subscales, however, it was not significant for the context subscale. There was significant effectiveness on the academic optimism variable for the trust and academic emphasis subscales, but it was not significant for the students' school identity subscale. Furthermore, a significant difference was observed among the pre-test, post-test, and follow-up, indicating the stability of the intervention's effect. It is concluded that the academic resilience training package can be used to improve the academic self-efficacy and academic optimism of eleventh grade female students by equipping students with effective coping skills in facing challenges and overcoming obstacles.
 

Keywords

References

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Journal of Educational Psychology Studies
Volume 23, Issue 63
November 2026
Pages 56-24

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