هدف پژوهش حاضر، بررسی اثربخشی آموزش مثبتنگری بر عملکرد اجتماعی و خودکارآمدی تحصیلی دانشآموزان دختر شهر اصفهان بود. روش تحقیق، نیمهتجربی با استفاده از پیشآزمون و پسآزمون همراه با گروه کنترل بود. جامعه آماری شامل همه دانشآموزان دختر متوسطه دوم هنرستان تربیتبدنی شهر اصفهان بود که 130نفر از دانشآموزانواجدشرایطپژوهشبهعنواننمونهانتخابودر دو گروه به صورت تصافی تقسیم شدند. گروه آزمایش در هشت جلسه شصتدقیقهای آموزشهای مثبتنگری براساس برنامه سلیگمن (2005) را دریافت کرد. دادهها با استفاده از پرسشنامههای عملکرد اجتماعی اسپنس و همکاران (2002)و خودکارآمدی تحصیلیجینک و مورگان (1999)جمعآوری و با نرمافزار SPSSنسخه 26 به روش تحلیل کوواریانس چندمتغیری تحلیل شدند. یافتهها نشان داد که آموزش مثبتنگری در بهبود عملکرد اجتماعی شامل مؤلفههای راندمان تحصیلی (56/23F=، 001/0p<)، ارتباط با همسالان (74/19F=، 001/0p<)، روابط خانوادگی (89/17F=، 001/0p<)و مراقبت از خود (23/16F=، 001/0p<)و همچنین خودکارآمدی تحصیلی شامل مؤلفههای استعداد (79/13F=، 001/0p<)، کوشش (34/17F=،001/0p<)و بافت (06/15F=، 001/0p<)، تأثیر معنادار و مثبت داشت.دانشآموزان گروه آزمایش نسبت به گروه کنترل در این مؤلفهها عملکرد بهتری از خود نشان دادند. همچنین میزان اثر (مجذور اتای بیشتر از 14/0) بیانگر آن بود که آموزش مثبتنگری تأثیر معناداری بر متغیرهای خودکارآمدی تحصیلی، عملکرداجتماعی و مؤلفههای مرتبط با آن داشت. نتیجه گرفته میشود که آموزش مثبتنگری به طور مؤثری موجب افزایش خودکارآمدی تحصیلی و ارتقای عملکرد اجتماعی دانشآموزان هنرستان تربیتبدنی میشود و میتواند بهعنوان مداخله آموزشی کاربردی و مؤثر در مدارس به کار گرفته شود.
1.Ahmadi, M., Hosseini, F., Karimi, R. (2023). The effectiveness of positive thinking training on acceptance and social community of adolescent girls. Journal of Psychology and Counseling, University of Tehran, 30(2), 110-125. https://doi.org/10.22059/JAPR.2023.328751.643945[In Persian[.
2.Al-Omari, N. H., Abedi, S., Qashmar, A. L., & Qaddumi, H. (2024). The role of positive psychology in developing self-learning skills and improving the academic performance of freshmen university student. Journal of Science and Knowledge Horizons, 4(02), 665-675. https://doi.org/10.34118/jskp.v4i02.4066
3.Amiri, R., Karimi, N., & Hosseini, M. (2021). Development and evaluation of the effectiveness of a mindfulness-based social skills training package on social skills components in slow-learning students. Iranian Journal of Exceptional Education, 12(1), 23-38. https://doi.org/10.22034/ceciranj.2025.545217.1987[In Persian[.
4.Bain, K., & Lund, T. (2022). The impact of resilience programs on social skills, bullying, and victimization among 8- to 13-year-old students. Journal of School Psychology, 90, 45-58. https://doi.org/10.1111/chso.12521
5.Bandura, A. (2018). The evolution of social cognitive theory. In K. G. Smith & M. A. Hitt (Eds.), Great minds in management (pp. 9-35). Oxford University Press. https://doi.org/10.1093/oso/9780198753360.003.0002
6.Bandura, A. (2023). Self-efficacy in academic achievement among adolescents: A meta-analytic review. Journal of Educational Psychology, 115(1), 1–23.https://doi.org/10.1177/21582440241289738
7.Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., & Bohlmeijer, E. (2023). Positive psychology interventions: A meta-analysis of randomized controlled studies. BMC Public Health, 13, 119. https://doi.org/10.1186/1471-2458-13-119
8.Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Routledge. https://doi.org/10.4324/9780203774441
9.Collis, A., & Eggers, F. (2022). Effects of restricting social media usage on wellbeing and performance: A randomized control trial among students. PloS One, 17(8), e0272416.https://doi.org/10.1371/journal.pone.0272416
10.Denham, S. A., & Brown, C. (2019). Social-emotional learning in early childhood: What we know and where to go next. In J. A. Grigorenko (Ed.), Handbook of social-emotional learning (pp. 3–20).
11.Dongare, N. S. (2022). Positive education: Basic concept and its need in present scenario. International Journal of Indian Psychology, 10(3), 1407–1413.https://doi.org/10.25215/1003.150
12.Eccles, J. S., & Roeser, R. W. (2023). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 33(1), 1–15. https://doi.org/10.1111/j.1532-7795.2010.00725.x
13.Farnam, A.; Madadizadeh, T. (2024). The effectiveness of positive thinking training on self-discovery of high school female adolescents. Journal of Positive Psychology, 21(63), 43-59. https://doi.org/10.30476/WHB.2020.83879.1013 [In Persian[.
14.Garland, E. L., Hanley, A. W., Baker, A. K., & Howard, M. O. (2021). Positive psychological interventions for addictive behaviors: A meta-analysis. Addiction, 116(5), 1037–1048. https://doi.org/10.1007/s12671-022-01964-x
15.Henrike, A., & Angelico, M. (2016). Social anxiety and social skills deficits in adolescents: A longitudinal study. Journal of Adolescence, 49, 1-10. https://doi.org/10.1111/jcpp.13787
16.Jinks, J., & Morgan, V. (1999). Children's Perceived Academic Self-Efficacy: An Inventory. Journal of Educational Psychology, 91(3), 549-556. https://doi.org/10.1080/00098659909599398
17.Johar, N. A., Kew, S. N., Tasir, Z., & Koh, E. (2023). Learning analytics on student engagement to enhance students’ learning performance: A systematic review. Sustainability, 15(10), 7849.https://doi.org/10.3390/su15107849
18.Kaka Mirza, H., Dehghan, M., Abdulghani, M. F., Zakeri, M. A., Dakkalirad, A., & Prandeh Afshar, P. (2024). Social, academic, and emotional self-efficacies in adolescent girls and their determinants: a cross sectional study. International Journal of Adolescent Medicine and Health, 36(6), 551-559. https://doi.org/10.1515/ijamh-2024-0114
19.Kamper-Demarco, M., & Tierney, J. (2020). Social skills interventions and their effects on academic and behavioral outcomes in school-aged children: A systematic review. School Psychology Quarterly, 35(3), 234-249. https://doi.org/10.1177/13623613211012886
20.Kingery, J. N., Erdley, C. A., & Marshall, K. C. (2020). Peer acceptance and social skills in adolescence: A meta-analytic review. Developmental Psychology, 56(4), 715-731. https://doi.org/10.1007/s10567-009-0063-2
21.Mashhadi, R., Arab, A., & Janabādi, H. (2021). The effect of group positivity training on social competence and academic resilience of female high school students. Applied Psychology, 16(1). (61), 113-134. https://doi.org/10.52547/APSY.2021.223217.1110[In Persian[.
22.Melhe, M. A., Salah, B. M., & Hayajneh, W. S. (2021). Impact of training on positive thinking for improving psychological hardiness and reducing academic stresses among academically-late students. Kuram ve Uygulamada Egitim Bilimleri, 21(3), 132-146.https://doi.org/10.52547/ieepj.4.2.398
23.Miao, H., Guo, R., & Li, M. (2025). The influence of research self-efficacy and learning engagement on academic achievement among Ed.D students. Frontiers in Psychology, 16, Article 1562354.https://doi.org/10.3389/fpsyg.2025.1562354
24.Mohammadi, H., Naderi, M., & Mahdavi, M. (2015). Construction and investigation of the validity and reliability of the students' academic self-efficacy questionnaire. Journal of Psychology and Education, 22(1), 45-60. https://doi.org/10.22054/jem.2022.58508.2143[In Persian[.
25.Omidi, A.; Rasouli, A. (2019). The effectiveness of positive thinking training on self-efficacy, resilience and academic performance of female students in high school in Kermanshah. Educational Journal, 14(60), 170-185.https://doi.org/10.22098/JLD.2020.1042[In Persian[.
26.Pajares, F. (2021). Self-efficacy and social skills development in students: Implications for academic achievement. Educational Psychology Review, 33(2), 455-474.https://doi.org/10.22111/JEPS.2014.1844
27.Rezaei, N.; Yousefi, S.; Soleimani, K. (2025). The effect of positive thinking skills training on resilience and quality of life of elderly women. Journal of Mental Health of Kermanshah University of Medical Sciences, 18(1), 85-98. https://doi.org/10.1038/s41598-023-30684-y [In Persian[.
28.Rezeki, S., Mayrosa, U., Luthfiyyah, M. H. A., Mazaya, F., Sukamto, A., Malfiro, A., ..., & Jubta, N. (2022). The effect of positive thinking training on academic self-efficacy students of psychology uin palembang. Indonesian Journal of Multidisciplinary Sciences (IJoMS), 1(2), 236-247. https://doi.org/10.61186/jcmh.11.1.2
29.Ryan, A. M., & Deci, E. L. (2024). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology, 79, 102120. https://doi.org/10.1006/ceps.1999.1020
30.Sadeghi, M., Abbasi, M., & Beiranvand, Z. (2019). The effectiveness of teaching positive thinking skills based on Quilliam's package on academic optimism and academic enthusiasm of female students. School Psychology, 8(32), 156-175. https://doi.org/10.61186/jcmh.10.2.6 [In Persian[.
31.Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-emotional learning: Theory, research, and application. Contemporary Educational Psychology. 60, 101847.https://doi.org/10.1016/j.cedpsych.2019.101832
32.Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: empirical validation of interventions. American Psychologist, 60(5). 410.https://doi.org/10.1037/0003-066X.60.5.410
33.Shoaa Kazemi, M., & Mahamid, F. (2024). Social-emotional competence, social adequacy, and self-regulation among Iranian female high school students. Journal of Ethnicity in Substance Abuse, 1-14.https://doi.org/10.1080/15332640.2024.2401866
34.Sin, N. L., & Lyubomirsky, S. (2022). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: A longitudinal analysis. Journal of Clinical Psychology, 78(7), 1361–1375.https://doi.org/10.1002/jclp.20593
35.Sin, N. L., Moskowitz, D. S., & Whooley, M. A. (2015). Positive affect and health behaviors across 5 years in patients with coronary heart disease: The heart and soul study. Psychosomatic Medicine, 77(6), 620-626.https://doi.org/10.1097/PSY.0000000000000238
36.Sirois, F. M., & Hirsch, J. K. (2019). Self-compassion and health-promoting behaviors: a systematic review. Mindfulness, 10, 1-17.https://doi.org/10.1037/hea0000158
37.Sirois, F. M., Molnar, D. S., & Hirsch, J. K. (2023). Self-compassion, stress, and health: A meta-analytic review. Health Psychology Review, 17(1), 24–43. https://doi.org/10.1037/hea0000158
39.Song, Y. (2024). Sustainable growth of learner engagement and well‐being through social (teacher and peer) support: The mediator role of self‐efficacy. European Journal of Education, 59(4), e12791.https://doi.org/10.1111/ejed.12791
40.Spence, S. H., Price, C. S., Sheffield, J., & Donovan, C. (2002). The development and psychometric properties of a measure of social and adaptive functioning for children and adolescents. Journal of Clinical Child and Adolescent Psychology, 31(1), 111-122.https://doi.org/10.1207/S15374424JCCP3101_13
41.Taylor, S. E. (2023). Educational goals and academic performance: The role of motivation and self-efficacy. Journal of Educational Psychology, 91(3), 456-468. https://doi.org/10.22054/jep.2016.7387
42.Terry, R., & Smith, L. (2016). The role of social skills in bullying prevention programs: A meta-analysis. Journal of School Violence, 15(4), 401-420.https://doi.org/10.1111/jora.12688
43.Wammerl, M. (2025). PERMA.teach: A study on the effectiveness of Positive Psychology Education programs on teacher well-being and student academic performance. Frontiers in Psychology, 16, Article 1516572.https://doi.org/10.3389/fpsyg.2025.1516572
44.Wentzel, K. R., & Muenks, K. (2024). Social motivation and academic achievement in adolescence: A longitudinal study. Developmental Psychology, 60(3), 450–465.https://doi.org/10.1037/dev0000898
45.Zimmerman, B. J. (2018). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. https://doi.org/10.1006/ceps.1999.1016
46.Zimmerman, B. J., & Schunk, D. H. (2022). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge.https://doi.org/10.4324/9781410601032
قلی پور,شکوفه و مرادی چالشتری,جواد . (1405). اثربخشی آموزش مثبتنگری بر خودکارآمدی تحصیلی و عملکرد اجتماعی دانشآموزان دختر هنرستان تربیتبدنی. پژوهش در ورزش زنان, 3(10), 120-142. doi: 10.22089/rws.2026.19369.1123
MLA
قلی پور,شکوفه , و مرادی چالشتری,جواد . "اثربخشی آموزش مثبتنگری بر خودکارآمدی تحصیلی و عملکرد اجتماعی دانشآموزان دختر هنرستان تربیتبدنی", پژوهش در ورزش زنان, 3, 10, 1405, 120-142. doi: 10.22089/rws.2026.19369.1123
HARVARD
قلی پور شکوفه, مرادی چالشتری جواد. (1405). 'اثربخشی آموزش مثبتنگری بر خودکارآمدی تحصیلی و عملکرد اجتماعی دانشآموزان دختر هنرستان تربیتبدنی', پژوهش در ورزش زنان, 3(10), pp. 120-142. doi: 10.22089/rws.2026.19369.1123
CHICAGO
شکوفه قلی پور و جواد مرادی چالشتری, "اثربخشی آموزش مثبتنگری بر خودکارآمدی تحصیلی و عملکرد اجتماعی دانشآموزان دختر هنرستان تربیتبدنی," پژوهش در ورزش زنان, 3 10 (1405): 120-142, doi: 10.22089/rws.2026.19369.1123
VANCOUVER
قلی پور شکوفه, مرادی چالشتری جواد. اثربخشی آموزش مثبتنگری بر خودکارآمدی تحصیلی و عملکرد اجتماعی دانشآموزان دختر هنرستان تربیتبدنی. پژوهش در ورزش زنان. 1405;3(10):120-142. doi: 10.22089/rws.2026.19369.1123
