The effectiveness of the social adjustment curriculum on academic buoyancy, academic identity and cognitive flexibility of gairl students

The present study was conducted to evaluate the effectiveness of the social adjustment curriculum on academic vitality, academic identity and cognitive flexibility of female students. The present study was quasi-experimental with pre-test-post-test design with the control group. The study population included all female high school students in Buchan in the academic year of 2019-2020, The study sample consisted of 30 people who were selected through available sampling method. They were randomly assigned to two experimental groups (15 subjects) and a control group (15 subjects). The measuring instruments in this study were Dehghani Zadeh and Hossein Chari academic buoyancy Questionnaire, Woodruff academic identity scale, and Dennis & Vander Wal Cognitive Flexibility. The students of the experimental group underwent 10 sessions (90-minute) for 5 consecutive weeks (2 sessions per week) of the carpentry social adjustment program and the control group did not receive any intervention. The obtained data were analyzed using covariance analysis method. The findings showed that after the intervention, the effect of the social adjustment training program on academic buoyancy, academic identity, Cognitive Flexibility of female students was significant. Based on the results of the study, it can be said that teaching social adjustment program was effective on academic buoyancy, academic identity and cognitive flexibility of female students and it is suggested that the program be done in schools and other educational places to increase school-related variables.