The Effect of a Positive Psycho-Educational Program on Students' Coping Styles and Academic Well-being

The aim of this study was to determine the effectiveness of a positive psycho-educational program on coping styles and academic well-being in girl students. In this quasi-experimental study with a pretest-posttest nonequivalent control-group design and followed by two months, 27 girl students in the experimental group and 25 girl students in the control group before and after positive psycho-educational training program, responded to the Coping Inventory for Stressful Situations-Short Form (CISS-SF), School Engagement Inventory (SEI) and the School Burnout Inventory (SBI). The experimental group received 7 sessions of positive psycho-educational training package (2 hour a session). The results of simple mixed ANOVA indicated that in the short and long term, the psycho-educational package was effective in increasing the task-oriented coping style and school engagement and decreasing dimensions of nonadaptive coping styles including emotion-coping style and avoidance coping style and school burnout. The results of the present study consistent with the results of other studies in field of positive education showed that psycho-educational positive intervention by strengthening learners' coping resources and equipping their psychological capital and mental strength was effective in creating skills based on psychological immunization of learners along with other traditional academic skills in them.