The effectiveness of social-emotional skills training on improving academic resilience and academic excitement in female students

The aim of this study was to determine the effectiveness of socio-emotional skills training in improving academic excitement and academic resilience in female students. The method of the present study was quasi-experimental with a pretest-posttest design with the control group. The statistical population of the study included all-female high school students in the second year of Ardabil in the academic year 2020-2021. The research sample consisted of 40 people who were selected by the available sampling method and placed in two groups of 20 people (experimental group and control group) by simple random sampling. For the experimental group, a social-emotional skills training program was held in 10 sessions of 75 minutes (1 session per week). No intervention was performed for the control group. The Academic Resilience Questionnaire (ARI) by Samuels (2004) and the Academic Excitement Questionnaire (AEQ) by Pekran et al. (2005) were used to collect data. Multivariate analysis of covariance (MANCOVA) test was used to analyze the collected data using SPSS software version 22. research findings showed that social-emotional skills training had a significant effect on increasing educational excitement (p<0.01) and academic resilience (p<0.01) in students in the experimental group. According to the research results, teaching social-emotional skills is effective in improving academic resilience and academic excitement in students; Therefore, school counselors and psychologists can use this educational method to improve academic excitement and academic resilience.