The effectiveness of flourishing education on academic conflict and flourishing of primary school students

The aim of this study was to investigate the effectiveness of flourishing education on increasing flourishing and academic engagement of students in the first three years of primary school. The research design was quasi-experimental and was a pre-test-post-test and follow-up design with a control group. The statistical population of this study included all students of the first three years of primary school in Torbat-e Heydarieh in the academic year of 1998-99. By available sampling method, 50 male students were randomly selected and divided into two groups of 25 (experimental and control). . The instrument used in this study was the HFQ flourishing questionnaire (2014) and the Rio Academic Conflict Questionnaire (2013). The experimental group underwent closed-loop training during 8 sessions of 90 minutes and 2 sessions per week and the control group remained without any intervention. Data were analyzed using SPSS-24 software and multivariate analysis of variance. The results showed that there was a significant difference between the mean scores of flourishing components and academic engagement in the experimental and control groups. There is also a significant difference in the pre-test and post-test results of the experimental group (P <0.01). Based on this, closed education based on prosperity can be considered as an effective way to increase prosperity and academic engagement of primary school students and use it in schools.