The Effectiveness of Emotional Social Learning Training on Students' Academic well-being and Spiritual Health

The aim of this study was to investigate the effectiveness of emotional social learning training on academic well-being and spiritual health in high school male students in Zahedan, Iran. The research method was quasi-experimental pre-test-post-test with a control group and the statistical population of the study included all high school male students in 2021-2022. Participants were 30 students who selected by purposive sampling that after matching, they assigned in experimental and control groups. Emotional social learning training package (Sadri Demirchi and Ismaili Ghazi Volvi, 2016) was performed in the experimental group in 12 sessions of 60 minutes. The research instruments were the Academic Welfare Questionnaire (Tominen-Sweeney et al., 2012) and Spiritual Health Questionnaire (Pulotzin and Ellison, 1982). The validity of the research scales was measured by content validity, and their reliability was estimated by Cronbach’s alpha, yielding 0.88 and 0.93 for the academic well-being and spiritual health scales, respectively. For the statistical analysis of the data, univariate covariance analysis and multivariate covariance analysis was used. Covariance analysis results revealed that training in emotional-social learning improved and increased students' academic well-being (and its components) and students' spiritual health (and its components) as well. Our results supported the role of emotional and social factors in mental and spiritual health of students.