The Effectiveness of Mook-based Education on Students' Psychological Well-being and Study Skills

The aim of this study was to investigate the effectiveness of Mock-based education on students' psychological well-being and study skills. The method of the present study is quasi-experimental with pre-test and post-test design with two groups of control and experimental. The statistical population of the study included primary school students in Aq Qala city. Cluster sampling method was randomly selected from a school in the second grade of primary school in Aq Qala city. Then, from the educational levels, the sixth grade was purposefully selected and among the sixth grade students, 40 students were selected as the research sample. Research tools included Riff Psychological Well-Being Questionnaire - Riff and Case (1989) and Weinstein (2002) study and learning strategies. The validity of the questionnaires was finally confirmed by experts in the field of education and psychology after minor changes and the reliability of the questionnaire using Cronbach's alpha was 0.72 and 0.74, respectively. Findings showed that Mook-based education has a positive and significant effect on students' psychological well-being and reading skills. Therefore, it can be concluded that Mook-based teaching method has a greater impact on students' psychological well-being and reading skills than the usual teaching method. Therefore, this method can be used along with other methods to improve students' psychological well-being and study skills.