Comparing the Effectiveness of Teaching Self-determination Skills and Teaching Based on Acceptance and Commitment on the Meaning of Education among the Students with Self-defeating Behaviors

 This study aimed to explore the effectiveness of two different approaches in teaching self-determination skills and acceptance and commitment, and their impact on the academic understanding of students displaying self-defeating behaviors.  

 The current study has a practical purpose and utilizes a semi-experimental method with an unequal control group design. The target population for this research consisted of all undergraduate students at Gilan University. The participants were selected using a three-stage cluster sampling method, which involved selecting faculties, fields, and specific classes within those faculties at Guilan University. Each experimental group (Group 1 and Group 2) and the control group consisted of 15 individuals. The researchers used Henderson-King and Smith's (2006) Meaning of Education Questionnaire and Cunningham's (2007) Self-defeating Cognition and Behavior Questionnaire to assess the variables. The researchers also incorporated a self-determination training protocol and training sessions based on acceptance and commitment.  

 The findings indicated that training in self-determination and commitment had a pronounced impact on enhancing the significance of education for students who engaged in self-defeating actions, and it was observed that self-determination training had a more substantial effect than commitment-based training (p<0/005).  

 These results have the potential to serve as an educational and therapeutic aid within universities, clinics, and counseling centers to reinforce the significance of education among students who exhibit self-defeating tendencies.