نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
The present study aimed to determine the effectiveness of a social–emotional learning program based on cognitive–behavioral and mindfulness approaches in improving academic resilience and academic hope among students with high-risk behaviors. The research employed a quasi‑experimental design with a pretest–posttest format, a control group, and a two‑month follow‑up. The statistical population comprised all male high school students in Khoy County during the 2025–2026 academic year. The sample included 40 students with high‑risk behaviors who scored above the cutoff on the Iranian Adolescents Risk‑Taking Scale. Participants were randomly assigned to experimental and control groups (n = 20 each). Data were collected using the Academic Resilience Inventory and the Academic Hope Scale. The intervention was administered over 12 sessions of 60 minutes. Posttest and follow‑up assessments were conducted for both groups. Data were analyzed using mixed‑design ANOVA. Findings revealed that the program significantly improved academic resilience and hope. The effects were maintained at follow‑up, indicating durability. Thus, this program is an effective approach for enhancing resilience and hope in at‑risk students. It is recommended that this intervention be implemented as a complementary program in schools to support psychological well‑being and academic success among vulnerable populations.
کلیدواژهها English
