Volume 8, Issue 1 (9-2022) FPJ 2022, 8(1): 63-70 | Back to browse issues page

Amirian K. The Effect of Psycho-educational Intervention to Enrich the Parent-child Relationship on Academic Resilience and Academic Hope. FPJ 2022; 8 (1) : 3
URL: http://fpcej.ir/article-1-325-en.html

The Effect of Psycho-educational Intervention to Enrich the Parent-child Relationship on Academic Resilience and Academic Hope

Kamran Amirian

PhD in Psychology, Department of Educational Sciences, Farhangian University, Kermanshah, Iran. , cpka2012@yahoo.com

Abstract: (1012 Views)

Background: Having a good relationship is a fundamental element in the development of children. Objective: The present study was conducted to investigate The effect of psycho-educational intervention to enrich the parent-child relationship on academic resilience and academic hope. Method: The study method was quasi-experiment with a pre-test, post-test, and follow-up plan with a control group. The statistical population of the research was made up of second-year high school students and their parents in Kermanshah city in the academic year of 2022-2023. The method of cluster sampling was multi-stage and voluntary. Using the Academic Resilience Inventory (ARI) and the Academic Hope Scale (AHS) of Khormai and Kameri (2015), the Academic Resilience and Academic Hope of 200 students were evaluated. and 43 students who had below-normal grades during interview sessions that were conducted with them. Finally, 16 students were selected and replaced randomly in two experimental and control groups. 5 sessions of 90 minutes were conducted during 5 weeks for the experimental group. in the post-exam phase and after 3 months in the follow-up phase, the students were evaluated again. The results: To analyze the data, analysis of variance test with repeated measures was used with SPSS-21 software. The results of this training showed a significant difference between the experimental and control groups in terms of increasing Academic Resilience and Academic Hope students' after the post-test stage (P<0.01). Also, the mean scores of Academic Resilience and Academic Hope students in the pre-test, post-test, and follow-up stages in the experimental group had a statistically significant difference (P<0.01). Conclusion: school counselors can use this model in working with students to increase the Academic Resilience and Academic Hope Scale.

Article number: 3

Keywords: enriching parent-child relationship, Academic Resilience, Academic Hope Scale, students

Type of Study: Research | Subject: Special

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