The Effectiveness of Education Based on Positive Psychology Based on the Perma Model on Future Orientation, Time Perspective and Self-efficacy in Female Students

Zakarianzadeh, Seyydeh Razieh; Zadeh Bagheri, Qader; Maredpour, Alireza

doi:10.22055/psy.2023.44034.3058

The Effectiveness of Education Based on Positive Psychology Based on the Perma Model on Future Orientation, Time Perspective and Self-efficacy in Female Students

Document Type : Research Article

Authors

Seyydeh Razieh Zakarianzadeh ¹

Qader zadeh Bagheri ²

Alireza Maredpour ³

¹ * Assistant Professor, Department of Psychology, Yasouj Branch, Islamic Azad University, Yasouj, Iran.

² Assistant Professor, Department of Psychology, Yasouj Branch, Islamic Azad University, Yasouj, Iran.

³ Assistant Professor of Psycology, Islamic Azad University of Yasuj, Iran.

10.22055/psy.2023.44034.3058

Abstract

Promoting students’ well-being and optimal functioning is among the foremost priorities of educational systems. Given that both individual and social factors substantially influence well-being, mental health, and academic functioning, implementing effective interventions to enhance these outcomes is essential. The present study aimed to examine the effectiveness of a Positive Psychology Intervention (PERMA model) on future orientation, self-efficacy, and time perspective among female high school students. This study employed a quasi-experimental design with pretest, posttest, and follow-up assessments alongside a control group. Participants in the experimental group received a PERMA-based intervention, whereas those in the control group were placed on a waiting list. The statistical population comprised all 11th-grade female students enrolled in public high schools in Yasuj, Iran, during the 2021–2022 academic year. Participants were selected using a multistage cluster sampling method. Data were collected using the Future Orientation Questionnaire developed by Di Maggio et al., the Self-Efficacy Questionnaire for Children (SEQ-C) by Muris, and the Zimbardo Time Perspective Inventory (ZTPI). The findings demonstrated that the PERMA-based intervention had a significant positive effect on future orientation at posttest compared with the control group, indicating that positive psychology training enhanced students’ future orientation (p < .05). Furthermore, the intervention significantly improved students’ self-efficacy, reflected in increases across its cognitive, motivational, and metacognitive dimensions (p < .05). However, no significant effects of the PERMA intervention were observed on students’ time perspective at either the post-test or follow-up assessment. The findings suggest that greater attention should be devoted to the planning and implementation of positive psychology interventions while integrating both positive and negative aspects of human functioning. Awareness-based positive psychology training may provide a valuable foundation for the development and implementation of evidence-based educational and psychological interventions.

Keywords

Future orientation

Time perspective

Self-efficacy

Positive psychology

PERMA model

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