Designing and evaluating of the wisdom-based psychological-spiritual training package and its effect on academic engagement, academic resilience and academic self-handicapping in high school students

Document Type : Research Paper

Authors

Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University Of Ahvaz, Ahvaz,

Abstract

The purpose of this study was to design and validate a psychological-spiritual wisdom training program and examine its effects on academic engagement, academic resilience, and academic self-handicapping among high school students. A mixed-methods qualitative-quantitative design was employed. In the qualitative phase, the educational program demonstrated satisfactory content validity based on experts’ judgments. In the quantitative phase, a quasi-experimental pretest-posttest design with a control group was used. The study population consisted of tenth- and eleventh-grade students in high schools in Qom, who were selected through multistage random sampling. The final sample included 22 students in each of the experimental and control groups. The experimental group received the psychological-spiritual wisdom intervention in 10 training sessions. Data were collected using the Academic Engagement Scale, the Academic Resilience Questionnaire, and the Academic Self-Handicapping Scale. The data were analyzed using multivariate analysis of covariance. The findings showed that the wisdom training program increased academic engagement and academic resilience and decreased academic self-handicapping among students, and these effects were maintained at the follow-up stage. Therefore, the psychological-spiritual wisdom training program demonstrated satisfactory content validity and contributed to improvements in students’ academic outcomes.

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History

  • Receive Date: 07 June 2026
  • Revise Date: 06 September 2026
  • Accept Date: 12 September 2026

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