نوع مقاله : مقاله پژوهشی
نویسندگان
1 استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران
2 psychology and education Faculty, university of Tabriz
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Objective: This study examined the effectiveness of a social–emotional learning (SEL) program based on cognitive–behavioral and mindfulness approaches on values and academic meaning among students with high-risk behaviors.
Methods: A quasi-experimental pretest–posttest design with experimental and control groups and a two-month follow-up was employed. The statistical population comprised male high school students in Khoy County during the 2025–2026 academic year. Forty students with high-risk behaviors, identified using the Iranian Adolescents Risk-Taking Scale, were selected through convenience sampling and randomly assigned to experimental (n = 20) and control (n = 20) groups. Data were collected using the Portrait Values Questionnaire and the Academic Meaning Scale. The experimental group received a 12-session SEL program integrating cognitive–behavioral and mindfulness techniques, while the control group received no intervention. Data were analyzed using mixed-design analysis of variance (Mixed ANOVA) in IBM SPSS Statistics 23.
Results: The intervention significantly improved values and academic meaning among students with high-risk behaviors compared with the control group (P < 0.01). These improvements remained stable at the two-month follow-up, indicating sustained intervention effects.
Conclusion: A social–emotional learning program integrating cognitive–behavioral and mindfulness approaches effectively enhanced values and academic meaning among students with high-risk behaviors. These findings support the inclusion of this intervention as a complementary strategy in school-based educational and
کلیدواژهها [English]
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