Comparing the effectiveness of Lazarus Multimodal Therapy and Seligman's training based on the flourishing on the academic engagement in female adolescents with learned helplessness

Document Type : Original Article

Authors

1 1. Department of psychology, Arak Branch, Islamic Azad University, Arak, Iran

2 Department of psychology, Khor, C, Islamic Azad University, Khoramabad, Iran

3 3. Assistant prof, Department of Psychology Education and Counseling, Farhangian University, Tehran, Iran

10.22091/jrim.2025.12798.1272

Abstract

Obstacles facing school-age children and adolescents may be associated with unsuccessful experiences and lead to negative attitudes in them. which, according to previous research, can have negative effects on students' academic engagement. Accordingly, the present study was conducted with the aim of comparing the effectiveness of Lazarus Multimodal Therapy and Seligman's training based on the flourishing on the academic engagement of students with learned helplessne. The present study was a quasi-experimental study with a pre-test-post-test design and a control group and a two-month follow-up. The statistical population of the study was all female students suffering from learned helplessness in the first year of secondary school in Khorramabad city, of which 45 were selected through purposive sampling and randomly assigned to two experimental groups and a control group. The first experimental group underwent Lazarus multimodal therapy, and the second experimental group received Seligman's training based on the flourishing. The control group did not receive any intervention. Also, the subjects answered the Quinles and Nilsson (1988) learned helplessness questionnaire and the Schafeli et al. (2002) academic engagement questionnaire. Data analysis was performed using multivariate analysis of covariance and analysis of variance with repeated measures. The research findings showed that the difference in the mean of the academic engagement variable between the two experimental groups and the control group was significant (P<0.05) and the effect of Lazarus multimodal therapy intervention in improving the academic engagement of students with learned helplessness was greater than Seligman's training based on the flourishing.

Keywords

Research In Instructional Methods

Articles in Press, Accepted Manuscript
Available Online from 27 November 2025

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History

  • Receive Date: 22 April 2025
  • Revise Date: 19 September 2025
  • Accept Date: 27 September 2025

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