Comparing the Effectiveness of Lazarus Multimodal Therapy and Seligman’s Self-Actualization-Based Training on Academic Engagement in Female Adolescents with Learned Helplessness

Document Type : Original Article

Authors

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

2 Department of Educational and Psychological Services, Khorramabad Branch, Islamic Azad University, Khorramabad, Iran.

3 Assistant Professor, Department of Psychology and Counseling, Farhangian University, Tehran, Iran

Abstract

Obstacles and challenges faced by school-age children and adolescents may be associated with unsuccessful experiences and lead to negative attitudes. One of these factors is learned helplessness, which, according to previous research, can negatively affect students' academic engagement. Accordingly, the present study aimed to compare the effectiveness of Lazarus's multimodal therapy and Seligman's flourishing-based training in improving the academic engagement of students with learned helplessness.This quasi-experimental study employed a pretest–posttest design with a control group and a two-month follow-up. The statistical population consisted of all female students with learned helplessness attending the first year of lower secondary school in Khorramabad. Of these, 45 students were selected through purposive sampling and randomly assigned to two experimental groups and one control group. The first experimental group received Lazarus's multimodal therapy, while the second experimental group received Seligman's flourishing-based training. The control group received no intervention. Participants completed the Quinless and Nelson (1988) Learned Helplessness Questionnaire and the Schaufeli et al. (2002) Academic Engagement Questionnaire. Data were analyzed using multivariate analysis of covariance and repeated-measures analysis of variance.The findings revealed a statistically significant difference in academic engagement among the two experimental groups and the control group (P < 0.05). Furthermore, Lazarus's multimodal therapy was more effective than Seligman's flourishing-based training in improving academic engagement among students with learned helplessness. Given these findings, it is recommended that Lazarus's multimodal therapy be implemented for students experiencing learned helplessness and that appropriate interventions be developed to enhance their academic well-being.

Keywords

References

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Research In Instructional Methods
Volume 4, Issue 2 - Serial Number 14
November 2026
Pages 147-166

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

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