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The Effectiveness of the Future Time Perspective Approach on Future Orientation, Academic Optimism, and Academic Grit in Students with Learned Helplessness
Fatemeh Moslehi Jouybari , Seyedeh Olia Emadian * , Hamideh Salim Bahrami
Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran & Assistant Professor. Department of Psychology, Sar.C., Islamic Azad University, Sari, Iran , emadian@iausari.ac
Abstract:   (18 Views)
Introduction: Learned helplessness can weaken students’ academic competence and hope for the future, creating challenges for their personal and educational development. The Future Time Perspective (FTM) approach is considered an effective intervention for enhancing positive attitudes, planning, and academic motivation. Therefore, the present study aimed to investigate the effectiveness of training in the FTM approach on future orientation, academic optimism, and academic grit in students with learned helplessness. Materials and Methods: This study employed a quasi-experimental design with a pre-test, post-test, and follow-up, along with a control group. The study population consisted of all female lower secondary school students. From this population, 30 students were selected through purposive sampling and randomly assigned to either the experimental or control group (15 participants each). Participants completed the Learned Helplessness Questionnaire by Quinless and Nelson (1988), the Academic Optimism Scale by Tschannen-Moran et al. (2013), the Academic Grit Scale by Clark and Malecki (2019), and the Future Orientation Scale by Steinberg (2009). The experimental group received six weekly intervention sessions, while the control group received no training. Results: The results of the multivariate repeated-measures analysis of variance showed that FTP training had a significant effect on future orientation, academic optimism, and academic grit among students with learned helplessness. The findings indicated a significant effect of time on all three dependent variables, with scores increasing at the post-test and follow-up stages compared to the pre-test. The pattern of change also showed that these effects were significant in both linear and quadratic forms. Furthermore, our analysis revealed significant differences between the pre-test and both the post-test and follow-up stages. Overall, the results indicate the effectiveness of FTM training in improving the studied academic indicators. Conclusion: The findings suggest that training in the FTP approach can enhance future orientation, academic optimism, and academic grit among students with learned helplessness.
 
Keywords: Adolescent, Motivation, Resilience, Psychological, Psychology, Educational
     
Type of Study: Research --- Open Access, CC-BY-NC | Subject: Psychiatry
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