عنوان مقاله [English]
Objective: The aim of this study was to compare the effectiveness of school-based curriculum with academic well-being on students' academic hope. In this study, the effectiveness of these two methods were compared.
Method: The present study is methodologically part of quasi-experimental designs of pre-test, post-test and follow-up with the control group. The statistical population of the study was all female third-year high school students in Naghadeh, who were studying in the 99-98 academic year. From this population, at first, students with low academic expectations were screened using purposive sampling method. Sixty students from the school with low academic expectations were then selected and randomly assigned to three experimental groups of 20 and a control group of 20 students. The experimental group was trained in 10 90-minute sessions of the program based on academic well-being. Members of each group in all three stages of pre-test, post-test and follow-up completed the Tominin, Sweeney et al. (2012) Academic Welfare Questionnaire, Anderson and Brooke School Satisfaction Questionnaire (2000) and the Date of Academic Hope Questionnaire (2014). کردن. Data were analyzed by SPSS22 software using mixed analysis of variance.
Results: The results showed that the mean scores of variable academic hope in school-based education in the experimental group compared to the control group, in the post-test and follow-up phase had a significant increase.
Conclusion: Therefore, due to the lower average post-test of the subjects in the academic welfare group compared to the subjects in the school satisfaction group, it can be concluded that the