The Effectiveness of Pennsylvania attributive retraining Program on Academic health promoting behaviors

Document Type : Research Paper


1 Ph.D. Student in Educational Psychology, Department of Psychology, Khomein Branch, Islamic Azad University, Khomein, Iran

2 Assistant Professor, Faculty of Psychology, Educational Sciences, Kharazmi University, Tehran, Iran. Visiting Professor, Assistant Professor, Department of Psychology, Khomein Branch, Islamic Azad University, Khomein, Iran (corresponding author)

3 Associate Professor, Department of Consulting, Khomein Branch, Islamic Azad University, Khomein, Iran

4 Assistant Professor, Department of Counseling, Khomein Branch, Islamic Azad University, Khomein, Iran

5 Specialized Doctorate in Educational Psychology, Kharazmi University, Tehran, Iran


Introduction: The aim of this study was to determine the effectiveness of Pennsylvania Documentary Retraining Program on promotion behaviors in students.
Methods: In this experimental study with a pre-test-post-test design of 50 undergraduate students of Kharazmi University in both experimental and control groups, before and after training, to a questionnaire of academic health-promoting behaviors including components of academic vitality and resilience. Academic, academic engagement, academic optimism and dominant goal setting (Salehzadeh, 1396) responded. Through 12 two-hour sessions, retraining program training was conducted in a group manner for the experimental group.
Results:  The results of multivariate analysis of covariance showed that the Pennsylvania Documentary Retraining Program had significant effects on increasing the components of academic resilience, academic optimism and dominance targeting (P≤0.001)., but did not have statistically significant effects on the components of academic vitality and academic engagement (P≥0.001).
Conclusion: In general, the results of the present study show that the Pennsylvania program helps to enrich learners by 1) identifying their individual abilities (individual feelings, attitudes, and beliefs) and 2) enriching skills. Interpersonal communication and 3) Enrichment of problem solving skills (resistance, humor and interaction), is effective in changing the pattern of behavior and promotional behaviors to help ensure the psychological security of learners in educational situations.