The effect of acceptance and commitment based therapy on students' vitality and academic optimism

1.Introduction One of the abilities and talents that make people adapt to the threats and pressures of education is vitality. Academic vitality refers to a positive, constructive and adaptive response to the types of challenges and obstacles that are experienced in the ongoing and current academic field. Vitality is considered as one of the components of mental well-being in many research systems. When a person spontaneously does something, not only does he not feel tired and frustrated, but he also feels that his energy and strength have increased (2). In general, the inner sense of vitality is a significant indicator of mental health. Indifference, fatigue and academic burnout (as opposed to academic vitality) are inversely related to students' academic performance (2). The importance of this issue is such that psychotherapists propose various intervention strategies to prevent these negative consequences. One of the methods that has recently been considered by psychotherapists is acceptance and commitment therapy, which according to its characteristics, can help children in this regard. Acceptance and commitment therapy has six central processes that lead to psychological flexibility. These six processes are: acceptance, cognitive fault, self as context, communication with the present, values, and committed action (3). In this regard, various researches have been done inside and outside the country and different results have been obtained. An implicit theory in education, on the other hand, is that intrinsic motivation is interactive and interpersonal, reflected in various proverbs and cultures. It can motivate its students. The relationship between teacher enthusiasm and his effectiveness has been seen in various studies; For example, its effect on students 'academic achievement, test performance, homework reminders, teacher effectiveness rating, students' attitudes toward learning, etc. Given that intrinsic motivation should be focused on students, the effect of enthusiasm. And the teacher's enthusiasm, which is an external stimulus, seems somewhat surprising (8). 2.Method To conduct the present quasi-experimental research with pre-test and post-test design. Among male students studying in the 99-98 academic year in Sari secondary schools, 30% were divided into available water and each time into two groups of 15 students (15%) and control students (١٥). . Then the subjects ﭘﺮﺳﺸﻨﺎﻣﻪ 9 questions of academic vitality: Hossein Chari and Dehghanizadeh in 2012, which was made by modeling the scale of 4 questions of academic vitality of Martin and Marsh-2006. And the Schenen-Moran et al.'s (2013) 28-Question Academic Optimism Questionnaire, which is based on a 5-point Likert scale from very low (1) to very high (5). Completed. Subsequently, the subjects in the experimental group received the acceptance and commitment-based treatment intervention in each of the following classes according to the following sessions, and the control group did not receive any intervention. Finally, due to the difference in pre-test scores, descriptive statistics (in the form of tables and graphs) were used to describe the data and Shapirovilk tests to examine the natural distribution of data and analysis of covariance to test the hypotheses. 3.Results The results showed that the intervention intervention based on acceptance and commitment has an effect on vitality p p <0.05} We also conclude that there is a significant difference between the mean scores of the experimental group and the control group after treatment. Also, the quadratic square shows the intensity of this effect (0.58). Significance of the effect indicates that the intervention intervention based on acceptance and commitment has been able to improve students' vitality. In other words, by increasing one unit on this type of treatment, students' vitality increases by 0.58 (Table 2). Another finding showed that treatment based on acceptance and commitment is effective for nasal congestion p p <0.05. It was also found that there is a significant difference between the mean scores of the experimental group and the control group after treatment. Also, the quadratic square shows the intensity of this effect (0.86). Significance of the effect indicates that the intervention intervention based on acceptance and commitment has been able to improve students' optimism. In other words, by increasing one unit for this type of treatment, students' optimism increases by 0.86 (Table 3). Finally, the effect of acceptance and commitment therapy on students 'optimism (0.86) was observed on students' academic life (0.58). Nose and 0.58 is added to students' academic vitality (Table 4). 4.Discussion The results showed that acceptance and commitment-based therapy is effective on students' lives. It seems that in this study, by encouraging students to set values ​​and take effective action, they were helped instead of avoiding problems. Take committed actions in line with the values ​​of life and take responsibility for their lives and work, this leads to an increase in the person's efforts for personal growth and increases the person's efforts, as a result of which he experiences more vitality in his life. Another finding showed that acceptance and commitment therapy has an effect on students 'optimism and this treatment can improve students' optimism. In general, it can be said that optimism is not superficial positivity but optimistic people are problematic and They design and act on plans for their activities, so they are more successful in solving their problems, and have a more positive attitude toward each other. The results of this study can provide useful information for counselors and psychotherapists about such therapeutic interventions to increase students' optimism.