Designing a School-Based Positive Education Package and Evaluating Its’ Effectiveness on Social Well-Being Levels of Sixth Grade Male Students in District One of Tehran

Document Type : Research Article


1 PhD in Educational Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran

2 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran


Objective: School-based positive education is a new structure that its Prophetic mission is to modify and institute the positive concepts as hope, happiness, forgiveness, empathy and self-regulation via training the students in school as an appropriate setting for learning values and norms. The aim of this study was to design a school-based positive education package and its effectiveness on the social well-being levels of sixth grade elementary school boys in District One of Tehran.
Method: Sixth grade male students in District 1 of Tehran in the academic year 2019-2020 were selected by multi-stage cluster sampling and randomly assigned to the experimental and control groups. The research method was quasi-experimental with unequal control group design. The experimental group received 12 sessions of 40 minutes of school-based positive education training. Subjects answered the Keys Social Well-being Questionnaire (1998) before and after training.
Results: The results of analysis of covariance showed that social well-being scores in the experimental group were significantly higher than the control group. Therefore, positive school-based education has a positive effect on students' social well-being (P <0.001). Also, positive school-based education increased %93 of students' social well-being changes.
Conclusion: Therefore, due to the effectiveness of teaching the concepts of positive school-based education on the social well-being of elementary students, adolescents are advised to use these concepts to improve well-being and interpersonal relationships.


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