Comparison of Cognitive-Social, Cognitive Information Processing, Constructivism and Acceptance and Commitment Methods on Students' Affective Capital Dimensions

Aram khabazshiraz; Mohsen Golparvar; Zahra Yousefi

doi:10.18502/qjcr.v22i82.10115

Aram khabazshiraz PhD Student, University of Khorasgan, Esfahan, Iran.
Mohsen Golparvar PhD Associate Professor, Psychology Faculty, College of Education and Psychology, University of Khorasgan, Esfahan, Iran.
Zahra Yousefi PhD Assistant Professor, Psychology Faculty, College of Education and Psychology, University of Khorasgan,Esfahan, Iran.

DOI: https://doi.org/10.18502/qjcr.v22i82.10115

Keywords: Career counseling, social-cognitive, constructivism, cognitive information processing, acceptance and commitment group counseling, affective capital, students

Abstract

Aim: The aim of this study was to compare the effectiveness of three methods of career counseling (cognitive-social, cognitive information processing, constructivism) and acceptance and commitment counseling on students' affective capital on ninth grade students.

Methods: The research method was quasi-experimental with pre-test and post-test design for five groups. The study population was all ninth-grade female students in one of the education districts of Isfahan in the 2020-2021 academic year. The sample consisted of 100 female students who were selected through available and multi-stage sampling based on entry and exit criteria. They were assigned to four experimental groups and one control group (20 people in each group). The research tool was the Emotional Capital Questionnaire (Golparvar, 2016). While the control group did not receive any training, and none of the eight experimental groups received any of the above trainings. All groups were evaluated by research tools before and after the trainings.

Results: The collected data were analyzed at two levels of descriptive (mean and standard deviation) and inferential statistics (multivariate analysis of covariance). The results showed that in comparison with control group, there were no effects on feeling of energy and positive affect. Constructivism and acceptance and commitment had significant effects on happiness (P<0.01), but there was no significant difference between the two methods.

Conclusion: According to the results, it can be said that the constructivism and acceptance and commitment are appropriate methods to increase the happiness of female students.