Comparison of the Effects of Help-Seeking Training and Self-Compassion Training on Social Competence, Achievement Motivation, and Academic Resilience

Objective: The aim of the present study was to compare the effects of help-seeking training and self-compassion training on students' social competence, achievement motivation, and academic resilience.Methods and Materials: The present study employed a quasi-experimental design with a pretest-posttest and follow-up, along with a control group. The statistical population of this study included all female high school students in Sabzevar during the ۲۰۲۱-۲۰۲۲ academic year (۳۵۰ individuals). The sample consisted of ۴۵ students selected through purposive sampling and randomly assigned to three groups: help-seeking training (n=۱۵), self-compassion training (n=۱۵), and control group (n=۱۵). Data were collected using the Social Competence Questionnaire (Felner, ۱۹۹۰), Achievement Motivation Questionnaire (Hermans, ۱۹۷۰), and Academic Resilience Questionnaire (Martin & Marsh, ۲۰۰۸). The help-seeking sessions followed the Nelson-Lee Gall model (۱۹۸۱) and were conducted in ۱۰ weekly ۹۰-minute sessions. The self-compassion training sessions were based on Gilbert's model (۲۰۰۹) and also conducted in ۱۰ weekly ۹۰-minute sessions. Data analysis was performed using repeated measures ANOVA and SPSS-۲۶ software.Findings: Results indicated that both help-seeking training and self-compassion training were effective in improving social competence, achievement motivation, and academic resilience (P<۰.۰۱). Additionally, these results showed that self-compassion training was more effective than help-seeking training in enhancing social competence, achievement motivation, and academic resilience (P<۰.۰۱).Conclusion: It can be concluded that help-seeking training and self-compassion training are effective in improving social competence, achievement motivation, and academic resilience. Objective: The aim of the present study was to compare the effects of help-seeking training and self-compassion training on students' social competence, achievement motivation, and academic resilience. Methods and Materials: The present study employed a quasi-experimental design with a pretest-posttest and follow-up, along with a control group. The statistical population of this study included all female high school students in Sabzevar during the ۲۰۲۱-۲۰۲۲ academic year (۳۵۰ individuals). The sample consisted of ۴۵ students selected through purposive sampling and randomly assigned to three groups: help-seeking training (n=۱۵), self-compassion training (n=۱۵), and control group (n=۱۵). Data were collected using the Social Competence Questionnaire (Felner, ۱۹۹۰), Achievement Motivation Questionnaire (Hermans, ۱۹۷۰), and Academic Resilience Questionnaire (Martin & Marsh, ۲۰۰۸). The help-seeking sessions followed the Nelson-Lee Gall model (۱۹۸۱) and were conducted in ۱۰ weekly ۹۰-minute sessions. The self-compassion training sessions were based on Gilbert's model (۲۰۰۹) and also conducted in ۱۰ weekly ۹۰-minute sessions. Data analysis was performed using repeated measures ANOVA and SPSS-۲۶ software. Findings: Results indicated that both help-seeking training and self-compassion training were effective in improving social competence, achievement motivation, and academic resilience (P<۰.۰۱). Additionally, these results showed that self-compassion training was more effective than help-seeking training in enhancing social competence, achievement motivation, and academic resilience (P<۰.۰۱). Conclusion: It can be concluded that help-seeking training and self-compassion training are effective in improving social competence, achievement motivation, and academic resilience.

کلیدواژه ها:

Help-seeking ، Self-compassion ، Social competence ، Achievement motivation ، Academic resilience