The Effectiveness of Lyubomirsky Happiness Training on Positive Learning Emotions and Academic Self-Regulation among Female Students of Isfahan University

Abstract

The aim of this study was to investigate the effectiveness of Lyubomirsky happiness training on positive Learning emotions and academic self-regulation among students of Isfahan University. The study was quasi-experimental (pretest-posttest with a control group). The statistical population of the study was all female undergraduate students of Psychology at the Isfahan University in the academic year 2020-2021, who 30 people were selected using convenience sampling method and randomly assigned to experimental and control groups (15 people for each group). Both groups completed the Pekrun et al. Learning Emotions Questionnaire (2002) and the Ryan and Connell Academic Self-Regulation Questionnaire (1989) in two stages: pretest and posttest. Lyubomirsky Happiness Training (2008) was conducted during six-session in the experimental group. Data were analyzed using descriptive statistics and inferential statistics (univariate and multivariate analysis of variance) in SPSS. Findings showed that Lyubomirsky happiness training had a significant effect on increasing the positive learning emotions and academic self-regulation in female undergraduate students of the Isfahan University (P <0.001). Since Lyubomirsky happiness training has a positive effect on students' positive learning emotions and academic self-regulation, therefore it is recommended to use this intervention to improve the variables discussed in universities or other educational institutions.

Keywords

• happiness training
• learning emotions
• academic self-regulation
• students