Effectiveness of Positive Education Program Based on Seligman's PREMA Model on Students' Self-Efficacy and Engagement in Online Classes

Abstract

The purpose of this research was to investigate the impact of a positive education program grounded in Seligman's PREMA model on the self-efficacy and engagement of students enrolled in online courses. In terms of objective and methodology, this study was experimental research employing a repeated measurements design; it was also an application of research. During the 2019-2020 academic year, secondary public elementary schools in the eleventh district of Tehran comprised the statistical population of the present study. A secondary elementary school located in the 11th district of Tehran was selected using the convenient sampling method. The research was carried out on the entire student body of this elementary school, which consisted of 315 female students. The instruments utilized for data collection were the online student engagement scale (OSE), and online learning self-efficacy scale (OLSES). SPSS software was utilized to conduct multivariate analysis of variance for repeated measures on the data. The outcomes demonstrated that the implementation of a positive education program increased online students' engagement and self-efficacy. The findings of this study may provide educational psychologists and school counselors with valuable insights for developing and executing initiatives that foster student motivation and flourishing.

Keywords

• online classes
• perma model
• positive education
• students' engagement
• students' self-efficacy