Effectiveness of Cognitive Hope Training on Increasing Engagement and Academic Responsibility of Medical Science Students with a Positive Attitude Towards Cheating
نویسندگان
1 Department of Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran
2 PhD student of Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran.
3 Master of Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran
doi
10.30491/ijtmgh.2025.494896.1449چکیده
Introduction: This study aimed to determine the effectiveness of cognitive hope training on engagement and academic responsibility among medical science students who have a positive attitude towards cheating. Methods: The research method was semi-experimental, using a pre-test-post-test design with a control group and a three -month follow-up. The statistical population included all students in Dezful University of Medical Sciences with a positive attitude towards cheating during the 2023-2024 academic year. A sample of 30 students was selected through purposive sampling and randomly assigned to two groups of 15 (experimental and control). The Academic Engagement Scale (AES, Riu & Tising, 2011) and the Academic Responsibility Scale (ARS, Akbari, Capri, & Gündüz, 2013) were used, along with an 8-session (two 60-minute sessions each week) cognitive hope training protocol based on Snyder's theory (1991). Data were analyzed using repeated measures ANOVA. Results: The results indicated significant differences between pre-test and post-test scores for academic engagement and between pre-test and follow-up scores (p < 0.01). Similarly, significant differences were found for academic responsibility (p < 0.01), demonstrating the effectiveness of the intervention. Conclusions: Therefore, cognitive hope training can significantly enhance academic engagement and responsibility among students with a positive attitude towards cheating.
