The role of positive psychology in developing self-learning skills and improving the academic performance of freshmen university student

Samira ABDI; Neda     H. Al-Omari; Ali L.    . Qashmar; Husam    Qaddumi

doi:10.34118/jskp.v4i02.4066

Samira ABDI https://orcid.org/0000-0002-1426-2496
Neda H. Al-Omari
Ali L. . Qashmar https://orcid.org/0000-0002-8449-0021
Husam Qaddumi

DOI: https://doi.org/10.34118/jskp.v4i02.4066

Keywords: Academic performance, Positive psychology interventions, Self-learning skills

Abstract

his study aimed to investigate the impact of positive psychology interventions on self-learning skills and academic performance among university students. A cross-sectional survey approach was used, and data were collected from 150 undergraduate students at Hashemite University in Jordan. The survey consisted of demographic questions and Likert-scale items related to the role of positive psychology interventions in developing self-learning skills and improving academic performance. Descriptive statistics, multiple regression analysis, and structural equation modeling were employed to analyze the data. Results indicated that positive psychology interventions had a significant positive effect on both self-learning skills and academic performance. Furthermore, the relationship between positive psychology interventions, self-learning skills, and academic performance was found to be partially mediated by emotional well-being and growth mindset. These findings suggest that positive psychology interventions can be an effective means of enhancing self-learning skills and academic performance among university students. The results of this study may provide insights into the most effective ways of integrating positive psychology interventions into educational institutions to promote student success. However, caution should be exercised when implementing positive psychology interventions to mitigate potential risks associated with their use

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