Social Psychology Research

Abstract  
Introduction: Academic underachievement represents a significant and multifaceted challenge within educational systems, affecting not only students' academic performance but also their psychological and social well-being. This phenomenon can lead to diminished self-confidence, increased anxiety, and impaired social relationships, ultimately limiting an individual's life opportunities in the long term. Consequently, identifying and evaluating effective interventions to enhance social skills and mitigate the negative consequences of academic failure is of considerable importance. The present study aimed to compare the effectiveness of self-affirmation training and positive psychology training on the social skills of male secondary school students experiencing academic underachievement.
Method: This study employed a quasi-experimental pretest-posttest design with a control group and a follow-up phase. The statistical population comprised all male students in the second stage of secondary education in Dargaz County who had demonstrated academic underachievement. A purposive sample of 60 students was selected and randomly assigned to three groups: self-affirmation training (n = 20), positive psychology training (n = 20), and a control group (n = 20). The intervention programs were implemented over a specified period. Data were collected using the Social Skills Inventory (Riggio, 1986) and analyzed using repeated-measures analysis of variance (ANOVA) and Bonferroni post-hoc tests.
Results: The findings revealed that both the self-affirmation training program and the positive psychology training program significantly improved students' social skills compared to the control group (p < 0.05). However, positive psychology training demonstrated significantly greater effectiveness in enhancing social skills than self-affirmation training. These improvements were sustained at the follow-up assessment, indicating the long-term benefits of both interventions.
Conclusion: The results indicate that while both educational approaches were effective in improving the social skills of academically underachieving students, positive psychology training exhibited superior efficacy due to its comprehensive, motivational nature and emphasis on fostering positive thinking. Accordingly, the implementation of positive psychology-based approaches may serve as a practical strategy for enhancing students' social interactions and psychological well-being.