Effect of metaemotional strategies on educational aspirations and psychological wellbeing of adolescents in relation to their learned optimism

Abstract

The present study was conducted with the aim to study the effect of metaemotional strategies on educational aspirations and psychological wellbeing of the adolescents in relation to their learned optimism. The sample consists of 180 students (90 students in Experimental Group and 90 students in Control Group) of class XIth of the two Government Model Senior secondary schools, Chandigarh. The experimental study was based on 2x2 factorial design as well as on the concurrent triangulation design. Educational Aspirations Inventory, Psychological wellbeing scale and Learned optimism scale was administered during Pre-Test, on the basis of learned optimism scores students were divided into high and low. After pre-test intervention program was given to the experimental group and conventional teaching was done with the participants of control group. The statistical techniques employed for the analysis of the data were mean, median, mode, standard deviation, skewness, kurtosis, paired samples t-test, independent samples t-test, one way ANOVA and ANCOVA. The findings of the study revealed significant differences in the mean scores on educational aspirations and psychological wellbeing of the experimental group taught through metaemotional strategies. In addition to this, qualitative analysis of the data was done which was collected through observations, case studies, interviews and Focus group discussions. It was found that proved to be significantly beneficial in improving the writing skills of the elementary school students. To conclude the results depicted significant effect of intervention program on the educational aspirations and psychological wellbeing. newline