Journal of Research in Educational Systems
Scientific Journal

Developing an educational adaptation training package and examining its effectiveness on emotional-behavioral engagement and students' self-acceptance

Document Type : Original Article

Authors

Tahereh Hasib Hoseinabadi 1
Mohammad-Ali Nadi 2
Ilnaz Sajjadian 3

1 Department of Educational Psychology, Isf.C., Islamic Azad University, Isfahan, Iran.

2 Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran.

3 Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran

https://doi.org/10.22034/jiera.2026.579033.3477
Abstract
Objective: The aim of the study was to develop an educational package for academic adjustment and to examine its effectiveness on emotional-behavioral engagement and self-acceptance in students.
Method: The research method was a semi-experimental pre-test-post-test type with a control group and a follow-up period. The statistical population included all second and third year students of Yazd University in the academic year 1403-1404, of which 30 students were selected through purposive sampling and randomly assigned to two experimental (15 people) and control (15 people) groups. The experimental group received the educational adaptation package intervention of Hasib Hosseinabadi et al. (1403) in 10 90-minute sessions. The instruments used included the Academic Behavioral-Emotional Conflict Questionnaire (Wellborn, 1991) and the Unconditional Acceptance Questionnaire (Chamberlain & Haaga, 2001). Data analysis was performed using repeated measures analysis of variance using SPSS26 software.
Results: The results of the content evaluation showed that all sessions were considered essential by experts (CVR=0.92) and their content was fully relevant to the objectives of the sessions (CVI=0.83). Also, the results of repeated measures showed that there was a significant difference in the mean scores of emotional and behavioral engagement and non-engagement and self-acceptance in the pre-test, post-test and follow-up stages (p<0.001). In other words, the educational package for students' academic adjustment was effective on engagement and non-engagement in self-acceptance, and the effects of the intervention remained in the follow-up stage.
Conclusions: Based on the available evidence, self-acceptance and emotional-behavioral engagement can be improved in students by providing academic adjustment training by university counselors and professors, and students can adapt themselves to the educational process and improve their academic performance with the help of academic adjustment techniques. It can also be used as an intervention in the treatment of students' behavioral and academic problems.

Keywords

Self-acceptance
Emotional-behavioral conflict
Academic adjustment
Subjects
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Journal of Research in Educational Systems
Volume 20, Issue 73
Spring 2026
Pages 17-31

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