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Developing and validating a self-determination skills training package and evaluating its effectiveness on the psychological capital of students with type 2 diabetes
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Mahsa Hajihosseini Mesgar1    , Fariborz Dortaj *2 , Fatemeh Ghaemi3 , Reza Gorban Jahromi4 , Aboutaleb Seadatee Shamir4 |
1- PhD Student in Educational Psychology, Department of Educational Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran., PhD Student in Educational Psychology, Department of Educational Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2- Professor, Department of Educational Psychology, Allameh Tabatabaei University, Tehran, Iran, Professor, Department of Educational Psychology, Allameh Tabatabaei University, Tehran, Iran , dortaj@atu.ac.ir
3- Associate Professor, Department of Disease Management and Organ Transplantation, Deputy for Treatment, Ministry of Health, Treatment and Medical Education., Associate Professor, Department of Disease Management and Organ Transplantation, Deputy for Treatment, Ministry of Health, Treatment and Medical Education.
4- Assistant Professor, Department of Educational and Personality Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran, Assistant Professor, Department of Educational and Personality Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran |
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Abstract: (45 Views) |
Background and Objectives: Type 2 diabetes can undermine motivation and negatively affect the mental health of university students. The aim of this study was to develop and validate a self-determination skills training package and to evaluate its effectiveness on the psychological capital of students with type 2 diabetes.
Subjects and Methods: The present study was mixed (qualitative-quantitative) exploratory-explanatory research in terms of approach. In the qualitative phase, a self-determination skills training package tailored for students with type 2 diabetes was developed, and after establishing content validity, the final version consisting of 12 ninety-minute sessions was prepared. In the quantitative phase, the effectiveness of the package on psychological capital was assessed using a quasi-experimental pretest-posttest design with a two-month follow-up and a control group. A total of 40 students meeting the inclusion criteria were selected through purposive sampling and assigned to experimental and control groups. Data were collected using the Luthans Psychological Capital Questionnaire (2007) and analyzed through repeated-measures ANOVA in SPSS-26.
Results: The results showed that the mean psychological capital in the experimental group increased significantly from pre-test to post-test and this increase was maintained in the follow-up period. The main effect of time was significant (F(2,96)=14.82, P<0.001, η²=0.27) and the interaction effect of time × group was also significant (F(2,96)=17.45, P<0.001, η²=0.27); while no significant change was observed in the control group. Also, the content validity of the educational package was desirable; so that the CVR values of the sessions were between 0.81 and 0.90 and the average CVI was 0.90, which indicated the appropriate face and content validity of the educational package.
Conclusion: Self-determination theory-based training led to a significant improvement in the psychological capital of students with type 2 diabetes, and the positive effects remained relatively stable at follow-up. This approach can be used to enhance psychological resources and academic adjustment in students with chronic illnesses.
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| Keywords: Self-Determination Skills, Type 2 Diabetes, Psychological Capital, Educational Intervention, University Students |
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Type of Study: Original |
Subject:
Special
Received: 2025/12/1 | Accepted: 2025/12/2
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Research code: IR.IAU.SRB.REC.1404.076 Ethics code: IR.IAU.SRB.REC.1404.076 Clinical trials code: IR.IAU.SRB.REC.1404.076
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