Effectiveness of Flourishing Education on Consistency and Academic Engagement in Students (Case Study: Second-Grade Students of High School in Chalus City)

Purpose: based on the role of consistency and academic engagement in academic performance, this research aims to determine the effectiveness of flourishing education on the consistency and academic engagement of students. Methodology: This research was semi-experimental with a pre-test, post-test design, and a control group. The statistical population of this research was the second-grade high school students of Chalus city in the academic year of 2019-2020. The sample size was 30 people who were selected by convenience sampling method and replaced by the simple random method in two equal groups including experimental and control groups. The experimental group had flourishing education for two months at 8 sessions (one session a week), and the control group did not receive any education. The research tools were Duckworth, Peterson, Matthews Kelly’s (2007) consistency questionnaire and Reeve Tseng’s (2011) academic engagement questionnaire. The data were analyzed by multivariate covariance analysis methods in SPSS software at a sig. level of 0.05. Findings: the results showed that flourishing education increased students’ consistency (and both of its dimensions include stability in interest and persistence in effort) and academic engagement (and all four of its dimensions include cognitive, emotional, behavioral, and agency) (P 0.05) after controlling for the effect of the pre-test. Conclusion: it is essential to use the mentioned method to improve academic characteristics by considering the effectiveness of flourishing education in increasing consistency and academic engagement in students.