Improving self-concept and social adjustment in visually impaired female students through the perspective of positive psychology interventions (PPIs)

Abstract

This study aimed to investigate the effectiveness of positive psychology interventions (PPIs) in improving self-concept and social adjustment in visually impaired female students. This quasi-experimental study was conducted using a pre-test–post-test design with a control group. The participants were 30 visually impaired female students studying in public high schools in Tehran, Iran, in 2023. The students were selected through convenience sampling and randomly assigned to two groups: intervention and control groups (each 15). The participants’ mean( SD) age was 15.52 ± 2.21 years, and their ages ranged from 15 to 16 years. Data were collected using the Rogers Self-Concept Scale and the Adjustment Inventory for School Students (AISS). The participants in the intervention group attended eight 80-min PPI sessions. The collected data were analyzed with the SPSS software using analysis of covariance (ANCOVA). The findings indicated that the PPI improved the self-concept ( p = .01; F = 23.8) and adjustment ( p < .001; F = 66.12) in visually impaired female students ( p = .01; F = 23.8). Moreover, the PPI was more effective in the students’ emotional adjustment ( p < .001; F = 66.12), but it did not affect the social and academic adjustment of the students ( p = .39; F = 0.74) ( p = .115; F = 73.2). If a visually impaired person fails to adapt to her conditions and environment, she will feel low self-concept, insecurity, and failure, which can lead to maladaptive behaviors. It seems that positive psychology can significantly affect the mentioned factors.