PERMA-Training Education Students on Academic Self-Efficacy and Engagement

Abstract

Academic self-efficacy (ASE) and academic engagement (AE) are important factors that influence students’ life and higher education achievements. ASE relates to students’ ability to organize themselves for and succeed in academic tasks and activities. Academic engagement refers to the extent to which students actively participate in and interact with their academic environments. This research aimed to prepare a program for improving ASE and AE in education students who have failed classes. The sample consisted of 60 male graduates, who were selected intentionally. Their ages ranged from 21 to 24 years old (M = 21.92 years, SD = 0.87), and they had received bachelor’s degrees from the Faculty of Education of Dakahlia – Al-Azhar University, Egypt. The study used a quasi-experimental approach. The research tools were an academic self-efficacy scale (ASES) and an academic engagement scale (AES). The results indicated that a program based on the positive emotion, engagement, relationships, meaning, and accomplishment (PERMA) model helped students to use the five PERMA building blocks to develop their ASE and AE. The researchers recommend using the study’s results in developing guidance and training programs to enhance education students’ ASE and AE.

Received: 6 September 2024 / Accepted: 15 November 2024 / Published: 05 January 2025