The Effectiveness of Training on Psychological Flourishing Skills to Enhance both Cognitive Agility and Emotional Creativity among Students of the Faculty of Education

Document Type : Original Article

Author

أستاذ مساعد بقسم الصحة النفسية - كلية التربية - جامعة الإسكندرية.

Abstract

This study aimed to investigate the effectiveness of training on psychological Flourishing Skills to improve both cognitive agility and emotional Creativity, among a sample of (14) male and female students in the fourth year of scientific and literary specializations at the Faculty of Education, Alexandria University, using the following tools: The Scale of cognitive agility among university students. Prepared by the researcher, and the Scale of emotional creativity among university students, prepared by the researcher, and the Scale of psychological Flourishing Skills among university students prepared by the researcher, and the training program on psychological Flourishing Skills among university students, prepared by the researcher. The following results were reached: There are statistically significant differences between the average ranks of the study group’s scores at the significance level (0.01) in the two measurements (pre-post) on each of the dimensions of the cognitive agility scale and the total score, and the dimensions of the emotional creativity scale and the total score in favor of the post-measurement, which means the effectiveness of the program, and it was effect size values ​​for the dimensions of the cognitive agility scale (cognitive openness, cognitive flexibility, focused attention), and the total score, respectively   (0.909, 0.890, 0.920, 1), and for the dimensions of the emotional creativity scale (emotional originality, emotional readiness, and emotional effectiveness), and the total score on respectively (0.984, 0.855, 0.878, 0.969), which indicate a large effect size for the program, and also found that there were statistically significant differences between the average ranks of the study group’s scores at the significance level (0.05) in the two measurements (post-following) on the dimensions of the cognitive agility scale (cognitive openness, cognitive flexibility, focused attention) and the total score in favor of the following measurement, and there are statistically significant differences between the average ranks of the study group’s scores at the significance level (0.01) in the two measurements (post-following) on the dimensions of the emotional creativity scale (emotional originality, emotional readiness, and emotional effectiveness) and the total score in favor of the following measurement, which means the continuity of the program’s impact.

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References

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