Determining the Effect of Acceptance and Commitment-Based Education on Responsibility and Happiness of the Students of Tehran University of Science and Technology

Abstract

The purpose of the study was to examine the effectiveness of acceptance and commitment-based education on responsibility and happiness of science and technology students. The study was quasi-experimental with pre-test-post-test and the population was all female students of Tehran University of Science and Technology. The sample was thirty people randomly selected and assigned in two groups - experiments and control - of fifteen. Data collection tools were two standard questionnaires - California Psychological Inventory (CPI) and Oxford Happiness - and Acceptance and Commitment Therapy sessions. The data was analyzed in two descriptive and inferential sections. In the descriptive study, descriptive statistical indices frequency, mean and standard deviation were calculated for both groups (experimental and control group) and ANKOVA analysis of covariance was used in the inferential statistics. Spss21 was used to accelerate obtaining the results. The results indicated that acceptance and commitment-based educationis effective in responsibility and happiness of science and technology students where acceptance and commitment-based education have a greater effect on students' responsibility given the severity of the effect.