Document Type : Original Article
Authors
1
Corresponding Author: Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
2
M.A. of General Psychology, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran.
3
Assistant Professor of Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
4
M.A. of Rehabilitation Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
10.22098/jpc.2025.17732.1332
Abstract
Aim: The present study aimed to determine the effectiveness of self-encouragement training on the homesickness (including longing for family, desire to return home, maladjustment, feelings of loneliness, yearning for familiar people and environments) in non-native university students.
Method: This research employed a quasi-experimental design with a pre-test–post-test control group. The statistical population consisted of all first-year non-native university students residing in university dormitories at the Islamic Azad University of Ardabil. From this population, 30 university students were selected through purposive sampling and randomly assigned to an experimental group (n=15) and a control group (n=15). Data were collected using the Homesickness Questionnaire developed by Van Vliet (2001). The experimental group received 10 sessions of self-encouragement training based on the encouragement training Shwanker's model (1979). Self-encouragement training is a psychological intervention aimed at enhancing resilience and reducing negative emotions by promoting self-acceptance, recognizing personal strengths, and fostering a positive outlook on life. Data analysis was conducted using multivariate covariance analysis via SPSS software, version26.
Findings: The results showed that the self-encouragement Training significantly reduced the level of homesickness in the experimental group. Specifically, the post-test mean scores of homesickness and its subcomponents significantly decreased after the intervention (p<0.01).
Conclusion: The self-encouragement training significantly reduced feelings of homesickness and its related components among non-native university students. This finding demonstrates the effectiveness of this psychological intervention in improving emotional adjustment and alleviating longing for family and familiar environments. Therefore, it can be considered an effective approach for providing psychological support to non-native university students.
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