Shahrzad Yektatalab - Community Based Psychiatric Care Research Center, Department of Mental Health and Psychiatric Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
Fatemeh Geranmayeh - Department of Mental Health and Psychiatric Nursing, School of Nursing and Midwifery, Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran
Manoosh Mehrabi - Department of e-Learning in medical Sciences, Virtual School (Comprehensive Center of Excellence for Advanced Electronic Learning in Medical Sciences), Shiraz University of Medical Sciences, Shiraz, Iran

Background: Happiness is one of the major feelings and psychological needs playing a vital role in providing the health of individual and community. Happiness is also a shield against stress and anxiety; therefore, utilizing appropriate educational methods to increasing it is essential. In-person educational methods have faced obstacles like time limits and ignoring the learners’ differences. Thus, this article aimed to investigate the effectiveness of mobilebased cognitive negotiation on happiness among female adolescence students.Methods: This study is an educational intervention, and pretest, post-test research project. The research community included ۱۳-۱۵-year-old female adolescents in first-grade high school of public schools in district ۲, Shiraz. The sample size was determined ۱۲۰ students (۶۰ in the control and ۶۰ in the intervention group). Sampling was done using the random clustering method. The research phases included content preparation, application design, and the intervention phase. The content was activated by installing the Fordyce model on the students’ cell phones and one training session a week, and then the students were provided with this content. The data were collected using the Oxford Happiness in both groups in two phases before and immediately after gathering; we also used Mann-Whitney test through SPSS software.Results: According to the findings, the average score of students in the intervention group reached ۹۸.۴۸ from ۵۳.۹۸, after the intervention (P<۰.۰۰۰). However, in the control group, this average score changed from ۵۸.۰۶ to ۵۸.۹۰; therefore, there was no significant difference (P=۰.۹۸۳).Conclusions: The results of this study indicated the importance of teaching happiness and the effectiveness of the mobile-based educational technique; therefore, it is recommended that this method should be used in educational settings.

online learning, Happiness, Cognitive intervention, Fordyce model, Mobile-based education, Students