Asma Fooladi - Assistant Professor, Department of Psychology, Tabaran Institute of Higher Education, Mashhad, Iran
Alireza Sadeghinia - Assistant Professor, Department of Geography Education, Farhangian University, Tehran, Iran
Zahra Arabsalari - MA of Educational Psychology, Department of Psychology, Payam-e-Noor University, Tehran, Iran

Considering the importance of adaptation, especially in students of Farhangian University, the present study aimed to determine the effectiveness of academic buoyancy training on emotional, social, and educational adaptation in geography students of the Martyrs of Mecca campus. This research was applied in terms of objective and quasi-experimental in method, with a pre-test and post-test design along with a control group. The study population consisted of geography students at the Martyrs of Mecca campus of Farhangian University in Tehran for the academic year ۲۰۲۳-۲۰۲۴. Forty students were selected as the sample using a convenience sampling method and randomly placed into two groups of ۲۰. The experimental group underwent ۱۲ sessions of ۷۰-minute academic buoyancy training, while the control group received no such training during this period. The data collection tools included a demographic information form and the Sinha and Singh (۱۹۹۳) Adaptation Inventory, and the data obtained from their implementation were analyzed using Multivariate Analysis of Covariance in SPSS software version ۲۵. The results showed that academic buoyancy training led to a decrease in scores (improvement) of emotional, social, and educational adaptation in geography students of the Martyrs of Mecca campus (P < ۰.۰۰۱). The findings of this study indicate the effectiveness of academic buoyancy training in improving emotional, social, and educational adaptation in students. Therefore, academic buoyancy training can be utilized alongside other educational methods to enhance student adaptation.

Academic Buoyancy Training, Emotional Adaptation, social adaptation, Educational Adaptation, Students