Abstract
BACKGROUND:
Psychological capital, a vital factor in adolescents’ success, interacts with health and the dimensions of health and is especially important in adolescent girls. The purpose of this research is to explain the lived experiences of school principals regarding the promotion of psychological capital of high school girls through promoting their health.
MATERIALS AND METHODS:
The present study, which is based on a qualitative approach and a descriptive phenomenological method, has been carried out through studying 23 participants who were the principals of girls’ high schools in Tabriz in 2022. Purposive sampling method was used and 23 semistructured interviews were conducted until theoretical saturation was reached. Data analysis was conducted based on the Colaizzi’s seven-step method.
RESULT:
Findings indicate that the lived experiences of school principals regarding the promotion of psychological capital of high school girls through promoting their health can be classified as follows: physical health including physical activity and sports, healthcare (teeth and mouth, eyes, skin, and hair), disease prevention, nutrition, and physical fitness; mental health including spirituality, life skills, academic skills, counselling, and peer relationships; and puberty health including awareness of puberty, appropriate modeling, and sex education.
CONCLUSION:
The programs and behaviors related to health dimensions at schools are among the key grounds promoting psychological capital of high school girls.
Keywords: Mental health, physical health, psychological capital, puberty
Introduction
Adolescents are more likely to be exposed to risky health behaviors due to rapid physical and mental changes during puberty, peer pressure, and group norms.[1] Psychological capital (PsyCap) is a positive psychological state[2] characterized by self-efficacy, optimism, hope, and resilience is not only a positive psychological state that develops throughout the process of growth and development[3] but also a psychological resource that helps individuals handle the environment and themselves.[4] “As per Chiang and Chen, PsyCap is a positive psychological ability and attitude that is built over an individual’s life development”.[5] Luthans, Youssef, and Avolio “described the PsyCap components was four constructs as follows: hope—an approach to acquiring success with volition and effort; optimism—positive expectations about the future and attributions to the present; resiliency—coping well with adversity and negativity and recovering quickly from setbacks to achieve success; and self-efficacy—the confidence to obtain success by making optimum efforts when facing challenging tasks”.[6] The four dimensions of PsyCap have a common core, this common core focuses on identifying strengths, positive evaluation of the chances of success, and availability of goals.[7]
Students under greater pressure may require great self-efficacy to achieve task completion. “Self-efficacy represents the positive beliefs and thoughts about one’s personal capabilities to achieve success in challenging tasks”.[8] Optimism helps students make positive attributions of success. Therefore, when problems and adversity arise, hope and resilience can be valuable psychological resources for persevering in achieving academic goals.[9] “Psychological resilience, an ability to bounce back from a negative emotional experience and to confront stressful situations, is a major protective factor.”[10]
PsyCap is a vital factor in individual dynamics that affects individual cognition and action. People with high PsyCap have high positive mental energy and always face tasks with a positive attitude, especially when faced with problems, they see the future with hope and optimism and consider failure as temporary and do not give up easily in the face of problems and challenges.[11] “High PsyCap empowers individuals with resilience strength to cope up with adverse situations”.[12] Adolescents with high PsyCap also benefit from external support due to their high internal energy, which gives them more motivation to achieve their goals.[13]
The components of PsyCap are considered as psychological states and thus flexible and developable.[14] Past studies found that PsyCap interventions were effective to increase PsyCap[15] and schools are a good place to health education programs for students, which can teach a large number of teenagers with low cost and high returns.[16] Based on this, one of the effective factors in the development of students’ PsyCap is providing health education programs in its various dimensions and promoting health behaviors in them. In this research, the improvement of the PsyCap of female teenage students has been investigated through the improvement of mental health, physical health, and puberty health and the literature on the relationship between health dimensions and PsyCap shows their effects in the improvement of PsyCap.
Although there has been a lot of research on the effects of health and health education in schools on the knowledge, attitude, and performance of adolescents, there is limited evidence about psychological factors related to their consequences and the future of adolescents, such as self-efficacy, personal beliefs in their own capacity, and PsyCap.[1]
Mental health has always been one of the schools and families’ concerns.[17] Adolescent mental health and the school environment are constantly interacting with each other.[18] As per Lutans’ studies, the promotion of PsyCap interacts with an individual’s mental health.[19] Serçe et al.[20] have reported the effects of low resilience on psychological distress. Sun et al.[21] reported psychological distress was negatively correlated with PsyCap. Zhao et al.[17] have reported the negative relationship between depression and PsyCap in adolescents. Jing et al.[22] found out that there is a correlation between PsyCap, emotional intelligence, coping styles, and health status. Geremias et al.[23] reported a relationship of PsyCap profiles with internal learning in teams of students. Shirzad et al.[24] indicated that the personality traits of agreeability and flexibility are positively related to PsyCap. Abdollahi Boughrabadi[25] research reported the role of PsyCap in the prediction of mental wellbeing of girl students. Zamani et al.[26] reported a relationship between social health and PsyCap. Hashemi et al.[27] have reported the effect of life skills training on mental health. Prasath et al.[28] reported the mutual effects of PsyCap and mental health. Other studies have confirmed this relationship as well.[18,29,30]
Positive effects of physical activity and sports on health have been reported in some studies. Individuals with high physical activity are healthier and physical activity and sports are associated with high health throughout individuals’ lives.[31]
Lack of access to proper food and worrying about it can disrupt people’s mental health.[32] Other studies have also reported this relationship.[33,34]
Girls’ knowledge and understanding concerning the phenomenon of puberty and the associated hygiene is poor.[35] Puberty health includes a set of awareness, the adolescents’ possession of which will lead to the improvement of their physical and mental health.[36] As per the researches, Puberty Health Education (PHE) improves hygiene behaviours, hygiene performance, increase of public health and dignity, and decrease of aggressiveness.[37]
Therefore, by reviewing the literature on the subject, it is possible to mention health and its dimensions in the mental, physical, and puberty areas as key factors in improving psychological capital in adolescent girls.
Regarding the fact that there are 16 million adolescents in the country[35] and that we did not see any research in this field which reported concerning promoting PsyCap through the promotion of health, the present study has attempted to answer the following question: based on the lived experiences of the principals, how can the students’ PsyCap be promoted through dimensions of health?
Materials and Methods
Study design and setting
The overall purpose of the present study is to explain the lived experiences of school principals regarding the promotion of PsyCap of high school girls through promoting their health. This study was carried out based on a qualitative approach and a descriptive phenomenological method.
Study participants and sampling
Statistical population included all school principals of girls’ high schools in Tabriz in 2022. The statistical sample was purposefully selected. Selection criteria included having more than 10 years of management experience in schools and holding at least a master’s degree and academic studies related to education, and the exclusion criterion was the participants’ lack of interest to continue the study and their not cooperating with the researchers. Based on the criteria mentioned above and accessibility, the participants were selected from the statistical population until data saturation was reached.
Data collection tool and technique
The present study uses semi-structured interviews to investigate the lived experiences of the principals. The place, time, and whether conducting the interview would be in-person or online were determined by agreement between the participants and the researchers. Accordingly, 23 semi-structured interviews were conducted until data saturation. The questions were devised and designed in such a way that the lived experiences of the principals would be obtained. The interviews were conducted by the researchers themselves. Conducting the interviews lasted 15 to 40 minutes. The average duration of the interviews was 32 minutes. To ensure the participants’ understanding of the research topic, the researchers presented some specialized materials on the PsyCap and its dimensions for interviewees prior to presenting main questions of the interviews and reviewed the relevant points for two or three minutes. The main questions of the interview included: What pleasant and unpleasant experiences do you have regarding the promotion of the students’ PsyCap and its dimensions at schools, including self-efficacy, hope, optimism, and resilience? During your time as a school administrator or in your teaching experience, how have you been able to give hope to your students? Or make them more resilient in the face of their problems? Or help improve their self-efficacy and optimism? Explain exactly what happened.
In other words, school principals reported their experiences regarding the promotion of the students’ PsyCap through promoting their dimensions of health.
At the end of each interview, Colaizzi’s method was used for the analysis. Likewise, first the interview text was read carefully and the elementary concepts were extracted from the important sentences. Then based on the semantic similarity, the elementary concepts were classified in groups having common concepts and major and minor themes were achieved. To validate the findings, the judgments of the participants and other nonparticipant experts were used.[38] Furthermore, the findings were assessed based on the evaluation of Lincoln and Guba, which consists of four axes: (A) credibility, (B) dependability, (C) conformability, and (D) transferability.[39]
Ethical consideration
In this research, ethical considerations such as trustworthiness, confidentiality, and obtaining informed consent of participants were taken into account by the researchers.
Results
Investigating the demographic characteristics of the participants in this study indicates that overall there were 23 participants in the study, all of whom were women and principals in girls’ school. Fourteen participants had a master’s degree, five were PhD students, and two of them had PhD degrees. Nine and 14 participants were aged between 35 and 45 years and more than 45 years, respectively.
The coding of the interview transcripts using the Colaizzi’s analysis method showed that 167 elementary concepts can be extracted. Based on the semantic similarity of the elementary concepts, these concepts have been classified into three themes including physical health, mental health, and puberty health and 13 subthemes.
First theme: Physical health factors
Table 1 shows the subthemes of the physical health factors effective in the promotion of the students’ PsyCap.
Table 1.
Subthemes of the physical health factors effective in the students’ PsyCap
| Physical activity and sports |
| Healthcare (mouth and teeth, eyes, hair, and skin) |
| Disease prevention |
| Nutrition |
| Physical fitness |
Based on the lived experiences of the principals participating in the study, promoting physical health and the relevant cares can provide a suitable basis for the promotion of psychological health. One of the participants said, “Since I was a principal, my students’ doing sports and my helping them increase their physical activity either at home or at school has always been important…success in sports for those showing an aptitude for sports increases their PsyCap.” Another participant said, “My experience tells me those who are healthier are more hopeful, have higher self-efficacy and resilience and are more optimistic because they think everything is happening in their favour.” Another participant said, “I was dealing with a student who was paralyzed in all her activities because of her chronic disease, and she was completely alienated with life and society…we helped her at school…she got better…and I witnessed how she got more hopeful and had higher resilience.” As per another participant, healthcare associated with appearance like teeth, facial skin, and hair was important in PsyCap. Some others also referred to healthcare and physical fitness. “Sometimes we see a student who had her tooth pulled out, and she couldn’t have it fixed…the teachers reported that her level of speaking decreased, and that she’s trying to stay away from the others… something that lessens PsyCap. Of course we pay attention to such cases, and ask school counsellors for help.” Some participants have mentioned the necessity of healthy nutrition in this period of the high school girls. A principal said, “I observe the buffet and pay attention to the nutritional food we’re distributing…Foods that are fattening and without nutritional value can lower positive emotions in adolescents by damaging fitness.”
Second theme: Mental health factors
Table 2 shows the subthemes of mental health factors.
Table 2.
Subthemes of mental health factors effective in promoting the students’ PsyCap
| Spirituality |
| Life skills |
| Academic skills |
| Counselling |
| Peers relationships |
The lived experiences of the participant in this research showed that the factors associated with the students’ mental health are effective in promoting their PsyCap. The participants presented the experiences they had at school regarding planning or monitoring these factors and their experiences with the families or even some organizations concerning the promotion of mental health factors, mentioning that they had witnessed the promotion of psychological health in such cases.
A participant said, “Searching divine meanings and connecting the creation and whatever is happening to us in our life to a divine source…directs human being to a source beyond materialistic and natural powers…at school, there was a student suffering from depression, who with the help of the counsellor and…in using different procedures…we used the effect of being present in spiritual and religious ceremonies, and of course it worked as well as other methods…and the student became completely normal throughout one and half years and passed the university entrance exam, and she is a successful student now.” In their own simple words, different participants have suggested that adolescent girls possess life skills which are in line with self-awareness, other-awareness, communication, problem solving, decision-making, emotion control, coping with stress, etc. A participant said, “Since various skills at this age can prevent the adolescents from going to insecure and unhealthy places or having unhealthy relationships or decisions, they can also increase self-efficacy, hope and optimism…I had a student who had the stress of low grades and entrance exam, and I witnessed her sudden failure at 12th grade…we helped her a lot control her stress…so she passed the exams very well, but stayed behind the university for two years she was finally admitted to medical school last year…I suppose stress had decreased her hope, self-efficacy and optimism as well as her resilience, but controlling stress helped her which was time-consuming too…I wish we could easily observe such issues at schools.” The participants also emphasized the academic skills besides life skills, referring to skills such as studying, test-taking, time management, planning, etc. They believed that the grounds of acquiring these skills should be established continuously and in the previous academic grades. A participant said, “A student’s mental and physical health is not the result of one or two years, rather it has been formed since birth, inside home and elementary schools…and of course puberty shouldn’t be underestimated…in high schools we see all of their outcomes, you notice sometimes it’s getting late and a lot of efforts are necessary…we had students who were seriously considering running away from home or even moving abroad…those who were felt hopeless about circumstances or underestimated themselves and …we have achieved really good results at school due to our efforts and families’ corporation…” counselling based on the principals’ loved experiences has had a positive effect both for normal students and those who had problems and some participants have comparatively acknowledged the effects of school counselling service or its effect on high school girls’ PsyCap. The quality of peer relationship is also considered among the factors pertaining to mental health and the principals pointed out its effect on the psychological health, reporting some cases which could achieve success in the shadow of optimum quality of peer relationship, and the participating students attributed the success to their promoted PsyCap.
Third theme: Puberty health factors
Table 3 shows the subthemes of puberty health factors.
Table 3.
Subthemes of puberty health factors effective in promoting the students’ PsyCap
| Awareness of puberty |
| Appropriate modelling |
| Sex education |
The participants believe that the puberty health in high schools is influenced by the puberty health education in junior high schools and the way schools and families deal with this phenomenon. A participant said, “Regarding puberty and its effects on PsyCap, junior high schools are really important, especially grades 8 and 9…we had some cases, and when we explore the matter further, we see that there was a problem with the family’s dealing with and managing the first menstruation, and its hygiene… and the adolescent is still suffering from that improper initial experience, and this affects her positive emotions.” The participants mainly emphasized the mental and physical changes of puberty and its education to the adolescent girls both prior to facing it and during puberty period. The participants believe mothers have the most informative role and they also had some experiences of family education for mothers or joint meetings with mothers at schools, which have been effective. Appropriate modelling concerning the girls and women’s social roles and the quality of relationship with the opposite gender was something most participants referred to, especially in preventing any bitter experiences. The participants think high school period and in particular grades 10 and 11 are suitable for sex education and gender and social roles, believing it is necessary for preventing social harms that can decrease PsyCap. Some participants put an emphasis on the importance of families’ cooperation with schools concerning puberty health, acknowledging the mothers’ key roles.
Discussion
The results of the study showed that based on the school principals’ lived experiences, the dimensions of physical health, mental health, and puberty health are effective in promoting high school girls’ PsyCap. The findings are coherent with the findings of Yoon et al.,[1] Haroon Rashidi,[19] Jing et al.,[22] Sun et al.,[21] Zhao et al.,[17] Geremias et al.,[23] Hashemi et al.,[27] Prasath et al.,[28] Finch et al.,[18] Badri et al.,[31] and Arenas et al.[33]
A review study by Myers showed that malnutrition is related to psychological distress and its symptoms and it is necessary to implement programs that improve nutrition and mental health at the same time.[32] Poverty, nutritional, educational, and socio-economic deprivation lead to a decrease in mental healthcare and an increase in the occurrence of psychological confusion.[40]
In explaining the findings of this research, one can say that PsyCap is a function of health dimensions, and health dimensions lead to hope, self-efficacy, resilience, and more optimism in high school girls through reducing psychological confusion and improving psychological wellbeing. Meanwhile, each of the dimensions of health in combination with each other play a combined role.
Improving physical health through proper planning for sports activities; promotion of oral and dental healthcare, skin, and hair health; prevention of physical diseases through awareness, compliance with environmental health, promotion of healthy behaviors, and nutrition as per the growth age in each growth period; it can lead to the promotion of psychological capital.
Improving psychological capital through mental health is mainly based on life and academic skills and counseling to gain successful experiences by students and prevent unsatisfactory and bitter experiences. Along with these skills and counseling, spirituality and proper relationships with peers can also be used to improve psychological capital.
Acquiring appropriate pubertal health habits in teenage girls is important to improve their psychological capital, and in this connection, improving the knowledge and attitude of pubertal health, setting appropriate role models for adolescents, and timely sexual education can lead to the promotion of psychological capital.
Limitation and recommendation
Considering the main limitation of the present research and the qualitative nature of the research methods, it is recommended that future researchers use other research methods, especially experimental research to study the effects of health dimensions on PsyCap and use tools other than interviews.
Based on the results of the present research, it is recommended that appropriate syllabuses be provided concerning puberty health in junior high school and continue in the senior high school. Furthermore, it is suggested that professional counsellors and psychologists be employed in the field of different life skills and sex education in girls’ high schools. With regard to physical health, the presence of healthcare professionals to monitor the students’ health and the implementation of physical training professionals to provide suitable physical activities seem necessary.
International experiences can be used in line with the research results. For example, besides promoting the PsyCap of students, a suitable background can be provided by psychological training of teachers and applying mental healthcare programs in schools through teachers and psychological training of peers, health staff, pediatricians, and elementary care physicians.[41] Likewise, other similar programs have been devised in various countries. Based on the experiences of South Africa, promotion of different healthcare skills can be achieved through group activities.[42] Or, similar to the Zvindiri program in Zimbabwe, teachers and peer staff could be further trained in evidence-based psychological intervention.[43] Also, digital programs for mental health care are useful experiences that have been recommended by the World Health Organization due to greater access to smart phones. Mobile Health programs reduce the difficulty in accessibility, transportation, stigmatization, provider prejudice, and issues regarding privacy and confidentiality.[44]
Conclusion
As per the findings, having the high school girls learn up-to-date life skills, academic skills, and strengthening suitable peer relationship, training self-care to improve physical health, disease prevention, physical fitness, and puberty health can help them promote PsyCap.
Financial support and sponsorship
Nil.
Conflicts of interest
There are no conflicts of interest.
Acknowledgments
This article is taken from the PhD thesis in the Islamic Azad University of Tabriz branch, which was researched in secondary schools of Tabriz city, and we are grateful to the school principals who cooperated in collecting research data.
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