Comparison of the Effectiveness of Choice Theory-Based Education and Adolescent-Centered Mindfulness Training on Psychological Capital in Adolescent Football Players

Mohammad Ebrahim Hellat Abadi Farahani; Mohammad Reza Vajdian; Mahdi Davaei

Authors

Mohammad Ebrahim Hellat Abadi Farahani Department of Psychology, Bo.C., Islamic Azad University, Borujerd, Iran. Author https://orcid.org/0009-0005-2081-9122
Mohammad Reza Vajdian Department of Educational Sciences, Shahid Mirshaki Aligudarz Higher Education Center, Farhangian University, Lorestan, Iran. Corresponding Author https://orcid.org/0009-0001-2243-4518
Mahdi Davaei Department of Educational Sciences, CT.C., Islamic Azad University, Tehran, Iran. Author https://orcid.org/0009-0002-0518-8623

Keywords:

Choice Theory, Mindfulness, Psychological Capital, Adolescent Football Players, Reality Therapy

Abstract

Objective: This study aimed to compare the effectiveness of Choice Theory-based education and adolescent-centered mindfulness training in improving psychological capital among adolescent football players.

Methods and Materials: The study employed a quasi-experimental pretest–posttest control-group design with a two-month follow-up. The statistical population included adolescent football players aged 12–18 years in the Shemiranat region during the 2025–2026 academic year. Using purposive sampling, 45 eligible participants were selected and randomly assigned to a Choice Theory-based education group, an adolescent-centered mindfulness group, or a control group, with 15 participants in each group. The Choice Theory intervention was delivered in eight 90-minute sessions, whereas the adolescent-centered mindfulness intervention was conducted in ten 90-minute sessions. The control group received no intervention during the study period. Psychological capital was assessed at pretest, posttest, and follow-up using the Psychological Capital Questionnaire. Data were analyzed in SPSS version 26 using repeated-measures analysis of variance and post-hoc comparisons.

Findings: Repeated-measures analysis showed a significant main effect of time on psychological capital, F(1.101, 46.26) = 154.84, p < .001, partial η² = .787. The time × group interaction was also significant, F(2.203, 46.26) = 41.24, p < .001, partial η² = .663, indicating different patterns of change across the three groups. In addition, the between-group effect was significant, F(2, 42) = 20.34, p < .001, partial η² = .492. Post-hoc comparisons showed that both Choice Theory-based education and adolescent-centered mindfulness training significantly improved psychological capital compared with the control group (p < .01). Choice Theory-based education was significantly more effective than adolescent-centered mindfulness training, MD = 3.64, p = .044. Psychological capital was significantly higher at posttest and follow-up than at pretest (p < .001), whereas the difference between posttest and follow-up was not significant (p = .154), indicating maintenance of intervention effects.

Conclusion: Both Choice Theory-based education and adolescent-centered mindfulness training were effective in improving psychological capital among adolescent football players, with Choice Theory-based education demonstrating greater effectiveness and both interventions showing sustained effects at two-month follow-up.

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