KMAN Publication Inc. (KMANPUB) Journal of Adolescent and Youth Psychological Studies (JAYPS) 2981-2526 6 Serial Number 39 2025 11 10 Comparison of the Effectiveness of Self-Regulation Training, Academic Help-Seeking Training, and Problem-Solving Training on Academic Optimism Comparison of the Effectiveness of Self-Regulation Training, Academic Help-Seeking Training, and Problem-Solving Training on Academic Optimism 1 12 10.61838/kman.jayps.4580 EN Journal Article 2025 07 10 <table> <tbody> <tr> <td> <p><strong>Objective:</strong> The present study aimed to compare the effectiveness of self-regulation training, academic help-seeking training, and problem-solving training on academic optimism among male lower secondary school students in Bandar Abbas.</p> <p><strong>Methods and Materials: </strong> The research method was applied in purpose and quasi-experimental in design, employing a pretest–posttest design with a control group. The statistical population consisted of all male lower secondary school students enrolled in Bandar Abbas during the 2023–2024 academic year. The study sample was selected using a convenience sampling method. Participants were randomly assigned to three experimental groups and one control group (15 members per group). The standardized Academic Optimism Scale developed by Schenken-Moran et al. (2013) was used to measure the dependent variable. Based on the existing training protocols, the experimental groups received relevant interventions over one month (12 sessions in total), while the control group received no intervention. Data were analyzed using SPSS version 27.</p> <p><strong>Findings:</strong>  The results of multivariate covariance analysis (MANCOVA) and Bonferroni post hoc tests indicated that both self-regulation training and problem-solving training significantly increased academic optimism (p &lt; .05), whereas academic help-seeking training did not produce a significant improvement in academic optimism. Furthermore, there was no significant difference between self-regulation training and problem-solving training in their impact on academic optimism.</p> <p><strong>Conclusion:</strong>  Both self-regulation and problem-solving training effectively improved students’ academic optimism, whereas academic help-seeking training showed weaker results.</p> </td> </tr> </tbody> </table> https://journals.kmanpub.com/index.php/jayps/article/download/4580/8399