The Effectiveness of Mentalization-Based Group Training on Academic Well-Being and Psychological Capital among Adolescent Boys at Risk for Substance Abuse

Abstract

Introduction and Aim: Adolescents at risk for substance abuse may experience difficulties in academic adjustment and possess fewer positive psychological resources; therefore, strengthening mentalization may serve as an important protective mechanism in this population. This study aimed to determine the effectiveness of mentalization-based group training in improving academic well-being and psychological capital among adolescent boys at risk for substance abuse. Methodology: This quasi-experimental study employed a pretest–posttest design with a control group and a 60-day follow-up. The statistical population comprised male lower-secondary school students at risk for substance abuse in Isfahan, Iran, during the 2023–2024 academic year. Thirty eligible students were selected through purposive sampling and randomly assigned to an experimental group or a control group, with 15 participants in each group. The experimental group received twelve weekly 90-minute sessions of mentalization-based group training, whereas the control group received no intervention. Data were collected using the Academic Well-Being Questionnaire developed by Tuominen-Soini et al. and the Psychological Capital Questionnaire developed by Luthans. Repeated-measures analysis of variance and Bonferroni post hoc tests were conducted using SPSS version 26. Findings: The time-by-group interaction was statistically significant for academic well-being (F(2,56)=35.598, p<0.0001, ηp²=0.560), and a significant between-group effect was also observed (F(1,28)=8.010, p=0.009, ηp²=0.222). For psychological capital, the time-by-group interaction was significant (F(2,56)=87.544, p<0.0001, ηp²=0.758), as was the between-group effect (F(1,28)=14.126, p=0.001, ηp²=0.335). Bonferroni comparisons indicated significant differences between the pretest and both the posttest and follow-up assessments for both outcomes (p<0.0001). However, no significant differences were found between the posttest and follow-up assessments (p=0.999), indicating that the intervention effects were maintained over time. Conclusion: Mentalization-based group training produced sustained improvements in academic well-being and psychological capital among adolescent boys at risk for substance abuse. Accordingly, this intervention may be incorporated as a complementary component of school-based mental health promotion and substance abuse prevention programs.