Background: Adolescence can be considered the most important period in human life. Considering the high rate of prevalence of mental disorders in teenagers and the need to pay attention to their psychological well-being and educational progress due to the comprehensive importance of these two variables in all aspects of students' lives, solutions and training that can be useful in this field are necessary. it seems. One of these trainings is positive psychology.
Aim: To investigate the effectiveness of multi-component positive psychology intervention training on well-being, adherence and self-efficacy during adolescence with the control of socio-economic status.
Methodology: The statistical population of this research included 12-19-year-old (secondary) students in the academic year 1402-1401, 60 of them were selected by a simple random method, and they were divided into two groups of 30 (experimental group and control group) and trained. . In order to collect data, Rief's well-being questionnaire (1989), Morris' self-efficacy questionnaire (2011), Martin engagement questionnaire(2007) and finally, the socio-economic status questionnaire of Qadrat Nama (1392) were used, as well as psychology training sessions. Positive orientation was held in 10 sessions of 90 minutes.
Findings: The results of the above hypothesis test showed that there is a significant difference between the well-being, adherence and self-efficacy scores of the experimental and control groups at the level (P = 0.0001) and the training of multicomponent positive psychology intervention on well-being. , and self-efficacy in different periods of adolescence is effective by controlling socio-economic status. The increase of positive psychology intervention training on well-being, and selfefficacy to the control of socio-economic status in adolescence has been 0.30, 0.01
and 0.31, respectively.
Conclusion: Multi-component positive psychology intervention training is effective on well-being, and self-e