Fostering the X-Factor in Pakistan’s university students

Abstract

Possessing the X-Factor makes one more interesting, valuable, and unique than the rest. Based on a sample of 427 bachelor’s students, results of Study 1 supported the psychometric integrity of an X-Factor scale derived from various theoretical perspectives. Study 2 was a positive psychology strengths intervention, which entailed developing the X-Factor in 200 bachelor’s students (50 students randomly allocated to four groups; one untreated control and three experimental groups). The three interventions (individual, pair, and small group work) succeeded in developing the X-Factor in bachelor’s students, as indicated by the significant interaction effects of group and time of measurement (Pretest-Posttest-Follow-up test) on scores related to the X-Factor and its dimensions/subscales (self-insight, personal magnetism, self-determination, self-discipline, catalytic learning ability, and optimism). To examine the relative difference in the effect of the interventions, three sets of analysis of effect sizes were undertaken. The first set of analysis revealed that individual work was comparatively more suitable for enhancing the total X-Factor as well as self-determination, self-discipline, and optimism in university students. The second showed that pair work was comparatively more appropriate for improving self-insight and catalytic learning capability, whereas, the third demonstrated that small group work was more fitting for developing personal magnetism. Results have potential implications for education administrators, faculty members, student affairs practitioners, and positive psychology practitioners/facilitators. Researchers may use the valid and reliable scale in various innovative contexts to evaluate the potential of the X-Factor.