Sahar Hayatbakhsh; Gholamhossein Entesare Foumani; masood hejazi
Abstract
The purpose of this study was to The effectiveness of ethical intelligence training in educational ethic and educational self-efficacy in tenth grade female students. The research method was experimental with unbalanced control group design. The statistical population consisted of 771 students of 10th ...
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The purpose of this study was to The effectiveness of ethical intelligence training in educational ethic and educational self-efficacy in tenth grade female students. The research method was experimental with unbalanced control group design. The statistical population consisted of 771 students of 10th grade girl students in zanjan city in the academic year of 2017-2018. 1 experimental group and 1 control group were divided and replaced. Subjects in both groups completed the questionnaires of academic ethics and academic self-efficacy in pre-test and post-test. The experimental group received 11 sessions of 90 minutes of ethical intelligence training while the control group did not receive any intervention. Results of covariance analysis showed that moral intelligence training had an effect on increasing students' academic ethics and academic self-efficacy (P˂0.001). Overall, the results of this study showed that to increase students' academic ethics and academic self-efficacy, using ethical intelligence training is effective.
روانشناسی یادگیری
Soleyman Kabini Moghadam; Gholamhossein Entesare Foumani; masod Hejazi; Hasan Asadzadeh
Abstract
The purpose of this study was effectiveness of instruction of self-regulated learning strategy to increase educational buoyancy and educational conscience of procrastinating students. The method of this study was quasi-experimental with pre-test & post-test and control group. The statistical population ...
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The purpose of this study was effectiveness of instruction of self-regulated learning strategy to increase educational buoyancy and educational conscience of procrastinating students. The method of this study was quasi-experimental with pre-test & post-test and control group. The statistical population of the present study included all male students of the non- public schools in the second branch of the second grade (eleventh) secondary schools of the first and second rasht in the academic year of 2017-2018. Of these, 40 of them were selected by multi-stage cluster sampling and randomly divided into 2 groups (experimental and control). questionnaires educational conscience McIllory and Bunting (2002) and educational buoyancy of Dehghani-Zadeh and Hossein-Chari (2012) completed all of the subjects in the pre-test and post-test phases. The experimental group received 15 sessions of 90 minutes under the self-administered learning strategy learning curriculum, while the control group did not receive any interventions during this period. The results of covariance analysis showed that instruction of self-regulated learning strategy increased educational buoyancy and conscience of procrastinating students (P˂0.001). The result of this study showed that using self-learning learning strategies is effective in reducing procrastinating students.
