Azam Keshavarzi; Khadijeh Abolmaali Alhosseini; Kianoosh Hashemian
Abstract
This study aimed to comparison of the effectiveness of spiritual skills training and cognitive-social skills on school orientation in elementary school students. The method of the present study was a quasi-experimental pre-test-post-test-follow-up design with a control group. The statistical population ...
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This study aimed to comparison of the effectiveness of spiritual skills training and cognitive-social skills on school orientation in elementary school students. The method of the present study was a quasi-experimental pre-test-post-test-follow-up design with a control group. The statistical population of the present study included all fifth and sixth-grade female students of an elementary school in District 2 of Tehran who were studying in the academic year of 2019-2020 with a total of 234,356. Fifty-one students based on the proposal of Delavar (2011) were selected by multi-stage random cluster sampling method and randomly assigned to 3 groups. The research instrument included Positive Orientation toward School Questionnaire by Ahmadi (2017). In the present study, the first experimental group underwent 12 sessions of 90 minutes of cognitive-social skills training; The second experimental group underwent 12 sessions of 90 minutes of spiritual skills training and the control group did not receive any intervention. The Analysis of variance with repeated measures with mixed method was used to analyze the data. The results of the present study showed that the difference between the effect of spiritual skills training and cognitive-social skills training was significant only in the component of the sense of belonging to school (P<0.01, F=8.51) of orientation to school at the level of 0.01. Based on the results of the present study, it is suggested that students be taught cognitive-social skills and spiritual therapy as a course during the school year.
