روانشناسی یادگیری
Leila Sadeghi; Masoud Gholamali Lavasani Gholamali Lavasani; Salar Faramarzi; GholamAli Afrooz Afrooz
Abstract
The aim of the present study was to develop an academic self-confidence training protocol for students with special learning disabilities. The research method was comparative content analysis. Sampling was started in a purposeful way and written sources with the topic of self-confidence were used. Then, ...
Read More
The aim of the present study was to develop an academic self-confidence training protocol for students with special learning disabilities. The research method was comparative content analysis. Sampling was started in a purposeful way and written sources with the topic of self-confidence were used. Then, the content of books and articles was analyzed in terms of components related to academic self-confidence. In this study, educational components were first extracted, then they were classified in the form of basic content, main component and secondary component. The academic self-confidence educational package is based on 6 comprehensive themes including: academic vitality (with themes that create motivation and academic involvement), academic self-efficacy (with themes that create a sense of competence and self-confidence), self-regulation (with themes that create self-awareness), self-monitoring, purposefulness, self-management and the use of effective learning strategies), scientific thinking (with the themes of critical thinking, creative thinking and cognitive flexibility), executive skills (with the themes of planning and organization, attention control and concentration, problem solving, and resilience) were formulated with the constructive themes of stress management, emotion management, adaptation and positive interactions and self-care. The educational self-confidence training model obtained can be used in the formulation of the intervention for the education of students with specific learning disorders, along with other existing interventions.
Marzieh Saviz; elahe hejazi; GholamAli Afrooz Afrooz; Keyvan Salehi
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 ...
Read More
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.
