روانشناسی یادگیری
Nahid gharaei; Mahboobe Taher
Abstract
This research was conducted with the aim of investigating the effectiveness of ethics education with an emotion-oriented approach on responsibility and moral decision-making of female students of the second secondary school in Shahrood city. This study was conducted as a semi-experimental method with ...
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This research was conducted with the aim of investigating the effectiveness of ethics education with an emotion-oriented approach on responsibility and moral decision-making of female students of the second secondary school in Shahrood city. This study was conducted as a semi-experimental method with a pre-test-post-test design and a control group. The statistical sample included 24 female students who were randomly divided into two groups of 12 people, experimental and control. The experimental group participated in eight training sessions for 90 minutes with moral education with an emotion-oriented approach, while the control group did not receive any intervention. The instruments used for data collection included the responsibility scale of the California Psychological Inventory (CPI) and the Moral Judgment Test (MJT). Data analysis was done using covariance test (ANCOVA). The results of covariance analysis showed that moral education with an emotion-oriented approach had a significant effect on increasing responsibility (F=294.547, p<0.001) and improving moral decision-making (F=41.118, p<0.001) in the experimental group compared to the control group. Teaching ethics with an emotion-oriented approach can significantly help improve students' responsibility and ethical decision-making. These findings highlight the importance of paying attention to emotions in moral education and show that emotions can be used as a powerful tool in strengthening moral behaviors. To take full advantage of this approach, there is a need to train teachers and develop appropriate educational programs.
sanaz dehghan maravsti
Abstract
The aim of this study was to study the role of mothers' perfectionism (adaptive and maladaptive) in their children's responsibility mediated by their academic self-efficacy. The research design was correlational. The statistical population included high school students in Yazd city and their mothers. ...
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The aim of this study was to study the role of mothers' perfectionism (adaptive and maladaptive) in their children's responsibility mediated by their academic self-efficacy. The research design was correlational. The statistical population included high school students in Yazd city and their mothers. Who was studying in the academic year 1400-1401. The study population was 16800 students. Morgan table was used to select the sample. A total of 342 female high school students and their mothers were selected by Multi-stage cluster random sampling method. The research instruments were the Hill Perfectionism Questionnaire (2004), the Self-Efficacy Questionnaire (1999) of Jings & Morgan, and Responsibility at Home and School Kordlow (2008). Path analysis using LISREL software showed a positive, direct and significant relationship between adaptive perfectionism and self-efficacy (r = 0.405) and a positive, direct and significant relationship between adaptive perfectionism and responsibility subscale (r = 0.453). There is. There is a positive, direct, and significant relationship between maladaptive perfectionism subscale and self-efficacy (r = -0.102) and a negative, direct and significant relationship (r = -25.25) between maladaptive perfectionism subscale and responsibility. There is a positive, direct, and significant relationship between self-efficacy and responsibility (r = 0.378). Adaptive perfectionism has a positive, indirect, and significant relationship through the self-efficacy mediator variable of responsibility. Also, the correlation results for the subscales showed that striving for excellence, order and organization, purposefulness, as adaptive perfectionism, have a positive and significant relationship with self-efficacy, and high standards for others, interpersonal sensitivity as inconsistent perfectionism,
Madineh Rahmani Daryasary; sonia yavarinia; firouzeh Sepehrianazar
Abstract
This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third grade high school of female students (1217 persons) in city. Sample of the ...
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This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third grade high school of female students (1217 persons) in city. Sample of the study were 318 students who selected through random cluster sampling and base of Gessy and Morgan table who respond to spiritual intelligence self-report (king, 2008), hope measure (snyder, 1991) and responsibility California personality measure (1951). Data were analyzed by using descriptive and inferential statistics included Pearson ‘s correlation coefficient and multiple regression. Results showed significant correlation between subscales of spiritual intelligence and subscales of hope and responsibility with academic achievement. Also The result of regression analysis showed that spiritual intelligence, hope and responsibility were predicting to academic achievement (R2= 0.46). So, it can be concluded that in order to improve students 'academic achievement along with formal education, students' psychological dimensions should be considered.
madineh rahmani daryasary; sonia yavarinia; firouzeh Sepehrianazar
Abstract
This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third-grade high school of female students (1217 persons) in city. Sample of the ...
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This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third-grade high school of female students (1217 persons) in city. Sample of the study were 318 students who selected through random cluster sampling and base of Gessy and Morgan table who respond to spiritual intelligence self-report (king, 2008), hope measure (snyder, 1991) and responsibility California personality measure (1951). Data were analyzed by using descriptive and inferential statistics included Pearson ‘s correlation coefficient and multiple regression. Results showed significant correlation between subscales of spiritual intelligence and subscales of hope and responsibility with academic achievement. Also, the result of regression analysis showed that spiritual intelligence, hope and responsibility were predicting to academic achievement (R2= 0.46). So, it can be concluded that in order to improve students 'academic achievement along with formal education, students' psychological dimensions should be considered.
