Leila Mansouri; Ali Reza Haji yakhchali; Manijeh Shehni yeilagh; Gholam hossein Maktabi
Abstract
The purpose of this study was to investigate the effectiveness of neuro linguistic programming strategies training on emotional intelligence, achievement motivation and academic self-concept. This study was experimental pre-test, post-test with the control group design. The statistical population of ...
Read More
The purpose of this study was to investigate the effectiveness of neuro linguistic programming strategies training on emotional intelligence, achievement motivation and academic self-concept. This study was experimental pre-test, post-test with the control group design. The statistical population of this study consisted of all female fifth grade elemantary school students in Izeh city in the academic year of 2020-2021. Then 30 people with learning disabilities were selected through random multi stage cluster sampling and were assigned randomly to experimental and control groups. The instruments used in this study were emotional intelligence (Petrides & Furnham, 2001) achievement motivation (Hermance, 1977) and academic self-concept (Liu & Wang, 2005). The experimental group received neuro linguistic programming strategies training for ten 60-minutes sessions, one sessions in a week lasting for two month. Analysis of the data was done using descriptive (average & standard deviation) and inferential (multiple covariance analysis) tests. Experimental group showed significant increase in achievement motivation and academic self-concept after being trained, But no significant effect was observed on emotional intelligence. Based on the result we can say that neuro linguistic programming strategies training is an important method in improving of achievement motivation and academic self-concept students with learning disability.
Mahshid Jahtalab Ziabari; Hasan Ahadi; Mohsen Meshkobid Haqiqi
Volume 11, Issue 36 , July 2015, , Pages 213-221
Abstract
This research aimed at studying the educational effectiveness of the meta-cognitive strategies and creativity on academic self-concept. The research designed as semi-test in two test groups and one control group by pre-test and post-test. The population consisted of female students of the 7th grade in ...
Read More
This research aimed at studying the educational effectiveness of the meta-cognitive strategies and creativity on academic self-concept. The research designed as semi-test in two test groups and one control group by pre-test and post-test. The population consisted of female students of the 7th grade in region 2 of Tehran city in 2014-2015.The statistical sample was composed of 54 students from which 18 students placed randomly in meta-cognition group, 18 creativity group and 18 control group. Then, DELAVAR academic self-concept pre-test performed for groups and the first test group trained as 10 sessions of 70 min by a teaching pack of TREE method(SEXESTON et al model), the second test group by researcher-made teaching pack of creativity of TOLENCE & WILLIAMS principles and control method by common teaching methods. To investigate the increased academic self-concept, the post-test were used. Data analyzed by using statistical tests such as covariance analysis. The findings have been shown to students enjoying meta-cognitive and creativity education have increased their academic self-concept significantly and this research recommended good solutions to improve academic self-concept.