Volume 19, Issue 3 (8-2020)
TB 2020, 19(3): 73-86 |
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Yazd university , k.barzegar@yazd.ac.ir
Abstract: (1812 Views)
Introduction: In today's world, studying the factors affecting academic achievement is one of the major concerns in the evaluation of education and all the efforts of this system are in fact fulfilled. Unless scientific and creative people are trained, scientific progress cannot be achieved. Academic achievement while contributing to the development and development of the country, at the highest levels leads to finding a suitable job and position and thus a sufficient income.
Methods: This study was a quasi-experimental study with pretest-posttest design with control group. The statistical population of the study included all 9th grade boys in the academic year 1398-1989. 30 subjects (15 experimental and 15 control) were selected by multistage cluster sampling. Data were collected using two questionnaires: Zajakova et al. (2005) 27-item questionnaire and Flannner's social competence questionnaire 47 (1990). Data were analyzed using multivariate analysis of covariance (ANCOVA).
Results: The findings of this study showed that 8 sessions of self-education, cognitive compassion significantly increased students' self-efficacy beliefs and social competence in post-test.
Conclusion: According to the results, it can be said that self-cognitive compassion education can increase students 'academic self-efficacy and social competence and thus have a positive effect on students' academic achievement. Therefore, it is recommended to use interventional programs using the available capacities in schools.Introduction: In today's world, studying the factors affecting academic achievement is one of the major concerns in evaluating education and all the efforts of this system are targeted at fulfilling this goal. Scientific progress can be achieved by training scientific and creative people. Academic achievement contributes to the development of the country, leads to finding a suitable job and position at the highest levels, and results in a sufficient income.
Therefore, the purpose of this study was to evaluate the effectiveness of cognitive self-compassion education, academic self-efficacy, and social adequacy in the ninth grade male students of Yazd.
Methods: This research was quasi-experimental with pre-test/post-test design using a control group. The statistical population included all ninth grade male students in Yazd in 2018-2019. Data collection tools included the 27-item questionnaire of Zajakova et al. (2005), the 47-item questionnaire of Flanner (1990), and the Gilbert training package (2009). The stepwise cluster random sampling method was applied; the second educational district was randomly selected form all educational districts of Yazd. Later, a high school was selected randomly and then students of a grade (the ninth grade) were selected as the study sample. The students were randomly assigned into the experimental and control groups. The experimental group was exposed to cognitive self-compassion training in 8 sessions of 90 minutes. Data were analyzed using analysis of covariance.
Results: Based on the findings of this study, 8 sessions of cognitive self-compassion training increased the level of students' self-efficacy and social adequacy significantly in the post-test phase (p <0.5).
Conclusion: According to the obtained results, the cognitive self-compassion education can increase the students’ academic self-efficacy and social adequacy, which have a positive effect on their academic achievement. Therefore, application of the interventional programs in schools is recommended in this regard.
Methods: This study was a quasi-experimental study with pretest-posttest design with control group. The statistical population of the study included all 9th grade boys in the academic year 1398-1989. 30 subjects (15 experimental and 15 control) were selected by multistage cluster sampling. Data were collected using two questionnaires: Zajakova et al. (2005) 27-item questionnaire and Flannner's social competence questionnaire 47 (1990). Data were analyzed using multivariate analysis of covariance (ANCOVA).
Results: The findings of this study showed that 8 sessions of self-education, cognitive compassion significantly increased students' self-efficacy beliefs and social competence in post-test.
Conclusion: According to the results, it can be said that self-cognitive compassion education can increase students 'academic self-efficacy and social competence and thus have a positive effect on students' academic achievement. Therefore, it is recommended to use interventional programs using the available capacities in schools.Introduction: In today's world, studying the factors affecting academic achievement is one of the major concerns in evaluating education and all the efforts of this system are targeted at fulfilling this goal. Scientific progress can be achieved by training scientific and creative people. Academic achievement contributes to the development of the country, leads to finding a suitable job and position at the highest levels, and results in a sufficient income.
Therefore, the purpose of this study was to evaluate the effectiveness of cognitive self-compassion education, academic self-efficacy, and social adequacy in the ninth grade male students of Yazd.
Methods: This research was quasi-experimental with pre-test/post-test design using a control group. The statistical population included all ninth grade male students in Yazd in 2018-2019. Data collection tools included the 27-item questionnaire of Zajakova et al. (2005), the 47-item questionnaire of Flanner (1990), and the Gilbert training package (2009). The stepwise cluster random sampling method was applied; the second educational district was randomly selected form all educational districts of Yazd. Later, a high school was selected randomly and then students of a grade (the ninth grade) were selected as the study sample. The students were randomly assigned into the experimental and control groups. The experimental group was exposed to cognitive self-compassion training in 8 sessions of 90 minutes. Data were analyzed using analysis of covariance.
Results: Based on the findings of this study, 8 sessions of cognitive self-compassion training increased the level of students' self-efficacy and social adequacy significantly in the post-test phase (p <0.5).
Conclusion: According to the obtained results, the cognitive self-compassion education can increase the students’ academic self-efficacy and social adequacy, which have a positive effect on their academic achievement. Therefore, application of the interventional programs in schools is recommended in this regard.
Type of Study: Research |
Subject:
General
Received: 2020/01/6 | Accepted: 2020/08/31 | Published: 2020/08/31
Received: 2020/01/6 | Accepted: 2020/08/31 | Published: 2020/08/31
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