farah abasian; masood sadeghi; ezatollah ghadampour
Abstract
Student's maladaptive behaviors are behaviors that are not compatible with the views of parents, schoolchildren, community, and school. The purpose of this study was to investigate the effectiveness of self-regulation strategies training on academic self-efficacy and educational adaptability of maladaptive ...
Read More
Student's maladaptive behaviors are behaviors that are not compatible with the views of parents, schoolchildren, community, and school. The purpose of this study was to investigate the effectiveness of self-regulation strategies training on academic self-efficacy and educational adaptability of maladaptive female students in second-grade high school in Kerman. This research is applied in terms of its purpose and in terms of how to collect experimental data such as quasi-experimental, pseudo-test, post-test, and control group. The statistical population of this study includes maladaptive female students in Secondary Schools in District 2 of Kerman. The research sample was 30 maladaptive students who were identified by incompatible high school students' compatibility test and then divided randomly into two experimental and control groups (each group of 15). They were the experimental group received 8 sessions of 90 minutes’ self-regulation strategies and the control group did not receive any training during this period. Data were analyzed using statistical methods such as mean, standard deviation and covariance analysis. The results showed that self-regulation strategies training had a significant effect on academic self-efficacy and academic adjustment of maladaptive students at the level of P <0.01. Self-regulation training to use cognitive strategies and meta-cognitive strategy is presented to maladaptive students, in order to lessen the academic inconsistency and academic self-efficacy of such students.
ezatollah ghadampour; jahangir kalantar; leila Heydaryani
Abstract
The aim of this study was to investigate the effect of teaching ethical intelligence in storytelling on interpersonal forgiveness of sixth grade elementary school students. This study was a semi-experimental study with pretest-posttest design with control group. The statistical population consisted of ...
Read More
The aim of this study was to investigate the effect of teaching ethical intelligence in storytelling on interpersonal forgiveness of sixth grade elementary school students. This study was a semi-experimental study with pretest-posttest design with control group. The statistical population consisted of all sixth grade elementary school students in Ahwaz in the academic year of 2017-18, using multistage cluster random sampling, one of the four education districts of Ahwaz was selected randomly then, from twelve secondary schools of district one, one school, and finally from two four classes, two classes were selected randomly as experimental and control groups and assigned to two groups (20 experimental group and 20 control group). The training of ethical intelligence was conducted in a storytelling manner for the experimental group, the control group did not receive any training. After completing the sessions, posttest was performed on two groups of experimental and control. The data gathering tool was an interpersonal forgery questionnaire from Ehteshamzadeh & et al. (2010). After training the ethical intelligence, in the experimental group, there was a significant increase in the interpersonal indulgence compared to the control group (p <0/001). As a result, it can be said that the teaching of ethical intelligence in the storytelling method was effective in student interpersonal forgiveness.
