Educational psychology and learning
Shahrooz Nemati; Shahram Vahedi; Rahim Badri gargari; Roufia Shams esfandabadi
Abstract
Objective: A high sense of belonging to the school and a low level of procrastination can protect against the risk of bullying and victimization. In this way, this research was conducted to investigate the effectiveness of the combined mindset change-motivational program on the sense of belonging to ...
Read More
Objective: A high sense of belonging to the school and a low level of procrastination can protect against the risk of bullying and victimization. In this way, this research was conducted to investigate the effectiveness of the combined mindset change-motivational program on the sense of belonging to the school and academic procrastination of bullied female students.Methods: The research method was semi-experimental with a pre-test-post-test design and a follow-up period with a control group. The research community was formed by female secondary school students in Isfahan in 2022. From the mentioned society, 30 students were selected purposefully and randomly assigned to two experimental and control groups. The pre-test was done through the Brew et al sense of belonging to school questionnaire (2004) and Solomon and Rothblum academic procrastination questionnaire (1984). The experimental group received 8 90-minute sessions of the combined mindset change-motivational program. Finally, the post-test and a three-month follow-up were implemented. Data analysis was done using variance analysis with repeated measurements.Results: There is a significant difference between the sense of belonging and academic procrastination in the two groups in the post-test and follow-up stages, that is, the integrated program of mindset change-motivational has been able to cause a lasting improvement in the sense of belonging and academic procrastination of the bully girl.Conclusion: Based on the results, this program can be used as an effective intervention to help bullied female students and improve their sense of belonging and academic procrastination.
Shahrooz Nemati; Rahim Badri gargari; Ali Gharadaghi; Samad Naji
Abstract
The current study's objective was to examine and assess emotion-based preventive programs in the setting of schools using a systematic review methodology. By conducting a systematic assessment of the literature and searching specialist databases using the terms "school-oriented social-emotional learning," ...
Read More
The current study's objective was to examine and assess emotion-based preventive programs in the setting of schools using a systematic review methodology. By conducting a systematic assessment of the literature and searching specialist databases using the terms "school-oriented social-emotional learning," "prevention-oriented programs," "emotion-based programs," and "emotion-based preventative programs." To accomplish the research's objective, data from PubMed, Springer, Scopus, ProQuest, Elsevier, Science Direct, and Google Scholar from 1990 to 2022 were evaluated. After examining the databases, a number of reputable journals were manually searched to find and review more published publications (Hand Searching). The variables of emotion-based preventative programs were examined in the setting of the school in the research results connected to the Prisma model. Co-occurrence network clusters were created once the recovered data were entered into the analysis program for the software. Following identification, a number of papers were disqualified from further consideration after receiving their titles and abstracts reviewed. In the end, a handful of papers were selected as the final population of research based on their applicability to the study's subject. Programs for social and emotional learning have been applied as preventive treatments at the whole-school level in all studies. Based on the findings of this analysis, school-based emotional learning programs give kids the tools they need to deal with emotional dysregulation and develop effective coping mechanisms while also teaching children specific skills. As a result, it has been suggested that excitement-focused programs be used in elementary schools.
