The Effect of

Mosleh Germi, Mehdi; Khaleghkhah, Ali; Moeinikia, Mehdi; Alinejhad, Sajjad

Document Type : Original Article

Authors

¹ Ph.D. Candidate of Administraction Education, Mohaghegh Ardabili University, Ardabil, Iran

² Associate Professor, Administraction Education Dept., Mohaghegh Ardabili University, Ardabil, Iran

³ Master of History and Philosophy of Education, Payam Noor University, Miandoab, Iran

Abstract

The aim of this study was to determine the effect of "teacher correctional feedback" on the anxiety level of Covid-19 female students with depression in Ardabil secondary high school. This research was a quasi-experimental study in which a pre-test-post-test design with a control group was used. The sample of the study was 40 subjects who were among high school girls with depression in the Beck 2 depression list of Ardabil city using multi-stage random cluster random sampling method and using simple random sampling method. The intervention groups were "providing teacher correction feedback" (20 people) and control (20 people). For the intervention group, 12 sessions of 90 minutes were performed. For data collection Covid-19 Anxiety Questionnaire Alipour et al(2017) and Beck Depression inventory version two(1978) were used in the pre-test and post-test stages for the two intervention and control groups. Data were analyzed in SPSS software version 24. The results of multivariate and univariate analysis of covariance showed a significant difference between the two groups (P <0.01). The results showed that the anxiety level of Covid-19 in the intervention group was significantly reduced compared to the control group (P <0.01). Therefore, According to the results it was found that "teacher Corrective feedback" has a positive and significant effect on the anxiety of Covid-19 female students with depression. Therefore, the relevant authorities working in the field of education should pay special attention of teacher Corrective feedback in this Covid-19 course in order to reduce the level of anxiety in students with depression.

Keywords

20.1001.1.23831324.1400.15.55.5.3

References

ابوالمعالی، خ. (1399). پیامدهای روان‌شناختی و آموزشی بیماری کرونا در دانش‏آموزان و راهکارهای مقابله با آن‌ها. فصلنامه روان‌شناسی تربیتی، 16(55)، 157-193.

علی پور، ا.، قدمی، ا.، علیپور، ز. و عبداله زاده، ح. (1398). اعتباریابی مقدماتی مقیاس اضطراب بیماری کرونا در نمونه ایرانی. فصلنامه علمی- پژوهشی روان‌شناسی سلامت، 8(32)، 163-175.

غفاری، س.، صادقی، ح.، سبحانی، ل. و رفیعی پور، ر. (1398). پیش‌بینی خودمهارگری بر اساس هیجان‏خواهی و خودمیان‏ بینی؛ نقش میانجی‌گرانه‌ی سبک‏های مقابله‌ای دانش‏آموزان. پژوهش در نظام‌های آموزشی، 13(47)، 153-170.

یاوری، ه. و لطفی عظیمی، ا. (1400). پیش‏بینی بی‏صداقتی تحصیلی بر اساس مجذوبیت تحصیلی، اهداف پیشرفت و باورهای ضمنی هوش در دوران شیوع کرونا ویروس. پژوهش در نظام‌های آموزشی، 15(52)، 102-127.

یوسف‏وند، م.، کدیور، پ.، صرامی، غ. و عشرتی، ع. (1393). با عنوان اثربخشی بازخوردهای اصلاحی معلمان بر خودکارآمدی و میزان استفاده از راهبردهای یادگیری خودتنظیم دانش‏آموزان، اندیشه‌های نوین تربیتی، 10(1)، 94-104.

References

Aben, I., Verhey, F., Lousberg, R., Lodder, J., Honig, A. (2002).Validity of the Beck Depression Inventory, hospital anxiety and depression scale, SCL-90, and hamilton depression rating scale as screening instruments for depression in stroke patients. Psychosomatics, 43(5), 386-393.

Abolmaali, K. (2020). Psychological and Instructional consequences of Corona disease (Covid-19) and coping strategies with them. Educational Psychology, 16(55), 157-193. [In Persian].

Alipour, A., Ghadami, A., Alipour, Z., Abdollahzadeh, H. (2010). Preliminary validation of the Corona Anxiety Scale in an Iranian sample. Journal of Health Psychology, 13(47), 153-170. [In Persian].

Beck, A. T. (1984), Steer RA. Internal consistencies of the original and revised Beck Depression Inventory. Journal of Clinical Psychology, 40(6), 1365-7. https://pubmed.ncbi.nlm.nih.gov/6511949/

Boggs, J. A. (2019). Effects of teacher-scaffolded and self-scaffolded corrective feedback compared to direct corrective feedback on grammatical accuracy in English L2 writing. Journal of Second Language Writing, 46, 100671.

Butler, DL., Wine, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis, Review of Educational Research, 65(3), 245-281.

Chalmers, D., Gardiner, D. (2015). An evaluation framework for identifying the effectiveness and impact of academic teacher development programmes. Studies in Educational Evaluation, 46(7), 81-91.

Dalton, L., Rapa, E., & Stein, A. (2020). Protecting the psychological health of children through effective communication about COVID-19. The Lancet Child & Adolescent Health, 4(5), 346–347.

Fischer, B., Murphy, Y., Kurdyak, P., Goldner, E.M. (2015). Depression – A major but. neglected consequence contributing to the health toll from prescription opioids? Psychiatry Research, 15(7), 258-263. https://journals.sagepub.com/doi/abs/10.1177/2333392818771243

Garfin, D. R., Silver, R. C., & Holman, E. A. (2020). The novel coronavirus (COVID-2019) outbreak: Amplification of public health consequences by media exposure. Health psychology, 39(5), 355.

Ghaffari, S., Sadeghi, H., Sobhani, L., Rafieipor, R. (2019). Self-control prediction based on excitement and self-esteem: interpersonal impact between students coping styles. Journal of Research in Educational Science, 13(47), 153-170. [In Persian].

Hanan, A., Firman, E., & Terasne, T. (2021). Investigating English Lecturerss’StrategIies OF Committing Online Written Corrective Feedback During COVID-19 Pandemic. Journal of Languages and Language Teaching, 10(1).

Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H. (2020). Handbook on Facilitating Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak. Beijing: Smart Learning Institute of Beijing Normal University.

Husky, M. M., Kovess-Masfety, V., & Swendsen, J. D. (2020). Stress and anxiety among university students in France during Covid-19 mandatory confinement. Comprehensive Psychiatry, 102, 152191.

Hyland, F. (2003). Focusing on form: Student engagement with teacher feedback. System, 31(2), 217-230.

Islam, M. A., Barna, S. D., Raihan, H., Khan, M. N. A., & Hossain, M. T. (2020). Depression and anxiety among university students during the COVID-19 pandemic in Bangladesh: A web-based cross-sectional survey. PloS one, 15(8), e0238162.

Kamimura, A., Nourian, M. M., Assasnik, N., & Franchek-Roa, K. (2016). Depression and intimate partner violence among college students in Iran. Asian journal of psychiatry, 23(14), 51-55. https://pubmed.ncbi.nlm.nih.gov/27969079/

Kaur, N., Dwivedi, D., Arora, J., & Gandhi, A. (2020). Study of the effectiveness of e-learning to conventional teaching in medical undergraduates amid COVID-19 pandemic. National Journal of Physiology, Pharmacy and Pharmacology, 10(7), 563-567.

Kimbrel, N. A., Meyer, E. C., DeBeer, B. B., Gulliver, S. B., & Morissette, S. B. (2016). A 12-Month prospective study of the effects of PTSD-depression comorbidity on suicidal behavior in Iraq/ Afghanistan-era veterans. Psychiatry research, 243(10), 97-99.

Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524-536.

Mahati, K., Bhagya, V., Christofer, T., Sneha, A., & Rao, B. S. (2015). Enriched environment ameliorates depression-induced cognitive deficits and restores abnormal hippocampal synaptic plasticity. Neurobiology of learning and memory, 33(8), 379-391. https://pubmed.ncbi.nlm. nih.gov/27555234/

Mahayosnand, P. P., Zanders, L., Sabra, Z. M., Essa, S., Ahmed, S., Bermejo, D. M., & Ablay, S. (2021). E-mentoring female underrepresented public health student researchers: supporting a more diverse postpandemic workforce. Health security.

Nadeak, B., Naibaho, L., & Silalahi, M. (2020). COVID-19 and Students’ Anxiety Management. International Journal of Innovation, Creativity and Change, 13(7), 1574-1587.

Ozamiz-Etxebarria, N., Idoiaga Mondragon, N., Bueno-Notivol, J., Pérez-Moreno, M., & Santabárbara, J. (2021). Prevalence of anxiety, depression, and stress among teachers during the CoViD-19 pandemic: a rapid systematic review with meta-analysis. Brain sciences, 11(9), 1172.

Sermsook, K., Liamnimitr, J., & Pochakorn, R. (2017). The Impact of Teacher Corrective Feedback on EFL Student Writers' Grammatical Improvement. English Language Teaching, 10(10), 43-49.

Shihusa, H., Keraro, F.N. (2009). Using Advance Organizers to Enhance Students’ Motivation in Learning Biology. Eurasia Journal of Mathematics, Science & Technology Education, 5(5), 413-420. https://www.ejmste.com/article/using-advance-organizers-to-enhance-students-motivation-in-learning-biology-4171

Skipper, Y., & Douglas, K. (2015). The influence of teacher feedback on children's perceptions of student–teacher relationships. British Journal of Educational Psychology, 85(3), 276-288.

Yousefvand, M., Kadivar, P., Sarami, G., Eshrati, A. (2014). entitled The effectiveness of teachers 'corrective feedback on self-efficacy and the use of students' self-regulated learning strategies, New educational ideas, 10 (1), 92-104. [In Persian].

Yavari, H., Lotfi Azimi, A. (2021). The prediction of academic dishonesty based on academic engagement, achievement goals and implicit beliefs of intelligence in during pandemic Coronavirus. Journal of Research in Educational Science, 15(52), 102-127. [In Persian].

Journal of Research in Educational Systems

The Effect of "Teachers' Corrective Feedback" on Changing the Level of "Covid-19 Anxiety" of Female Students with Depression in Ardabil Secondary High School

References

References

Volume 15, Issue 55 - Serial Number 55
Covid-19 Special Issue
January 2022
Pages 63-73

The Effect of "Teachers' Corrective Feedback" on Changing the Level of "Covid-19 Anxiety" of Female Students with Depression in Ardabil Secondary High School

References

References

Volume 15, Issue 55 - Serial Number 55 Covid-19 Special IssueJanuary 2022Pages 63-73

Volume 15, Issue 55 - Serial Number 55
Covid-19 Special Issue
January 2022
Pages 63-73