| Abstrakt: |
The primary objective of this study was to assess and compare the impact of cognitive-social training and coaching interventions on the self-awareness levels of female high school students. The research employed a semi-experimental design featuring pretest, posttest, and a follow-up phase, with the inclusion of a control group. The study's target population encompassed all female high school students in District 2 of Tehran in 2022. The final sample comprised 45 participants, with 15 individuals assigned to each of the three groups: experimental group 1, experimental group 2, and the control group. The participants were selected through a convenience sampling method. In this research, the experimental groups 1 and 2 received distinct training interventions: experimental group 1 received coaching training based on Bazar gan's package (2018), while experimental group 2 underwent cognitive -social training following Vernon, and Doyle materials (2017). In contrast, the control group did not receive any form of training. Data collection involved administering the Cooper Self-awareness Questionnaire (1997). The hypotheses were subjected to examination using mixed -design analysis of variance, followed by the Bonferroni post -hoc test. The study's outcomes revealed a significant increase in self-awareness scores for both the cognitive-social training and coaching groups compared to the control group. Furthermore, this positive effect was sustained during the follow-up phase. Notably, cognitive-social education exhibited a higher level of effectiveness in enhancing self-awareness among the students when compared to coaching. These findings suggest that implementing cognitive-social and coaching educational approaches, particularly cognitive -social training, holds the potential to enhance self-awareness in high school students. [ABSTRACT FROM AUTHOR] |
