The Effectiveness of Teaching Emotion-Oriented Strategies on Students’ Academic Self-Efficacy and Academic Adjustment
| Autor: | Ali Mortezaii, Zahra Iranmanesh, Fatemesadat Robati, Vahid Manzari Tavakoli |
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| Jazyk: | perština |
| Rok vydání: | 2022 |
| Předmět: | |
| Zdroj: | پژوهشهای کاربردی روانشناختی, Vol 12, Iss 4, Pp 363-378 (2022) |
| Druh dokumentu: | article |
| ISSN: | 2251-8126 2676-4504 |
| DOI: | 10.22059/japr.2022.304675.643549 |
| Popis: | Teaching emotion-oriented strategies has been considered in solving learners’ problems. The aim of the present study is to investigate the effectiveness of teaching emotion-oriented strategies on academic self-efficacy and academic adjustment of boys in high schools in Rafsanjan. The research method was applied in view of the purpose. It is a quasi-experimental study with a pretest and a posttest with an experimental group and a control group. The statistical population of this study includes all first-year male high school students in Rafsanjan who were studying in the 2018-2019 academic year. According to the nature of the study, the sample size was 30 male students who were selected by multi-stage cluster random sampling and randomly divided into two groups of 15. Both before and after the training process, both groups answered the Academic Adjustment Questionnaire (AAQ) and Morgan-Jinks Student Efficacy Scale (MJSES). The data were analyzed using statistical methods such as frequency, mean, standard deviation, and analysis of covariance. The results showed that teaching emotion-oriented strategies had a significant effect on academic adjustment and academic self-efficacy of male high school students at the level of P |
| Databáze: | Directory of Open Access Journals |
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