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Volume 19, Issue 2 (Summer 2017)
Advances in Cognitive Sciences 2017, 19(2): 52-61 |
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Ghadampour E, Mirderikvand F, beiranvand K. The Effectivness of Logothrapy Training on Academic
Engagement in Student. Advances in Cognitive Sciences 2017; 19 (2) :52-61
URL: http://icssjournal.ir/article-1-538-en.html
URL: http://icssjournal.ir/article-1-538-en.html
1- Associate professor of Psychology Department, Lorestan University,Lorestan,Iran.
2- Assistance professor of Psychology Department, Lorestan University,Lorestan,Iran.
3- Master student in Educational Psychology, Lorestan University,Lorestan,Iran.
2- Assistance professor of Psychology Department, Lorestan University,Lorestan,Iran.
3- Master student in Educational Psychology, Lorestan University,Lorestan,Iran.
Abstract: (3485 Views)
Introduction: Academic engagement plays an important role in predicting the academic achievement of students. Students who find meaning and purpose for their activities, enjoy learning increasingly and have more energy to succeed. The purpose of the present study was to examine the effectiveness of logotherapy training on academic engagement of middle school students in khorramabad.
Method: The statistical population comprised all middle school students in khorramabad in the academic year of 2015- 2016 among whom 32 students were selected through step random sampling method. Participants were assigned to either test or control groups following the pretest -post test and follow up experimental design (16 students were assigned to test group and 16 to the control group). The test group received interventions related to logotherapy training for 12 sessions of 90 minutes in a one-week period of time. The applied tool was zerang academic engagement questionnaire (1391). The obtained data were analyzed using the multi-variable covariance analysis (MANCOVA).
Results: Findings demonstrated a significant difference between the groups. Similarly, results from the single variable research showed a meaningful difference between the two test group and control group and findings were also preserved in the follow-up phase.
Conclusion: Accordingly, it is recommended to teachers to embark on teaching logotherapy training during their training period.
Method: The statistical population comprised all middle school students in khorramabad in the academic year of 2015- 2016 among whom 32 students were selected through step random sampling method. Participants were assigned to either test or control groups following the pretest -post test and follow up experimental design (16 students were assigned to test group and 16 to the control group). The test group received interventions related to logotherapy training for 12 sessions of 90 minutes in a one-week period of time. The applied tool was zerang academic engagement questionnaire (1391). The obtained data were analyzed using the multi-variable covariance analysis (MANCOVA).
Results: Findings demonstrated a significant difference between the groups. Similarly, results from the single variable research showed a meaningful difference between the two test group and control group and findings were also preserved in the follow-up phase.
Conclusion: Accordingly, it is recommended to teachers to embark on teaching logotherapy training during their training period.
Type of Study: Research |
Subject:
Special
Received: 2016/10/26 | Accepted: 2016/12/29 | Published: 2017/06/22
Received: 2016/10/26 | Accepted: 2016/12/29 | Published: 2017/06/22
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