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1- PhD student in Educational Psychology, Department of psychology, Tehran Branch, Islamic Azad University, Tehran, Iran
2- Department of psychology, Tehran Branch, Islamic Azad University, Tehran, Iran
3- Department of psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran
Abstract:   (63 Views)
Introduction: Academic self-efficacy and vitality play an important role in coping with challenging academic situations in the school environment. The aim of this study was to investigate the effectiveness of an educational package based on the cognitive components of critical thinking, problem solving and metacognition on studentschr('39') self-efficacy and academic vitality.
Methods: The present study was a quasi-experimental with a pretest-posttest design with a control group. The statistical population included all first grade female students in the second secondary school of Zanjan in the academic year of 2019-2020. 40 students were selected by multi-stage cluster sampling method. The research instruments included the Jenks and Morgan Academic Self-Efficacy Scale, the Dehghanizadeh and Hossein Chari Academic Vitality Questionnaire, and the Psychological Thinking, Problem Solving, and Metacognition Psychological Package. The final form of the training package was developed in 17 sessions of 90 minutes in two sessions per week for the students of the experimental group, but no training was considered for the control group. Data were analyzed using analysis of covariance in SPSS-24 software.
Results: The results showed that the Psychological Thinking, Problem Solving, and Metacognition Psychological Package has an effect on studentschr('39') self-efficacy and academic vitality (p <0.05).
Conclusion: Considering the results of this study and the effect of the educational package of cognitive components on students chr('39')self-efficacy and academic vitality, it is suggested that by preparing curricula appropriate to studentschr('39') cognitive and metacognitive requirements, they be attracted to the curriculum.
     
Type of Study: Research |
Received: 2021/09/8 | Accepted: 2021/10/12 | Published: 2021/11/16

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