The effectiveness of the training program of academic responsibility on the academic buoyancy of the students

Document Type : Research Paper

Authors

1 PhD Student in Educational Psychology, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran

2 Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran

Abstract

The aim of this study was to investigate the effectiveness of the training program of academic responsibility on students' academic buoyancy of ninth grade students. The method of the present research is applied research in terms of purpose and experimental research in terms of implementation (pre-test, post-test and follow-up with control group). The statistical population of the study consisted of all ninth grade junior high school male students in urban areas of Sanandaj who were studying in the 2019 academic year, 60 of whom used multi-stage cluster random sampling in two groups of 30 Experimental and control were replaced. Students in the experimental group were offered 11 sessions of 60 minutes (two sessions per week) of the academic responsibility training program. Members of both groups in all three stages of pre-test, post-test and follow-up completed the Dehghanizadeh and Hossein Chari academic buoyancy questionnaire. Data were also analyzed by analysis of covariance. The findings showed that the mean scores of academic buoyancy in the experimental group compared to the control group increased significantly in both post-test and follow-up stages. Considering the findings obtained from the implementation of the academic responsibility training program and the significant increase in students' academic buoyancy scores in the post-test and follow-up stages, it can be said that the program has been effective. Therefore, in order to increase the academic buoyancy of students, their academic responsibility should be considered.

Keywords

References

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Journal of Curriculum Research
Volume 11, Issue 1 - Serial Number 21
September 2021
Pages 209-232

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History

  • Receive Date: 12 August 2020
  • Revise Date: 24 December 2020
  • Accept Date: 03 January 2021

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