Volume 6, Issue 2 (June 2024)
IEEPJ 2024, 6(2): 447-459 |
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Hosseini F A, Maktabi G, Shehni Yailagh M, Haji Yakhchali A. (2024). The Effect of Teaching the Reflective Thinking Model on Academic Self-Efficacy and Achievement Motivation in Female Students of Farhangian University in Ahvaz. IEEPJ. 6(2), 447-459.
URL: http://ieepj.hormozgan.ac.ir/article-1-1075-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1075-en.html
Fakhr Al-Sadat Hosseini *1 
, GholamHossein Maktabi2 , Manijeh Shehni Yailagh3 , Alireza Haji Yakhchali2
, GholamHossein Maktabi2 , Manijeh Shehni Yailagh3 , Alireza Haji Yakhchali2
1- Faculty Member of Farhangian University of Tehran, Tehran, Iran , F.hosseini@cfu.ac.ir
2- Associate Professor, Department of Educational Psychology, Faculty of Psychology and Education Sciences, Shahid Chamran University of Ahwaz, Ahwaz, Iran
3- Professor, Department of Psychology, Psychology and Educational Science Faculty, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2- Associate Professor, Department of Educational Psychology, Faculty of Psychology and Education Sciences, Shahid Chamran University of Ahwaz, Ahwaz, Iran
3- Professor, Department of Psychology, Psychology and Educational Science Faculty, Shahid Chamran University of Ahvaz, Ahvaz, Iran
Abstract: (1225 Views)
Objective: The purpose of this study was to determine the effect of reflective thinking training on academic self-efficacy and achievement motivation among female students of Farhangian University of Ahvaz.
Methods: This research employed an experimental-field design with a pre-test and post-test control group. The participants consisted of 45 female students selected through available sampling from Farhangian University of Ahvaz during the 2015–2016 academic year. They were randomly assigned into three groups: one experimental group and two control groups, each comprising 15 participants. The experimental group received training based on a reflective thinking model, while the two control groups did not receive any training. Pre-tests of academic self-efficacy and achievement motivation were administered to all groups prior to the intervention. After completing the training program, post-tests were conducted. Data were analyzed using multivariate analysis of covariance (MANCOVA).
Results: Findings indicated that reflective thinking training significantly increased academic self-efficacy (F=22.1, P<0.001) and achievement motivation (F=27, P<0.001) among the students.
Conclusions: Reflective thinking training has a significant positive effect on academic self-efficacy and motivation in female students of Farhangian University of Ahvaz.
Methods: This research employed an experimental-field design with a pre-test and post-test control group. The participants consisted of 45 female students selected through available sampling from Farhangian University of Ahvaz during the 2015–2016 academic year. They were randomly assigned into three groups: one experimental group and two control groups, each comprising 15 participants. The experimental group received training based on a reflective thinking model, while the two control groups did not receive any training. Pre-tests of academic self-efficacy and achievement motivation were administered to all groups prior to the intervention. After completing the training program, post-tests were conducted. Data were analyzed using multivariate analysis of covariance (MANCOVA).
Results: Findings indicated that reflective thinking training significantly increased academic self-efficacy (F=22.1, P<0.001) and achievement motivation (F=27, P<0.001) among the students.
Conclusions: Reflective thinking training has a significant positive effect on academic self-efficacy and motivation in female students of Farhangian University of Ahvaz.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/12/14 | Accepted: 2024/03/14 | Published: 2024/06/1
Received: 2023/12/14 | Accepted: 2024/03/14 | Published: 2024/06/1
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