Volume 6, Issue 2 (June 2024)
IEEPJ 2024, 6(2): 447-459 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
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: (1224 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
References
1. Abbasian Fard, M. (2009). The relationship between achievement motivation and academic achievement among university students. Journal of Educational Psychology, 3(2), 45-59.
2. Aghazadeh, M. (2013). Teaching thinking: Approaches, patterns, and strategies. Tehran: Samt Publications.
3. Amasul Biongan, R. (2015). Reflective thinking skills and students' motivational priorities: The mediating role of cooperative learning. International Journal of Educational Development, 41(3), 120-130.
4. Babaei, M. (2016). The predictive role of reflective thinking components in teachers' self-efficacy. Educational Research Quarterly, 39(4), 55-70.
5. Commers, J., Johnson, C., & Mayes, T. (1992). Cognitive tools for learning: A reflection on mental processes. Oxford: Pergamon Press. [DOI:10.1007/978-3-642-77222-1]
6. Daha, L. (2015). The impact of reflective teaching on student teachers' self-efficacy: A mixed-methods study. Journal of Teacher Education Research, 47(1), 88-103.
7. Giles, D. E. (2002). Advanced research design and analysis in education. New York: Routledge.
8. Hermans, H. J. M. (1970). A questionnaire measure of achievement motivation. Journal of Applied Psychology, 54(4), 353-363. [DOI:10.1037/h0029675]
9. Homan, H., & Asgari, A. (2009). Factor structure and reliability of the Hermans achievement motivation scale. Journal of Psychological Studies, 5(2), 65-79.
10. Hosseinidolatabadi, M., Gholami, M., & Karimian, A. (2013). Psychometric properties of the Persian version of the academic self-efficacy scale. Journal of Educational Measurement and Evaluation Studies, 9(1), 45-59.
11. Jamali, A., Rezaei, H., & Khosravi, S. (2012). Reliability and validity of the academic self-efficacy scale among Iranian students. Journal of Psychological Research, 6(3), 123-135.
12. Junur, S., Clark, E., & Bayazit, A. (2013). Reflective practice and teacher collaboration: Building professional learning communities. Teaching and Teacher Education, 35, 56-67.
13. Karagolan, Y., Yilmaz, E., & Keyser, S. (2016). The effectiveness of reflective thinking training on motivation among pre-service teachers in Turkey. European Journal of Teacher Education, 39(2), 245-259.
14. Mirdrikund, N. (2016). Reliability and validity of the Persian version of the academic self-efficacy scale. Iranian Journal of Educational Psychology, 8(1), 27-41.
15. Nosratnia, A., & Moradi, M. (2017). The relationship between reflective thinking and teachers' self-efficacy: A regression approach. Journal of Applied Psychology in Education, 7(2), 99-110.
16. Owen, S. V., Furman, R., & Rubin, H. (1988). Development of a measure of academic self-efficacy. Journal of Educational Psychology, 80(4), 630-637.
17. Waring, P. (2013). Reflective thinking and learner motivation in the development of mental fluency. Contemporary Educational Psychology, 38(2), 87-95.
18. Young Lee, J., Forlizzi, J., Kim, S., & Kessler, G. (2015). Reflective strategies and motivational engagement in educational design programs. Journal of Learning Sciences, 24(3), 389-408.
19. Zahrabi, M., & Yousefi, F. (2016). Reflective thinking and its relationship with motivation and academic achievement among student teachers. Iranian Journal of Education, 12(4), 201-218.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
