Volume 6, Issue 4 (December 2024)
IEEPJ 2024, 6(4): 19-32 |
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Torki K, Baratali M, Saadatmand Z, Yousefi Z. (2024). Academic-Career Counseling Based on the Brain Training Approach. IEEPJ. 6(4), 19-32. doi:10.22034/6.4.19
URL: http://ieepj.hormozgan.ac.ir/article-1-817-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-817-en.html
1- PhD Student, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2- Assistant Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran ,baratali540_1359@yahoo.com
3- Associate Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
4- Assistant Professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2- Assistant Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran ,
3- Associate Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
4- Assistant Professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Abstract: (309 Views)
Objective: The objective of this investigation was to conduct academic and career counseling through the lens of a brain training approach.
Methods: The present study employs a qualitative research paradigm, specifically utilizing content analysis and a systematic comparative categorization framework. The scope of this research encompasses a comprehensive array of literature and resources pertinent to the domain of curriculum studies, alongside texts and empirical investigations situated within the realm of brain-based education. In light of the extensive assortment of both printed and digital materials, the time frame of 2010 to 2019 has been employed for analysis. The data underwent a tripartite analytical process characterized by open, axial, and selective coding, which were subsequently articulated in a model corresponding to the specified research inquiries.
Results: The findings from the analysis indicate that the curriculum counseling framework, informed by the brain training approach, comprises: motivation derived from the brain training methodology - physiological psychology - family counseling utilizing the brain training perspective - academic guidance - career counseling grounded in the brain training approach - assessments of intelligence and aptitude within the context of self-awareness and academic advising - personal development strategies informed by the brain training model - positive psychology as conceptualized through the brain training lens - social psychology framed by the principles of brain training - personality psychology as influenced by the brain training methodology - cognitive psychology informed by the brain training paradigm - and metacognitive psychology based on the brain training approach, alongside considerations of mental health challenges.
Conclusions: Overall, the evidence obtained from this study substantiates the significance of a neurocognitive educational methodology in the domains of academic and vocational counseling.
Methods: The present study employs a qualitative research paradigm, specifically utilizing content analysis and a systematic comparative categorization framework. The scope of this research encompasses a comprehensive array of literature and resources pertinent to the domain of curriculum studies, alongside texts and empirical investigations situated within the realm of brain-based education. In light of the extensive assortment of both printed and digital materials, the time frame of 2010 to 2019 has been employed for analysis. The data underwent a tripartite analytical process characterized by open, axial, and selective coding, which were subsequently articulated in a model corresponding to the specified research inquiries.
Results: The findings from the analysis indicate that the curriculum counseling framework, informed by the brain training approach, comprises: motivation derived from the brain training methodology - physiological psychology - family counseling utilizing the brain training perspective - academic guidance - career counseling grounded in the brain training approach - assessments of intelligence and aptitude within the context of self-awareness and academic advising - personal development strategies informed by the brain training model - positive psychology as conceptualized through the brain training lens - social psychology framed by the principles of brain training - personality psychology as influenced by the brain training methodology - cognitive psychology informed by the brain training paradigm - and metacognitive psychology based on the brain training approach, alongside considerations of mental health challenges.
Conclusions: Overall, the evidence obtained from this study substantiates the significance of a neurocognitive educational methodology in the domains of academic and vocational counseling.
Keywords: Academic-career counseling, Brain training approach, Educational package, Qualitative study
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/11/12 | Accepted: 2024/04/19 | Published: 2024/12/1
Received: 2023/11/12 | Accepted: 2024/04/19 | Published: 2024/12/1
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