Volume 5, Issue 4 (December 2023)
IEEPJ 2023, 5(4): 15-32 |
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Nazari A, Sadipour E, Ebrahimi Ghavam S, Asadzadeh Dehraei H. (2023). Development and Validation a Training Package Based on Sternberg's Successful Intelligence Theory: Examining its Effectiveness on Self-regulation and Academic Resilience in High School Students. IEEPJ. 5(4), 15-32. doi:10.22034/5.4.15
URL: http://ieepj.hormozgan.ac.ir/article-1-680-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-680-en.html
1- PhD student in Educational Psychology, Department of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
2- Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran ,e.sadipour@atu.ac.ir
3- Associate Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
2- Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran ,
3- Associate Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
Abstract: (1530 Views)
Objective: The primary objective of this study was to develop and validate a training package based on Sternberg's theory of successful intelligence and examine its impact on the self-regulation and academic resilience in high school students.
Methods: This research was conducted as an applied study, employing a semi-experimental approach with a pretest-posttest design that included a control group. The research targeted eleventh-grade female students in Zahedan, Iran, during the year 2022. The sample size for the study consisted of 60 participants. Following the pretest, 30 students from the experimental group underwent a series of 10 training sessions focused on the components of successful intelligence. The research tools utilized for data collection encompassed self-regulation academic questionnaire and academic resilience scale.
Results: The results of data analysis, employing covariance analysis, demonstrated a significant difference (p < 0.01) between the experimental group and the control group in terms of both self-regulation and academic resilience.
Conclusions: Consequently, educators have the opportunity to incorporate Sternberg's successful intelligence theory as an effective pedagogical approach to enhance students' self-regulation and academic resilience within their educational framework.
Methods: This research was conducted as an applied study, employing a semi-experimental approach with a pretest-posttest design that included a control group. The research targeted eleventh-grade female students in Zahedan, Iran, during the year 2022. The sample size for the study consisted of 60 participants. Following the pretest, 30 students from the experimental group underwent a series of 10 training sessions focused on the components of successful intelligence. The research tools utilized for data collection encompassed self-regulation academic questionnaire and academic resilience scale.
Results: The results of data analysis, employing covariance analysis, demonstrated a significant difference (p < 0.01) between the experimental group and the control group in terms of both self-regulation and academic resilience.
Conclusions: Consequently, educators have the opportunity to incorporate Sternberg's successful intelligence theory as an effective pedagogical approach to enhance students' self-regulation and academic resilience within their educational framework.
Keywords: Successful intelligence, intelligence training, academic self-regulation, academic resilience
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/03/20 | Accepted: 2023/08/20 | Published: 2023/12/10
Received: 2023/03/20 | Accepted: 2023/08/20 | Published: 2023/12/10
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