Volume 5, Issue 4 (December 2023)
IEEPJ 2023, 5(4): 100-124 |
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:
Pourfalahati A. (2023). Clarification of Educational Courage and Testing it. IEEPJ. 5(4), 100-124. doi:10.22034/5.4.100
URL: http://ieepj.hormozgan.ac.ir/article-1-750-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-750-en.html
Phd in Educational Psychology, Lecturer, Department of Educational Psychology, University of Qom, Qom, Iran , Falahati2020@gmail.com
Abstract: (1162 Views)
Objective: This study aimed to clarify the construct through its conceptualization and analysis based on qualitative study and validity test of heuristic definition in the form of a guide sentence.
Methods: The method of content analysis and data analysis with the Colaizzi approach and the Facet Theory approach based on the SSAF of the 3D symmetric rank scaling model were used. The statistical population includes students and graduates of 6 provinces from the three northern, middle, and southern regions of the country, and the sample includes 636 people (n=36), which was conducted through a multi-stage cluster random sampling method.
Results: The results led to the discovery of the true meaning of educational courage, including the five facets: purpose, action domain (covert action and overt action), repetition, and authenticity of the response. According to this heuristic definition, authentic educational courage can be defined as learner-optimal behavior- due to personality capacity- in confronting traumatic educational challenges (Perceived) to achieve a transcendent purpose (mastery learning).
Conclusions: The results of the research showed that authentic educational courage could be considered the best form of moral behavior in education and one of the important indicators of evaluating the quality of learners' performance based on their personality capacity when facing traumatic challenges.
Methods: The method of content analysis and data analysis with the Colaizzi approach and the Facet Theory approach based on the SSAF of the 3D symmetric rank scaling model were used. The statistical population includes students and graduates of 6 provinces from the three northern, middle, and southern regions of the country, and the sample includes 636 people (n=36), which was conducted through a multi-stage cluster random sampling method.
Results: The results led to the discovery of the true meaning of educational courage, including the five facets: purpose, action domain (covert action and overt action), repetition, and authenticity of the response. According to this heuristic definition, authentic educational courage can be defined as learner-optimal behavior- due to personality capacity- in confronting traumatic educational challenges (Perceived) to achieve a transcendent purpose (mastery learning).
Conclusions: The results of the research showed that authentic educational courage could be considered the best form of moral behavior in education and one of the important indicators of evaluating the quality of learners' performance based on their personality capacity when facing traumatic challenges.
Keywords: Authentic Educational Courage, Educational Performance, Authenticity of Behavior, Qualitative Content Analysis
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/04/13 | Accepted: 2023/08/27 | Published: 2023/12/10
Received: 2023/04/13 | Accepted: 2023/08/27 | Published: 2023/12/10
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
