The Effectiveness of Teaching Emotion-Oriented Strategies on Students’ Academic Self-Efficacy and Academic Adjustment

Document Type : Research Paper

Authors

1 MSc. of General Psychology, Islamic Azad University, Rafsanjan Branch, Rafsanjan, Iran.

2 Department of Persian Language and Literature, Farhangian University, Kerman, Iran

3 Department of Educational Sciences and Psychology, Rafsanjan Branch, Islamic Azad University, Rafsanjan, Iran.

4 Department of Educational Sciences, Farhangian University, Kerman, Iran

Abstract

Teaching emotion-oriented strategies has been considered in solving learners’ problems. The aim of the present study is to investigate the effectiveness of teaching emotion-oriented strategies on academic self-efficacy and academic adjustment of boys in high schools in Rafsanjan. The research method was applied in view of the purpose. It is a quasi-experimental study with a pretest and a posttest with an experimental group and a control group. The statistical population of this study includes all first-year male high school students in Rafsanjan who were studying in the 2018-2019 academic year. According to the nature of the study, the sample size was 30 male students who were selected by multi-stage cluster random sampling and randomly divided into two groups of 15. Both before and after the training process, both groups answered the Academic Adjustment Questionnaire (AAQ) and Morgan-Jinks Student Efficacy Scale (MJSES). The data were analyzed using statistical methods such as frequency, mean, standard deviation, and analysis of covariance. The results showed that teaching emotion-oriented strategies had a significant effect on academic adjustment and academic self-efficacy of male high school students at the level of P <0.01. According to the results of the study, teaching emotion-oriented processing strategies, because it emphasizes both cognitive and emotional factors, affects students’ self-efficacy and academic adjustment.

Keywords

References

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Journal of Applied Psychological Research
Volume 12, Issue 4
February 2022
Pages 363-378

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