Analysis of the Perceptions of the Students of the Faculty of Psychology and Educational Sciences, University of Tehran College based on the Concept of thought Management

Document Type : Research Paper

Authors

1 Master student of Adult Education, Psychology and Educational Science Faculty, University of Tehran, Tehran, Iran

2 Department of Educational Science, Psychology and Educational Science Faculty, University of Tehran, Tehran, Iran

Abstract

The aim of this study is to analyze students' perceptions and lived experiences of the concept of thought management. A qualitative research approach and a phenomenological method were used. The research area was the faculty of psychology and Education at Tehran College. The research sample consisted of 20 (4 males - 16 females) students (4 PHDs - 16 Masters) selected by purposive sampling criteria. Theoretical data saturation was achieved after a semi-structured interview with 14 subjects, but interviews were continued until the twentieth subject to validate the results. Data analysis was performed using Colizzi's seven-step strategy and MAXQDA 10 software. To validate the results, the review method was applied by the members, and in order to observe the qualitative characteristics of the research, the three criteria of acceptability, verifiability and reliability were used. In data analysis, thought management was divided into five key areas: Concept, Role, Factors, Consequences, and Strategies. This resulted in a total of 10 major themes and 47 subthemes for the concept of thought management. For each factor, the following concepts were proposed and explained. Concept: two main themes, perception and use, were proposed and explained, and for each of the other four factors, two main themes, operational and psychological concepts were proposed and explained.
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Keywords

References

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Journal of Applied Psychological Research
Volume 12, Issue 4
February 2022
Pages 139-174

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History

  • Receive Date: 03 April 2021
  • Revise Date: 09 May 2021
  • Accept Date: 11 September 2021
  • First Publish Date: 08 November 2021
  • Publish Date: 20 February 2022

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