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year 12, Issue 2 (spring 2023 2023)
Rooyesh 2023, 12(2): 73-82 |
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Ethics code: IR.IAU.AMOL.REC.1401.009
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Mahmmodi Galogahi K, Khanehkeshi A. The effectiveness of empowerment in executive functions on academic achievement anxiety and academic meaning of high school students. Rooyesh 2023; 12 (2) :73-82
URL: http://frooyesh.ir/article-1-4238-en.html
URL: http://frooyesh.ir/article-1-4238-en.html
1- Department of Psychology, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran.
2- Department of Psychology, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran. , ava57627@gmail.com
2- Department of Psychology, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran. , ava57627@gmail.com
Abstract: (597 Views)
The aim of this study was to investigate the effectiveness of empowerment in executive functions on academic achievement anxiety and the academic meaning of high school students. The method of collecting quasi-experimental information with pre-test_post-test design with control groups. The statistical population of the present study consisted of all 420 first-grade and ninth-grade female students from 9 public schools, and 4 schools with two classes in Gorgan in December 2022. Thirty people were selected by a simple random sampling method based on inclusion criteria and randomly assigned to experimental and control groups. Two questionnaires, the Academic Achievement Anxiety Questionnaire of Alpert and Haber (AAT), the Academic Meaning Questionnaire of Henderson-King and Smith (MOE), and the Executive Function Training Program based on the Barkley model were used. The data were analyzed using multivariate analysis of covariance (MANCOVA). From the findings, it can be concluded that by controlling the effect of the pre-test, there is a significant difference at the level of 0.01 between the average academic achievement anxiety and the academic meaning in the post-test in the experimental and control groups. This study provides practical implications for counselors and psychologists regarding the treatment of academic anxiety and the improvement of academic meaning.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2022/11/2 | Revised: 2023/06/17 | Accepted: 2023/01/7 | ePublished: 2023/04/30
Received: 2022/11/2 | Revised: 2023/06/17 | Accepted: 2023/01/7 | ePublished: 2023/04/30
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