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year 15, Issue 3 (3rd Spring 2026 2026)
Rooyesh 2026, 15(3): 21-30 |
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Bashir K, Vahedi S, Hashemi T. (2026). The effectiveness of brain-based education program in experimental science lessons on academic enthusiasm, academic anxiety, and academic self-efficacy beliefs of female high school students. Rooyesh. 15(3), 21-30.
URL: http://frooyesh.ir/article-1-6809-en.html
URL: http://frooyesh.ir/article-1-6809-en.html
1- Ph.D student of Educational Psychology, Department of Educational Sciences, Aras International Campus, University of Tabriz, Tabriz, Iran.
2- Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran. Vahedi117@yahoo.com ,Vahedi117@yahoo.com
3- Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran.
2- Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran. Vahedi117@yahoo.com ,
3- Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran.
Abstract: (16 Views)
The present study aimed to investigate the effectiveness of the brain-based education program on academic enthusiasm, anxiety, and self-efficacy beliefs. The present study was a semi-experimental study with a pre-test-post-test design and a control group. The study population of the present study included female high school students in Khoy in the academic year 2024-2025. Using purposive sampling, two schools and one class from each school were selected and were randomly assigned one of the classes as the experimental group (n=20) and the other class as the control group (n=20). The instruments of this study included the Megraya Academic Anxiety Questionnaire (2020), Fredericks Academic Enthusiasm (2004), and Zazhakova et al.'s Academic Self-Efficacy Beliefs (2005). The experimental group participated in a brain-based learning training class for 8 sessions of 60 minutes per week. Multivariate analysis of covariance was used to analyze the data. The results showed that after controlling for the pretest effect, there was a significant difference (p<0.01) between the posttest means of academic enthusiasm, academic self-efficacy beliefs, and academic anxiety between the experimental and control groups. Hence, it can be stated that the application of brain-based education can be effective in improving the cognitive and emotional outcomes of learners.
Keywords: Brain-based Education, Academic Enthusiasm, Academic Anxiety, Academic Self-Efficacy Beliefs, Female Students.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2025/12/13 | Accepted: 2026/02/3 | ePublished: 2026/05/30
Received: 2025/12/13 | Accepted: 2026/02/3 | ePublished: 2026/05/30
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