Fatemeh Bagheri Hosein Abadi; Naser Yoosefi
Abstract
IntroductionToday, paying attention to the psychological, social, and educational status of students and supporting their growth and prosperity, is an important and fundamental issue in the field of education. Therefore, discovering and studying effective variables in the field of students 'problems ...
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IntroductionToday, paying attention to the psychological, social, and educational status of students and supporting their growth and prosperity, is an important and fundamental issue in the field of education. Therefore, discovering and studying effective variables in the field of students 'problems and difficulties, in addition to gaining knowledge, can be a beacon for better-solving students' problems and the development of the educational system. School truancy is a problem that causes a decline in academic performance and an increase in the number of years of study for a large number of students every year and is considered an obstacle to their potential growth. Abandonment is not only an educational issue but also an important social problem that, in addition to its social and economic consequences, also has psychological consequences and can be a preface to adolescents' crime. The aim of this study was to investigate the effectiveness of an integrated intervention based on motivational interview and metacognitive skills on academic procrastination, academic resilience, and motivation for academic achievement in students with a history of Truancy of school. MethodThe method of the present study was quasi-experimental with a pre-test-post-test design and quarterly follow-up with two experimental and control groups. The statistical population of the study included all male high school students with a history of truancy in Isfahan City. 30 students were selected by simple random sampling and replaced in experimental and control groups. Participants completed the Solomon and Roth Bloom Academic Procrastination Questionnaire, the Samoise Academic Equality Questionnaire, and the Hermans Academic Achievement Inventory Questionnaire. Data were analyzed using multivariate analysis of covariance (MANCOVA). ResultsAfter adjusting the pretest, F calculated in all components of the research, there is a significant difference between the experimental and control groups in the two stages of posttest and follow-up (sig <0.05). As a result, the intervention in the experimental group was effective. Eta squared is between 0.23 and 0.65, which indicates the desirability of the intervention. The mean test scores in the post-test stage in academic procrastination (score) of its subscales are significantly reduced (sig <0.05). The mean scores of the experiment in academic resilience (total score) of its subscales have increased (sig <0.05) and the average scores of the experimental group in motivation for academic achievement. Academic) (sig <0.05). The results showed that the integrated intervention based on motivational interview and metacognitive skills reduced academic procrastination and increased resilience and academic achievement motivation of students with a history of truancy in school. ConclusionThe present study showed that the combination of two interventions of motivational interview and metacognitive skills has a favorable effect.
Y. Yarahmadi; N. Yosefi; N. Shirbgi
Volume 19, Issue 1 , June 2012, , Pages 81-98
Abstract
The purpose of this study was to develop and test a motivational model based on self-determination theory to determine the situations under which the first grade guidance school and the third grade junior high school students in rural regions decide to keep on their studying or leave it. The final approved ...
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The purpose of this study was to develop and test a motivational model based on self-determination theory to determine the situations under which the first grade guidance school and the third grade junior high school students in rural regions decide to keep on their studying or leave it. The final approved model showed that motivational variables play an essential role in deciding to continue or quit school by students. Also, it is proved that motivational variables can be either reinforced in the classroom by autonomy-supportive teachers and highly perceived educational values or exasperated by controlling teachers and low perceived values of education. Collected data from 365 guidance and high school students, were analyzed using LISREL. Results showed that the perceived value of education predicted personal motivation to education. The results also showed that there is a negative relationship between perceptions of teacher support and perceived competence. The perceived competence had a positive relationship with the dependent variable in deciding to continue or quit school. The motivational sources not only had an effect on the decision to continue or quit school, but also on educational performance.