A comparative study on the effects of three methods of group education of academic vitality, positivism, and time perspective on academic engagement and academic vitality of ninth-grade male students
Subject Areas : PsychologyMohsen sharifi 1 , mozhgan arefi 2 , asghar aghaei 3
1 - PhD student of Educational Psychology, Department of Educational Science and Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - assistant Professor, Department of Educational Science and Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
3 - Professor, Department of Educational Science and Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Keywords: time perspective, Positivism, Academic Engagement, academic vitality, Ninth-grade male students,
Abstract :
The present study aimed to compare the effects of group education of academic vitality, positivism, and time perspective on academic engagement and academic vitality of ninth-grade male students in Isfahan. This study was a quasi-experimental research with a four-group three-stage design. The statistical population of the study included ninth-grade male students in the academic year of 2020-2021. The sample size included 72 ninth- grade students who were selected by purposeful sampling method. Data measurement tools included Academic Engagement Questionnaire (Fredericks, Blumenfeld & Paris, 2004) and Academic Vitality Questionnaire (Dehghanizadeh & Huseinchari, 2013). Data were analyzed by repeated measures analysis of variance. These analyzes were performed using SPSS-22 software. The results revealed a significant difference among the groups in the scores of academic engagement and scores of academic vitality in the studied methods (P <0.05). School counselors and psychologists who want to improve students' academic engagement and vitality are recommended to use workshops on the effectiveness of educational vitality, positivism, and time perspective as much as possible.
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