Fariba Dortaj; Azad Allahkarami
Abstract
This research investigated the effect of using the reverse-learning approach on academic goal-oriented and lifelong learning of teacher students of Farhangian University. This is an applied research using a quasi-experimental research method. The research design was pre-test and post-test with the experimental ...
Read More
This research investigated the effect of using the reverse-learning approach on academic goal-oriented and lifelong learning of teacher students of Farhangian University. This is an applied research using a quasi-experimental research method. The research design was pre-test and post-test with the experimental and control groups. The population of this research included all teacher students of Farhangian University who were studying in the academic years 2018 and 2019. A cluster randomized two-stage random sampling method was used to collect the sample. At first, a pre-test of educational goal-orientation and lifelong learning was administered in both groups and after the implementation of the course at the end of the first semester, both groups were subjected to the post-test. To analyze the data, descriptive statistics including mean and standard deviation and inferential statistics, multivariate analysis of covariance analysis were used. Findings of the study showed the effectiveness of reverse education compared with the traditional method on academic goals and lifelong learning.
Fariba Dortaj
Abstract
The aim of this study was to investigate the effectiveness of mindfulness education on emotional, psychological, and social well-being of 12th grade students in Tehran. The research method was quasi-experimental with pretest-posttest design and control group. The statistical population of the study included ...
Read More
The aim of this study was to investigate the effectiveness of mindfulness education on emotional, psychological, and social well-being of 12th grade students in Tehran. The research method was quasi-experimental with pretest-posttest design and control group. The statistical population of the study included all 12th grade students of the 12th district of Tehran in the academic year of 2018 to 2019. 60 students who gained low scores in three dimensions of Subjective Well-Being Questionnaire of Keyes and Magyar-Moe (2003) were selected through random sampling method. The participants were assigned into 2 experimental and control groups. The experimental groups received a Mindfulness protocol in 8 sessions during 2 hours. After completion of the sessions, all the participants were re-evaluated. Data were analyzed through multivariate analysis of covariance. The findings showed that in the emotional well-being aspect, with the components of positive emotional affection (P < 0.025, F = 17/80) and negative emotions (P <0.025, F = 5/41), in the psychological well-being, with the components self-esteem (P < 0.008, F = 25.26), life goal (P < 0.008, F = 38.19), environmental domination (P <0.008, F=82.82), relationships with others (P < 0.008, F = 19.12), as well as personal development (P < 0.008, F = 87.38), and in the social well-being aspect, admission and acceptability (P <0.01, F =18.09) and realism (P <0.01, F = 11.30), there was a significant difference between the experimental and control groups and it can be concluded that the mindfulness education affects the improvement of psychological, social and emotional well-being components in the students.