Document Type : Original Article
Authors
1 Professor of Allameh Tabataba'i University
2 Department of Psychology, Islamic Azad University, Science and Research Branch, Tehran, Iran
3 Associate Professor, Ministry of Health and Medical Education, Tehran, Iran
Abstract
Objective: The aim of this study was to compare the effectiveness of cognitive-social education and coaching education on self-awareness in female high school students. Method: The quasi-experimental research method was pretest-posttest with a control group with follow-up. The statistical population of this study included all-female high school students studying in District 2 of Tehran in the academic year 1399-1400. The sample of the present study included 45 people (15 people for each group, i.e 15 people in experimental group 1, i.e 15 people in experimental group 2 and 15 people in control group). In this study, the available sampling method was used. The research instruments included Cooper (1997) self-awareness questionnaire, Bazargan coaching training package (1397) and Ann Vernon cognitive-social translation, translated by Firooz Bakht (1395). Freon was used. Results: The results showed that the two methods of cognitive-social education and coaching training had a significant effect on self-awareness scores in the post-test. Experimental intervention led to changes in the experimental group, which was 0.31 total changes due to the experimental operation. Considering that the average of the cognitive-social education group was higher than the coaching education group; Therefore, cognitive-social education has been more effective in increasing students' self-awareness. Conclusion: With two methods of cognitive-social education and coaching, especially cognitive-social education, self-awareness can be increased in students.
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