جستجوی مقالات مرتبط با کلیدواژه « آموزش خودکارآمدی » در نشریات گروه « علوم انسانی »

Background & 

The purpose of this research was to investigate the effectiveness of self-efficacy education on test anxiety and belonging to school in the second high school male students of Birjand city. Materials &

The current research was a semi-experimental type that was implemented with a pre-test-post-test design and a 3-month follow-up. Among the second secondary schools in Birjand city, one school was randomly selected and using G Power software, a sample size of 52 students was considered and the students were randomly divided into three groups (26 students in each group). The data were analyzed with repeated measures analysis of variance.

The findings of the present study showed that self-efficacy training reduce test anxiety and increase the level of belonging to the school of students compared to the control group (p<0.001).

Considering the influence of self-efficacy training on test anxiety and belonging to school in students, counselors and therapists can use these approaches to reduce test anxiety and also increase the level of belonging to school. School students use.

Nowadays, education and learning are the most basic activities of life in progressive societies, and the survival and durability of any society depends on acquiring information and applying it in life. The purpose of this research was to compare the effectiveness of self-efficacy education and education based on acceptance and commitment on test anxiety and belonging to school in second secondary school boys in Birjand city.

The current research was a quasi-experimental type that was implemented with a pre-test-post-test design and a 3-month follow-up. Among the second secondary schools in Birjand city, one school was randomly selected and using G Power software, a sample size of 78 students was considered and the students were randomly divided into three groups (26 students in each group) Self-efficacy test, 26 people were included in the ACT intervention group and 26 people were in the control group. The data were analyzed with repeated measures analysis of variance.

The findings of the present study showed that self-efficacy training and training based on acceptance and commitment reduce test anxiety and increase the level of belonging to the school of students compared to the control group (p<0.001). The results of the Bonferroni test showed that there was no significant difference between the influence of self-efficacy training compared to training based on acceptance and commitment on test anxiety and belonging to school (p<0.05).

Considering the influence of self-efficacy training and education based on acceptance and commitment on test anxiety and belonging to school in students, counselors and therapists can use these approaches to reduce test anxiety and also increase the level of belonging to school.

Reducing academic anxiety and promoting students' connection with school are considered to be effective factors in the productivity of the educational environment; therefore, the present study was conducted with the aim of determining the effectiveness of self-efficacy training in academic anxiety and students' school connection.

The current research method was a semi-experimental pre-test-post-test type with a control group. The research population included all the sixth grade elementary school girls of one Bandar Abbas district in the academic year of 2021-2022. 30 qualified people were selected using the available sampling method and were randomly divided into two groups of 15 people (experimental and control); And they answered the academic anxiety questionnaires of Phillips (1978) and Rezaee Sharif et al. People in the experimental group participated in 8 self-efficacy training sessions for four weeks and two one-hour sessions each week, but the control group did not receive any training. SPSS version 22 software and univariate analysis of covariance were used for data analysis.

The results showed that self-efficacy training had a significant effect on reducing academic anxiety and increase school bonding in the experimental group, while this effect was not observed in the control group.

The self-efficacy training program can be considered as part of intervention programs at the levels of target groups and the general population of school counseling centers and help to increase the productivity of the educational environment by reducing academic stress and increasing students' school connection.

The aim of this study was to evaluate the effectiveness of self-efficacy training on promoting mental health and reducing ruminating in divorced women with drug-dependent husbands supported by Kohgiluyeh and Boyer-Ahmad Welfare Organization.

The present study was quasi-experimental with pretest-posttest design with a control group. The statistical population included all divorced women aged 20-45 years with drug-dependent husbands supported by Kohgiluyeh and Boyer-Ahmad Welfare Organization in 2019. Of them, 40 women were selected by purposeful sampling method and randomly assigned into the two experimental (n=20) and control (n=20) groups. The participants of both groups completed the ruminative response scale and the general health questionnaire in pretest and posttest. The experimental group received self-efficacy training (8 weekly sessions), while the control group did not receive any intervention and only completed the questionnaires. The data were analyzed using the analysis of variance.

The results showed that after controlling the effects of pretest, the effect of self-efficacy training in the experimental group on mental health and rumination was significant and this training program improved mental health and reduced rumination significantly in divorced women with drug-dependent husbands.

According to these results, self efficacy training can help reduce the harmful effects of addiction on mental health in divorced women with drug-dependent husbands.