The effectiveness of psycho-educational training with a spiritual approach on national identity and self-control in students

Document Type : Original Research

Authors

1 Master of Science,Department of Educational sciences, BandarGaz branch, Islamic Azad University, BandarGaz ,Iran

2 Assistant Professor,Department of Educational sciences, BandarGaz branch, Islamic Azad University, BandarGaz ,Iran.

Abstract

 This study aimed to review the effectiveness of psychic-educational training with a spiritual approach on national identity and self-control in all female students of eighth grade in Galugah city including 1521 people in the school year 2020-21. According to the criteria of the study which includes female students, the homogeneity of the statistical population and the tendency to participate in the research and obtaining the parental consent to participate in the research; the students were divided into two groups of 25 student (25 people in the experimental group and 25 people in the control group) as the samples. Psychic-educational training with a spiritual approach was implemented only for the experimental group and not for the control group. Also, the data collection includes standard questionnaires of Nik Manesh's Self-Control (2017) and Abolhasani's National Identity (2018). The intervention tool includes twelve 90-minute sessions of the effectiveness of psychic-educational training with a spiritual approach based on the model of Piri et al. (2017).The data were analyzed by covariance test through SPSS 24 software. Findings show that psychic-educational training with a spiritual approach has a positive and significant effect on the students' national identity components (cultural, linguistic, social, political, territorial and religious). Also the approach has a significant effect on the components of self-control (risk-taking, semantic and non-semantic reaction, persistence, self-centeredness, impulsivity and anger) in female students of eighth grade in Galugah city.

Keywords

The Journal of Theory and Practice in Teachers Education
Volume 8, Issue 13
May 2022
Pages 284-261

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History

  • Receive Date: 03 March 2022
  • Revise Date: 15 December 2022
  • Accept Date: 20 January 2023

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