The effectiveness of training self-awareness skills with positive and negative academic emotions and social competence of high school students majoring in experimental sciences

Document Type : Original research

Authors

1 Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

2 Department of Psychology and Educational Technology, Chabahar International University, Chabahar, Iran

Abstract

Background and Objectives: The aim of the present study was to investigate the effectiveness of self-awareness skills training on positive and negative academic emotions and social competence of high school students majoring in experimental sciences. Method: The research design is a quasi-experimental pre-test-post-test design with a control group. The statistical population of this study included all students majoring in experimental sciences in the second year of secondary school in Chabahar city in the academic year 2024-2025. The sampling method for this study was selected from the secondary schools of Madrasa city (Dana and Tavana High Schools) on an accessible basis. After applying the exclusion criteria, 50 participants were randomly selected from this school and were randomly assigned to two experimental and control groups of 25. The social competence questionnaire of Felner et al. (1990) and the academic emotions of Pekran et al. (2006) were used to collect data. Data analysis was performed using multivariate analysis of covariance. Findings: The results of the study showed that training self-awareness skills has an effect on students' social competence and positive and negative emotions, and increases social competence and positive academic emotions and reduces negative emotions in students. Conclusion: Paying attention to self-awareness skills and training them plays an important role in improving the variables of social competence and academic emotions of students.

Keywords

Files

Share

How to cite

Statistics