The Effectiveness of Individual Education Intervention on Academic Attitudes and Academic Self-Efficacy in Sixth Grade Elementary Students

Iranian Evolutionary and Educational Psychology Pub Date : 2022-03-01 DOI:10.52547/ieepj.4.1.146

Elnaz Mazaheri Foroushani, Fariba Zolfaghari, Ramin Mehrpooya, F. Hajizadeh, Fatemeh Derahaki

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Abstract

: The aim of this study was to investigate the effect of Individual Education Intervention (IEI) on academic attitudes and academic self-efficacy in sixth grade elementary school students in Bushehr, Iran. The research method was quasi-experimental. The statistical population of the present study was 671 sixth grade students in Bushehr in 2022. The research sample was 30 people who were selected by accessible sampling and were randomly assigned to experimental and control groups. After performing the pre-test, the experimental group was exposed to IEI for 5 sessions (one session per week). The control group did not receive any special training during this period. Morgan and Jinks (1999) academic self-efficacy scale and Akbari (2004) academic attitude questionnaire were used to collect data. The research hypotheses were analyzed using the analysis of covariance. Results indicated that IEI improved academic attitude, academic self-efficacy and its components (talent, context and effort) in the experimental group compared to the control group. In general, the research findings support the effectiveness of Individual Education Intervention on students' motivational outcomes. attitudes and academic self-efficacy of sixth grade elementary school students in Bushehr, Iran. The results showed that the individual education intervention increased the academic attitudes in the experimental group compared to the control group. Also, individual education intervention has improved the components of academic self-efficacy (talent, context and effort) in the experimental group. of differences

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个体教育干预对小学六年级学生学业态度和学业自我效能感的影响

摘要本研究旨在探讨个别教育干预对伊朗布什尔市小学六年级学生学业态度和学业自我效能感的影响。研究方法为准实验方法。本研究的统计人群为2022年布什尔市671名六年级学生。研究样本为30人，采用无障碍抽样法，随机分为实验组和对照组。在完成预试后，实验组接受5次IEI(每周1次)。对照组在此期间未接受任何特殊训练。采用Morgan and Jinks(1999)学术自我效能量表和Akbari(2004)学术态度问卷收集数据。采用协方差分析对研究假设进行分析。结果表明，与对照组相比，IEI改善了实验组的学业态度、学业自我效能感及其构成要素(天赋、环境和努力)。总体而言，研究结果支持个别教育干预对学生动机结果的有效性。伊朗Bushehr小学六年级学生的态度与学业自我效能感。结果表明，个体教育干预对实验组学生学业态度的影响明显高于对照组。个体教育干预提高了实验组学业自我效能感的组成部分(天赋、环境和努力)。的差异

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Iranian Evolutionary and Educational Psychology

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