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Volume 24, Issue 156 (12-2025)
Journal of Psychological Science 2025, 24(156): 15-33 |
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Rahimi H, KordNoghabi R, Yaghoobi A, Mohagheghi H. (2025). Investigating the efficacy of task-oriented wisdom training based on Sternberg’s balance theory on responsibility and intolerance of ambiguity in fourth grade elementary students. Journal of Psychological Science. 24(156), 15-33. doi:10.61186/jps.24.156.2
URL: http://psychologicalscience.ir/article-1-2580-en.html
URL: http://psychologicalscience.ir/article-1-2580-en.html
Department of Psychology, Faculty of Economic & Social Sciences, Bu-Ali Sina University, Hamedan, Iran. , rkordnoghabi@basu.ac.ir
Abstract: (898 Views)
Background: Responsibility, as a key component of social development, and intolerance of uncertainty, as a factor influencing decision-making and coping with ambiguous situations, play a significant role in the academic progress of students. Sternberg's balance theory, emphasizing wisdom and practical thinking, provides a foundation for enhancing these characteristics. Despite numerous studies in this area, a research gap exists in examining the role of task-based wisdom approaches on these variables in elementary education.
Aims: The aim of this study was to investigate the impact of task-based wisdom training based on Sternberg's balance theory on responsibility and intolerance of ambiguity in fourth-grade students.
Methods: The research employed a quasi-experimental design with a pretest-posttest control group. The statistical population included all fourth-grade students (4,325 individuals) in Kermanshah city during the 2022–2023 academic year. From this population, 30 fourth-grade students were selected through convenience sampling and randomly assigned to experimental and control groups. Data collection tools included the Responsibility Questionnaire (Kordloo, 2014) and the Intolerance of Uncertainty Questionnaire (Zemestani, 2022). A researcher-developed task-based wisdom training protocol was used for the intervention. Data were analyzed using SPSS-25 software through descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance).
Results: The results revealed a statistically significant difference between the experimental and control groups in the pretest and posttest phases (P< 0.05). Specifically, task-based wisdom training significantly increased students' responsibility (P< 0.05) and reduced their intolerance of uncertainty (P< 0.05).
Conclusion: Based on the findings, it is recommended that educational programs based on Sternberg's balance theory be expanded in elementary schools and implemented as part of formal or extracurricular curricula. This approach has proven effective in enhancing responsibility and reducing intolerance of uncertainty. Additionally, organizing training workshops for teachers to familiarize them with the principles of Sternberg's theory and its practical applications can further improve the effectiveness of such interventions.
Aims: The aim of this study was to investigate the impact of task-based wisdom training based on Sternberg's balance theory on responsibility and intolerance of ambiguity in fourth-grade students.
Methods: The research employed a quasi-experimental design with a pretest-posttest control group. The statistical population included all fourth-grade students (4,325 individuals) in Kermanshah city during the 2022–2023 academic year. From this population, 30 fourth-grade students were selected through convenience sampling and randomly assigned to experimental and control groups. Data collection tools included the Responsibility Questionnaire (Kordloo, 2014) and the Intolerance of Uncertainty Questionnaire (Zemestani, 2022). A researcher-developed task-based wisdom training protocol was used for the intervention. Data were analyzed using SPSS-25 software through descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance).
Results: The results revealed a statistically significant difference between the experimental and control groups in the pretest and posttest phases (P< 0.05). Specifically, task-based wisdom training significantly increased students' responsibility (P< 0.05) and reduced their intolerance of uncertainty (P< 0.05).
Conclusion: Based on the findings, it is recommended that educational programs based on Sternberg's balance theory be expanded in elementary schools and implemented as part of formal or extracurricular curricula. This approach has proven effective in enhancing responsibility and reducing intolerance of uncertainty. Additionally, organizing training workshops for teachers to familiarize them with the principles of Sternberg's theory and its practical applications can further improve the effectiveness of such interventions.
Type of Study: Research |
Subject:
Special
Received: 2024/08/26 | Accepted: 2024/10/31 | Published: 2025/12/31
Received: 2024/08/26 | Accepted: 2024/10/31 | Published: 2025/12/31
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