Fatemeh Kafi Nia, Hadi Farhadi,
Volume 19, Issue 85 (3-2020)
Abstract
Background: Internet addiction is a phenomenon which damages the students’ social, communicative, cognitive, psychological and emotional processes of the students. This study seeks to investigate whether cognitive-behavioral group therapy will improve emotional self-awareness and problem solving ability of students with internet addiction in secondary school.
Aims: The present study was conducted with the aim of investigating the effectiveness of group cognitive-behavioral therapy on emotional self-awareness and problem-solving skill of secondary high school students with internet addiction. Method: The research method was quasi-experimental with pretest, posttest, control group and 45-day follow-up. The statistical population included all secondary high school students with internet addiction who were 40 students owning the criteria of entering the study and were purposefully selected and randomly replaced into experimental and control groups. The applied instruments in the study included internet addiction questionnaire (Yang, 1996), emotional self-awareness questionnaire (Grant, et.al, 2002) and problem-solving questionnaire (Hepner, 1988). The experimental group received group cognitive-behavioral therapeutic intervention in nine ninety-minute sessions during two-and-a-half months once a week while the control group didn’t receive them. Then the students in both groups took the posttest. The follow-up stage was administered after 45 days. The data analysis of the study was done mixed ANOVA method. Results: The results showed that group cognitive-behavioral therapy has significant effect on emotional self-awareness and problem-solving skill of the students with internet addiction at the posttest and follow-up stages (p<0/001). Conclusions: According to the findings of the present study it seems that through cognitive-behavioral therapy, emotional self-awareness and problem-solving skill of the students with internet addiction can be increased.
Ali Ayden, Hassan Ghalavandi,
Volume 25, Issue 160 (6-2026)
Abstract
AimsThe present study aimed to investigate the effectiveness of augmented reality-based education and educational infographics on students' moral intelligence, academic motivation, and problem-solving skills in Arabic lessons (case study: high school students in Kirkuk).
Methods: The present study was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population of the study was all students in the secondary Arabic course in Kirkuk, totaling 2500 people. The selected sample of this study was 45 students in the secondary Arabic course, who were placed in two groups (experimental groups of augmented reality and educational infographics and a third control group) of 15 people.
Results: There was no significant difference between the problem-solving scores of augmented reality-based education and educational infographics-based education in the post-test phase. Therefore, based on the data in the table, there was a significant difference between the two experimental and control groups in moral intelligence, academic motivation, and problem-solving of high school students in Kirkuk city in Arabic lessons at the p<0.05 level.
Conclusion: It was suggested that teachers use augmented reality to create immersive scenarios in which students can engage with ethical dilemmas or ethical decision-making situations, and that teachers could also design or use existing infographics that highlight key ethical values such as honesty, compassion, and fairness.
