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Volume 23, Issue 137 (7-2024)
Journal of Psychological Science 2024, 23(137): 155-168 |
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Razaghi P, TalePasand S, Rahimian Boger E. (2024). The effectiveness of education based on social responsibility on students' self-esteem. Journal of Psychological Science. 23(137), 155-168. doi: 10.52547/JPS.23.137.1151
URL: http://psychologicalscience.ir/article-1-2365-en.html
URL: http://psychologicalscience.ir/article-1-2365-en.html
Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran , stalepasand@semnan.ac.ir
Abstract: (753 Views)
Background: Based on conducted research, self-esteem in students has been identified as a crucial component influencing their academic performance. On one hand, the effectiveness of social responsibility education has also been examined concerning students' performance. However, to date, there has been no study specifically investigating the effectiveness of social responsibility education on the self-esteem of students.
Aims: The purpose of this research was to determine the effectiveness of education based on social responsibility on students' self-esteem.
Methods: A quasi-experimental design was used. The participants were 9th grade male students in Tehran in the academic year of 2001-2001. A sample of 34 people (17 experimental group, 17 control group) was selected by random cluster sampling method. They were randomly assigned to two experimental and control groups. They were randomly assigned to two experimental and control groups. The experimental group received 10 45-minute sessions of training based on social responsibility, and the control group did not receive training. Before, after and 30 days after the intervention, the self-esteem questionnaire (Coopersmith, 1967) was completed by the students. Hypotheses were tested with repeated measures analysis of variance. 24SPSS software was used.
Results: The findings showed that education based on social responsibility increased family (0.18), academic (0.37), social (0.36) and general (0.16) self-esteem. The effect of training based on social responsibility was stable until the follow-up stage.
Conclusion: Self-esteem and its side effects are dependent on students becoming responsible in the social dimension. To improve self-esteem, it is appropriate to use responsibility training intervention. The practical implications of the findings are discussed.
Aims: The purpose of this research was to determine the effectiveness of education based on social responsibility on students' self-esteem.
Methods: A quasi-experimental design was used. The participants were 9th grade male students in Tehran in the academic year of 2001-2001. A sample of 34 people (17 experimental group, 17 control group) was selected by random cluster sampling method. They were randomly assigned to two experimental and control groups. They were randomly assigned to two experimental and control groups. The experimental group received 10 45-minute sessions of training based on social responsibility, and the control group did not receive training. Before, after and 30 days after the intervention, the self-esteem questionnaire (Coopersmith, 1967) was completed by the students. Hypotheses were tested with repeated measures analysis of variance. 24SPSS software was used.
Results: The findings showed that education based on social responsibility increased family (0.18), academic (0.37), social (0.36) and general (0.16) self-esteem. The effect of training based on social responsibility was stable until the follow-up stage.
Conclusion: Self-esteem and its side effects are dependent on students becoming responsible in the social dimension. To improve self-esteem, it is appropriate to use responsibility training intervention. The practical implications of the findings are discussed.
Type of Study: Research |
Subject:
Special
Received: 2024/03/1 | Accepted: 2024/05/4 | Published: 2024/06/1
Received: 2024/03/1 | Accepted: 2024/05/4 | Published: 2024/06/1
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)