Effectiveness of an Enhancement Program on Taiwanese University Students' Self-Concept

2014 ◽  
Vol 114 (1) ◽  
pp. 176-184 ◽  
Author(s):  
Peter Jen Der Pan ◽  
Liang-Yu F. Deng ◽  
Shiou Ling Tsai ◽  
Iue-Ruey Sue ◽  
Jye-Ru Karen Jiang
Keyword(s):  
University Students ◽  
Waiting List ◽  
Self Concept ◽  
Control Group ◽  
Cultural Issues ◽  
Self Identity ◽  
Counseling Practice ◽  
Educational Treatment ◽  
Experimental Group

This study examined the effectiveness of a Self-Concept Enhancement Program (SCEP) on Taiwanese university students. Participants were randomly assigned to an experimental group ( n = 30) and a waiting-list control group ( n = 30). The experimental group received SCEP psycho-educational treatment for 8 weeks, whereas the control group did not. Results indicated significant improvements on physical, personal, self-identity, and total self-concept in the experimental group, but not in the control group. Participants evaluated the SCEP as useful, beneficial, and powerful in promoting their self-concept. Cultural issues were highlighted and discussed. Implications for research and counseling practice are suggested.

scholarly journals The Effectiveness of a Treatment Program in Decreasing the Psychological Stressors and Improving Self-Concept of Philadelphia University Students

2018 ◽  
Vol 12 (3) ◽  
pp. 642
Author(s):  
Sanaa N. Al-Khawaldeh ◽  
Asmaa N. Al- Khawaldeh
Keyword(s):  
University Students ◽  
Treatment Program ◽  
The Self ◽  
Analysis Of Covariance ◽  
Self Concept ◽  
Control Group ◽  
Psychological Stressors ◽  
Post Test ◽  
Level Of Significance ◽  
Experimental Group

The current study aimed to identify the effectiveness of a treatment program in decreasing the psychological stressors and improving self-concept of Philadelphia University students. The study population consisted of all students of the Faculty of Arts at Philadelphia University for the academic year 2015-2016. The psychological stressors and the self-concept measures were applied as a pre-test on 45 students, who wished to participate in the program.The study sample was selected from students who obtained high scores on the psychological stressors scale, and students who obtained low scores on the self-concept scale, which amounted to 30 students, who were divided randomly into two groups: the experimental group, which included 15 students who received the treatment program, and the control group, which included 15 students who did not receive the treatment program. Multivariate Analysis of Covariance was used to answer the first and the third questions, and the T-test of the associated samples was used to test the significance of differences between the two groups and answer the second and the fourth questions. The results of the statistical analysis indicated that there were statistically significant differences at the level of significance (α ≤ 0.05) between the experimental and the control groups on the post-test of both the stressor and the self-concept scales due to the effectiveness of the treatment program that has been applied to the experimental group.

The effect of patience training on university students’ patience and life satisfaction levels

2021 ◽  
Vol 9 (3) ◽  
pp. 712-719
Author(s):  
Ayşe Eliüşük Bülbül ◽  
Keyword(s):  
Life Satisfaction ◽  
University Students ◽  
Wilcoxon Test ◽  
Control Group ◽  
Control Group Design ◽  
Satisfaction Scale ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The purpose of this study is to determine the effect of the "patience training program" on the patience and life satisfaction levels of university students. The study was organized as a pre-test, post-test experiment and control group design. For a total of 30 students from which were 17 in the control group and 17 in the experimental group, patience training was given for 5 weeks. The "Patient Scale" developed by Schnitker (2010) and adapted to Turkish by Eliüşük and Arslan (2016) and the "Life Satisfaction Scale" developed by Diener, Emmons, Larsen and Griffin (1985) and adapted to Turkish by Dağlı and Baysal (2016) were used as a data collection tool in the study. The "Wilcoxon" test was used for the comparison of in-group differences in the analysis of obtained data and the "Mann-Whitney U" test was used in examining the differences between the two groups. As a result of the study, it was observed that the patience and life satisfaction average scores of students in the experimental group receiving "patience training" increased significantly, while there was no significant difference in the patience and life satisfaction averages scores of the control group students.

scholarly journals The Effectiveness of Group Training of CBT-Based Stress Management on Anxiety, Psychological Hardiness and General Self-Efficacy Among University Students

2015 ◽  
Vol 8 (6) ◽  
pp. 47 ◽  
Author(s):  
Hamdam Molla Jafar ◽  
Seddigheh Salabifard ◽  
Seyedeh Maryam Mousavi ◽  
Zahra Sobhani
Keyword(s):  
University Students ◽  
Stress Management ◽  
Self Efficacy ◽  
Management Training ◽  
Sensitive Period ◽  
Control Group ◽  
Stress Management Training ◽  
Psychological Hardiness ◽  
General Self Efficacy ◽  
Experimental Group

<p><strong>BACKGROUND: </strong>Admission to university is a very sensitive period of life for efficient, active, and young workforces in any country, and it is mostly associated with many changes in social and human relationships. These changes lead to anxiety in students. Moreover, humans need certain functions in order to adaptively deal with different life situations and challenges. By training stress management, these functions can help human acquire the required abilities.</p> <p><strong>OBJECTIVE:</strong> The present study was aimed at investigating the effectiveness of stress management training in anxiety, psychological hardiness, and general self-efficacy among university students.</p> <p><strong>METHOD:</strong> The study was a quasi-experimental intervention (pretest-posttest-follow-up) including a control group, it was a fundamental applied study. The statistical population consisted of all students of Islamic Azad University, Karaj, Iran. Convenient sampling was employed to select 30 students who were divided into an experimental group (n=15) and a control group (n=15). Before stress management training, both groups filled out Beck Anxiety Inventory, Long and Goulet scale of psychological hardiness, and General Self-efficacy Scale (GSE-10). Afterwards, the experimental group was provided with stress management training. And after the experiment, the abovementioned questionnaires and scales were responded by the two groups. Finally the collected data were analyzed and compared using one-way MANOVA.</p> <p><strong>RESULTS:</strong> The results of MANOVA indicated that there was a significant difference between the two groups in terms of anxiety, hardiness, and general self-efficacy (p&lt;0.001).</p> <p><strong>CONCLUSION:</strong> According to the results of the present study and those of previous investigations that are in agreement with those of the present study, it can be concluded that stress management among university students cause anxiety to drop; moreover, it enhances their psychological hardiness and self-efficacy. In regard with the role and importance of stress management, training this skill should be included in educational plans of university.</p>

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals Effect of Educational Games on Self-concept Levels of Inclusive Students Studying in Secondary Schools

2018 ◽  
Vol 6 (10) ◽  
pp. 183
Author(s):  
Serhat Üstündağ ◽  
Gülsen Özcan
Keyword(s):  
Secondary Schools ◽  
Peer Relationships ◽  
Repeated Measures ◽  
Educational Games ◽  
The Other ◽  
Self Concept ◽  
Control Group ◽  
Spring Semester ◽  
Significant Difference ◽  
Experimental Group

This research examines the effect of educational games on self-concept levels of inclusive students enrolled in secondary schools. The research was conducted in two secondary schools in Golbasi district of Ankara, the capital of Turkey, in the spring semester of 2015 - 2016 academic year. The research employed semi-experimental design with pretest and posttest control group. Of a total of 24 students, 12 (4 girls, 8 boys) were included in the experimental group and the other 12 (6 girls, 6 boys) were included in the control group. Educational games program, an independent variable of the research, was applied for 11 weeks, 2 lessons per week. The program that did not include educational games was applied to the control group. Self-concept Scale (SCS) was used to collect data in the research. Independent group t test was used for data analysis, and for single-factor repeated measures, two-factor ANOVA test was used. The significance level was determined to be 0.05. At the end of this research, a significant difference was found in favor of the students in the experimental group in terms of physical competence, physical appearance, peer relationships and general self-concept dimensions of the self-concept scale. On the other hand, there was not any significant difference in favor of both groups in terms of the dimension of relations with parents of the scale.

Employing Automatic Approach and Avoidance Tendencies for the Assessment of Implicit Personality Self-Concept

2006 ◽  
Vol 53 (1) ◽  
pp. 69-76 ◽  
Author(s):  
Konrad Schnabel ◽  
Rainer Banse ◽  
Jens Asendorpf
Keyword(s):  
Role Play ◽  
Self Concept ◽  
Control Group ◽  
Implicit Association ◽  
Approach And Avoidance ◽  
Position Effects ◽  
Indirect Measures ◽  
Implicit Personality ◽  
Experimental Group ◽  
True Correlation

A new chronometric procedure, the Implicit Association Procedure (IAP), was adapted to assess the implicit personality self-concept of shyness. A sample of 300 participants completed a shyness-inducing role play and, before or after the role play, a shyness IAP, a shyness Implicit Association Test (IAT), and direct self-ratings. The experimental group was instructed to fake nonshyness. The control group did not receive this instruction. IAT and IAP were unaffected by position effects, and were less susceptible to faking than direct self-ratings with regard to mean levels and correlates. Under faking, correlations between direct and indirect measures decreased, and direct but not indirect measures showed higher correlations with social desirability and lower correlations with observed shyness. Despite many similarities, the true correlation between IAT and IAP was estimated only .61, indicating high method-specific variance in both procedures. The findings suggest that indirect measures are more robust against faking than traditional self-ratings but do not yet meet psychometric criteria for practical assessment purposes.

The Impact of Portfolios and Journals on Iranian Pre-university Students’ Vocabulary Learning

2016 ◽  
Vol 6 (7) ◽  
pp. 1403
Author(s):  
Abdolhossein Omidi ◽  
Nahid Yarahmadzehi
Keyword(s):  
University Students ◽  
Alternative Assessment ◽  
Vocabulary Learning ◽  
Sampling Procedure ◽  
Control Group ◽  
Strong Positive Correlation ◽  
Traditional Assessment ◽  
University Center ◽  
The Impact ◽  
Experimental Group

This study was conducted to investigate the impact of portfolios and journals on Iranian Pre-university students’ vocabulary learning. Fifty female pre-university students who were studying General English as a part of their course syllabus at Tooba Pre-university Center of Tang Eram, Bushehr, Iran comprised the participants in the main phase of the study. This study adopted a convenience sampling procedure, since the real act of randomization was not feasible. The participants of the study were divided into two groups. The experimental group (N=25) received the treatment i.e. portfolios and journals, while the control group (N=25) underwent the traditional assessment. The results of data analyses indicated that the students in experimental group outperformed the students in control group in terms of their lexical knowledge. Moreover, the results of correlational analyses revealed that there was a strong positive correlation between the students’ lexical scores and their scores on motivation to alternative assessment in the experimental group. The results have some implications for EFL teachers, learners, and parents as well as for curriculum developers and syllabus designers.

scholarly journals REFLEXIVE TECHNIQUES AS A WAY TO CHANGE THE EDUCATIONAL MOTIVATION OF MEDICAL UNIVERSITY STUDENTS

2021 ◽  
Vol 31 (1) ◽  
pp. 120-131
Author(s):  
I.G. Zhukovskaya ◽  
I.N. Leonov ◽  
T.F. Vostroknutova
Keyword(s):  
University Students ◽  
Educational Activity ◽  
Control Group ◽  
Activity Regulation ◽  
Educational Motivation ◽  
Group A ◽  
Medical University ◽  
The Impact ◽  
Experimental Group

The paper presents the results of a study of reflexive techniques impact on the educational motivation of medical university students. In the context of the implementation of the humanistic paradigm in pedagogy, the role of motivation in educational activity regulation is analyzed. Reflexion is considered by the subjects of pedagogical process as a factor of facilitation of "objectification" of needs in the context of educational activity and construction of its subjective sense. It was found that for ISMA students professional motives are dominant in educational motivation and avoidance motives are the least declared. As a result of a quasi-experiment with two non-randomized groups, the impact of reflexive techniques on educational motivation was assessed. The techniques made it possible to keep the structure of educational motivation unchanged in the experimental group, while in the control group a decrease in professional motives and an increase in communicative motives were found.

scholarly journals “OUTDOOR TRAINING COMO METODOLOGÍA PARA POTENCIAR LA INTELIGENCIA EMOCIONAL EN NIÑOS DE 1.º CICLO”

2016 ◽  
Vol 2 (1) ◽  
pp. 429
Author(s):  
Mário Alberto Silva Santos ◽  
Maria Da Gloria Franco ◽  
Natalie De Nobrega Santos ◽  
Elisabete Porto Silva
Keyword(s):  
Public Schools ◽  
Basic Education ◽  
Self Concept ◽  
Cognitive Test ◽  
Control Group ◽  
Emotional Quotient ◽  
Emotional Quotient Inventory ◽  
Training Activities ◽  
Experimental Group ◽  
Outdoor Training

Abstract:Supported by a change of mentality, which coincides with the entry of the century, the investigations begin to question the intelligence quotient as a predominant factor in achieving social and professional success, going to defend the emotional quotient. Thus, we advocate its improvement in children and young people to equip them with differentiating competencies. Outdoor Training, which places individuals in natural settings outside their comfort zone, is shown as a methodology to better and faster learning than the traditional model. For this reason, it is being developed at this time a research project that aims to assess whether the methodology of outdoor training, used to work socio-emotional skills in executives, is also valid for working competences in children in basic education. For this, we chose an experimental study, which includes 162 students from two public schools in 1.º cycle of basic education Funchal Council, a group operating as an experimental group ( 83 students ) who participate in outdoor training activities during the academic year 2013/2014, and a control group (79 students). Children will be assessed at two points, at the beginning and end of the school year through the following instruments: the Bar -On Emotional Quotient Inventory test: Youth Version (Candeias & Rebocho, 2007), the Test of Emotional Comprehension (TEC, Ponst , Harris, & de Rosnay, 2004), the questionnaire Socially in Action (Socialmente em Acção, SA, Candeias, 2008), Social Cognitive Test Inteligência (Prueva Cognitiva de Inteligência Social, PCIS, Candeias, 2007); Raven’s progressive matrices (Simões , 2000) and the Piers-Harris Children’s Self-Concept Scale (PHCSCS -2, Veiga , 2006). By now it was made the first evaluation and are being developed outdoor training activities with the experimental group. In this paper, we present some qualitative results of the developments observed in the students who are participating in these activities.Keywords: Outdoor Training, Emotional Intelligence, Social IntelligenceResumen:Apoyados por un cambio de mentalidad, que coincide con la entrada del siglo XXI, las investigaciones comienzan a poner en duda el coeficiente de inteligencia como factor predominante para alcanzar éxito social y profesional, pasando a defender el coeficiente emocional. Así, defendemos su perfeccionamiento en niños y jóvenes para dotarlos de competencias diferenciadoras. El Outdoor Training, que coloca a los individuos en contextos naturales fuera de su zona de conforto, se ha mostrado como una metodología que permite mayor eficacia y rapidez de aprendizaje que el modelo tradicional. Por esta razón, está siendo desarrollado en este momento un proyecto de investigación que pretende evaluar si la metodología de outdoor training, utilizada para trabajar competencias socioemocionales en empresarios, es también válida para trabajar competencia de niños de educación básica. Para tal, optamos por un estudio experimental, que incluye 162 alumnos de dos escuelas públicas de 1.º ciclo de educación básica del Concejo de Funchal, funcionando un grupo como grupo experimental (83 alumnos), que participará en actividades de outdoor training durante el año lectivo 2013/2014; y un grupo de control (79 alumnos). Los niños serán evaluados en dos momentos, al inicio y al final del año lectivo a través de los siguientes instrumentos: el test Bar-On Emotional Quotient Inventory: Youth Version (Candeias & Rebocho, 2007); el Test of Emotional Comprehension (TEC, Ponst, Harris, & de Rosnay, 2004); el cuestionario Socialmente em Acção (SA, Candeias, 2008); la Prueba Cognitiva de Inteligência Social (PCIS, Candeias, 2007); las matrizes progressivas coloridas de Ravem (MPCR, Simões, 2000) y el Piers-Harris Children’s Self-Concept Scale (PHCSCS-2 Veiga, 2006). En este momento ya fue realizada la primera evaluación y están siendo desarrolladas las actividades de outdoor training con el grupo experimental. En esta comunicación presentaremos algunos resultados cualitativos de la evolución observada en los alumnos que están participando en estas actividades.Palabras Clave: Outdoor Training, Inteligencia Emocional, Inteligencia Social

scholarly journals Effect of simulations enhanced with conceptual change texts on university students’ understanding of chemical equilibrium

2018 ◽  
Vol 83 (1) ◽  
pp. 121-137 ◽  
Author(s):  
Haluk Özmen ◽  
Akbar Naseriazar
Keyword(s):  
University Students ◽  
Conceptual Change ◽  
Chemical Equilibrium ◽  
Control Group ◽  
First Year ◽  
Post Test ◽  
Quasi Experimental ◽  
Conceptual Change Texts ◽  
First Year University ◽  
Experimental Group

The aim of this research was to investigate the effect of computer simulations enhanced with conceptual change texts (CS-CCT) on first year university students? understanding of chemical equilibrium. A quasi-experimental design and one control group (CG, N = 60) as well as one experimental group (EG, N = 65) were used in the study. While students in CG were taught with traditional methods based on textbooks and blackboard, the EG studied the same unit with CS-CCT. The chemical equilibrium concept test (CECT) was administered as pre-test, post-test and delayed test to collect data. The results indicated that the students? scores in the EG were significantly higher than those in the CG in both post-test and delayed test. It was concluded that CS-CCT may become a more effective way for students to picture in their minds chemical equilibrium and improve their alternative interpretations. Also, such a combination is useful for students to enhance their conceptual understanding.

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