Sohrabali Harsaj Ghasemi; Jamal Sadeghi; Alireza Homayouni
Abstract
Purpose: The humor and academic engagement in students improve their academic performance and success. Therefore, the aim of this research was determine the effectiveness of flourishing education on humor and academic engagement in high school students.
Methodology: The present research was an applied ...
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Purpose: The humor and academic engagement in students improve their academic performance and success. Therefore, the aim of this research was determine the effectiveness of flourishing education on humor and academic engagement in high school students.
Methodology: The present research was an applied with pre-test and post-test design with experimental and control groups. The statistical population of the research was male and female high school students in Chalous city in the academic year 2019-20. The statistical sample of the research was 30 people who were selected by available sampling method and randomly replaced into two equal groups (15 people in each group). The experimental group underwent the flourishing education 8 sessions of two-hour during two months (one session per week) and the control group during this period did not receive any training. Both experimental and control groups in the pre-test and post-test stages were evaluated in terms of humor (Khashouei, Arizi Samani and Aghaei, 2009) and academic engagement (Reeve and Tseng, 2011) and the data obtained from their implementation were analyzed by methods of univariate analysis of covariance and multivariate analysis of covariance in SPSS software.
Findings: The findings showed that flourishing education led to increase the humor and all five components including the enjoyment of humor, laughter, verbal humor, humor in social relationships and humor in stressful conditions in high school students (P<0.05). Also, flourishing education led to increase the academic engagement and all four components including the engagement of cognitive, emotional, behavioral and agency in high school students (P<0.05).
Conclusion: The findings indicated the effectiveness of flourishing education on increasing students' humor and academic engagement. Therefore, planning to improve them through workshops can play an effective role in promoting students' humor and academic engagement.
Fereshteh Rastgar; Jamal Sadeghi; Alireza Homayouni; Vahid Fallah
Abstract
Purpose: The aim of this study was to model the structural relationships of executive actions with academic conflict mediated by intolerance of uncertainty in junior high school students in Sari.Methodology: This was a correlational study using structural equation modeling. The statistical population ...
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Purpose: The aim of this study was to model the structural relationships of executive actions with academic conflict mediated by intolerance of uncertainty in junior high school students in Sari.Methodology: This was a correlational study using structural equation modeling. The statistical population of the study was all female high school students in the ninth grade of Sari city in 1398.280 students as a sample size so that first from all 12 schools, including 8 public schools were selected randomly and in the stage Second, 10 classes (30 people) were randomly selected from all classes according to the entry criteria and observing ethical considerations. Collection tools included the Clever Academic Involvement Questionnaire (2012), the Rescue Executive Action Questionnaire (2013), and the Freeston et al. Uncertainty Intolerance Questionnaire (1994). Data were analyzed using SPSS-18 and Amos-23 software and descriptive and inferential statistical methods at a significance level of 0.99.Findings: The results showed that executive actions were associated with academic engagement mediated by ambiguity intolerance (AGFI = 0.987, RSMEA = 0.042). On the other hand, a significant direct relationship was observed between intolerance of uncertainty and executive actions (r = -0.34, p <0.01) and academic conflict (r = -0.31, p <0.01). There was also a significant direct correlation between cognitive actions and academic engagement (r = 0.34, p <0.01). In general, the fitted model showed that the effects of direct and indirect paths of 83% of the educational engagement variable can be explained by intolerance of uncertainty and executive actions.Based on the research findings, cognitive actions and intolerance of uncertainty were associated with academic involvement of students in junior high school.Conclusion: According to the research findings, cognitive actions and intolerance of uncertainty were associated with academic involvement of students in junior high school. Due to the fact that cognitive actions are multidimensional and acquired variables, the pleasure of learning and effort in academic performance can be increased by improving cognitive and metacognitive strategies. Therefore, educational professionals can influence students' academic engagement and improve their academic performance by teaching cognitive actions and increasing the level of uncertainty tolerance in the form of educational programs.