نوع مقاله : مقاله پژوهشی
نویسندگان
1 دکترای روانشناسی، استادیار در گروه روانشناسی، موسسه آموزش عالی ادیب مازندران، ساری
2 کارشناس ارشد روانشناسی تربیتی، موسسه آموزش عالی ادیب مازندران (ساری)
3 کارشناس ارشد روانشناسی عمومی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
4 گروه روانشناسی ، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The purpose of the current study was to investigate the effectiveness of philosophy education on emotional self-regulation, social skills, and academic self-efficacy among primary school students.
The research method was quasi-experimental with a pre-test/post-test design, including experimental and control groups. The statistical population consisted of all male students in the academic year 2023-2024. The sample included 40 male students from Sari city, divided into two groups: 20 in the experimental group and 20 in the control group. Participants were initially selected via convenience sampling and then randomly assigned to the groups. Data were collected using the Emotional Self-Regulation Questionnaire (ESRO), the Matson Social Skills Questionnaire, and Morgan et al.’s (1999) Academic Self-Efficacy Scale. The collected data were analyzed using SPSS-23 software and multivariate analysis of covariance (MANCOVA).
The philosophy education program significantly improved emotional self-regulation, positive social skills, negative social behaviors, aggression, impulsive behaviors, and academic self-efficacy in students (p<0.001). However, it had no significant effect on superiority-seeking (p=0.607).
Based on the results, philosophy education plays an effective role in enhancing students' emotional and social skills and ultimately contributes to their academic success.
کلیدواژهها [English]
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