THE EFFECT OF VERBAL SELF-INSTRUCTION TRAINING ON STUDENTS' ACADEMIC STRESS AND MATH SELF-CONCEPT

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BAHADORI KHOSROSHAHI JAFAR; HABIBI KALEYBAR RAMIN

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Journal: JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH) Year:2017 | Volume:3 | Issue:4 Page(s): 48-59

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Title

THE EFFECT OF VERBAL SELF-INSTRUCTION TRAINING ON STUDENTS' ACADEMIC STRESS AND MATH SELF-CONCEPT

Author(s)

BAHADORI KHOSROSHAHI JAFAR | HABIBI KALEYBAR RAMIN | Issue Writer Certificate

Keywords

MATH SELF-CONCEPTQ1

ACADEMIC STRESSQ1

VERBAL SELF INSTRUCTIONQ1

Abstract

Background and Purpose: MATH SELF-CONCEPT and ACADEMIC STRESS are an important factor in students' performance. The purpose of this study was to investigate the effectiveness of training VERBAL SELF INSTRUCTION on ACADEMIC STRESS and MATH SELF-CONCEPT.Method: The research method was semi-experimental with pretest-posttest-follow up design with control group. The population of this study was all female students in the first period Ilkhichi secondary schools were enrolled in the academic year 2015-2016. The sample consisted of 40 students who were selected by multistage cluster sampling and randomly divided into two groups (N=20) and control (N=20) assigned. The experimental group had 7 session of training VERBAL SELF INSTRUCTION. MATH SELF-CONCEPT and ACADEMIC STRESS scale used to data gathering. The data was analyzed by covariance statistical method.Results: Findings indicated that training VERBAL SELF INSTRUCTION has an impact on MATH SELF-CONCEPT and ACADEMIC STRESS high school students. In fact VERBAL SELF INSTRUCTION decrease ACADEMIC STRESS and increase MATH SELF-CONCEPT n in students (0.001>P).Conclusion: The findings need serious attention from policy makers and officials to the issue of MATH SELF-CONCEPT and ACADEMIC STRESS of students is shown.

Cites

Structural Model of the Effects of Psychological Hardiness and Self-esteem on Students' Psychological Empowerment: Mediating Role of Academic Self-Concept

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APA: Copy

BAHADORI KHOSROSHAHI, JAFAR, & HABIBI KALEYBAR, RAMIN. (2017). THE EFFECT OF VERBAL SELF-INSTRUCTION TRAINING ON STUDENTS' ACADEMIC STRESS AND MATH SELF-CONCEPT. JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH), 3(4), 48-59. SID. https://sid.ir/paper/258315/en

Vancouver: Copy

BAHADORI KHOSROSHAHI JAFAR, HABIBI KALEYBAR RAMIN. THE EFFECT OF VERBAL SELF-INSTRUCTION TRAINING ON STUDENTS' ACADEMIC STRESS AND MATH SELF-CONCEPT. JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH)[Internet]. 2017;3(4):48-59. Available from: https://sid.ir/paper/258315/en

IEEE: Copy

JAFAR BAHADORI KHOSROSHAHI, and RAMIN HABIBI KALEYBAR, “THE EFFECT OF VERBAL SELF-INSTRUCTION TRAINING ON STUDENTS' ACADEMIC STRESS AND MATH SELF-CONCEPT,” JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH), vol. 3, no. 4, pp. 48–59, 2017, [Online]. Available: https://sid.ir/paper/258315/en

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