COMPARING THE EFFECTIVENESS OF ACHIEVEMENT MOTIVATION TRAINING VS. SELF-ESTEEM IMPROVEMENT PRACTICE ON SELF-SYSTEM DVELOPMENT IN TWO INTELLIGENCE LEVEL

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AHMADI M.; MANSOUR M.; FATHI ASHTIANI A.; RASOULZADEH TABATABAEI S.K.

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Journal: Journal of Psychology Year:2005 | Volume:8 | Issue:4 (32) Page(s): 337-359

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Title

COMPARING THE EFFECTIVENESS OF ACHIEVEMENT MOTIVATION TRAINING VS. SELF-ESTEEM IMPROVEMENT PRACTICE ON SELF-SYSTEM DVELOPMENT IN TWO INTELLIGENCE LEVEL

Author(s)

AHMADI M. | MANSOUR M. | FATHI ASHTIANI A. | RASOULZADEH TABATABAEI S.K. | Issue Writer Certificate

Keywords

SELF-SYSTEMQ4

SELF-DEVELOPMENTQ4

ACHIEVEMENT MOTIVATION TRAININGQ4

SELF-ESTEEM IMPROVEMENT PRACTICEQ4

SELF-UNDERSTANDING INTERVIEWQ4

CONCRETE OPERATIONSQ4

ABSTRACT OPERATIONSQ3

Abstract

The purpose of this study was to compare the effectiveness of two intervention methods: ACHIEVEMENT MOTIVATION TRAINING vs. SELF-ESTEEM IMPROVEMENT PRACTICE, on the progressive development of SELF-SYSTEM among subjects with concrete and abstract inteligence levels. In so doing, the pre-test and post-test design was used.120 female adolescents were included in the study; 60 with concrete and 60 with abstract intelligence, who were randomly selected and assigned in three subgroups in each level, two experimental and one control (each included 20 subjects). To find the subjects' intelligence level, the Piaget's operational tests were conducted. The SELF-DEVELOPMENT level has been examined by SELF-UNDERSTANDING INTERVIEW, conducted twice, before and after carrying out the interventions. In each intelligence level, one of the experimental groups received the ACHIEVEMENT MOTIVATION TRAINING, and the other received the SELF-ESTEEM IMPROVEMENT PRACTICE, while the control groups were treated as usual. The results revealed that: With respect to self-as-object, both of the intervention methods in both inteligence levels, had significant effect on the progressive development of objective self; meanwhile the self-esteem practice was more effective than the other method. With respect to self-as-subject components, in both intelligence levels, the intervention methods had no significant effect on "agency" component, while they had significant effect on the progressive development of "continuity". The intervention methods had significant effect on "distinctness", only in the abstract intelligence level. Therefore, the effectiveness of mentioned interventions on the progressive development of objective self is supported, regardless of intelligence level; while the effectiveness of them on progressive development of subjective self components is not pervassive, and depends on intelligence level. This study suggests the use of appropriate intervention programs for prevention and intervention in adolescence period.

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APA: Copy

AHMADI, M., MANSOUR, M., FATHI ASHTIANI, A., & RASOULZADEH TABATABAEI, S.K.. (2005). COMPARING THE EFFECTIVENESS OF ACHIEVEMENT MOTIVATION TRAINING VS. SELF-ESTEEM IMPROVEMENT PRACTICE ON SELF-SYSTEM DVELOPMENT IN TWO INTELLIGENCE LEVEL. JOURNAL OF PSYCHOLOGY, 8(4 (32)), 337-359. SID. https://sid.ir/paper/54546/en

Vancouver: Copy

AHMADI M., MANSOUR M., FATHI ASHTIANI A., RASOULZADEH TABATABAEI S.K.. COMPARING THE EFFECTIVENESS OF ACHIEVEMENT MOTIVATION TRAINING VS. SELF-ESTEEM IMPROVEMENT PRACTICE ON SELF-SYSTEM DVELOPMENT IN TWO INTELLIGENCE LEVEL. JOURNAL OF PSYCHOLOGY[Internet]. 2005;8(4 (32)):337-359. Available from: https://sid.ir/paper/54546/en

IEEE: Copy

M. AHMADI, M. MANSOUR, A. FATHI ASHTIANI, and S.K. RASOULZADEH TABATABAEI, “COMPARING THE EFFECTIVENESS OF ACHIEVEMENT MOTIVATION TRAINING VS. SELF-ESTEEM IMPROVEMENT PRACTICE ON SELF-SYSTEM DVELOPMENT IN TWO INTELLIGENCE LEVEL,” JOURNAL OF PSYCHOLOGY, vol. 8, no. 4 (32), pp. 337–359, 2005, [Online]. Available: https://sid.ir/paper/54546/en

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