Document Type : Research Paper
Authors
1 Shahrekord University, Shahrekord, Iran
2 Department of Counseling, Faculty of Literature and Humanities, Shahrekord University, Shahrekord, Iran.
3 Department of Psychology and Counseling, Faculty of Literature and Humanities, Shahrekord University, Shahrekord, Iran.
Abstract
Objective:The aim of this study was to determine the effectiveness of time-based education on the components of academic satisfaction, academic buoyancy and sense of academic achievement of high school students. Methods: The statistical population of this study includes all female high school students in Khanmirza. For this purpose, among the girls' schools of Khanmirza city, one school and then one educational level were randomly selected and evaluated. Then, out of 56 people who received lower than average scores in the research variables, 24 were randomly assigned to the experimental and waiting groups. The experimental group received 8 sessions of intervention and the waiting group did not receive any intervention until after the results were followed. The research variables were evaluated using Salehi (2014) Academic Satisfaction Questionnaire, Martin & Marsh (2008) Academic buoyancy and Salehi (2014) Academic Success Questionnaire in three stages: pre-test, post-test and follow-up. Data were analyzed by SPSS22 software. Results: The results of analysis of covariance showed that in the two stages of post-test and follow-up, there is a significant difference between the experimental group and the waiting group compared to the pre-test. Conclusion:Therefore, it can be said that time-based education has an effect on the three variables of students' satisfaction, sustainability and sense of academic success, and these effects have been stable over time. Counselors and psychologists can use the findings of the present study to teach time vision in schools and counseling centers and help students grow in this area.
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