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The Effectiveness of Successful Intelligence Education on Girl's Student Test Anxiety
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Behroz Hashemi1   , Ahmad Ghzanfari2 , Tayebeh Sharifi3 , Reza Ahmadi4 |
1- Department of Psychology, Islamic Azad University of Shahrekord, Iran.
2- Department of Psychology, Shahrekord Branch,, Islamic Azad University، Shahrekord, Iran , aghazan5@yahoo.com
3- Department of Psychology, Shahrekord Branch,, Islamic Azad University، Shahrekord, Iran.
4- Department of Psychology, Shahrekord Branch,, Islamic Azad University، Shahrekord, Iran |
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Abstract: (3757 Views) |
Introduction: Successful intelligence is an integrated set of abilities necessary for success in life that helps to select and adapt and change the environment in order to achieve its goals in life. The purpose of this study was to determine the effectiveness of successful Intelligent Education on test anxiety in secondary school students.
Methods: In this research, the pretest, posttest and control group were used. The population of this study was all second-grade students in the city of Shahrekord during the academic year 98-97. A multistage random cluster sampling method was used to select 50 students and randomly divided into two groups of 25 individuals as a control and experimental group. The experimental group was trained in the educational package of successful intelligence. Both groups were evaluated in the pre-test and post-test by Abolghasemi 's test anxiety questionnaire and colleagues. Data were analyzed using SPSS software version 19.
Results: The results of data analysis with covariance analysis showed that successful intelligence training on test anxiety in secondary school students in Shahrekord city was significantly effective (p <0/001).
Conclusion: This research suggests that educators instructors emphasize that Education and teaching based on this approach in schools reduces the test anxiety. |
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| Keywords: Successful Intelligence, Test Anxiety, Student |
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Full-Text [PDF 291 kb]
(1143 Downloads)
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Article Type: Original Research |
Subject:
Other Fields
Received: 2019/01/29 | Accepted: 2019/04/28 | Published: 2019/12/1
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