Volume 31, Issue 1 (3-2024)
RJMS 2024, 31(1): 1-11 |
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Research code: 0
Ethics code: IR.IAU.BABOL.REC.1402.191
Clinical trials code: 0
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Ebadi M, Sadeghi J, Akbarnataj-e Shob N, Khanmohammadi A. Determining the Effectiveness of Brain-Based Learning Training on Problem Solving Perception; Academic Resilience and Emotional Self-Awareness in High School Students. RJMS 2024; 31 (1) :1-11
URL: http://rjms.iums.ac.ir/article-1-8535-en.html
URL: http://rjms.iums.ac.ir/article-1-8535-en.html
Assistant Professor, Department of Psychology, Faculty of Humanities, Babol Branch, Islamic Azad University, Babol, Iran , Jamalsadeghi48@yahoo.com
Abstract: (388 Views)
Background & Aims: Students have important capacities and their flourishing is a necessary and fundamental condition for the success and development of today's societies, but the existence of multiple risk factors in this path has always resulted in short-term and long-term personal and social damage. Cognitive features such as problem-solving skills and the problem-solving process are an important part of the daily life of these people in the education process, and strengthening and cultivating these skills through training, practice, and learning can help students solve problems more effectively. As a result of that and with time, people can solve complex and far more difficult problems. Problem-solving skills refer to the processes by which a person wants to determine, discover, or invent effective and adaptive coping strategies for everyday problems. In other words, problem-solving is an important coping strategy that increases the ability of personal and social progress and reduces psychological stress and semiotics. These conditions can include identifying the possible causes of a problem and preparing a practical plan to solve that problem, which is effective in a person's perception of the situation. Also, the perception of the problem in students is a metacognitive process that is involved in the implementation of a set of emotional-cognitive stable plans and describes how a person generally thinks about problems. In his life, he makes them sensitive just as much as he finds the ability to solve problems in himself and he can have the appropriate resilience to adapt cognitive and behavioral. On the other hand, resilience is a kind of returning to the initial balance or reaching a balance at a higher level in threatening conditions and provides the means for successful adaptation in life. Students who are resilient in one situation may face problems in another situation. Students who have academic resilience, even in the presence of stressful events and conditions that can put them at risk of poor performance and eventually dropping out of school, have high motivation and good performance. In other words, resilient students maintain a high level of motivation and progress despite the existence of stressful events and conditions, which requires the acquisition of appropriate self-awareness in different cognitive, behavioral, and even emotional domains. The purpose of this research is to determine the effectiveness of brain-based learning training on problem-solving perception; Academic resilience and emotional self-awareness were found in secondary school students.
Methods: The research method was a semi-experimental pre-test-post-test type with an unequal control group. The statistical population of the present study is made up of all 387 female students of the first secondary school of the ninth grade of public schools in the city of Northern Swadkoh in the academic year 2022-2023. Several 45 people were selected based on the criteria for entering the research and were randomly replaced into two experimental groups of 15 people and a control group of 15 people. To collect data, Hepner and Patterson's (1982) problem-solving perception questionnaire, Samuels' (2004) academic resilience questionnaire and Rifi et al.'s (2007) emotional self-awareness questionnaire were used. Summary of brain-based learning training sessions taken from Cain et al. (2005) in 8 90-minute sessions were conducted on the experimental group and no intervention was done for the control group. Repeated measurement variance analysis was used with SPSS18 software to analyze the data.
Results: The findings showed that brain-based learning training affects the perception of problem-solving, academic resilience, and emotional self-awareness of secondary school students. Teaching brain-based learning on academic resilience and emotional self-awareness was more effective than teaching self-directed learning strategies.
Conclusion: The results of this article can provide practical implications in the field of improving the performance of psychological factors to academic advisors and teachers using the brain-based learning method. To make brain-based learning more effective than teaching self-directed learning strategies to students, the following methods can be used: First, explain to students how the brain works and how factors are formed in it. Explaining the cognitive processes of the brain and its relationship with cognitive, behavioral, and emotional processes can help students better understand how cognitive, behavioral, and emotional processes appear and how they can react to them. The brain-based learning strategies training model is introduced and proposed as a very short-term, simple, effective efficient, and at the same time economical approach for training counselors and teachers, and the combined model can solve many of the limitations.
Methods: The research method was a semi-experimental pre-test-post-test type with an unequal control group. The statistical population of the present study is made up of all 387 female students of the first secondary school of the ninth grade of public schools in the city of Northern Swadkoh in the academic year 2022-2023. Several 45 people were selected based on the criteria for entering the research and were randomly replaced into two experimental groups of 15 people and a control group of 15 people. To collect data, Hepner and Patterson's (1982) problem-solving perception questionnaire, Samuels' (2004) academic resilience questionnaire and Rifi et al.'s (2007) emotional self-awareness questionnaire were used. Summary of brain-based learning training sessions taken from Cain et al. (2005) in 8 90-minute sessions were conducted on the experimental group and no intervention was done for the control group. Repeated measurement variance analysis was used with SPSS18 software to analyze the data.
Results: The findings showed that brain-based learning training affects the perception of problem-solving, academic resilience, and emotional self-awareness of secondary school students. Teaching brain-based learning on academic resilience and emotional self-awareness was more effective than teaching self-directed learning strategies.
Conclusion: The results of this article can provide practical implications in the field of improving the performance of psychological factors to academic advisors and teachers using the brain-based learning method. To make brain-based learning more effective than teaching self-directed learning strategies to students, the following methods can be used: First, explain to students how the brain works and how factors are formed in it. Explaining the cognitive processes of the brain and its relationship with cognitive, behavioral, and emotional processes can help students better understand how cognitive, behavioral, and emotional processes appear and how they can react to them. The brain-based learning strategies training model is introduced and proposed as a very short-term, simple, effective efficient, and at the same time economical approach for training counselors and teachers, and the combined model can solve many of the limitations.
Keywords: Problem-Solving Perception, Academic Resilience, Emotional Self-Awareness, Brain-Based Learning Education
Type of Study: Research |
Subject:
Clinical Psychiatry
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