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Volume 12, Issue 35 (2019)
JMED 2019, 12(35): 37-47 |
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Hejazi M, Karami S, Vakili M M, Ahmadi M S. Effectiveness of Attributional Re-training on Academic Emotions and Problem-solving in Pharmacy and Nursing Students at Zanjan University of Medical Sciences, Zanjan, Iran. JMED 2019; 12 (35) :37-47
URL: http://edujournal.zums.ac.ir/article-1-1189-en.html
URL: http://edujournal.zums.ac.ir/article-1-1189-en.html
1- Azad university , masod1357@yahoo.com
2- Azad university
3- Medical Sciences
4- Farhangian University
2- Azad university
3- Medical Sciences
4- Farhangian University
Abstract: (8504 Views)
Background & Objective: This study aimed to evaluate the effect of an attributional re-training (AR) program on the academic emotions and problem-solving in pharmacy and nursing students in Zanjan University of Medical Sciences, Zanjan, Iran.
Materials and Methods: This was a trial study with a pretest-posttest design and a control group. The statistical population included all pharmacy and nursing students in the first semester of 2018-2019. In total, 72 subjects were selected by random sampling and divided into two test and control groups of 36. The participants in the test group attended seven AR sessions, and data were collected using the academic emotions and problem-solving questionnaires before the intervention, and one month after the program. Data analysis was performed in SPSS version 23 using descriptive statistics and analysis of covariance.
Results: Analysis of covariance showed that the AR program had a significant effect on the problem-solving process (P<0.05) while having no significant impact on academic emotions.
Conclusion: According to the results of the study, AR programs can be used as a suitable intervention to help the problem-solving process in students.
Materials and Methods: This was a trial study with a pretest-posttest design and a control group. The statistical population included all pharmacy and nursing students in the first semester of 2018-2019. In total, 72 subjects were selected by random sampling and divided into two test and control groups of 36. The participants in the test group attended seven AR sessions, and data were collected using the academic emotions and problem-solving questionnaires before the intervention, and one month after the program. Data analysis was performed in SPSS version 23 using descriptive statistics and analysis of covariance.
Results: Analysis of covariance showed that the AR program had a significant effect on the problem-solving process (P<0.05) while having no significant impact on academic emotions.
Conclusion: According to the results of the study, AR programs can be used as a suitable intervention to help the problem-solving process in students.
Article Type : Orginal Research |
Subject:
Education
Received: 2019/07/22 | Accepted: 2019/10/8 | Published: 2020/03/18
Received: 2019/07/22 | Accepted: 2019/10/8 | Published: 2020/03/18
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