خلاصة:
the aim of the present study was to investigate the effectiveness of online self-management on the improvement of social entrepreneurship among third grade elementary school students in sari city. this applied research was a semi-experimental type of design (pre-test and post-test with a control group) in terms of the non-descriptive method of collecting field data. the statistical population consisted of 4500 students of the third grade of primary school in the academic year 1401-1402, and 57 people (two groups of 28 and 29 people, test and control) were selected by simple random sampling method as the sample size. the experimental group received 16 90-minute sessions of self-directed training online, but the control group did not receive any training program. the data collection tool was the abbas arab standard social entrepreneurship questionnaire (2013). the validity of these questionnaires was confirmed by experts, reliability was calculated through cronbach's alpha coefficient (0.89 percent). for data analysis, descriptive (mean and standard deviation) and inferential (kolmogorov smirnov, multivariate and univariate covariance) were done using spss25 software. the results showed that online self-management training has an effect on improving the social entrepreneurship of third grade primary school students in sari city.
ملخص الجهاز:
The results showed that online self-leadership training has an effect on improving the social entrepreneurship of third-grade elementary students in Sari city.
This research is designed based on the following main hypothesis and sub-hypotheses: Main Hypothesis: Online self-leadership training has an effect on improving the social entrepreneurship of third-grade elementary students in Sari city.
4. Online self-leadership training has an effect on improving innovation and social learning of third-grade elementary students in Sari city.
Findings In descriptive statistics, the results showed that in the pre-test of the experimental group, the mean scores for social change, social mission, preservation of social values, innovation and social learning, social activity, and social responsibility were 52.
Main Hypothesis: Online self-regulated learning has an effect on improving the social entrepreneurship of third-grade elementary school students in Sari city.
948) for the difference in means, online self-regulation training has had a significant effect on improving the social entrepreneurship scores of students in the experimental group compared to the control group.
These results indicate well that the educational intervention in the form of online self-regulation not only led to improved social entrepreneurship scores in the experimental group students, but also, with a high effect size and significant level of significance, confirms the effectiveness and effective role of this teaching method in developing entrepreneurial skills in this group.
Based on the provided mean values, it is clearly evident that online self-regulation has had an effect on improving the social change of third-grade elementary students in Sari city.
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