چکیده:
The aim of this study was to evaluate the effectiveness of emotional and cognitive processing strategies on students' academic adjustment and academic engagement. This study was applied and in terms of research method was quasi-experimental with pre-test-post-test design and control group. The statistical population of this study consisted of male high school students in region 2 of Kerman. They were selected through cluster sampling method and randomly assigned to the experimental and control groups. Then the experimental group was trained and intervened for 8 sessions (90 minutes per session) and the control group did not receive any training. After the training sessions, the post-test was taken. The instruments used in this study included Sina Wesing (1993) adjustment questionnaire and Zarang academic engagement questionnaire (2012).To analyze the data, multivariate analysis of covariance (ANCOVA) and multivariate analysis of variance (MANCOVA)were performed using SPSS-22 software. The results of analysis of covariance showed that the intervention of strategies based on emotional and cognitive processing is effective in increasing academic adjustment and academic engagement of students. The results also showed that the effectiveness of emotional and cognitive processing strategies separately with academic engagement and students' academic adjustment was significantly related at the level of (p <0.05).Based on the research findings, it can be concluded that teaching intervention strategies of cognitive processing and emotional processing is effective in the process of increasing academic adjustment and students' academic engagement.
خلاصه ماشینی:
Effectiveness of Emotional and Cognitive Processing Strategies on Academic Adjustment and Academic Engagement of High School Students of Kerman Mohammad Mohammadrezakhani Ph. D.
Department of Psychology, University of Sistan and Baluchestan, Zahedan, Iran Abstract The aim of this study was to evaluate the effectiveness of emotional and cognitive processing strategies on students' academic adjustment and academic engagement.
The results of analysis of covariance showed that the intervention of strategies based on emotional and cognitive processing is effective in increasing academic adjustment and academic engagement of students.
36 P significant difference that shows the significant effect of educational interventions on cognitive and emotional processing strategies on academic adjustment and academic engagement of high school students.
Therefore, the research hypotheses regarding the effectiveness of teaching strategies based on cognitive and emotional processing on academic conflict and academic adjustment of high school male students in District 2 of Kerman are confirmed.
Discussion and Conclusion The main objectives of the present study were to investigate the effectiveness of cognitive and emotional processing education on academic adjustment and academic engagement of high school male students in Region 2 of Kerman.
Findings extracted from statistical data and according to the mentioned variables, indicate that teaching emotional and cognitive processing strategies has a significant effect on academic adjustment, academic conflict and its components in high school students in Kerman.
Effectiveness of emotional and cognitive processing strategies on academic adjustment and academic engagement of high school students of Kerman.