چکیده:
The purpose of this study was to examine the effect of storytelling on the self-efficacy of students. The research method was quasi-experimental along with pretest-posttest. The statistical population consisted of two elementary fourth grades with 21 students in each class. One of them was selected as the test group and the other as the control. Before the beginning of the course, a pretest was performed for all students (42 students). The self-efficacy questionnaire (SEQ-C) (Muris) was used for data collection and its validity and reliability were confirmed. Data were analyzed using SPSS software with covariance test after checking the homogeneity of variance and regression. The results showed that there is a significant difference between the control and experimental groups. This means that storytelling had a positive effect on the three dimensions (social, educational and emotional) of students’ self-efficacy.
خلاصه ماشینی:
Self-efficacy, Story, Storytelling challenges of this period, dependsIntroduction Achievement and advancement in education, the acquisition of human, moral and social skills, the growth and development of the abilities to face problems and overcome barriers and motivation for trying to build an ideal future are considered by all teachers and students' parents.
Zheng, Dong, Huang, Chang & Kumar Bhagat (2018, p: 2), conducted a research and mentioned that self- efficacy is considered as one of the primary factors of interpreting students’ experiences learning science.
Sadeghi Sayyah (2012) conducted a study on students with learning disabilities and showed that art therapy had a significant effect on their social, educational and emotional adaptability.
Storytelling also reduces aggression and social incompatibility (Haji Naghi Tehrani, 2014), shyness (Askari, 2015), and increases student learning (Zamzam, Ghodrati & Dindar, 2016), social skills (Withers, 2011), self-esteem, positive emotions, verbal communication, self-acceptance (Bełtkiewicz, 2013), motivation, interest in reading, educational self-efficacy (Nair, Mohd Yusof & Chooi Hong, 2014), social self- efficacy (such as: broadening their perspectives, enabling them to think about the reasons rather than the result, showing them different lifestyles, providing them with a comparison between their own culture and other cultures)(Ceylan, 2016), development of ethical and social values (Watts, Ness, Steele , Mumford, 2017), emotional skills (decreasing the inappropriate behavior of children with autism) (Khantreejitranon, 2018) and their liveliness (Parhizgari & Khazaei, 2016).
The result of the main hypothesis of the research showed that storytelling has a significant effect on the self-efficacy of the fourth- grade students of Shahid Akbarabadi primary school.