Volume 10, Issue 6 (Shenakht Journal of Psychology and Psychiatry 2024)
Shenakht Journal of Psychology and Psychiatry 2024, 10(6): 91-107 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Khalilpour F, Dartaj F, Asadzadeh H, Sadipour E, sheivandi , K. The effectiveness of the cognitive-emotional empowerment training package on the spatial ability and inhibitory control of female students. Shenakht Journal of Psychology and Psychiatry 2024; 10 (6) :91-107
URL: http://shenakht.muk.ac.ir/article-1-2183-en.html
URL: http://shenakht.muk.ac.ir/article-1-2183-en.html
Forough Khalilpour1 
, Fariborz Dartaj * 2, Hassan Asadzadeh3 , Esmaeil Sadipour4 , , kamran sheivandi5
, Fariborz Dartaj * 2, Hassan Asadzadeh3 , Esmaeil Sadipour4 , , kamran sheivandi5
1- Ph.D. student of Educational Psychology, Allameh Tabataba'i University, Tehran, Iran.
2- - professor, Department of Educational Psychology, Allameh Tabataba'i University, Tehran, Iran , E-mail: dortaj@atu.ac.ir
3- Professor, Department of Educational Psychology, Allameh Tabataba'i University, Tehran, Iran.
4- 4- professor, Department of Educational Psychology, Allameh Tabataba'i University, Tehran, Iran.
5- Assistant professor, Department of Educational Psychology, Allameh Tabataba'i University, Tehran, Iran
2- - professor, Department of Educational Psychology, Allameh Tabataba'i University, Tehran, Iran , E-mail: dortaj@atu.ac.ir
3- Professor, Department of Educational Psychology, Allameh Tabataba'i University, Tehran, Iran.
4- 4- professor, Department of Educational Psychology, Allameh Tabataba'i University, Tehran, Iran.
5- Assistant professor, Department of Educational Psychology, Allameh Tabataba'i University, Tehran, Iran
Abstract: (286 Views)
Introduction: Spatial ability and response inhibition skills are essential for cognition, learning, and success in both school and life.
Aim: The aim of this research was to examine the effectiveness of a cognitive-emotional empowerment educational package on the spatial ability and response inhibition of female students.
Method: A semi-experimental design with pre-test, post-test, and follow-up was employed, including a control group. The population consisted of all sixth-grade female students in Tehran during the academic year 1400-1401. A sample of 30 individuals was selected, and they were assigned to control and experimental groups. The experimental group received a cognitive-emotional empowerment educational package for 12 sessions of 45 minutes each week, while the control group did not receive any intervention. Research tools included forward matrices (Raven, 1956) and go/no-go test (Gordon and Karamaza, 1982). The research data were analyzed using SPSS version 24 and repeated measures analysis of variance.
Results: Data analysis revealed a significant difference in the mean scores of spatial ability and response inhibition between the experimental and control groups in pre-test and post- test stages (p < 0.05). The effect size of cognitive-emotional empowerment on spatial ability and response inhibition was estimated at 0.133 and 0.139, respectively.
Conclusion: Based on the results, the cognitive-emotional empowerment educational package led to an improvement in the spatial ability and response inhibition of students. Therefore, it is recommended to use this intervention as an educational method to enhance the spatial ability and response inhibition of children.
Aim: The aim of this research was to examine the effectiveness of a cognitive-emotional empowerment educational package on the spatial ability and response inhibition of female students.
Method: A semi-experimental design with pre-test, post-test, and follow-up was employed, including a control group. The population consisted of all sixth-grade female students in Tehran during the academic year 1400-1401. A sample of 30 individuals was selected, and they were assigned to control and experimental groups. The experimental group received a cognitive-emotional empowerment educational package for 12 sessions of 45 minutes each week, while the control group did not receive any intervention. Research tools included forward matrices (Raven, 1956) and go/no-go test (Gordon and Karamaza, 1982). The research data were analyzed using SPSS version 24 and repeated measures analysis of variance.
Results: Data analysis revealed a significant difference in the mean scores of spatial ability and response inhibition between the experimental and control groups in pre-test and post- test stages (p < 0.05). The effect size of cognitive-emotional empowerment on spatial ability and response inhibition was estimated at 0.133 and 0.139, respectively.
Conclusion: Based on the results, the cognitive-emotional empowerment educational package led to an improvement in the spatial ability and response inhibition of students. Therefore, it is recommended to use this intervention as an educational method to enhance the spatial ability and response inhibition of children.
Type of Study: Research |
Subject:
Special
Received: 2024/02/24 | Accepted: 2024/02/17 | Published: 2024/02/17
Received: 2024/02/24 | Accepted: 2024/02/17 | Published: 2024/02/17
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
