The Effectiveness of Teaching the Components of Psychological Relaxation Based on the Islamic Viewpoint (Patience and Prayer) on Test Anxiety and the Resilience of First-Grade High School Students in Zahedan
The purpose of this study was to determine the effectiveness of teaching components of psychological relaxation based on the Islamic perspective (patience and prayer) on the test anxiety and the resilience of first grade high school students in Zahedan. The research method was semi-experimental with...
| Main Authors: | , |
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| Format: | Article |
| Language: | fas |
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University of Sistan and Baluchestan
2018-12-01
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| Series: | مطالعات روانشناسی تربیتی |
| Subjects: | |
| Online Access: | https://jeps.usb.ac.ir/article_4421_3c3c0401ad3e0caa702458cb79c60a94.pdf |
| Summary: | The purpose of this study was to determine the effectiveness of teaching components of psychological relaxation based on the Islamic perspective (patience and prayer) on the test anxiety and the resilience of first grade high school students in Zahedan. The research method was semi-experimental with pretest-posttest design with control group. A sample of 30 students of all first-year high school students in Zahedan in the academic year of 2017-2018 were selected by cluster sampling and randomly assigned to two groups of experimental and control. The instrument of the research was Anxiety Test Questionnaire Abolqasemi et al. (1996) and Resilience of Conor and Davidson (2003). Data were analyzed using SPSS software version 22 and statistical analysis of covariance analysis. The results showed that the average test scores of the experimental group were significantly lower than the control group in the post test, but the mean scores of the test group were significantly increased in the post test after the control group. Therefore, the results of this study showed that teaching components of Islamic psychology based on psychological relaxation can be used as an effective intervention to reduce the test anxiety and increase the student's resilience. |
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| ISSN: | 2228-6683 2783-5235 |