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MEJDS (2020) 10: 179 |
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Sharifinia M, Asadzadeh H, Dortaj F, Sadipour E. Effects of Ethical Practice Training on Self-Determination and Responsibility in Students. MEJDS 2020; 10 :179-179
URL: http://jdisabilstud.org/article-1-2247-en.html
URL: http://jdisabilstud.org/article-1-2247-en.html
1- Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University
2- Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University
2- Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University
Abstract: (1522 Views)
Background & Objectives: The successful scientific education and socialization of students is the most important indicator for evaluating the efficiency of universities as well as the extent of their success in performing real responsibilities towards society. Responsibility training is among the most fundamental parts of human education, the consequences of which are widely observed in various aspects of human life concerning moral, intellectual, artistic, social, and religious dimensions. Another purpose that universities seek to achieve is self–determination. Self–determination indicates the metacognitive control of control operations and the planning of goals in line with the individuals’ motivation. Responsibility and self–determination can be taught and improved in individuals, using techniques. An approach used for this purpose is moral practice training. The present study aimed to determine the effects of ethical practice training on self–determination and responsibility in students.
Methods: This was a quasi–experimental study with a pretest–posttest–follow–up and a control group design. The statistical population of the study included all students of Al–Mustafa University in the academic year of 2018–2020 (N=12008). Accordingly, we identified 30 eligible volunteer students who scored <84 in the Self–Determination Questionnaire (La Guardia et al., 2000) and <21 in the California Accountability Questionnaire (Gough et al., 1952). Then, the study participants were randomly divided into 2 groups of experimental and control (n=15/group). To evaluate the stability of the collected results, a follow–up test was performed one month after conducting the posttest, in the experimental group. The following curriculum and tools were also employed to collect the required data: the Ethical Practice Training Program (EPTP; Blasi, 1993), Self–Determination Questionnaire (La Guardia et al., 2000), and Responsibility Questionnaire California (Gough, 1948). The EPTP was implemented in the experimental group. This program was provided in thirteen 105–minute sessions for 5 weeks. During this period, the control group received no training. The obtained data were analyzed using descriptive statistics, including mean and standard deviation, as well as inferential statistics, such as repeated–measures Analysis of Variance (ANOVA) and Bonferroni post–hoc test in SPSS at the significance level of 0.05.
Results: The present study findings revealed that concerning self–determination, group effect (p˂0.001), time effect (p˂0.001), and group–time interaction (p˂0.001) were significant. Furthermore, respecting responsibility, group effect (p˂0.001), time effect (p˂0.001), and time–group interaction (p˂0.001) were significant. Besides, the results of the Bonferroni post–hoc test indicated a significant difference in the experimental group between the mean scores of pretest and posttest phases (p˂0.001) as well as pretest and follow–up steps (p˂0.001) for self–determination and responsibility. Moreover, the positive effect of teaching an ethical action plan on increasing the score of self–determination and responsibility of students remained persistent in the follow–up phase (p˂0.001).
Conclusion: The current research findings highlighted that students with disabilities related to self–determination and responsibility can achieve success in these fields by receiving moral practice training and enjoy its lasting effects.
Methods: This was a quasi–experimental study with a pretest–posttest–follow–up and a control group design. The statistical population of the study included all students of Al–Mustafa University in the academic year of 2018–2020 (N=12008). Accordingly, we identified 30 eligible volunteer students who scored <84 in the Self–Determination Questionnaire (La Guardia et al., 2000) and <21 in the California Accountability Questionnaire (Gough et al., 1952). Then, the study participants were randomly divided into 2 groups of experimental and control (n=15/group). To evaluate the stability of the collected results, a follow–up test was performed one month after conducting the posttest, in the experimental group. The following curriculum and tools were also employed to collect the required data: the Ethical Practice Training Program (EPTP; Blasi, 1993), Self–Determination Questionnaire (La Guardia et al., 2000), and Responsibility Questionnaire California (Gough, 1948). The EPTP was implemented in the experimental group. This program was provided in thirteen 105–minute sessions for 5 weeks. During this period, the control group received no training. The obtained data were analyzed using descriptive statistics, including mean and standard deviation, as well as inferential statistics, such as repeated–measures Analysis of Variance (ANOVA) and Bonferroni post–hoc test in SPSS at the significance level of 0.05.
Results: The present study findings revealed that concerning self–determination, group effect (p˂0.001), time effect (p˂0.001), and group–time interaction (p˂0.001) were significant. Furthermore, respecting responsibility, group effect (p˂0.001), time effect (p˂0.001), and time–group interaction (p˂0.001) were significant. Besides, the results of the Bonferroni post–hoc test indicated a significant difference in the experimental group between the mean scores of pretest and posttest phases (p˂0.001) as well as pretest and follow–up steps (p˂0.001) for self–determination and responsibility. Moreover, the positive effect of teaching an ethical action plan on increasing the score of self–determination and responsibility of students remained persistent in the follow–up phase (p˂0.001).
Conclusion: The current research findings highlighted that students with disabilities related to self–determination and responsibility can achieve success in these fields by receiving moral practice training and enjoy its lasting effects.
Type of Study: Original Research Article |
Subject:
Psychology
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