The Role of Dare Teachings on Self-concept and Reducing Academic Concern of Male students in Hamadan City

Abstract

This investigation was carried out aiming at determining the role of dare lessons on academic self-esteem and reducing academic concerns of male students in senior high school level in Hamedan city. Present research was semi-experimental with pre-test, post-test plan and risk control group. The statistical society of the study consisted of all male students educating in the year 2016-17 in senior high school level in Hamedan. Statistical sample in this study consisted of 30 subjects that were selected using multistage clustering method. In a way that one high school was selected in random among male senior high schools in Hamedan, and in this school, two classes were selected in random as the control and experimental groups. Both groups consisted of 15 subjects. To evaluate the academic self-concept in this study, the 20-item questionnaire of Lieu and Yang (2005) and for academic concern, the 25-item questionnaire of Abulghasemi (1995) were used. Courage- teaching consisted of eight 30-minute sessions on the skill regarding establishing communication between people. Results from covariance analysis showed that dare teachings (lessons) had effect on the academic self-concept and decreased academic concern.

Keywords

• dare teachings,academic self-concept,academic concern

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