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IRCT20220406054427N2 IRCT 2022-05-31 Refah University College The effect of education on academic motivation The effectiveness of social skills training on emotional awareness and academic motivation of junior high school boys, a case study 2022-06-20 anticipated 3 Complete https://irct.ir/trial/63493 interventional Randomization: N/A, Blinding: Single blinded, Placebo: Not used, Assignment: Single, Purpose: Education/Guidance, Blinding description: Participants, as teens in junior high school, will be unaware that education will affect their academic performance. And they will think that the intervention will affect their emotional self-awareness. N/A Adolescents with low academic motivation. Intervention group: The intervention will be performed separately on 3 adolescent male high school students separately. These students must be below the cut line in terms of academic motivation. Their selection is purposeful voluntarily. In the intervention group, Mariana Coty (2013) for 10 sessions of social skills training protocol is performed once a week on Wednesdays for two hours. Mariana Cotty Social Skills Training Protocol has 10 training sessions with the aim of teaching self-awareness, teaching social law, teaching how to interact, how to talk to others, teamwork and interaction, courage and emotion management. According to Coty (2013) theory, adolescents need social skills training that these skills should be provided in addition to high school education and can help them to a very high degree in their academic progress. Therefore, the training will be done individually during 10 sessions and each session for two hours. That is, for the participant, 10 sessions of two separate hours will be performed for two hours each week. The content of the sessions is as follows: Session 1: Teaching the basics of self-awareness will be taught. In this session, the student is taught how to be here and now. In order to increase his focus and attention. Session 2: Skills in using communication tools, in this session, the quality of using satellite, email, WhatsApp, Instagram, Facebook and other mass communication tools, its advantages and disadvantages are taught to determine the disadvantages of using them. Session 3: Teaching social rules and interpersonal roles. At this stage, the adolescent will learn the do's and don'ts of the relationship and the boundaries of communication with others and age groups. Session 4: Interacting with others, what is interaction? The difference between a win-win interaction and a relationship with other harmful relationships, teamwork and its advantages over individual work. Training will intensify. Session 5: Teaching the principles of friendship, the difference between attachment and dependence and affection versus affection, friends versus pseudo-friend, etc. will be taught. Session 6: Conversational training, and the principles and rules of successful conversation are the goals of this session. Session 7: Agreement and cooperation with others, in this session, how to cooperate and the limits of cooperation against interpersonal abuse and underemployment and communication with people who are unable to cooperate will all be taught. Session 8: Teaching courage and self-preservation Adolescents are in a critical situation and need to learn how to take care of themselves. Session 9: Managing Anxiety and Depression Teenagers are taught how to deal with failures, negative emotions, fears and griefs caused by failure. And the tenth session: adaptation training with change. This section teaches teens how change is ongoing and how to correct and replace it with things like unsuccessful attempts to control and resist change.. Yes - There is a plan to make this available What will be shared: At the end of the study, the data will be statistically analyzed with the help of statistical analysis of improvement percentage, visual analysis graphs and Cohen's effect size formulas and overlapping data and the article will be published in full. When: Up to two years after the end of the study To whom: It will be available to researchers working in academic and scientific institutions Conditions: If clinicians, school counselors and family counselors need unidentifiable data, the data will be made available to them. Where to obtain: Mrs. Masoomeh Gharedaghi How to obtain: The applicant must send an email to the email address: m.gharedaghi1400@gmail.com and request the data. Once the applicant's identity has been verified with academics, clinicians or consultants, the data will be made available to non-disclosures with a commitment. Comments:
public Ghazal Zandkarimi
Baharestan Street, the beginning of People Street
Tehran Iran (Islamic Republic of) 11575138 +98 21 3507 4315 Zandkarimi@refah.ac.ir Refah University College scientific Roshanak Khodabakhsh Pirkalani
Deh Vanak, Faculty of Educational Science and Psychology, Alzahra University
Tehran Iran (Islamic Republic of) ۱۹۹۳۸۹۳۹۷۳ +98 21 8804 4040 rkhodabakhsh@yahoo.com Alzahra University Iran (Islamic Republic of) Having low academic motivation, Medium to high discipline score, GPA above 16 12 years 16 years Male Failure to attend more than two training sessions Lifestyle Intervention group: The intervention will be performed separately on 3 adolescent male high school students separately. These students must be below the cut line in terms of academic motivation. Their selection is purposeful voluntarily. In the intervention group, Mariana Coty (2013) for 10 sessions of social skills training protocol is performed once a week on Wednesdays for two hours. Mariana Cotty Social Skills Training Protocol has 10 training sessions with the aim of teaching self-awareness, teaching social law, teaching how to interact, how to talk to others, teamwork and interaction, courage and emotion management. According to Coty (2013) theory, adolescents need social skills training that these skills should be provided in addition to high school education and can help them to a very high degree in their academic progress. Therefore, the training will be done individually during 10 sessions and each session for two hours. That is, for the participant, 10 sessions of two separate hours will be performed for two hours each week. The content of the sessions is as follows: Session 1: Teaching the basics of self-awareness will be taught. In this session, the student is taught how to be here and now. In order to increase his focus and attention. Session 2: Skills in using communication tools, in this session, the quality of using satellite, email, WhatsApp, Instagram, Facebook and other mass communication tools, its advantages and disadvantages are taught to determine the disadvantages of using them. Session 3: Teaching social rules and interpersonal roles. At this stage, the adolescent will learn the do's and don'ts of the relationship and the boundaries of communication with others and age groups. Session 4: Interacting with others, what is interaction? The difference between a win-win interaction and a relationship with other harmful relationships, teamwork and its advantages over individual work. Training will intensify. Session 5: Teaching the principles of friendship, the difference between attachment and dependence and affection versus affection, friends versus pseudo-friend, etc. will be taught. Session 6: Conversational training, and the principles and rules of successful conversation are the goals of this session. Session 7: Agreement and cooperation with others, in this session, how to cooperate and the limits of cooperation against interpersonal abuse and underemployment and communication with people who are unable to cooperate will all be taught. Session 8: Teaching courage and self-preservation Adolescents are in a critical situation and need to learn how to take care of themselves. Session 9: Managing Anxiety and Depression Teenagers are taught how to deal with failures, negative emotions, fears and griefs caused by failure. And the tenth session: adaptation training with change. This section teaches teens how change is ongoing and how to correct and replace it with things like unsuccessful attempts to control and resist change. Educational Motivation. Timepoint: Academic motivation was measured twice in the first baseline of the study, and both sessions were performed once during training and a total of five measurements during training and once during the follow-up period. Method of measurement: Academic Motivation Questionnaire Harter et al (2005). Emotional Self-Consciousness. Timepoint: Emotional self-awareness is measured twice in the first baseline of the study, and both sessions will be done once during training and in total five measurements during training and once in the follow-up period. Method of measurement: Emotional Self-Awareness Questionnaire Rifi et al (2007). Refah University College Approved 2022-04-27 Ethics Committee in Biomedical Research, Al-Zahra University Baharestan - at the beginning of Mardom Street - Faculty of Welfare Tehran Tehran Iran (Islamic Republic of)