Effectiveness of the educational pattern training on academic help seeking and improving teacher-student relationship among girl secondary school students

Document Type : Research Paper

Authors

1 university of yasouj

2 Faculty of Psychology University of Yasouj

3 University of Yasouj

Abstract

The teacher-student interactions is one of the determining factors in the cognitive, social, emotional and behavioral student’s development in school. The aim of this study was to effectiveness of the educational pattern training on academic help seeking and improving teacher-student relationship among girl secondary school students. The present research method is quasi-experimental and pre-test-post-test design with control group was used. The statistical population of the study included all female students’ girls’ secondary school students in Hoveyzeh. , 40 high school girls’ students were selected available sampling method and were randomly assigned to experimental and control groups. The experimental group underwent 8 sessions during 6 weekly training based on education pattern; while the control group did not receive any intervention. In this study, help-seeking behaviors questionnaire Ryan & Pintrich (HSBQ) and teacher-student relationship questionnaire Murray & Zvoch (T-SRQ) was used to collect data in two stages pre-test and post-test. The collected data were analyzed by analysis of covariance with used using SPSS software version 25. The results showed that after controlling the effects of covariate variable (pretest) educational pattern training on experimental group was shown to be significant in each of the dependent variables. According to these results, educational pattern training has increased academic help seeking, teacher-student relationship and teacher-student trust on one hand, and decreased avoidance of help seeking and student decreased teacher-student alienation on the other hand(P<0.01). As a result, it can be said that teaching the educational pattern increases the academic help seeking and improves the teacher-student relationships.

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History

  • Receive Date: 05 December 2022
  • Revise Date: 13 January 2023
  • Accept Date: 21 January 2023

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