Validation of an Educational Counseling Model Based on Dawis' Work Adjustment Theory and Its Effectiveness on Motivation and Psychological Capital of University Entrance Exam StudentsMohammad
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Notice bibliographique
Résumé
The present study aimed to validate the conceptual model of educational counseling based on Dawis' Work Adjustment Theory and to examine its effectiveness on the motivation and psychological capital of university entrance exam students. This research was a mixed-methods study, where the qualitative part utilized conceptual modeling based on content analysis according to the conventional design method, with texts as its instrument. The results of this part indicated that among the concepts of this theory, personality styles containing four dimensions: speed, effort, persistence, and response pattern, were identified as the best concepts for educational counseling. These concepts were selected from this theory, and the conceptual model of educational counseling based on Dawis' Work Adjustment Theory was extracted. The quantitative part was a quasi-experimental or pretest-posttest design with a control group. The sample consisted of 32 female students in the twelfth grade selected by convenience sampling from a high school in Najafabad and then non-randomly assigned into experimental and control groups. The experimental group received an educational package in 8 sessions of 90 minutes each. The research instruments included Harter's Academic Motivation (1981) and Luthans' Psychological Capital Questionnaire (PCQ) (2007). Both groups were evaluated in three stages: pretest, posttest, and follow-up. Descriptive (mean and standard deviation) and inferential (analysis of covariance) statistics were used to examine and analyze the data. The results showed that this method was effective in improving motivation and psychological capital. From the qualitative part, the conceptual model of educational counseling based on Dawis' Work Adjustment Theory was extracted. According to the findings of this study, it can be said that the conceptual model of educational counseling based on Dawis' Work Adjustment Theory is a suitable method for increasing the motivation and psychological capital of university entrance exam students.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle