Volume 4, Issue 34 (5-2017)                   2017, __(34): 18-33 | Back to browse issues page


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bahadorikhosroshahi J. Effect of teaching acceptance and commitment to self-criticism and perceived competence in students with experience of self-injury. . 2017; 4 (34) :18-33
URL: http://erj.khu.ac.ir/article-1-269-en.html
Azarbaijan Shahid Madani University
Abstract:   (2937 Views)

The aim of this study was the effect of teaching acceptance and commitment with self-criticism and perceived competence in students with experience of self-harm. Quasi experimental research design and pretest-posttest control group design. The population of male high school students in the academic year 2016-2017 was the city of Tabriz. To select a sample from a boys' school to two secondary school and purposive sampling of 26 students, according to advisor and teacher at the experience of self-harm were selected and randomly divided into two groups of 13 students (experimental group) and 13 students (control group) were included. To collect the data, Self-criticism questionnaire Thompso & Zuroff, perceived competence, Harter and training acceptance and commitment programs were. Data analysis was performed using multivariate analysis of covariance. Results showed that teaching acceptance and commitment on self-criticism and perceived competence influences students with the experience of self-harm. In fact, active learning and increased self-criticism reduces the perceived competence students with the experience of self-harm can result. Therefore, active education on self-criticism and improvement of competencies students with the experience of self-harm are recommended.

Full-Text [PDF 249 kb]   (1258 Downloads)    
Type of Study: Research Paper | Subject: Educational Psychology
Received: 2017/04/26 | Accepted: 2017/06/17 | Published: 2017/06/18

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