The Effect of Teaching Unit in Accordance with using of Cognitive-Affective Interaction Model on the Perceived Self-Efficacy among 10th Grade Students
Authors:
Article info
2012-03-26
2013-03-17
2013-03-17
1233 - 1266
Keywords
Abstract
This study aimed at identifying The Effect of Developing a Teaching Unit Using Cognitive-Affective Interaction Model in Teaching Geography on the Perceived Self-Efficacy among 10th Grade Students. To achieve study goal, the researchers designed lesson plans for the Environmental Problems Unit based on the emotional-cognitive model. Then the researchers used the Devonport & Lane’s Self-Efficacy Questionnaire. The sample consisted of (112) students (male & female) in the primary 10th grade from four classrooms selected by the cluster random method from two public schools within Al- Taibah Province during the academic year 2010/2011. Participants were assigned into two groups:Experimntal and Control. Results revealed the distinction of experimental group (the model of emotional-cognitive interaction) on the overall Scale of perceived self-efficacy and its five domains, The results have not showed differences related to gender. The study recommed providing teachers with training on how to benefit from such models in their classrooms.
Talafha, F., & Al Homran, M. (2013). The Effect of Teaching Unit in Accordance with using of Cognitive-Affective Interaction Model on the Perceived Self-Efficacy among 10th Grade Students. An-Najah University Journal for Research - B (Humanities), 27(6), 1233–1266. https://doi.org/10.35552/0247-027-006-004
[1]F. Talafha and M. Al Homran, “The Effect of Teaching Unit in Accordance with using of Cognitive-Affective Interaction Model on the Perceived Self-Efficacy among 10th Grade Students,” An-Najah University Journal for Research - B (Humanities), vol. 27, no. 6, pp. 1233–1266, Mar. 2013, doi: 10.35552/0247-027-006-004.
Talafha, Firas, and Mohmad Al Homran. “The Effect of Teaching Unit in Accordance with Using of Cognitive-Affective Interaction Model on the Perceived Self-Efficacy among 10th Grade Students.” An-Najah University Journal for Research - B (Humanities), vol. 27, no. 6, Mar. 2013, pp. 1233–66. Crossref, https://doi.org/10.35552/0247-027-006-004.
1.Talafha F, Al Homran M. The Effect of Teaching Unit in Accordance with using of Cognitive-Affective Interaction Model on the Perceived Self-Efficacy among 10th Grade Students. An-Najah University Journal for Research - B (Humanities) [Internet]. 2013 Mar;27(6):1233–66. Available from: http://dx.doi.org/10.35552/0247-027-006-004
Talafha, Firas, and Mohmad Al Homran. “The Effect of Teaching Unit in Accordance with Using of Cognitive-Affective Interaction Model on the Perceived Self-Efficacy among 10th Grade Students.” An-Najah University Journal for Research - B (Humanities) 27, no. 6 (March 2013): 1233–66. https://doi.org/10.35552/0247-027-006-004.
أثر تدريس وحدة تعليمية وفقا لنموذج التفاعل المعرفي الانفعالي على تنمية الكفاءة الذاتية المدركة لدى طلبة الصف العاشر الأساسي
المؤلفون:
معلومات المقال
2012-03-26
2013-03-17
2013-03-17
1233 - 1266
الكلمات الإفتتاحية
الملخص
هدفت هذه الدراسة إلى معرفة أثر تطوير وحدة تعليمية وفقا لنموذج التفاعل المعرفي الانفعالي في تدريس مبحث الجغرافية على الكفاءة الذاتية المدركة لدى عينة من طلبة الصف العاشر الأساسي. ولتحقيق هدف الدراسة، قام الباحثان بتحضير خطط دروس ضمن وحدة المشكلات البيئية أعداها وفق نموذج التفاعل المعرفي الانفعالي، ومن ثم قام الباحثان باستخدام استبانه الكفاءة الذاتية المدركة لديفونبورت ولاني، وتكونت عينة الدراسة من (112) طالبا وطالبة من طلبة الصف العاشر الأساسي، تابعين لأربع شعب تم اختيارها بالطريقة العشوائية العنقودية من مدرستين حكوميتين تابعتين للواء الطيبة للعام الدراسي 2010/2011، وقد تم تقسيم الشعب عشوائيا الى مجموعتين تجريبية وضابطة. وأظهرت النتائج تفوق طلبة المجموعة التجريبية (نموذج التفاعل المعرفي الانفعالي) في مقياس الكفاءة الذاتية المدركة ككل، ومجالاته الخمس، ولم تجد الدراسة فروقا ذات دلالة إحصائية تعزى إلى متغير الجنس، وأوصت الدراسة بضرورة تدريب المعلمين على هذا النموذج من خلال عقد دورات تدريبية لهم أثناء الخدمة لتعريفهم بأهمية الكفاءة الذاتية المدركة ومجالاتها وطرق تطويرها.
Talafha, F., & Al Homran, M. (2013). The Effect of Teaching Unit in Accordance with using of Cognitive-Affective Interaction Model on the Perceived Self-Efficacy among 10th Grade Students. An-Najah University Journal for Research - B (Humanities), 27(6), 1233–1266. https://doi.org/10.35552/0247-027-006-004
[1]F. Talafha and M. Al Homran, “The Effect of Teaching Unit in Accordance with using of Cognitive-Affective Interaction Model on the Perceived Self-Efficacy among 10th Grade Students,” An-Najah University Journal for Research - B (Humanities), vol. 27, no. 6, pp. 1233–1266, Mar. 2013, doi: 10.35552/0247-027-006-004.
Talafha, Firas, and Mohmad Al Homran. “The Effect of Teaching Unit in Accordance with Using of Cognitive-Affective Interaction Model on the Perceived Self-Efficacy among 10th Grade Students.” An-Najah University Journal for Research - B (Humanities), vol. 27, no. 6, Mar. 2013, pp. 1233–66. Crossref, https://doi.org/10.35552/0247-027-006-004.
1.Talafha F, Al Homran M. The Effect of Teaching Unit in Accordance with using of Cognitive-Affective Interaction Model on the Perceived Self-Efficacy among 10th Grade Students. An-Najah University Journal for Research - B (Humanities) [Internet]. 2013 Mar;27(6):1233–66. Available from: http://dx.doi.org/10.35552/0247-027-006-004
Talafha, Firas, and Mohmad Al Homran. “The Effect of Teaching Unit in Accordance with Using of Cognitive-Affective Interaction Model on the Perceived Self-Efficacy among 10th Grade Students.” An-Najah University Journal for Research - B (Humanities) 27, no. 6 (March 2013): 1233–66. https://doi.org/10.35552/0247-027-006-004.
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