Volume 10, Issue 2 (Summer 2023)
DSME 2023, 10(2): 140-155 |
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Research code: 340032
Ethics code: IR.MUI.RESEARCH.REC.1400.070
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asgarani M, pakravan F, omid A, haghani F. Effect of Online Emotional Self-awareness Training on Academic Motivation and Emotional Intelligence of Dental Students in Isfahan, Iran. DSME 2023; 10 (2) :140-155
URL: http://dsme.hums.ac.ir/article-1-447-en.html
URL: http://dsme.hums.ac.ir/article-1-447-en.html
Department of Oral and Maxillofacial Medicine, Dental implants Research Center, Dental Research Institute, School of Dentistry, Isfahan University of Medical Sciences, Isfahan, Iran.
Abstract: (1353 Views)
Background One of the factors that causes academic progress is emotional intelligence. The knowledge of the EI status can be effective in success. This study aims to determine the effectiveness of online emotional self-awareness training on academic motivation and emotional intelligence (EI) of dental students in Isfahan, Iran.
Methods This is a case-control study with a pre-test/post-test/follow-up design. Participants were 60 students of the School of Dentistry at Isfahan University of Medical Sciences in 2021, who were randomly divided into two groups of 30 including case and control. For the case group, one three-hour session of emotional self-awareness training was provided virtually. Bradberry-Greaves' EI test was used to measure EI and Vallerand’s academic motivation scale was used to measure academic motivation. The collected data were analyzed in SPSS software, version 26 using paired t-test, and independent t-test, and analysis of variance.
Results No significant differences were found immediately and one month after the intervention between the two groups in academic motivation and its domains (intrinsic motivation, extrinsic motivation, and amotivation) or in EI and its domains (self-awareness, self-management, social awareness, and relationship management) (P>0.05).
Conclusion Online emotional self-awareness training has no effect on academic motivation and EI of dental students.
Methods This is a case-control study with a pre-test/post-test/follow-up design. Participants were 60 students of the School of Dentistry at Isfahan University of Medical Sciences in 2021, who were randomly divided into two groups of 30 including case and control. For the case group, one three-hour session of emotional self-awareness training was provided virtually. Bradberry-Greaves' EI test was used to measure EI and Vallerand’s academic motivation scale was used to measure academic motivation. The collected data were analyzed in SPSS software, version 26 using paired t-test, and independent t-test, and analysis of variance.
Results No significant differences were found immediately and one month after the intervention between the two groups in academic motivation and its domains (intrinsic motivation, extrinsic motivation, and amotivation) or in EI and its domains (self-awareness, self-management, social awareness, and relationship management) (P>0.05).
Conclusion Online emotional self-awareness training has no effect on academic motivation and EI of dental students.
Type of Study: Orginal |
Subject:
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Received: 2024/04/29 | Accepted: 2024/07/31 | Published: 2023/07/1
Received: 2024/04/29 | Accepted: 2024/07/31 | Published: 2023/07/1
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