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Information Journal Paper

Title

The Effectiveness of the Training Course on Academic Responsibility in Improving Academic Buoyancy of High School Students

Pages

  209-232

Abstract

 Introduction academic buoyancy is defined as students' ability to successfully deal with threats, obstacles, difficulties and pressures in their educational life. It is a structure that determines how students can overcome their educational problems (Comerford, Batteson, & Tormey, 2015,Liem, Connor, Martin, & Colmar, 2019,Mawarni, Sugandhi, Budiman, & Thahir, 2019). It can also contribute to school satisfaction (Hoferichter, Hirvonen, & Kiuru, 2021). Some factors might affect students' academic buoyancy, including academic responsibility which has been defined as a conscious and non-coercive choice for determining how a person might behave and treat others in social relationships (Escartí, , Wright, Pascual, & Gutié, rrez, 2015). According to MacLeod (2018), responsibility is one of the personality traits of human beings that is the basis of success in life. Khaksar et al. (2019) have reported that the training course on academic responsibility, based on choice theory, has been effective in improving students' academic buoyancy. Tarbetsky, Martin, and Collie (2017) found that teaching of emotional-social competencies, including taking responsibility is effective in improving academic buoyancy. Rohinsa, Cahyadi, Djunaidi, and Iskandar (2019) observed a positive and significant relationship between conscientiousness, as one of the dimensions of responsibility, and academic buoyancy. Furthermore, Kazempour, Ghadiri, and Islami (2018) and Saemi et al. (2015) found a positive and significant relationship between academic responsibility and self-regulatory strategies. On the other hand, it has been reported that teaching self-regulated learning strategies can improve academic buoyancy (Closson & Boutilier, 2017,Layco, 2020,Moghadam, Entesar Foumani, Hajjari, & Asadzadeh, 2019,Yun, Hiver, & Al-Hoorie, 2018). Regarding all of these, it seems that there is a relationship between academic responsibility and academic buoyancy. Therefore, with regard to the roles and importance of these two variables in education, it is necessary to examine the probable relationship between these two variables in detail. Hypotheses The training course on academic responsibility has a positive effect on the academic buoyancy of ninth grade students. Methods This study is of an applied research type and benefits from quasi-experimental pre-test, post-test control group design. The statistical population of the study were all ninth grade male students in Sanandaj, Kurdistan Province, Iran, in 2019-2020 academic year. Of the study population, 60 were selected based on multistage cluster sampling and assigned to two control (30) and experimental (30) groups. Then, the experimental group participants were offered 11 sessions of the academic responsibility training course with two sessions per week, one hour each. Both group participants filled out the academic buoyancy Questionnaire (Dehghanizadeh & Hosseinchari, 2013) in the three stages of pretest, post-test and follow-up. Analysis of covariance was then run to analyze data. Results Based on the findings, the experimental group, as compared to the control group, had a higher mean scores for academic buoyancy in both the post-test and followup. Therefore, it can be stated that the training course has been effective. Discussion and Conclusion The objective of this study was to investigate the effectiveness of the academic responsibility training course in improving academic buoyancy of ninth grade students in Sanandaj. Based on the results, the academic responsibility training course was effective in improving academic buoyancy of the ninth grade students in both the post-test and follow-up. The results of Closson and Boutilier (2017), Farzin and Barzegar (2019), Ghasemi et al. (2019), Kabini Moghadam et al. (2020), Khaksar et al. (2019), Layco (2020), Rohinsa et al. (2019), Soheili et al. (2020), Tarbetsky et al. (2017), and Yan et al. (2018) are in line with this. Therefore, it can be concluded that the use of responsibility education program can have a positive and significant effect on students' academic buoyancy. This can be justified by the direct, positive and significant relationship between selfregulation strategies and responsibility (Kazempour et al., 2017,Saemi et al., 2014) and the findings that self-regulated learning strategy training can improve academic buoyancy (Closson & Boutilier, 2017,Kabini Moghadam et al., 2020,Layco, 2020,Naami and Piriaei, 2015,Pirani et al., 2016,Rohinsa et al., 2019,Soheili et al., 2020,Yan et al., 2018). Consequently, it can be stated that responsible people have the characteristics of a self-regulated person, i. e. they pay more attention to educational issues, show a higher level of commitment to school rules and regulations, avoid undesirable behaviors, outperform in tests, and use such self-regulatory strategies as planning and monitoring (Kabini Moghadam et al., 2020), and thus the possess high levels of academic bouyancy.

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    APA: Copy

    Kohzadi, Mohammad, YARAHMADI, YAHYA, AHMADIAN, HAMZEH, & JADIDI, HOOSHANG. (2021). The Effectiveness of the Training Course on Academic Responsibility in Improving Academic Buoyancy of High School Students. CURRICULUM RESEARCH, 11(1 (21) ), 209-232. SID. https://sid.ir/paper/1061372/en

    Vancouver: Copy

    Kohzadi Mohammad, YARAHMADI YAHYA, AHMADIAN HAMZEH, JADIDI HOOSHANG. The Effectiveness of the Training Course on Academic Responsibility in Improving Academic Buoyancy of High School Students. CURRICULUM RESEARCH[Internet]. 2021;11(1 (21) ):209-232. Available from: https://sid.ir/paper/1061372/en

    IEEE: Copy

    Mohammad Kohzadi, YAHYA YARAHMADI, HAMZEH AHMADIAN, and HOOSHANG JADIDI, “The Effectiveness of the Training Course on Academic Responsibility in Improving Academic Buoyancy of High School Students,” CURRICULUM RESEARCH, vol. 11, no. 1 (21) , pp. 209–232, 2021, [Online]. Available: https://sid.ir/paper/1061372/en

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