The Effectiveness of the Thinking Training Program Based on Critical Reading on the Moral Identity of Adolescent Girls

Document Type : Research Article

Authors

1 Master of Counseling, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

2 Assistant Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

Abstract

Objective: The present study was conducted with the aim of identifying the effect of the thinking training program based on critical reading based on Brookfield's thinking training model (2012) on the moral identity of adolescents.
Methods:The research method was experimental, in the framework of a quasi-experimental design with pre-test and post-test with control group. The research population was all eighth grade female students in Tehran in the academic year 2018-2019. The sample of the current research was selected from one of the secondary high schools of the first period in the 2nd district of Tehran and was selected as available. The sample people were 32 students of one of the eighth grade classes of this high school. All subjects first responded to the moral identity questionnaire. Then, they were randomly assigned to the experimental and control groups.The experimental group(32 people) was trained for ten 70-minute sessions.During this time, the control group received no training.At the end, both groups responded to the moral identity questionnaire.Data analysis was done at two descriptive and inferential levels (multivariate covariance analysis).
Results: The findings of the research show the average difference between the experimental group and the control group in the level of moral self and moral integrity.
Conclusions:The result indicates that the model of critical reading can be effective in the development of both dimensions of moral identity of adolescents due to providing the cognitive opportunity to analyze and review the assumptions, evidence and results in the text.

Keywords

Main Subjects

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 12, Issue 22 - Serial Number 22
Spring & Summer 2024
August 2024
Pages 1-16

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