Developing brain-compatible pack of academic evaluation and it effects on academic procrastination and educational Emotions the Case of Mathematics Course for nomadic first-grade high school students in Lorestan

Document Type : Research Article

Authors

1 Ph.D student in Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran.

2 Associate Professor, Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

3 Assistant Professor, Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

10.22084/j.psychogy.2025.30199.2749

Abstract

Objective: Despite the very positive changes that have been made in educational evaluation methods and tools. A review of the research background of educational evaluation indicates that existing evaluation methods have always criticized due to issues related to academic procrastination and students educational emotions of. Therefore, the present study was conducted with the aim of developing a brain-compatible educational evaluation training package and assessing its effect on the level of academic procrastination and educational emotions of students.
Methods: The research method is semi-experimental, pre-test, post-test and follow-up, with a control group. The research population includes all first-grade students of the first-grade high school(19 schools) in Lorestan, who were randomly selected from 4 schools and placed in the experimental and control groups. After preparing the training package and training the teachers, the evaluation of experimental group students was caducteed for two months based on the the training package instructions, while the control group students were evaluated using the conventional method .The research tools include the Solomon and Rothblom(1984) Academic Procrastination Questionnaire, Pekran's(2005) Educational Emotions Questionnaire, and the Short Form of the Neo-McCray and Costa(1992) Five-Factor Personality Questionnaire.
Results: The results of the covariance analysis showed that the brain-compatible educational evaluation package had a significant effect on reducing academic procrastination(p<0.01, F=29.689), negative emotions of students(p<0.01, F=5.76) and increasing their positive emotions(p<0.01, F=8.18) in the post-test.
Conclusions: The research findings indicated that the educational package is effective in reducing academic procrastination and negative emotions of students and increasing their positive emotions(in the post-test.(
 

Keywords

Main Subjects

References

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