Document Type : Original Article
Authors
1 Assistant professor in Department of Psychology and Counselling, Farhangian University, Iran, Tehran.
2 Assistant Professor in Teaching Arabic Language and Literature at Farhangian University
3 Assistant professor in Department of Educational Sciences, Farhangian University, Iran, Tehran.
4 Assistant professor in Department of Arabic Language and Literature, Farhangian University, Iran, Tehran.
Abstract
The aim of this study was to investigate the effectiveness of teaching through the Advance Organizer Model, Scaffolding, and Traditional methods on the psychological resilience of male high school students in Arabic language in the city of Qom. The research method was a quasi-experimental design. Sixty students were selected via multi-stage cluster sampling and were randomly assigned to three groups. The experimental groups separately received 12 sessions of instruction using the Advance Organizer Model and Scaffolding methods, while the control group was taught using the Traditional method. All groups completed the Samuels (2004) Psychological Resilience Questionnaire at the pre-test, post-test, and a two-month follow-up stages. The data were analyzed using analysis of covariance (ANCOVA). The results showed that in the post-test stage, both the Advance Organizer Model and Scaffolding methods led to an increase in psychological resilience. However, in the follow-up stage, there was no significant difference in the effectiveness of the Advance Organizer Model and Scaffolding methods on increasing psychological resilience. Although the effect of the Advance Organizer Model manifested earlier than the Scaffolding method, there was no significant difference between the two teaching methods in the long term. Therefore, both the Scaffolding and Advance Organizer Model teaching methods are effective in increasing psychological resilience.
Keywords
)