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The Effectiveness of Quality Schools on Academic Anxiety and Engagement among Primary School Students | ||
| School Administration | ||
| دوره 14، شماره 1، تیر 2026 | ||
| نوع مقاله: Quantitative Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/jsa.2026.143124.2566 | ||
| نویسندگان | ||
| Mahmoud Zivari Rahman* 1؛ Masoumeh Sahraei2؛ Somayeh Pour Mojahad3 | ||
| 1Assistant Professor, Department of Educational Sciences and Counseling, Sayyed Jamaleddin Asadabadi University, Asadabad, Iran | ||
| 2Consultant and Expert at the Counseling and Psychological Services Center, General Department of Education, Hamedan Province, Iran | ||
| 3Head of the Counseling and Psychological Services Center, General Department of Education, Hamedan Province, Iran | ||
| چکیده | ||
| This study examined the effectiveness of the Glasser quality school program in reducing anxiety and enhancing academic enthusiasm among elementary students. A quasi-experimental pretest-posttest design with a control group was employed. The statistical population included all sixth-grade female students in Hamadan during 2023-2024. A high-risk suburban school, identified through the Ministry of Education's screening test evaluating behavioral, emotional, academic, and relational difficulties, was purposively selected. The sample consisted of 53 students from two classes (27 experimental, 26 control). The experimental group participated in the Glasser quality school program, involving training for school staff (six 4-hour sessions), parents (five 2-hour sessions), and students (five 2-hour sessions). Data were collected using the Multidimensional Anxiety Scale for Children (March et al., 1997) and the Academic Enthusiasm Questionnaire (Fredericks et al., 2004). Due to the nested data structure and to control for cluster effects, multilevel modeling with random intercept was employed. Results revealed significant group × time interactions for anxiety (F=60.90, p<.001) and academic enthusiasm (F=65.30, p<.001). The experimental group demonstrated greater decreases in anxiety (B=-12.00, p<.001) and greater increases in enthusiasm (B=9.35, p<.001) compared to controls. Effect sizes were 2.08 for anxiety and 1.56 for enthusiasm. For anxiety components, effect sizes ranged from 0.65 to 1.16; for enthusiasm components, from 0.87 to 1.41. ICC values (0.48-0.99) confirmed strong within-cluster correlation, justifying multilevel modeling. The Glasser quality school program effectively reduces anxiety and enhances academic enthusiasm in high-risk elementary settings. | ||
| کلیدواژهها | ||
| Quality school؛ anxiety؛ academic enthusiasm؛ elementary students؛ multilevel modeling | ||
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آمار تعداد مشاهده مقاله: 11 |
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