The Effectiveness of Teaching Philosophy for Children on Primary School Students’ Creative Self-Efficacy and Self-Determination

Document Type : Scientific- research

Authors

1 MA in Educational Sciences, Islamic Azad University, Khoy Branch, Khoy, Iran.

2 Assistant Professor of Philosophy of Education, Islamic Azad University, Khoy Branch, Khoy, Iran.

Abstract

The aim of this study was to determine the effectiveness of teaching philosophy for children on students’ creative self-efficacy and self-determination. The research method was quasi-experimental, with a pre-test-post-test design and a control group. The statistical population of the study included all male primary school students in Maku city in the academic year 2020-2021 with a total of 6520 people. From this population, 30 people were selected through convenience sampling method. Data collection instruments included a creative self-efficacy questionnaire and a student self-determination scale. Data analysis was performed using univariate and multivariate analysis of covariance in SPSS program. Data analysis showed that teaching philosophy for children leads to significant differences between groups in creative self-efficacy (F = 22.81, h2 = 0.46), and self-determination (F = 6.38, h2 = 0.63) and its dimensions including self-knowledge, recognition of values, implementation and experience of results (P < 0.05). Also, Eta coefficients showed that teaching philosophy for children was more effective on self-determination than creative self-efficacy. According to the results, teaching philosophy for children is an appropriate and effective intervention to improve creative self-efficacy and self-determination and its dimensions in students.

Keywords

References

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Thinking and Children
Volume 13, Issue 2 - Serial Number 26
February 2023
Pages 167-188

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