Journal of Health And Care
Volume 27, Issue 1 (spring 2025)
JHC 2025, 27(1): 81-90 |
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Ethics code: IR.IAU.NAJAFABAD.REC.1400.176
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latifi D, Gorji Y, Taghipour F. Investigating the Effectiveness of Teaching Moral Intelligence Concepts through Images on Children's Social Self-Efficacy. JHC 2025; 27 (1) :81-90
URL: http://hcjournal.arums.ac.ir/article-1-1627-en.html
URL: http://hcjournal.arums.ac.ir/article-1-1627-en.html
Department of Psychology, Kho.C., Islamic Azad University, Khomeinishahr, Iran
Abstract: (307 Views)
Background: Since ancient times, humans have used images as a means of conveying concepts. Today, with the advancement of visual technologies such as animation, virtual spaces, and the internet, children's interaction with images has increased more than ever before. Utilizing these capabilities in teaching moral virtues can contribute to the development of various psychological and social aspects of children. This study aimed to investigate the effectiveness of teaching moral intelligence concepts through images on children's self-efficacy.
Methods: This was a quasi-experimental study with a pretest-posttest design and follow-up with a control group, conducted on fifth-grade female students from public elementary schools in Isfahan. First, using simple random sampling, two elementary schools were selected, and from each school, a randomly chosen group of 20 students (total sample: 40 students) participated in the study. Then, using the block random allocation method, students were assigned to the experimental and control groups. Next, moral intelligence and social self-efficacy questionnaires were administered to the participants. The experimental group attended nine educational sessions, during which they received educational packages containing images related to the seven virtues of moral intelligence; meanwhile, the control group did not receive any intervention. Upon completing the sessions, the same questionnaires were re-administered to both groups, and one month later, a follow-up assessment was conducted to evaluate the sustainability of the intervention effects. Statistical analyses were performed using SPSS version 26 usin g multivariate analysis of covariance.
Results: Teaching moral concepts through images significantly improved children's moral intelligence and social self-efficacy scores. The mean moral intelligence score in the experimental group increased from 42.35±3.12 in the pre-test to 57.15±2.94 in the post-test (p<0.001), while the mean social self-efficacy score rose from 38.40±4.10 to 53.25±3.85 (p<0.001). The score difference between the experimental and control groups were 14.80 points for moral intelligence and 14.85 points for social self-efficacy.
Conclusion: The findings indicated that teaching moral concepts through images significantly enhanced children's social self-efficacy. Given the effectiveness of this method, it is recommended that educational planners and policymakers utilize engaging and purposeful images as a powerful tool for fostering children's social self-efficacy in educational environments.
Methods: This was a quasi-experimental study with a pretest-posttest design and follow-up with a control group, conducted on fifth-grade female students from public elementary schools in Isfahan. First, using simple random sampling, two elementary schools were selected, and from each school, a randomly chosen group of 20 students (total sample: 40 students) participated in the study. Then, using the block random allocation method, students were assigned to the experimental and control groups. Next, moral intelligence and social self-efficacy questionnaires were administered to the participants. The experimental group attended nine educational sessions, during which they received educational packages containing images related to the seven virtues of moral intelligence; meanwhile, the control group did not receive any intervention. Upon completing the sessions, the same questionnaires were re-administered to both groups, and one month later, a follow-up assessment was conducted to evaluate the sustainability of the intervention effects. Statistical analyses were performed using SPSS version 26 usin g multivariate analysis of covariance.
Results: Teaching moral concepts through images significantly improved children's moral intelligence and social self-efficacy scores. The mean moral intelligence score in the experimental group increased from 42.35±3.12 in the pre-test to 57.15±2.94 in the post-test (p<0.001), while the mean social self-efficacy score rose from 38.40±4.10 to 53.25±3.85 (p<0.001). The score difference between the experimental and control groups were 14.80 points for moral intelligence and 14.85 points for social self-efficacy.
Conclusion: The findings indicated that teaching moral concepts through images significantly enhanced children's social self-efficacy. Given the effectiveness of this method, it is recommended that educational planners and policymakers utilize engaging and purposeful images as a powerful tool for fostering children's social self-efficacy in educational environments.
Type of Study: Research |
Subject:
Psychiatric Nursing
Received: 2025/02/9 | Accepted: 2025/05/31 | Published: 2025/03/30
Received: 2025/02/9 | Accepted: 2025/05/31 | Published: 2025/03/30
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