Document Type : Original Article
Authors
1 Department of Psychology and Counselling, Farhangian University, Tehran, Iran.
2 Assistant professor in Department of Arabic Language and Literature, Farhangian University, Iran, Tehran
Abstract
Introduction: Major depressive disorder is one of the most common academic disorders, the growing prevalence of which has become a concern among students. The aim of the present study was to determine the effect of "Arabic teacher corrective feedback" on the educational assertiveness and academic vitality of female students with major depressive disorder in Qom city.
Methodology: This study was a quasi-experi academic study in which a pre-test-post-test design with a control group was used. The study sample consisted of 40 female students in the second year of secondary school with major depressive disorder, meaning a score higher than the cutoff point of 18 out of 63 on the "Beck-2 Major Depression Inventory" in Qom city. The samples were selected by convenience sampling and assigned to the intervention groups "Providing corrective feedback from Arabic teachers" (20 people) and control (20 people) by drawing lots using a simple random method.
Results: Analysis of covariance showed a significant difference between the two groups (P<0.01). The findings indicated that the level of educational assertiveness and academic vitality of the intervention group increased significantly compared to the control group (P<0.01).
Conclusion: "Arabic Teacher's corrective feedback" has a positive and significant effect on the level of educational assertiveness and academic vitality of students with major anxiety syndrome. It is suggested that Arabic teachers use "Arabic teacher's corrective feedback" to increase the level of educational assertiveness and academic vitality of female students with major anxiety syndrome.
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