The effectiveness of the value-based mental trial strategy in intellectual security among Taif University students

Document Type : Original Article

Authors

1 Department of Psychology - College of Arts - Taif University - Taif - Kingdom of Saudi Arabia

2 Kingdom of Saudi Arabia - Taif - Taif University - College of Arts - Department of Psychology

3 Taif University - Deanship of Support Studies - Taif - Kingdom of Saudi Arabia

Abstract

The world in which we live during the twenty-first century is increasingly transformed due to global changes and developments at all levels and fields, especially in the fields of knowledge and technology, which prompted educational institutions to seek to build a generation capable of pursuing these changes and developments through the use of methods and strategies in their institutions such as Values ​​mental trial strategy, the study aimed to verify the effectiveness of the values-based mental trial strategy in intellectual security among Taif University students. The sample consisted of (21) students In the Faculty of Computing and Information Systems, they were divided into an experimental group of (11) students, and a control group of (10) students. The research tools included the value-based mental trial strategy sessions, and the intellectual security scale. The students of the experimental group got )17( sessions. After completing the sessions, the intellectual security scale was applied (post-test), and the follow-up test was done after five weeks of the post-test. The results showed improvement in the level of intellectual security and continued improvement during the follow-up test among the students of the experimental group.

Keywords

Main Subjects

References

(1) المراجع الاجنبية :
Ahmad, M. A., & Dammas, A. H. (2017). The role of school administrations and educational curricula in promoting the intellectual security of students. Journal of Education and Learning (EduLearn),12(1),84-90.
Alfahadi, A. M. (2017). The role of universities teachers in creating educational strategies to develop intellectual security in Saudi Arabia: Case study (Tabuk University). Academia Journal of Educational Research, 5(6), 088-091.
AlJaser, A. M. (2017). English language teachers’ contribution to intellectual safety requirements from teachers and supervisors’ perspective in Riyadh. American Journal of Educational Research, 5 (5), 453-463.                                                                                                        
Al-Shami, S. T., & Al-Qudah, P. M. (2020). Teaching against extremist ideologies through evidence obtained from the holy Quran. Journal of Education and Practice, 11(13), 122-128.                                                                                                
Baba, T. (2019). He importance of intellectually safe classrooms for our keiki .Educational Perspectives, 51 (1). 28-30.                                                    
Butnor, A. (2012). Critical communities: intellectual safety and the power of disagreement. Educational Perspectives, 44(1-2), 29-31.                              
Call, C. M. (2007). Defining intellectual safety in the college classroom. Journal on Excellence in College Teaching, 18(3), 19-37.
Cortes, A. (2006). Professors as architects of student learning . Journal of Aviation/Aerospace Education & Research, 15(3), 11-16.
Cortez-Antig, C. (2011). Parents’ perception on de la salle university-casuarinas services. US-China Education Review, 8(1), 54-63.
Dougherty, R. J. (2017). Rhapsody metaphor: understanding the student-teacher relationship in philosophy for children. Master’s Thesis. University of North Florida.
Hussain, Z. H. (2015). School administration and role in promoting intellectual security among students. International Journal of Science and Research, 79(57), 158-165.
Jackson, T. (2013). Philosophical rules of engagement, in S. Goering, N. J. Shudak & T. E. Wartenberg (eds.), Philosophy in Schools: An Introduction for Philosophers and Teachers. New York and London: Routledge                  
Kalyugina, S., Pyanov, A., & Strielkowski, W. (2020). Threats and risks of intellectual security in russia in the conditions of world globalization. Journal of Institutional Studies, 12(1), 117-127.
Makaiau, A. S., &  Freese, A. R. (2017). A transformational journey: exploring our multicultural identities through self-study. Studying Teacher Education, 9 (2), 141–151.
Musumunu, G., & Mazama, A. (2014). The search for school safety and the African American homeschooling experience. Journal of Contemporary Issues in Education, 9(2), 24-38.
Rahamneh, K.F., & Al- Qudah,  M. A. (2016). A proposed educational vision for activating the role of the Jordanian universities students families in enhancing students intellectual security from the students perspectives. European Scientific Journal, 12 (16), 105-121.
Schrader, D. E. (2004). Intellectual safety, moral atmosphere, and epistemology in college classrooms. Journal of Adult Development, 11(2), 87-101.
Shollen, S. L. (2015). Teaching and learning about women and leadership: students’ expectations and experiences. Journal of Leadership Education, 14(3), 35-52.
Spread, P. (2012).The evolution of economic theory: And some implications for financial risk management. Real-World Economics Review, 61(26), 125-135.
Themane, M., & Osher, D. (2014). Schools as enabling environments. South African Journal of Education, 34(4), 1-6.
Vinogradova, M., Sizikova, V., & Rybakova, A. (2019). Intellectual security as the leading factor of economic development. Advances in Social Science. Education and Humanities Research, 386, 10-16.
Waal, E., & Grösser, M. (2014). On safety and security in education: Pedagogical needs and fundamental rights of learners. Educar, 50 (2), 339-361.
Waswas, D.,  & Gasaymeh, A.M. (2017). The role of school principals in the governorate of ma’an in promoting intellectual security among students. Journal of Education and Learning, 6(1), 193-206.

Files

Share

How to cite

Statistics