Effectiveness of the “Progress Pathways” Educational Program on Self-Belief among Male Middle School Students in Sari
Keywords:
Keywords: Educational programs, Rahian-e- Pishraft educational program, self-belief, StudentsAbstract
Purpose: This study aimed to investigate the effectiveness of the “Progress Pathways” educational program on self-belief among male middle school students in Sari.
Methodology: This applied study employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of male middle school students in District 2 of Sari during the 2023–2024 academic year. Initially, 200 students were screened using the Hermans Achievement Motivation Questionnaire, after which 30 eligible participants were selected through convenience sampling and randomly assigned to experimental and control groups (15 each). Data were collected using Azadi’s Self-Belief Questionnaire, which demonstrated acceptable validity and reliability. The experimental group participated in an 8-session (90 minutes each) “Progress Pathways” program involving theoretical instruction, documentary observation, and field visits to scientific, industrial, and technological centers, while the control group received no intervention. Data were analyzed using Analysis of Covariance (ANCOVA).
Findings: ANCOVA results indicated a statistically significant difference between the experimental and control groups in self-belief after controlling for pretest scores (p<0.001). The effect size further demonstrated that a substantial proportion of variance in posttest self-belief scores was attributable to the intervention. These findings confirm that the “Progress Pathways” program significantly enhanced students’ self-belief.
Conclusion: The findings suggest that experience-based and interactive educational programs can effectively enhance students’ self-belief and psychosocial development. The “Progress Pathways” program, through providing real-life exposure to progress and achievement, improved students’ perceptions of their own abilities and fostered personal growth. Therefore, integrating such structured educational interventions into school systems may contribute to developing confident, motivated, and capable students.
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Copyright (c) 2025 Reza Najafi Kalkenar (Author); Seyedeh Oliya Emadian; Shaban Heydari (Author)
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