Effectiveness of Brain-based learning training in Psychopathology: Cognitive and Emotional Outcomes of Learning in Student Tutors

The present study aimed to determine the effectiveness of brain-based learning training in the cognitive and emotional outcomes of learning in student tutors. This research was conducted with a quasi-experimental design with pre-test-post-test and a control group. Using cluster sampling, two classes were selected from the student tutor population of Ardabil male training centers in the academic year of ۲۰۲۱-۲۰۲۲. One of the classes was considered as the experimental group and the other class as the control group. Brain-based learning package was implemented for the experimental group during ۱۰ sessions of ۶۰ minutes, and the control group received no intervention. In the two stages of pre-test and post-test, the dependent variables were measured using Pekran's academic excitement questionnaire, Harter's academic motivation, Frederick's academic enthusiasm, cognitive ability test and researcher-made English language academic performance test. Data analysis using multivariate analysis of covariance showed that brain-based learning training had significant effects on academic emotions (F = ۱۴۷.۰۸, p < ۰.۰۵,), academic motivation (p < ۰.۰۵, F = ۱۴۲.۷۲), academic enthusiasm (F = ۱۲۷.۳۸, p < ۰.۰۵,), cognitive ability (F = ۱۷۷.۳۱, p < ۰.۰۵,) and academic performance (F = ۱۰.۵۴, p < ۰.۰۵). Consequently, it can be concluded that brain-based learning improves the cognitive and emotional outputs of learners

کلیدواژه ها:

Brain-based learning ، Academic motivation ، Academic excitement ، Academic Enthusiasm ، cognitive ability