Investigating the effect of teaching philosophy for children on the academic excitement and academic vitality of sixth grade male students

Document Type : Original Article

Authors

1 phd student of educational psychology of Lorestan University

2 Member of the academic staff of Farhangian University

3 Department of Elementary Education, Suleiman Masjed Branch, Islamic Azad University, Suleiman Masjed, Iran

4 PHD student of educational psychology of Lorestan University

Abstract

The present study was conducted with the aim of investigating the effect of philosophy education for children on the academic excitement and academic vitality of sixth grade male students. The method of this research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research was formed by all the male students of the sixth grade of elementary school in the first district of Khorramabad city in the academic year of 2021-2022. Among the statistical population, 32 students were selected by staged cluster sampling method, and then they were randomly assigned in the form of two experimental (16 people) and control (16 people) groups. In order to collect research data, Pakran, Goetz and Perry's academic excitement questionnaire (2005), Hossein Chari and Dehghanizadeh's academic vitality scale (2019) and philosophy education for children were used. Philosophy education for children was provided for 12 sessions of 60 minutes for the experimental group. Multivariate covariance analysis was used for the statistical analysis of the data. The results showed that teaching philosophy for children is effective in improving positive academic emotions, reducing negative emotions and increasing students' academic vitality (P<0.01). According to the results of this research, it is suggested to present the educational approach of philosophy for children to students in order to improve positive emotions, reduce negative emotions and increase academic vitality.

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