Document Type : Original Article
Authors
1 PhD Student of Educational Psychology, Faculty of Educational Sciences and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran
2 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran
3 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.
4 Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.
Abstract
Background and aim: Self-directed learning, as one of the key success skills in the present era, has recently attracted the attention of researchers in the field of Habits of Mind. Accordingly, this study aimed to examine the effectiveness of habits of mind empowerment package, based on Costa and Kallick’s model, on self-directed learning among eighth-grade female middle school students.
Data and method: This study employed a quasi-experimental design with a pretest–posttest control group and a two-month follow-up phase. The statistical population consisted of all eighth-grade female students in Khaf city during the 2024–2025 academic year. After selecting one school through convenience sampling, 40 students were randomly assigned to experimental and control groups (n = 20 each). The experimental group received 16 ninety-minute sessions of training based on the habits of mind empowerment package. Data were collected using the self-directed Learning ability Scale developed by Cheng et al. (2010) and analyzed through repeated measures ANOVA.
Findings: The finding indicated that the implementation of the empowerment package significantly improved all components of self-directed learning in the experimental group compared to the control group in both posttest and follow-up phases (p < 0.05).
Conclusion: Habits of mind-based empowerment package offers an effective means for enhancing self-directed learning in eighth-grade female students. Accordingly, the results of this study may be utilized in designing activities and developing educational content for eighth-grade female students at the middle school level, with the aim of enhancing their self-directed learning.
Keywords
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