Document Type : Original Article
Authors
1 Master of educational research, University of Sistan and Baluchestan, Zahedan, Iran
2 Assistance Professor, Department of Educational Psychology, University of Sistan and Baluchestan, Zahedan, Iran (
3 Associate Professors, Department of Educational Psychology, University of Sistan and Baluchestan, Zahedan, Iran.
Abstract
This study examined the effect of moral intelligence training on the academic conscience and academic competence of female students in Zahedan. A quasi-experimental study was conducted using a pretest-posttest design and a control group. The statistical population consisted of all eleventh-grade female students of empirical science in Zahedan during the 2024-2025 academic year. Sixty students were picked via purposive sampling and subsequently assigned to either a control group or an experimental group at random. Data collection tools included the Moral Intelligence Training Program (Borba, 2005), the Academic Conscientiousness Questionnaire (McIlroy & Bunting, 2002), and the Academic Competence Evaluation Scale (DiPerna & Elliott, 1999). This study established content validity and estimated reliability using Cronbach's alpha coefficient, resulting in values of 0.83 for the Academic Conscientiousness Questionnaire and 0.88 for the Academic Competence Evaluation Scale. Statistical analysis of the data was conducted using univariate and multivariate analysis of covariance. The results demonstrated that moral intelligence training significantly improved the academic conscience of eleventh-grade female students in empirical science, explaining 51% of the variance and indicating its potential for enhancement. Moral intelligence training positively and significantly enhanced the academic competence of students. The results demonstrated that moral intelligence training significantly enhanced the academic conscience of the students, explaining 51% of the variance. Lastly, the findings demonstrated that moral intelligence training significantly enhanced academic conscience by 55% and academic competence by 64%.
Keywords
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