Investigating the Effect of Hope Training on Academic Self-Concept and Academic Dishonesty in Students with Academic Self-Defeating Behaviors

Abstract

The purpose of this study was to investigate the effect of teaching hope on the academic self-esteem and academic dishonesty of students with self-destructive academic behaviors. This research employed a semi-experimental method, utilizing a t-test and pre-test design with a control group. The statistical population of this research consisted of all second-year high school students in Kabul City during the 2022 academic year. Out of 18 educational districts, 10 districts were randomly selected in a multi-stage cluster design, and one school from each district was selected. The self-destructive cognition and behavior questionnaire was used to screen for suicidal behavior, and finally, 40 people were selected as research subjects in a simple random manner. The tools used in this research were Acasoso's Academic Self-Concept Questionnaire (2002), Cunningham's Cognitive and Self-Destructive Behavior Scale (2007), and McCabe and Trevino's Academic Dishonesty Questionnaire (1996). To analyze the data, descriptive statistics indices (mean and standard deviation) and inferential statistics tests (multivariate covariance analysis) were employed. The results of the research showed that teaching hope reduces academic dishonesty and academic self-esteem in students (P<0.01. Based on this, it is suggested to teachers during their training period to teach hope to students, especially students who are weak in learning and turn to self-destructive behaviors, and how to learn and increase their skills. Pay attention to students' learning.