A Program Based on Neurological Linguistic Programming(NLP)in Teaching psychology For Developing Skills of Self-regulated Learning and Awareness of Creative Processes among Secondary Stage Students,2023

  In light of the tremendous transformations witnessed by the world in recent decades, specifically in the fields of information technology, communications, technology, and globalization, it has become necessary for individuals today to adapt and positively deal with these rapid changes. Therefore, educational institutions have a significant role in providing the skills that qualify students to participate constructively and influentially in society. Focusing on developing students' skills in this regard is very important to ensure their ability to keep up with the changes and challenges they will face in their future lives.

     Among the necessary skills for students to positively deal with these challenges, self-regulated learning skills and awareness of creative processes are important. Self-regulated learning skills help students identify their goals and analyze effective ways to achieve them. It enhances their ability to plan, organize, and evaluate to achieve the desired objectives. As for awareness of creative processes, it enables students to think creatively and innovatively, and enhances their ability to find new and effective solutions to the challenges they face. Educational institutions can support the development of these skills by using different teaching methods and techniques, such as the effective use of modern educational technologies and self-development, and focusing on developing these skills in students.

      Neuro-Linguistic Programming (NLP) is considered one of the latest technologies in psychology, self-development, and positive enhancement. It is a systematic approach that helps identify the unique composition of the human psyche and utilizes various useful methods and techniques to interact with it. This contributes to achieving an appropriate impact on emotions, perception, thoughts, and cognition, which reflects on mental, psychological, and physical performance. NLP is also an applied subject that appears within several techniques and mechanisms to assist individuals in improving communication, social interaction, self-control, goal-setting, and effective achievement. Neuro-Linguistic Programming works on transforming negative linguistic and cognitive patterns into positive and healthy patterns more effectively, stimulating innovative problem-solving.

The Research problem:

     The problem of  Research: Despite the importance of developing self-regulated learning skills and awareness of creative processes through teaching a psychology course, a survey study was conducted in which an initial measure of self-regulated learning skills was implemented.

     It consists of (75) phrases, and an initial measure of awareness of creative processes consists of (40) phrases on a sample survey of second secondary grade students, consisting of (30) students from Bani Hussein Secondary School, affiliated to the Asyut Educational Administration in Asyut Governorate. It was found that students studying psychology have weaknesses in self-regulated learning skills, such as weaknesses in memory and intensive thinking abilities, task estimation and goal setting, self-efficacy, effective attribution, self-assessment and self-monitoring. The results also showed weaknesses among students studying psychology in awareness of creative processes (awareness of cognitive creative processes and awareness of emotional creative states).

     In light of these results, the researcher saw a pressing need to use modern educational programs that meet the requirements of this stage and work on teaching and developing self-regulated learning skills, as well as creative awareness among secondary school students. The researcher proposed a program based on Neural Linguistic Programming (NLP) in teaching psychology to enhance self-regulated learning skills and cognitive creative awareness among secondary school students. Hence, the current research problem lies in the weakness of second-grade secondary school students in self-regulated learning skills and creative awareness. Therefore, there is a need for a program that enhances these skills.

Research Questions:

The current Research answers the following questions:

1.     What is the effectiveness of a program based on Neuro-Linguistic Programming (NLP) in teaching psychology to develop self-regulated learning skills among secondary school students?

2.     What is the effectiveness of a program based on Neuro-Linguistic Programming (NLP) in teaching psychology to develop awareness of creative processes among secondary school students?

3.     What is the relationship between self-regulated learning skills and awareness of creative processes?

Objectives of the Research:

The current Research aims to:

1.     Measure the effectiveness of the Neuro-Linguistic Programming (NLP) based program in teaching psychology to enhance self-regulated learning skills among high school students.

2.     Measure the effectiveness of the Neuro-Linguistic Programming (NLP) based program in teaching psychology to enhance awareness of creative processes among high school students.

Research hypotheses:

1.     There is a statistically significant difference at the 0.01 level between the mean scores of students in the pre-test and post-test of the self-regulated learning skills scale in favor of the post-test.

2.     There is a statistically significant difference at the 0.01 level between the mean scores of students in the pre-test and post-test of the awareness of creative processes scale in favor of the post-test.

There is a correlation between self-regulated learning skills and awareness of creative processes.

The importance of Research:

The importance of Research can be summarized as follows:

The theoretical importance: The current Research can provide a theoretical framework for Neural Linguistic Programming (NLP), self-regulated learning skills, and awareness of creative processes for high school students in teaching psychology.

The practical importance: The current Research, through the provided program, can benefit:

Students: This program may help high school students develop self-regulated learning skills and awareness of creative processes.

Teachers: Keeping up with the new trend of modern studies that focus on self-learning skills and creative skills.

Curriculum developers: Assisting them in designing activities and exercises that address self-regulated learning skills and awareness of creative processes while preparing the curriculum, and how to enhance them among learners inside and outside the school.

Researchers: It is expected that this research will open up new avenues for researchers to conduct numerous studies and research on the use of Neural Linguistic Programming (NLP) in teaching other subjects.

Research limitations:

The current Research is limited to the following boundaries:

A program based on Neural Linguistic Programming (NLP) in teaching psychology to develop self-regulated learning skills (such as remembering and intensive thinking, task estimation and goal setting, self-efficacy, effective attribution, evaluation, and self-monitoring) and awareness of creative processes (cognitive awareness of creative cognitive processes, and awareness of emotional creative states) among secondary stage students through teaching the "Motivations and Reactions" unit of the psychology curriculum.

The program was applied to a group of second-year secondary students at Bani Hussein Joint Secondary School, under the administration of Asyut Education, during the first semester of the academic year 2022/2023.

Research methodology:

 The current Research used a descriptive approach to identify the problem, determine the theoretical framework of the study, review previous studies, design Research tools and materials, and then reach and organize the study's results. The Research also used the quasi-experimental approach using the one-group experimental design and the pre- and post-application of the tools on the study group to find out the effectiveness of a program based on Neuro Linguistic Programming (NLP) in teaching psychology to develop self-regulated learning skills and awareness of creative processes among high school students

Research materials and tools:

First: Research materials and tools:

A program based on Neural Linguistic Programming (NLP) in teaching psychology to develop students' self-regulated learning skills and awareness of creative processes in secondary school. (Prepared by the researcher)

Activity booklet for students in the "Motivation and Emotions" unit of the psychology curriculum, formulated according to the program based on Neural Linguistic Programming (NLP), including a variety of open-ended activities and questions. (Prepared by the researcher)

Secondly: Measurement tools:

·  A scale for self-regulated learning skills (prepared by the researcher).

·  A scale for awareness of creative processes (prepared by the researcher).

Research procedures:

 First: To answer the first question of the Research, which is: What is the effectiveness of the Neuro-Linguistic Programming (NLP) based program in teaching psychology for the development of self-regulated learning skills among secondary school students?

 The following steps were followed:

•         Selecting the Research sample from secondary school students.

•         Preparing the measurement tool (a scale for self-regulated learning skills for secondary school students).

•         Adjusting the measurement tool through presentation to experts and making necessary modifications.

•         Ensuring the validity and reliability of the measurement tool by applying it to a pilot group and reaching the final version.

•         Applying the measurement tool (scale for self-regulated learning skills) to the Research sample.

•         Implementing the NLP-based program on the Research unit.

•         Applying the measurement tool (scale for self-regulated learning skills) to the Research sample after the program.

•         Monitoring and statistically processing the results, followed by analysis and interpretation to determine the effectiveness of the program in developing self-regulated learning skills.

Secondly: To answer the second question of the Research, which states: What is the effectiveness of the Neuro-Linguistic Programming (NLP) program in teaching psychology for developing awareness of creative processes among secondary school students?

The following steps were followed:

·        Identifying the Research group from secondary school students.

·        Preparing the measurement tool (a scale for assessing awareness of creative processes among secondary school students).

·        Adjusting the measurement tool through presentation to experts and making necessary modifications.

·        Verify the accuracy, consistency, and timing of the measurement tool by applying it to a sample group and reaching its final image.

·        To apply the cognitive skills measurement tool (Creative Process Awareness Scale) to the Research group.

·        Applying the Natural Language Processing (NLP) programming-based program to the Research unit.

·        Applying the dimensional application of the measurement tool (Creative Process Awareness Scale) to the Research group.

·        Monitoring and statistically processing the results, followed by analyzing and interpreting them to determine the effectiveness of the program in developing creative process awareness skills.

Third: To answer the third question, which asks, "Is there a correlational relationship between self-regulated learning skills and creative process awareness skills among high school students?"

The researcher calculated the correlation coefficient between the scores of both the self-regulated learning skills scale and the creative process awareness scale. The results showed a statistically significant correlation between the scores of the experimental group, the study sample, in the dimensional measurement of both the self-regulated learning skills scale and the creative process awareness scale at a significance level of (0.01). The correlation coefficient was (0.805), indicating a correlational relationship between self-regulated learning skills and creative process awareness skills.

Results of the Research and their interpretation:

1.  There is a statistically significant difference at the (0.01) level between the average scores of students in the applied and theoretical dimensions of the self-regulated learning skills scale in favor of the theoretical dimension. This indicates that students studying psychology perform better on the scale after the Neuro-Linguistic Programming (NLP) program, with a t-value of (14.41), which is statistically significant at the (0.01) level.

2.  The use of the Neuro-Linguistic Programming (NLP) program in teaching psychology has a high impact on the development of self-regulated learning skills among psychology students, with an effect size of (0.877), which is a high percentage.

3.  There is a statistically significant difference at the (0.01) level between the average scores of students in the pre and post applications of the creative process awareness skills measure in favor of the post application. This indicates the superior performance of psychology students on the NLP-based psychology teaching program, with a t-value of (20.84) which is statistically significant at the (0.01) level.

4.  The use of the NLP-based psychology teaching program has a high impact on the development of creative process awareness skills among psychology students, with an effect size of (0.973) which is a high proportion.

5.  There is a statistically significant correlational relationship between the scores of the experimental group in the post measurement of both the self-regulated learning skills measure and the creative process awareness measure at the (0.01) level. The Pearson correlation coefficient was (0.805), which is statistically significant at the (0.01) level.

Second: Research Recommendations:

In light of the Research's results, which indicated the significant impact of using the program in developing students' self-regulated learning skills and awareness of creative processes, psychologists can list the following recommendations:

1.    Pay attention to students' self-regulated learning skills and awareness of creative processes by including curricula that contain various activities and exercises that contribute to the development of their self-regulated learning skills and awareness of creative processes at different stages of education, given their importance in preparing learners who can adapt to the changes of the era.

2.    Hold periodic training courses for teachers in general, and specifically for psychology teachers, to train them on modern programs and teaching strategies.

3.    Enrich the psychology curriculum and other courses with educational activities based on the Neuro-Linguistic Programming (NLP) approach, such as mind maps, purposeful educational plays, and stories related to psychological topics, as these activities have shown to attract psychology students to the presented subjects.

4.    Paying attention to other learning resources in addition to textbooks, such as the library and the multimedia room, and providing them with scientific encyclopedias and modern technological tools and resources.