The effect of religious counselling on spiritual intelligence and academic achievement motivation among secondary school students in Jordan
DOI:
https://doi.org/10.22633/rpge.v30iesp2.21379Keywords:
Spiritual intelligence, Academic achievement motivation, Religious psychological guidance, Quasi-experimental design, Jordanian secondary educationAbstract
This study investigated the effect of a religious psychological guidance program on spiritual intelligence and academic achievement motivation among first-year female secondary students in the Northern Mazar District. Using a quasi-experimental design, 40 students were purposively selected and divided into experimental and control groups. Data were collected through the Spiritual Intelligence Scale and the Academic Achievement Motivation Scale. After the intervention, the experimental group showed statistically significant improvements in spiritual intelligence (t = 15.113, p < 0.01) and academic achievement motivation (t = 13.367, p < 0.01), with gains maintained during follow-up. Religious psychological guidance is defined as a school-based counselling intervention that combines structured psychological techniques, such as reflection, self-assessment, goal setting, and coping strategies, with religious values as culturally meaningful resources for moral reasoning, purpose, and resilience. It differs from ordinary religious instruction and from secular counselling that does not explicitly mobilize religious meanings.
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