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The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners

Neurolinguistic programming (NLP) is a method of personal communication. This study aimed to determine the effect of NLP strategies on academic achievement, emotional intelligence, and critical thinking. Although NLP has been studied, more studies still need to be conducted on this variable contribu...

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Autores principales: Zhang, Xiuyun, Davarpanah, Nikoo, Izadpanah, Siros
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9891138/
https://www.ncbi.nlm.nih.gov/pubmed/36743608
http://dx.doi.org/10.3389/fpsyg.2022.888797
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author Zhang, Xiuyun
Davarpanah, Nikoo
Izadpanah, Siros
author_facet Zhang, Xiuyun
Davarpanah, Nikoo
Izadpanah, Siros
author_sort Zhang, Xiuyun
collection PubMed
description Neurolinguistic programming (NLP) is a method of personal communication. This study aimed to determine the effect of NLP strategies on academic achievement, emotional intelligence, and critical thinking. Although NLP has been studied, more studies still need to be conducted on this variable contributing to language learning success. This experimental study was conducted with a pretest-posttest design with the control group in 2021. Sampling was conducted through the multistage cluster random sampling (MCRS) method, and based on the Cambridge placement test (2010), 50 students proved to be at an advanced level and participated in this study. To test the hypotheses, an ANCOVA test was employed. Participants were randomly divided into two control (25 people) and experimental groups (25 people). They were performed on the experimental group during 12 sessions of 90 min of the strategic training in NLP. In the experimental group, the mean and std of critical thinking was 16.24 ± 2.59 in the pretest, which increased to 18.88 ± 2.77 in the posttest; the mean and std of academic achievement was 155.02 ± 15.90 in the pretest, which rose to 171.70 ± 10.83 in the posttest and the mean and std of emotional intelligence was 96.51 ± 12.44 in the pretest, which increased to 118.28 ± 6.18 in the posttest. The results of data analysis by covariance method showed that NLP was practical on learners' academic achievement, emotional intelligence, and critical thinking. Justifications and implications for the study's findings and suggestions for further research are presented.
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spelling pubmed-98911382023-02-02 The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners Zhang, Xiuyun Davarpanah, Nikoo Izadpanah, Siros Front Psychol Psychology Neurolinguistic programming (NLP) is a method of personal communication. This study aimed to determine the effect of NLP strategies on academic achievement, emotional intelligence, and critical thinking. Although NLP has been studied, more studies still need to be conducted on this variable contributing to language learning success. This experimental study was conducted with a pretest-posttest design with the control group in 2021. Sampling was conducted through the multistage cluster random sampling (MCRS) method, and based on the Cambridge placement test (2010), 50 students proved to be at an advanced level and participated in this study. To test the hypotheses, an ANCOVA test was employed. Participants were randomly divided into two control (25 people) and experimental groups (25 people). They were performed on the experimental group during 12 sessions of 90 min of the strategic training in NLP. In the experimental group, the mean and std of critical thinking was 16.24 ± 2.59 in the pretest, which increased to 18.88 ± 2.77 in the posttest; the mean and std of academic achievement was 155.02 ± 15.90 in the pretest, which rose to 171.70 ± 10.83 in the posttest and the mean and std of emotional intelligence was 96.51 ± 12.44 in the pretest, which increased to 118.28 ± 6.18 in the posttest. The results of data analysis by covariance method showed that NLP was practical on learners' academic achievement, emotional intelligence, and critical thinking. Justifications and implications for the study's findings and suggestions for further research are presented. Frontiers Media S.A. 2023-01-18 /pmc/articles/PMC9891138/ /pubmed/36743608 http://dx.doi.org/10.3389/fpsyg.2022.888797 Text en Copyright © 2023 Zhang, Davarpanah and Izadpanah. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Zhang, Xiuyun
Davarpanah, Nikoo
Izadpanah, Siros
The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners
title The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners
title_full The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners
title_fullStr The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners
title_full_unstemmed The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners
title_short The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners
title_sort effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of efl learners
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9891138/
https://www.ncbi.nlm.nih.gov/pubmed/36743608
http://dx.doi.org/10.3389/fpsyg.2022.888797
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