The Effectiveness of a Cognitive-Behavioral Program Based on the RTI Approach in Enhancing Positive Environmental Behavior Among Gifted Centers’ Teachers | ||
| Journal of Environmental Science | ||
| Articles in Press, Accepted Manuscript, Available Online from 18 November 2025 | ||
| Document Type: Original Article | ||
| DOI: 10.21608/jes.2025.425922.2095 | ||
| Author | ||
| mohamed Abdul Tawab Abdul Mawla* | ||
| Faculty of Graduate Studies and Environmental Research | ||
| Abstract | ||
| The study aimed to examine the effectiveness of a cognitive-behavioral program, based on the applications of the Response to Intervention (RtI) approach, in enhancing positive environmental behavior among teachers at gifted centers, and to determine the sustainability of the program’s effects after a follow-up period. The study sample consisted of 20 participants, divided equally into two groups: an experimental group and a control group, each comprising 10 participants (5 males and 5 females), with a mean age of 42 years. The study instrument was the Positive Environmental Behavior Questionnaire (developed by the researcher). Using the following statistical methods: independent samples t-test, paired samples t-test, and Eta-squared to calculate effect size, the results revealed a statistically significant difference at the 0.01 level between the post-test mean scores of the experimental and control groups in environmental behavior, in favor of the experimental group. There was also a statistically significant difference at the 0.01 level between the pre-test and post-test mean scores of the experimental group in environmental behavior, in favor of the post-test. However, no statistically significant difference was found between the post-test and follow-up mean scores of the experimental group in environmental behavior, with a t-value of 1.73, which is not statistically significant. The results were discussed and interpreted, and several relevant suggestions and recommendations were presented. | ||
| Keywords | ||
| Cognitive-Behavioral Therapy; Environmental Behavior; Response to Intervention; Teachers at Gifted Centers | ||
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