The Effect of Education on the Culture and Lifestyle Expectantly Beliefs of the Mahdism Students

The statistical ‎population of the study consisted of 2185 elementary students in Bojnourd city. ‎pre-test scores were lower than the average in two questionnaires, 60 were selected by simple ‎random sampling and 3 were selected. The experimental group and the 3‎‏0‏‎ subjects in the control ‎group were randomly assigned and the training session with the experimental group was ‎conducted with a 10-hour lifestyle training session. Questionnaires before and after training were ‎taken from both control and experimental groups before and after the test. The data collection ‎tool was Hosseinzadeh and Colleagues’ (2009) Mahdavid Culture questionnaire. The validity of the tool was ‎face and content validity and was confirmed by professors and experts. Paired t-test was used ‎for data analysis by SPSS 21 software. The results showed that in the cognitive dimension, since ‎the significance level was calculated 0.56 and this value is higher than 0.05, the hypothesis was ‎not confirmed and in the expected dimension of emergence (t = 1.06, P =0.02, dimension of ‎faith and heart belief (t = 4.09, p = 0.00) dimension of absenteeism (t = 2.14, p = 0.01) ‎Significant differences were observed between the pre-test and post-test, but there was no ‎difference between the two modes of awareness of emerging philosophy (t = 0.79, p = 0.09). ‎That is, group-based lifelong learning wait-and-see dimensions of expectation, faith, heart belief, ‎and absenteeism influenced the components of the culture of Mahdism, did not affect ‎cognition and awareness of emerging philosophy in students. The findings of this study suggest ‎that waiting-style lifelong learning can be effective in enhancing students' beliefs about ‎Mahdism, and direct education of this course along with other educational modalities is ‎recommended.‎