Document Type : Original Article
Authors
1
Assistant Professor, Department of Persian Language and Literature Education, Farhangian University, Tehran, Iran.
2
Assistant Professor, Department of Islamic Education, Farhangian University, Tehran, Iran.
3
Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
10.48310/rpllp.2026.22641.1326
Abstract
Objectives:Traditional teaching of Persian literature, particularly with allegorical and multilayered texts,is ineffective in simultaneously activating students' cognitive and affective capacities; components such as thinking,reasoning,and empathy have been largely neglected in Persian textbooks.This study investigated the effectiveness of Carl Rogers'nondirective teaching model on reading comprehension,cognitive flexibility,and emotional intelligence among 10th-grade students while teaching the tale“The Parrot and the Grocer”from Masnavi-ye Ma'navi.Method:A quasi-experimental pretest-posttest control group design was used. Sixty 10th-grade students from District 2 of Urmia were selected through multistage cluster sampling and assigned to experimental and control groups. Instruments included a researcher-made reading comprehension test,a cognitive flexibility questionnaire,and an emotional intelligence scale.The experimental group received six sessions of Rogers' model (emphasizing empathy, unconditional positive regard, and facilitation),while the control group was taught traditionally.Findings:ANCOVA results showed that Rogers' model had a significant positive effect on all three variables.Qualitative observations also indicated increased empathy, creative interpretations, and broader cognitive perspective.Applying a humanistic approach transforms the literature classroom from transmission-oriented to a dynamic context for fostering critical thinking, emotional self-awareness,and holistic learning. Conclusion:The conclusion of this research lies in the practical application of Rogers' theory to teaching a literary text,simultaneous assessment of cognitive and affective outcomes,and an operational model for Persian literature teachers.
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