Zagazig University Faculty of Education Dept. of Curricula and Instruction And Education Technology. Using Hermann’s Model in Teaching Psychology Course to Develop Achievement, Moral Intelligence and Academic Self-Efficacy among Secondary School Students A Thesis Submitted in fulfillment of requirements for the M.A in Education(curricula,Instruction Dept.Methods of Teaching Psychology) Submitted by Hadeer Aseem Muhammad Elwan Ademonstrator at the Faculty of Education, Zagazig University Supervised by A.D2022-H.D1443 Summary of Research The problem of the current research was that the students of the second year of secondary school suffer from shortcomings and weaknesses in achievement and some dimensions of moral intelligence and academic self-efficacy, which necessitated the researcher to use the “Hermann” model to develop achievement, moral intelligence and academic self-efficacy, and to address this problem the following main question was put What is the effectiveness of using the “Hermann” model in teaching a psychology course to develop achievement, moral intelligence, and academic self-efficacy among second year secondary students? From this main question, the following sub-questions are derived: 1. What are the dimensions of moral intelligence that must be developed for students of the second year of secondary school? 2- What are the dimensions of academic self-efficacy that must be developed for students of the second year of secondary school? 3- How can the unit (cognitive processes) to be reformulated using the "Hermann" model be built? 4- What is the effectiveness of using the “Hermann” model in teaching a psychology course to develop the achievement of second year secondary students? 5- What is the effectiveness of using the “Hermann” model in teaching a psychology course to develop moral intelligence among second year secondary students? 6- What is the effectiveness of using the "Hermann" model in teaching a psychology course to develop academic self-efficacy for second year secondary students?. aims of The study: 1-. Demonstrating the effectiveness of using the "Hermann" model for teaching a psychology course in developing the achievement of second-year secondary students. 2-. Demonstrating the effectiveness of using the "Hermann" model for teaching a psychology course in developing the moral intelligence of second year secondary students. 3-. Demonstrating the effectiveness of using the "Hermann" model for teaching a psychology course in developing the academic self-efficacy of second year secondary students. delimitations of the study: 1- A sample consisting of (66) secondary school students. 2- Developing the dimensions of moral intelligence among second year secondary students. 3- - Developing the dimensions of academic self-efficacy among second year secondary students. 4- The unit (cognitive processes) in the psychology course for the second grade of secondary school and it was reformulated using the "Hermann" model. Method of the study: 1. The descriptive Desin. 2. The Experimental Desin. instruments of the study: (Prepared by the researcher) 1- An achievement test in the unit (cognitive processes). 2- Moral intelligence scale. 3- Academic self-efficacy scale. Results of the research: The current research reached the following results: 1- . There is a statistically significant difference between the mean scores of the students of the control group and the experimental group in the post application of the achievement test as a whole at the level (0.01) in favor of the experimental group. 2- There is a statistically significant difference between the mean scores of the experimental group students in the pre and post applications of the achievement test as a whole at the level (0.01) in favor of the post application. 3- There is an effectiveness of using the "Hermann" model in developing the achievement of second year secondary students. 4- There is a statistically significant difference between the mean scores of the students of the control group and the experimental group in the post application of the moral intelligence scale as a whole and in its sub-dimensions separately at the level (0.01) in favor of the experimental group. 5- There is a statistically significant difference between the mean scores of the experimental group students in the pre and post applications of the moral intelligence scale as a whole and in its sub-dimensions separately at the level (0.01) in favor of the post application. 6- The effectiveness of using the "Hermann" model in developing the moral intelligence of second year secondary students. 7- There is a statistically significant difference between the mean scores of the students of the control group and the experimental group in the post application of the academic self-efficacy scale as a whole and in its sub-dimensions separately at the level (0.01) in favor of the experimental group. 8- There is a statistically significant difference between the mean scores of the experimental group students in the pre and post applications of the academic self-efficacy scale as a whole and in its sub-dimensions separately at the level (0.01) in favor of the post application. 9- The effectiveness of using the "Hermann" model in developing the academic self-efficacy of the second year secondary students.