Psychology
azam akrami; Ahmad Ghazanfari; Reza Ahmadi
Abstract
The purpose of this study was to develop and validate a training package on motivational strategies, and to compare the effectiveness of motivational strategies training and emotion regulation training on the social development of female high school students. In the development phase of the training ...
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The purpose of this study was to develop and validate a training package on motivational strategies, and to compare the effectiveness of motivational strategies training and emotion regulation training on the social development of female high school students. In the development phase of the training package, appropriate content objectives were first prepared, and after receiving expert feedback, the training package was finalized. The Content Validity Index (CVI) and Content Validity Ratio (CVR) for all objectives in this training package were high. Therefore, the motivational strategies training package was developed in 8 ninety-minute sessions. In the effectiveness evaluation section, a quasi-experimental pre-test-post-test design with a control group and follow-up was used. The statistical population of this study included all female students studying in high school in Foladshahr in the academic year 1402-1403. The data collection tool was the Weissman Social Development Questionnaire. For data analysis, repeated measures ANOVA was used to examine the significant difference in means between the groups. The results showed that the mean scores of the social development variable were significantly different between the experimental and control groups (F=223.57, P=0.000, effect size=0.732), indicating a significant difference between the two groups. Additionally, there was a significant difference between the mean scores of the variables in the experimental and control groups (P<0.05), indicating that the effectiveness of both motivational strategies training and emotion regulation training on social development and its components was confirmed. The motivational strategies training method was significantly more effective than the emotion regulation method in promoting social development, and the sustainability of the training effect was confirmed.
habibeh khaton ghobadi; Tayebeh Sharifi; Ahmad Ghazanfari; Maryam Chorami
Abstract
Objective: Low self-efficacy and aggression are found in all cultures and are the most common kind of problems in students, which cause discomfort and distress in others; thus, they disrupt the mental health of the community. This study aims to investigate the comparison of effectiveness of ...
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Objective: Low self-efficacy and aggression are found in all cultures and are the most common kind of problems in students, which cause discomfort and distress in others; thus, they disrupt the mental health of the community. This study aims to investigate the comparison of effectiveness of group training anger management and psycho-social empowerment on aggression and social self-efficacy. Method: This experimental study was conducted with a pretest-posttest design with control group and follow-up two month. The statistical population of this study included all the female students high school Tehran city to 125110 people were in year academic 2020-2021 and 90 female students by convenience sampling were considered as the sample size in two experimental groups and on group control (each group of 30 female students). The experimental groups underwent group training anger management and psycho-social empowerment (12 sessions 90 minutes in each training), but the control group received no training and remained in the waiting list. To collect data aggression questionnaire and adolescents social self-efficacy scale. Data analysis was performed using SPSS-24 software in two sections: descriptive and inferential (analysis of variance with repeated measures and Bonferroni). Results: The results of the study showed that both types of treatment in post-test and follow up had a significant effect on reducing aggression and increasing social self-efficacy of female high school students (P<0.05). In addition, the results showed that group anger management training was more effective than psycho-social empowerment group in reducing aggression and increasing social self-efficacy (P<0.05). Conclusion: It can be concluded that, anger training anger management and psycho-social empowerment can be considered as a supportive and effective tool for reducing aggression and increasing social self-efficacy and used for adolescents in particular.
