جمعه 10 بهمن 1404
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چکیده: (14 مشاهده)
Objective: Behavioral problems among adolescents are an escalating global concern, with aggression significantly undermining psychological well-being and academic functioning. This study aimed to evaluate the effectiveness of problem-solving skills training in reducing aggression and enhancing academic self-efficacy among aggressive high school students.
Methods: A randomized controlled trial was conducted during the 2024-2025 academic year in Ahvaz, Iran. Using cluster random sampling, 40 aggressive high school male students were identified through clinical interviews and the Ahvaz Aggression Inventory. Participants were randomly assigned to either an experimental group (n=20), which received six 90-minute sessions of problem-solving skills training, or a control group (n=20), which received no intervention. Data were collected at pre-test, post-test, and a three-month follow-up using the Ahvaz Aggression Inventory and the Academic Self-Efficacy Scale. Data analysis was performed via mixed-design ANOVA using SPSS-26.
Results: Significant improvements were observed in the experimental group, characterized by a substantial reduction in aggression scores and a significant increase in academic self-efficacy (P<0.001). These therapeutic gains remained stable during the follow-up phase.
Conclusion: Problem-solving skills training serves as a robust cognitive-behavioral intervention, equipping students with adaptive coping mechanisms that mitigate impulsive aggression and bolster academic confidence. Integrating these skills into school curricula is recommended to promote adolescent mental health.
Methods: A randomized controlled trial was conducted during the 2024-2025 academic year in Ahvaz, Iran. Using cluster random sampling, 40 aggressive high school male students were identified through clinical interviews and the Ahvaz Aggression Inventory. Participants were randomly assigned to either an experimental group (n=20), which received six 90-minute sessions of problem-solving skills training, or a control group (n=20), which received no intervention. Data were collected at pre-test, post-test, and a three-month follow-up using the Ahvaz Aggression Inventory and the Academic Self-Efficacy Scale. Data analysis was performed via mixed-design ANOVA using SPSS-26.
Results: Significant improvements were observed in the experimental group, characterized by a substantial reduction in aggression scores and a significant increase in academic self-efficacy (P<0.001). These therapeutic gains remained stable during the follow-up phase.
Conclusion: Problem-solving skills training serves as a robust cognitive-behavioral intervention, equipping students with adaptive coping mechanisms that mitigate impulsive aggression and bolster academic confidence. Integrating these skills into school curricula is recommended to promote adolescent mental health.
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