روانشناسی یادگیری
esmaeil soleimani; hengame moharam zade
Abstract
The purpose of this study was to determine the effectiveness of Social Problem solving training on adjustment and self-efficacy of bullying students. The research method was quasi-experimental with pretest-posttest design and a control group. The population included all bullying students in Parsabad ...
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The purpose of this study was to determine the effectiveness of Social Problem solving training on adjustment and self-efficacy of bullying students. The research method was quasi-experimental with pretest-posttest design and a control group. The population included all bullying students in Parsabad city schools during 2015-2016 academic year. By using random multi-step cluster randomization, 32 students were selected and randomly assigned to the experimental group (16 individuals) and control group (16 individuals). Revised scale Olwis bullying, students adjustment questionnaire and self-efficacy scale was used to collect the data. The experimental group had received 8 session of social problem Solving Training and during these meetings, no teaching was given to the control group. The data were analyzed by multivariate covariance. The results of multivariate analysis of covariance showed that there is a significant difference among bullying students in the experimental and control group in adjustment (academic, social and emotional) and self-efficacy (academic, social and emotional). In other words, is different average components adjustment and self-efficacy experimental group after learning social problem solving training. These results indicate that social problem solving training can modify the adjustment and self-efficacy in bully students.
