Volume 7, Issue 3 (6-2024)
Iranian Journal of Educational Sociology 2024, 7(3): 115-122 |
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Sattari S, Emadian S O, Ghanadzadegan H A. (2024). The Effectiveness of Coping Abilities Workshop on Self-Regulation, Social Performance, and Aggression in Students. Iranian Journal of Educational Sociology. 7(3), 115-122. doi:10.61838/kman.ijes.7.3.14
URL: http://iase-idje.ir/article-1-1439-en.html
URL: http://iase-idje.ir/article-1-1439-en.html
1- PhD student, Department of Educational Psychology, Sari Branch, Islamic Azad University, Sari, Iran.
2- Assistant Professor, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran.
2- Assistant Professor, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran.
Abstract: (381 Views)
Purpose: The primary objective of this study was to evaluate the effectiveness of the Coping Abilities Workshop, a structured intervention designed to enhance self-regulation, improve social performance, and reduce aggression among first to third-grade primary school students exhibiting signs of Oppositional Defiant Disorder in Tehran, District 2.
Methodology: This randomized controlled trial involved 60 students, evenly divided into an intervention and a control group. Each group comprised 30 participants, and the intervention spanned eight weeks, with follow-up assessments conducted three months post-intervention. Measurements for self-regulation, social performance, and aggression were taken using standardized tools at three time points: pre-intervention, post-intervention, and follow-up. The data were analyzed using ANOVA with repeated measures and Bonferroni post-hoc tests, utilizing SPSS software version 27.
Findings: Significant improvements were observed in the intervention group compared to the control. Post-intervention results showed substantial increases in self-regulation (mean pre = 32.45, SD = 4.12; mean post = 45.67, SD = 3.56) and social performance (mean pre = 28.54, SD = 2.95; mean post = 40.26, SD = 2.45), along with a notable reduction in aggression (mean pre = 35.60, SD = 5.12; mean post = 20.22, SD = 4.75). These effects were maintained at the three-month follow-up, indicating the lasting impact of the intervention.
Conclusion: The Coping Abilities Workshop significantly enhanced self-regulation and social performance while effectively reducing aggression among primary school students with Oppositional Defiant Disorder. The intervention proved to have a sustainable impact, suggesting its potential for broader application in similar educational and behavioral settings.
Methodology: This randomized controlled trial involved 60 students, evenly divided into an intervention and a control group. Each group comprised 30 participants, and the intervention spanned eight weeks, with follow-up assessments conducted three months post-intervention. Measurements for self-regulation, social performance, and aggression were taken using standardized tools at three time points: pre-intervention, post-intervention, and follow-up. The data were analyzed using ANOVA with repeated measures and Bonferroni post-hoc tests, utilizing SPSS software version 27.
Findings: Significant improvements were observed in the intervention group compared to the control. Post-intervention results showed substantial increases in self-regulation (mean pre = 32.45, SD = 4.12; mean post = 45.67, SD = 3.56) and social performance (mean pre = 28.54, SD = 2.95; mean post = 40.26, SD = 2.45), along with a notable reduction in aggression (mean pre = 35.60, SD = 5.12; mean post = 20.22, SD = 4.75). These effects were maintained at the three-month follow-up, indicating the lasting impact of the intervention.
Conclusion: The Coping Abilities Workshop significantly enhanced self-regulation and social performance while effectively reducing aggression among primary school students with Oppositional Defiant Disorder. The intervention proved to have a sustainable impact, suggesting its potential for broader application in similar educational and behavioral settings.
Keywords: Coping Abilities Workshop, self-regulation, social performance, aggression, Oppositional Defiant Disorder, randomized controlled trial, primary education, Tehran
Type of Study: Research Article |
Subject:
Special
Received: 2024/05/12 | Accepted: 2024/07/7 | Published: 2024/07/13
Received: 2024/05/12 | Accepted: 2024/07/7 | Published: 2024/07/13
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