Volume 7, Issue 3 (6-2024)
Iranian Journal of Educational Sociology 2024, 7(3): 115-122 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
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: (12 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
References
1. Ballouk, R., Mansour, V., Dalziel, B., McDonald, J., & Hegazi, I. (2022). Medical Students' Self-Regulation of Learning in a Blended Learning Environment: A Systematic Scoping Review. Medical Education Online, 27(1). [DOI:10.1080/10872981.2022.2029336] [PMID] []
2. Buss, A. H., & Perry, M. (1992). The aggression questionnaire. Journal of personality and social psychology, 63(3), 452. https://psycnet.apa.org/doi/10.1037/0022-3514.63.3.452 [DOI:10.1037/0022-3514.63.3.452] [PMID]
3. Cox, K., Beddoe, L., & Ide, Y. (2022). Social Work Student Hardship. Aotearoa New Zealand Social Work, 34(1), 22-35. [DOI:10.11157/anzswj-vol34iss1id848]
4. Flores-Cohaila, J. A. (2022). In the Need of Self-Regulated Learning Interventions in Undergraduate Medical Education. International journal of health sciences.
https://doi.org/10.53730/ijhs.v6nS5.11895 [DOI:10.53730/ijhs.v6ns5.11895]
5. Goodall, E., Brownlow, C., Fein, E. C., & Candeloro, S. (2022). Creating Inclusive Classrooms for Highly Dysregulated Students: What Can We Learn From Existing Literature? Education Sciences, 12(8), 504. [DOI:10.3390/educsci12080504]
6. Hladek, M., Gill, J., Lai, C., Lorig, K., & Szanton, S. L. (2019). High Coping Self-Efficacy Associated With Lower Sweat Inflammatory Cytokines in Adults: A Pilot Study. Biological Research For Nursing, 22(1), 75-81. [DOI:10.1177/1099800419870607] [PMID] []
7. Llacuna, H., & Mason, G. (2022). Promoting Self-Regulated Learning in Higher Education. Pacific Journal of Technology Enhanced Learning, 4(1), 19-20. [DOI:10.24135/pjtel.v4i1.143]
8. Manning-Geist, B., Meyer, F. J., Pelletier, A. J., Kosman, K., Chen, X. P., & Johnson, N. R. (2019). Pre-Clinical Stress Management Workshops Increase Medical Students' Knowledge and Self-Awareness of Coping With Stress. Medical Science Educator, 30(1), 235-241. [DOI:10.1007/s40670-019-00881-4] [PMID] []
9. Mastrokoukou, S., Longobardi, C., Bozzato, P., Gastaldi, F. G. M., & Berchiatti, M. (2022). Students' Transition Into Higher Education: The Role of Self‐efficacy, Regulation Strategies, and Academic Achievements. Higher Education Quarterly, 77(1), 121-137. [DOI:10.1111/hequ.12374]
10. Mehraban, R., Hosseininasab, s., & Alivandivafa, M. (2022). Examining Aggression, Rumination and Self-Control under the Influence of Emotion Regulation Training and Mindfulness Training in Students with Low Academic Performance [Research]. Journal of Adolescent and Youth Psychological Studies, 3(3), 1-13. [DOI:10.52547/jspnay.3.3.1]
11. Nicholls, A. R., Polman, R., Levy, A. R., & Borkoles, E. (2010). The Mediating Role of Coping: A Cross-Sectional Analysis of the Relationship Between Coping Self-Efficacy and Coping Effectiveness Among Athletes. International Journal of Stress Management, 17(3), 181-192. [DOI:10.1037/a0020064]
12. Rezaei, S., Eftekhari Saadi, Z., Hafezi, F., & Heydarei, A. (2019). Development Of Early Intervention Program Based On Executive Functions And The Study Of Its Effectiveness On Social Performance Of Children With Intellectual Disability. medical journal of mashhad university of medical sciences, 62(6), 275-287. https://www.magiran.com/paper/2077557
13. Rodríguez, S., González-Suárez, R., Vieites, T., Piñeiro, I., & Díaz-Freire, F. M. (2022). Self-Regulation and Students Well-Being: A Systematic Review 2010-2020. Sustainability, 14(4), 2346. [DOI:10.3390/su14042346]
14. Sanchez-Lopez, E., Kasongo, J., Gonzalez-Sanchez, A. F., & Mostrady, A. (2023). Implementation of Formative Assessment in Engineering Education. Acta Pedagogia Asiana, 2(1), 43-53. [DOI:10.53623/apga.v2i1.154]
15. Scoffier-Mériaux, S., & Paquet, Y. (2022). The Self-Regulation of Eating Attitudes in Sport Scale: Defining an Optimal Regulation Zone. Frontiers in psychology, 13. [DOI:10.3389/fpsyg.2022.905277] [PMID] []
16. Yıldırım, T., & Koçak, Ç. V. (2022). The Relationship Between Sport, Self-Regulation and School Burnout in High School Students. Education Quarterly Reviews, 5(3). [DOI:10.31014/aior.1993.05.03.556]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
