Volume 4, Issue 4 (December 2025)
IJER 2025, 4(4): 1-21 |
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Bordfarzam S, Morovati Z, Yousefi Afrashteh M. (2025). Effectiveness of Social Problem-Solving Training on Adjustment and Assertiveness in Female Elementary School Students as Victims of Bullying. IJER. 4(4), 1-21. doi:10.22034/ijer.4.4.6
URL: http://ijer.hormozgan.ac.ir/article-1-394-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-394-en.html
1- Department of Psychology, Faculty of Humanities, University of Zanjan, Zanjan, Iran
2- Department of Psychology, Faculty of Humanities, University of Zanjan, Zanjan, Iran ,z.morovati@znu.ac.ir
2- Department of Psychology, Faculty of Humanities, University of Zanjan, Zanjan, Iran ,
Abstract: (779 Views)
Objective: The current study sought to assess the efficacy of social problem-solving training on the adjustment and assertiveness of female elementary school students who have experienced bullying in Zanjan.
Methods: The research employed a quasi-experimental design characterized by a pre-test-post-test design alongside a control group. The statistical population comprised female elementary school students from the Angouran district in 2023. A total of 32 students who achieved the highest scores (exceeding 9) on the Illinois Bully Scale were randomly allocated into experimental (16 students) and control group (16 students). The experimental group participated in a structured social problem-solving skill training intervention encompassing 10 sessions, each lasting 90 minutes; conversely, the control group did not receive any form of intervention throughout this duration. The data collection was facilitated through the utilization of the Illinois Bully Scale, Gambril and Richey's assertiveness questionnaire and Sinha and Singh Adjustment Inventory for School Students. To analyze the data and evaluate the research hypotheses, the analysis of covariance was employed using SPSS-26 software.
Results: The findings of the research indicated that social problem-solving training exerts a positive and statistically significant influence on the adjustment (encompassing social, academic, and emotional dimensions) and assertiveness of female elementary students subjected to bullying.
Conclusions: Consequently, it can be concluded that the instruction of social problem-solving skills through the implementation of interactive activities and diverse exercises within the educational framework contributes to enhanced academic performance and mitigates emotional and behavioral issues.
Methods: The research employed a quasi-experimental design characterized by a pre-test-post-test design alongside a control group. The statistical population comprised female elementary school students from the Angouran district in 2023. A total of 32 students who achieved the highest scores (exceeding 9) on the Illinois Bully Scale were randomly allocated into experimental (16 students) and control group (16 students). The experimental group participated in a structured social problem-solving skill training intervention encompassing 10 sessions, each lasting 90 minutes; conversely, the control group did not receive any form of intervention throughout this duration. The data collection was facilitated through the utilization of the Illinois Bully Scale, Gambril and Richey's assertiveness questionnaire and Sinha and Singh Adjustment Inventory for School Students. To analyze the data and evaluate the research hypotheses, the analysis of covariance was employed using SPSS-26 software.
Results: The findings of the research indicated that social problem-solving training exerts a positive and statistically significant influence on the adjustment (encompassing social, academic, and emotional dimensions) and assertiveness of female elementary students subjected to bullying.
Conclusions: Consequently, it can be concluded that the instruction of social problem-solving skills through the implementation of interactive activities and diverse exercises within the educational framework contributes to enhanced academic performance and mitigates emotional and behavioral issues.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/05/19 | Accepted: 2025/07/6 | Published: 2025/12/1
Received: 2025/05/19 | Accepted: 2025/07/6 | Published: 2025/12/1
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