چکیده:
Objective: This study investigated the effect of training social problem-solving strategies on social adjustment and academic performance among secondary school shy students. Method: Utilizing a multi-phase random sampling method، 700 shy students were selected، and then completed Shyness Scale. Eighty students were finally selected، and randomly assigned into two experimental and control groups. The experimental group received seven sessions of training for social problem solving strategies. Students' social adjustment was measured by social adjustment subscale of California Personality Inventory and their school achievement was measured by mean school achievement as the pre-test and post-test for two groups. Results: Results showed that pretest-posttest differences of experimental group were significantly more than control group (P=0.001). Conclusion: This study emphasizes that social problem solving strategies can improve the social adjustment and academic performance in secondary school shy students.
خلاصه ماشینی:
Therefore, the hypotheses of the present research have been investigated as follows: 1- Social problem-solving training increases the social adjustment of shy middle school students.
2- Social problem-solving training increases the academic achievement of shy middle school students.
(Refer to the page image) The results in Table 3 show that there is a significant difference between the two experimental and control groups in terms of the mean difference between pre-test and post-test scores in social adjustment and academic achievement.
Discussion and Conclusion The aim of the present research was to investigate the effect of social problem-solving training on the social adjustment and academic achievement of shy students.
The results obtained in the present study showed that social problem-solving training increases the level of social adjustment in shy students.
The present research showed that social problem-solving training is an effective method for increasing students' adjustment.
Barker (2002), in a longitudinal study, investigated the effect of social problem-solving training on university adjustment, stress, health, and academic achievement motivation.
The findings of Barker's (2002) research, consistent with the results of the present study, showed that when controlling for age, gender, and academic ability, problem-solving ability has a useful and direct effect on university adjustment, stress levels, emotional orientation, and performance.
The results of the present research are also consistent with the results of D'Zurilla and Sheedy (1992), who report that social problem-solving improves the academic status of students.
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