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Department of Educational Sciences, University of Tabriz, Tabriz, Iran , vahedi_sh@tabrizu.ac.ir
Abstract: (66 Views)
Background: Bullying is considered an aggressive behavior that causes many problems in school and society for students and other individuals. In addition, bullying can affect various functions in students' performance, such as their social adequacy.
Aims: The aim of the present study was to determine the effectiveness of the SPARK program in interacting with moral intelligence on social adequacy in bullying students.
Methods: The research method was a quasi-experimental one with a pre-test and post-test design with a control group and a two-month follow-up. The statistical population included all bully students in the second year of elementary school in Shahriar city in the academic year 2023-2024. From the aforementioned population, 48 people were selected using purposive sampling and randomly assigned to four experimental and control groups. The data collection tools included social competence questionnaires (Parandin), bullying (Ilivis), and moral intelligence (Link and Keel). After the pre-test, the experimental groups were trained in the SPARK program for 16 90-minute sessions once a week. The data were analyzed by mixed variance analysis using SPSS-27 software.
Results: The results showed that according to the mixed variance analysis table, only the outgroup behavioral skill component (group and intelligence) was not significant, but for all other components, the effect of stage, group, and intelligence were significant (p<0.05). Therefore, changes in the social adequacy subscales were affected by the SPARK training program.
Conclusion: Based on the findings of the study, it is suggested that therapists and school counselors use the SPARK training program to improve social adequacy in students diagnosed with bullying. Because the SPARK training program can improve students' social functions, and as a result, this method can be used to improve the social adequacy of bully students.
Aims: The aim of the present study was to determine the effectiveness of the SPARK program in interacting with moral intelligence on social adequacy in bullying students.
Methods: The research method was a quasi-experimental one with a pre-test and post-test design with a control group and a two-month follow-up. The statistical population included all bully students in the second year of elementary school in Shahriar city in the academic year 2023-2024. From the aforementioned population, 48 people were selected using purposive sampling and randomly assigned to four experimental and control groups. The data collection tools included social competence questionnaires (Parandin), bullying (Ilivis), and moral intelligence (Link and Keel). After the pre-test, the experimental groups were trained in the SPARK program for 16 90-minute sessions once a week. The data were analyzed by mixed variance analysis using SPSS-27 software.
Results: The results showed that according to the mixed variance analysis table, only the outgroup behavioral skill component (group and intelligence) was not significant, but for all other components, the effect of stage, group, and intelligence were significant (p<0.05). Therefore, changes in the social adequacy subscales were affected by the SPARK training program.
Conclusion: Based on the findings of the study, it is suggested that therapists and school counselors use the SPARK training program to improve social adequacy in students diagnosed with bullying. Because the SPARK training program can improve students' social functions, and as a result, this method can be used to improve the social adequacy of bully students.
Type of Study: Applicable |
Subject:
Special
Received: 2025/04/18 | Accepted: 2025/06/21 | Published: 2026/03/21
Received: 2025/04/18 | Accepted: 2025/06/21 | Published: 2026/03/21
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)