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Volume 23, Issue 141 (11-2024)
Journal of Psychological Science 2024, 23(141): 121-138 |
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Jalilpour Rezaei B, Hashemian K, Mojtabaei M. (2024). The comparison of efficacy of peace instruction and cooperative social–emotional learning on social problem solving skills and self–awareness in female adolescents. Journal of Psychological Science. 23(141), 121-138. doi:10.52547/JPS.23.141.2165
URL: http://psychologicalscience.ir/article-1-2094-en.html
URL: http://psychologicalscience.ir/article-1-2094-en.html
Associate Professor, Department of Psychology, Roudehen Branch Islamic Azad University, Roudehen, Iran. , hashemiankianoosh@gmail.com
Abstract: (695 Views)
Background: Self-awareness and social problem-solving are two factors that hold more significance during adolescence than any other period. Various studies have examined the effectiveness of different educational approaches on these two factors. However, there has been no comparative analysis between the effectiveness of peace education and socio-emotional participatory learning in improving social problem-solving skills and self-awareness among adolescent girls.
Aims: The aim of this research was comparing of Effectiveness of Peace instruction and cooperative Social – emotional learning instruction on social problem Solving Skills and Self – awareness in female Adolescents.
Methods: Research method was semi-experimental with pretest-posttest and one month follow up and with control group. Population was guidance school girl students of Amol city in academic year 2019-2020. Sample was 60 students that select by cluster random sampling and assigned randomly to two experimental and one control groups. Research instruments were Social Problem- Solving Inquiery –Revised (SPSI-R, De D’Zurilla et al., 2002) and Rillo & Elice (1998) Self-awareness scale, Peace Instruction Protocole (Abolmaali, 2017) and instruction protocole of cooperative social- emotional learning (CASEL, 2015). For conducting research, after select the sample, instruments accomplished for pretest. Then, experimental groups exposure Peace instruction and cooperative Social – emotional learning and control group did not. Then, instrument accomplished for posttest and one month later follow up.
Results: Results show that Peace instruction and cooperative Social – emotional learning instruction didn’t increased social problem Solving Skills significantly in posttest and increased its in follow up. Peace instruction and cooperative Social – emotional learning instruction increased Self – awareness significantly in posttest and follow up.
Conclusion: The comparison of the interventions revealed that peace education and collaborative social-emotional learning have a greater impact on self-awareness. It can be inferred that both peace education and collaborative social-emotional learning have the potential to enhance overall self-awareness and social problem-solving skills in adolescent girls. Educational and therapeutic professionals can utilize these interventions to enhance the performance levels of adolescents.
Aims: The aim of this research was comparing of Effectiveness of Peace instruction and cooperative Social – emotional learning instruction on social problem Solving Skills and Self – awareness in female Adolescents.
Methods: Research method was semi-experimental with pretest-posttest and one month follow up and with control group. Population was guidance school girl students of Amol city in academic year 2019-2020. Sample was 60 students that select by cluster random sampling and assigned randomly to two experimental and one control groups. Research instruments were Social Problem- Solving Inquiery –Revised (SPSI-R, De D’Zurilla et al., 2002) and Rillo & Elice (1998) Self-awareness scale, Peace Instruction Protocole (Abolmaali, 2017) and instruction protocole of cooperative social- emotional learning (CASEL, 2015). For conducting research, after select the sample, instruments accomplished for pretest. Then, experimental groups exposure Peace instruction and cooperative Social – emotional learning and control group did not. Then, instrument accomplished for posttest and one month later follow up.
Results: Results show that Peace instruction and cooperative Social – emotional learning instruction didn’t increased social problem Solving Skills significantly in posttest and increased its in follow up. Peace instruction and cooperative Social – emotional learning instruction increased Self – awareness significantly in posttest and follow up.
Conclusion: The comparison of the interventions revealed that peace education and collaborative social-emotional learning have a greater impact on self-awareness. It can be inferred that both peace education and collaborative social-emotional learning have the potential to enhance overall self-awareness and social problem-solving skills in adolescent girls. Educational and therapeutic professionals can utilize these interventions to enhance the performance levels of adolescents.
Keywords: peace instruction, cooperative social – emotional learning, social problem solving skills, self – awareness, female adolescents
Type of Study: Research |
Subject:
General
Received: 2023/07/22 | Accepted: 2023/09/23 | Published: 2024/09/14
Received: 2023/07/22 | Accepted: 2023/09/23 | Published: 2024/09/14
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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)