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Volume 22, Issue 131 (1-2024)
Journal of Psychological Science 2024, 22(131): 255-271 |
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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 bullying in female adolescents. Journal of Psychological Science. 22(131), 255-271. doi:10.52547/JPS.22.131.255
URL: http://psychologicalscience.ir/article-1-2338-en.html
URL: http://psychologicalscience.ir/article-1-2338-en.html
Associate Professor, Department of Psychology, Roudehen Branch Islamic Azad University, Roudehen, Iran , hashemiankianoosh@gmail.com
Abstract: (347 Views)
Background: Bullying worldwide is recognized as a pervasive public issue and is acknowledged as the most extensive challenge in schools. This phenomenon leads to low social adaptation and interpersonal problems in students, particularly girls. Various studies have investigated the effectiveness of different educational interventions on bullying. Still, there has been no comparative study on the effectiveness of peace education and participatory socio-emotional learning on adolescent girls' bullying.
Aims: This research aimed to compare the effectiveness of peace education and participatory socio-emotional learning on bullying behavior in adolescent girls.
Methods: This quasi-experimental study utilized a pre-test/post-test design with a control group and a one-month follow-up. The study population included all female students in the first year of high school in Amol City during the academic year 2019-2020. The sample consisted of 60 participants selected through random cluster sampling from high schools in Amol. The participants were randomly assigned to two experimental groups (peace education and participatory socio-emotional learning) and one control group. The research tools included the Olweus Bully/Victim Questionnaire (Olweus, 2001). The two experimental groups underwent training protocols (11 sessions of 60 minutes for peace education and 12 sessions of 60 minutes for participatory socio-emotional learning), while the control group received no intervention. The research instruments were implemented as post-tests, and a one-month follow-up was conducted.
Results: The results of repeated measures analysis of variance (ANOVA) showed that both peace education and participatory socio-emotional learning significantly reduced bullying behavior in the post-test, and this effectiveness remained stable at the one-month follow-up (p< 0.05).
Conclusion: Comparing the two educational interventions revealed that both peace education and participatory socio-emotional learning had a significant impact on reducing bullying behavior in adolescent girls. It can be inferred that these educational interventions have the potential to decrease the level of bullying behaviors in adolescent girls, and educational and therapeutic professionals can utilize these interventions to enhance the performance of adolescents. Therefore, to reduce bullying in female students, both peace education and participatory socio-emotional learning can be employed.
Aims: This research aimed to compare the effectiveness of peace education and participatory socio-emotional learning on bullying behavior in adolescent girls.
Methods: This quasi-experimental study utilized a pre-test/post-test design with a control group and a one-month follow-up. The study population included all female students in the first year of high school in Amol City during the academic year 2019-2020. The sample consisted of 60 participants selected through random cluster sampling from high schools in Amol. The participants were randomly assigned to two experimental groups (peace education and participatory socio-emotional learning) and one control group. The research tools included the Olweus Bully/Victim Questionnaire (Olweus, 2001). The two experimental groups underwent training protocols (11 sessions of 60 minutes for peace education and 12 sessions of 60 minutes for participatory socio-emotional learning), while the control group received no intervention. The research instruments were implemented as post-tests, and a one-month follow-up was conducted.
Results: The results of repeated measures analysis of variance (ANOVA) showed that both peace education and participatory socio-emotional learning significantly reduced bullying behavior in the post-test, and this effectiveness remained stable at the one-month follow-up (p< 0.05).
Conclusion: Comparing the two educational interventions revealed that both peace education and participatory socio-emotional learning had a significant impact on reducing bullying behavior in adolescent girls. It can be inferred that these educational interventions have the potential to decrease the level of bullying behaviors in adolescent girls, and educational and therapeutic professionals can utilize these interventions to enhance the performance of adolescents. Therefore, to reduce bullying in female students, both peace education and participatory socio-emotional learning can be employed.
Keywords: peace instruction, cooperative social–emotional learning instruction, bullying, female adolescents
Type of Study: Research |
Subject:
Special
Received: 2023/10/8 | Accepted: 2023/11/23 | Published: 2024/01/21
Received: 2023/10/8 | Accepted: 2023/11/23 | Published: 2024/01/21
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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)