Enter your email address
Submit
Write your message
Department of Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran , vahedi117@yahoo.com
Abstract: (24 Views)
challenges, which can negatively impact their emotional-social self-efficacy. Previous studies have shown a significant relationship between bullying and the reduction of children's emotional-social self-efficacy. However, there is limited evidence regarding the effectiveness of positive-oriented intervention programs in improving this variable.
Aims: The present study aimed to determine the effectiveness of a comprehensive positive-oriented intervention program for bullying prevention on emotional-social self-efficacy in elementary school children.
Methods: The research method was quasi-experimental with a pre-test post-test design and a control group. The statistical population included all female elementary students in Gorgan city during the academic year 2022-2023. A sample of 30 participants was selected using convenience sampling based on inclusion criteria and responded to the Emotional-Social Self-Efficacy Questionnaire (Morris, 2002). Data were analyzed using multivariate analysis of variance (MANOVA) in SPSS version 25.
Results: The study findings indicated that the comprehensive positive-oriented intervention program significantly influenced the emotional-social self-efficacy of elementary school children affected by bullying (p < 0.05). Statistical analysis results showed that participation in this program led to an increase in both emotional and social self-efficacy levels among children (p < 0.05).
Conclusion: The results of this study demonstrate that the comprehensive positive-oriented intervention program can serve as an effective strategy for preventing the negative impacts of bullying and enhancing emotional-social self-efficacy in elementary school children. These findings suggest that schools and child-related organizations should implement similar programs as preventive and educational activities. Furthermore, teachers and parents can utilize positive-oriented approaches to promote mental health and support the socio-emotional development of children. By implementing such interventions, safer and more supportive educational environments can be created for children.
Aims: The present study aimed to determine the effectiveness of a comprehensive positive-oriented intervention program for bullying prevention on emotional-social self-efficacy in elementary school children.
Methods: The research method was quasi-experimental with a pre-test post-test design and a control group. The statistical population included all female elementary students in Gorgan city during the academic year 2022-2023. A sample of 30 participants was selected using convenience sampling based on inclusion criteria and responded to the Emotional-Social Self-Efficacy Questionnaire (Morris, 2002). Data were analyzed using multivariate analysis of variance (MANOVA) in SPSS version 25.
Results: The study findings indicated that the comprehensive positive-oriented intervention program significantly influenced the emotional-social self-efficacy of elementary school children affected by bullying (p < 0.05). Statistical analysis results showed that participation in this program led to an increase in both emotional and social self-efficacy levels among children (p < 0.05).
Conclusion: The results of this study demonstrate that the comprehensive positive-oriented intervention program can serve as an effective strategy for preventing the negative impacts of bullying and enhancing emotional-social self-efficacy in elementary school children. These findings suggest that schools and child-related organizations should implement similar programs as preventive and educational activities. Furthermore, teachers and parents can utilize positive-oriented approaches to promote mental health and support the socio-emotional development of children. By implementing such interventions, safer and more supportive educational environments can be created for children.
Type of Study: Research |
Subject:
Special
Received: 2025/02/25 | Accepted: 2025/04/30 | Published: 2026/02/20
Received: 2025/02/25 | Accepted: 2025/04/30 | Published: 2026/02/20
Send email to the article author
| Rights and permissions | |
 |
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)