Document Type : Original Article
Authors
1
Ph.D. student, Department of Psychology, Khorasgan Branch, Islamic Azad University, Khorasgan, Iran
2
Ph.D. student, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
3
Master's degree, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
4
Master's degree in Academic Counseling Department, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
Abstract
The purpose of this research was to investigate the effect of problem solving skills training on the resilience and adjustment of students with low academic performance. The research method was a quasi-experimental pre-test-post-test with a control group. The statistical population of the research was the male students of the first period of high school in the schools of Shiraz city in the academic year of 2021-2022. Among them, 100 people were selected with available sampling method and based on schools with low academic performance and completed the questionnaire of resilience (CD-RISC) and adjustment (AISS). Then, out of 30 students who reported below-average resilience and adjustment, 15 were randomly assigned to the experimental group and 15 to the control group. The people of the experimental group were trained in problem solving skills for eight sessions. The data were analyzed using multivariate analysis of covariance. The results showed that problem-solving skill training significantly improves the resilience of students participating in the experimental group compared to the control group, and brings a significant reduction in maladaptive behaviors in this group. In short, it can be concluded that teaching problem solving skills significantly improves the resilience and adjustment of students.
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