Comparing the Effectiveness of Social Skills Training and Thinking Skills Training on Academic Buoyancy in Middle School Male Students

Document Type : Research Paper

Authors

1 PhD Student, Department of Psychology, Faculty of Humanities, Tabriz Branch, Islamic Azad University, Tabriz, Iran

2 Department of Psychology, Faculty of Humanities, Tabriz Branch, Islamic Azad University, Tabriz, Iran

10.22034/jmpr.2025.64673.6544

Abstract

The present research was conducted with the aim of comparing the effectiveness of social skills training and thinking skills training on the academic buoyancy of male junior high school students in Hashtrod The research method was quasi-experimental, employing a pretest-posttest design with a control group. The statistical population included all the students of the first secondary section of Hashtroud in the academic year 2023-2024, totaling 1786 according to the announcement of the Hashtrod Education Department. From this population, 60 students were selected through cluster random sampling and randomly divided into three groups of 20. The first group received an eight-session social skills training course, the second group underwent eight sessions of thinking skills training, and the third group (Control) continued with their normal class programs. Hossein-Chari and Dehghanizadeh's academic buoyancy questionnaire was used as data collection tool. Data were analyzed using SPSS software with univariate analysis of covariance (ANCOVA) and the Bonferroni post hoc test. The results of the analysis of covariance and Bonferroni test showed that social skills training and thinking skills training were effective in increasing academic buoyancy. Therefore, it can be concluded that despite the effectiveness of both educational methods, social skills training was more effective and stronger in increasing academic buoyancy. It is suggested that these two trainings be used in schools to increase academic buoyancy.

Keywords

Main Subjects

References

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Journal of Modern Psychological Researches
Volume 20, Issue 79
October 2025
Pages 105-118

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History

  • Receive Date: 01 December 2024
  • Revise Date: 07 February 2025
  • Accept Date: 11 February 2025

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