Volume 6, Issue 3 (Vol6,No3(21) 2025)
2025, 6(3): 348-361 |
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Ethics code: yu.14001321
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Talbei E, taghvaeinia A, Nikdel F. (2025). Impact of a Training Program Based on Seligman’s PERMA Model on the Social Skills of Male Elementary School Students. Journal of Childhood Health and Education. 6(3), 348-361. doi:10.32598/JECHE.6.3.281.1
URL: http://jeche.ir/article-1-331-en.html
URL: http://jeche.ir/article-1-331-en.html
1- Department of Psychology, Faculty of Humanities, University of Yasouj, Yasouj, Iran.
Abstract: (713 Views)
Background and Aim The studies have confirmed the effectiveness of positive psychology-based interventions on enhancing the feelings, behaviors and skills of students. Considering the importance of social skills in the early years of life, this study aimed to examine the effectiveness of a training program based on Seligman’s positive psychology-based model named “Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment” (PERMA) on the social skills of male elementary school students.
Research Methods This is a quasi-experimental study with a pretest/posttest design. The study population included all male third-grade elementary school students in Larestan, Iran in 2023-2024. Of these, 30 were selected via multistage random sampling and randomly divided in two groups of intervention (n=15) and control (n=15). The intervention groups received ¬the PERMA-based training program in 10 one-hour sessions while the control group remained on the waiting list. For collecting data, the Matson evaluation of social skills with youngsters (MESSY) scale was used. For data analysis, multivariate analysis of covariance in SPSS software, version 27 was used.
Results The findings showed that there was a significant difference between the mean social skills (P<0.001, F=185.84, ηp 2=0.73) of the experimental and control groups in the post-test. Thus, after implementing PERMA intervention, the mean social skills scores of elementary children in the experimental group increased significantly compared to the control group.
Conclusion The PERMA-based training program can be effective in enhancing the social skills of elementary school boys.
Research Methods This is a quasi-experimental study with a pretest/posttest design. The study population included all male third-grade elementary school students in Larestan, Iran in 2023-2024. Of these, 30 were selected via multistage random sampling and randomly divided in two groups of intervention (n=15) and control (n=15). The intervention groups received ¬the PERMA-based training program in 10 one-hour sessions while the control group remained on the waiting list. For collecting data, the Matson evaluation of social skills with youngsters (MESSY) scale was used. For data analysis, multivariate analysis of covariance in SPSS software, version 27 was used.
Results The findings showed that there was a significant difference between the mean social skills (P<0.001, F=185.84, ηp 2=0.73) of the experimental and control groups in the post-test. Thus, after implementing PERMA intervention, the mean social skills scores of elementary children in the experimental group increased significantly compared to the control group.
Conclusion The PERMA-based training program can be effective in enhancing the social skills of elementary school boys.
Type of Study: Research |
Subject:
Special
Received: 2025/04/6 | Accepted: 2025/10/7 | Published: 2025/12/16
Received: 2025/04/6 | Accepted: 2025/10/7 | Published: 2025/12/16
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