Volume 4, Issue 1 (Early Childhood Health And Education 2023)
2023, 4(1): 111-125 |
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shabani minnabad M. (2023). The effect of teaching social-communication skills on the dimensions of self-esteem of preschool students. Journal of Childhood Health and Education. 4(1), : 8 doi:10.32592/jeche.4.1.101
URL: http://jeche.ir/article-1-161-en.html
URL: http://jeche.ir/article-1-161-en.html
payame noor
Abstract: (1939 Views)
Introduction: The purpose of this research was to determine the effectiveness of teaching social communication skills on the self-esteem of preschool students.
Method: This study is an experimental type with a pre-test-post-test design with a control group. The studied population were all female students from the first to third grades of Khalkhal high school. 30 students were randomly assigned to the experimental and control groups after taking the Coppersmith self-esteem test. Then social skills training was implemented in the experimental group for 10 sessions, while the control group did not receive any intervention. The obtained data were analyzed using independent t-test, multivariate analysis of variance (MANOVA) and analysis of covariance (ANCOVA).
Results: The findings indicated that the social, academic, individual and overall self-esteem in the experimental group changes significantly compared to the control group.
Discussion: Finally, this study shows that social skills techniques can be used to increase general self-esteem and three other dimensions of self-esteem, i.e. individual, academic and social self-esteem in students. Considering that self-esteem and its dimensions are related to many psychological problems, it can be argued that effective strategies to increase it can be useful in improving many problems, including depression and anxiety. It also seems that social skills training with an impact on self-esteem can be an important factor in psychological well-being, social well-being and mental health dimensions
Method: This study is an experimental type with a pre-test-post-test design with a control group. The studied population were all female students from the first to third grades of Khalkhal high school. 30 students were randomly assigned to the experimental and control groups after taking the Coppersmith self-esteem test. Then social skills training was implemented in the experimental group for 10 sessions, while the control group did not receive any intervention. The obtained data were analyzed using independent t-test, multivariate analysis of variance (MANOVA) and analysis of covariance (ANCOVA).
Results: The findings indicated that the social, academic, individual and overall self-esteem in the experimental group changes significantly compared to the control group.
Discussion: Finally, this study shows that social skills techniques can be used to increase general self-esteem and three other dimensions of self-esteem, i.e. individual, academic and social self-esteem in students. Considering that self-esteem and its dimensions are related to many psychological problems, it can be argued that effective strategies to increase it can be useful in improving many problems, including depression and anxiety. It also seems that social skills training with an impact on self-esteem can be an important factor in psychological well-being, social well-being and mental health dimensions
Article number: 8
Type of Study: Research |
Subject:
Special
Received: 2023/09/1 | Accepted: 2023/09/26 | Published: 2023/10/3
Received: 2023/09/1 | Accepted: 2023/09/26 | Published: 2023/10/3
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