Social Psychology
Majid Saffarinia; Ahmad Alipoor; Hossein zare; Mohsen Zalizadeh
Abstract
AbstractIntroduction: Attention to the emotional and social abilities of adolescents, especially for people with high-risk behaviors has always been the focus of researchers. This study aimed to investigate the effectiveness of (observer, discoverer, and values advisor) model training on socio-emotional ...
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AbstractIntroduction: Attention to the emotional and social abilities of adolescents, especially for people with high-risk behaviors has always been the focus of researchers. This study aimed to investigate the effectiveness of (observer, discoverer, and values advisor) model training on socio-emotional competence and social problem-solving of adolescents with high-risk behaviors.Method: This was a quasi-experimental research with a pre-test and post-test with an experimental group and a control group. The statistical population includes all male secondary school students in Dezful who were studying in the academic year 2020-2021 and were selected by a multi-stage random sampling method based on the completion of the high-risk behavior questionnaire (Zadeh Mohammadi, Ahmadabadi, Heydari 2010) from which 40 people were randomly assigned in two groups. Before the intervention, as a pre-test, both groups were assessed with socio-emotional competence (Zou et al. 2012) and social problem solving (Dzurila et al. 2002) questionnaires. The experimental group was exposed to the model training for eight sessions. Then, in the post-test stage, both groups answered the research questionnaires. The data were analyzed using multivariate and univariate analysis of covariance.Results: The results showed that there is a significant difference between the two groups; the control (without intervention) and the experimental (observer, explorer, consultant model) in terms of the effect on the variables of socio-emotional competence and social problem-solving.Conclusion: Considering the effectiveness of the observer, explorer, and values advisor model on the promotion of socio-emotional competence and social problem-solving of adolescents with high-risk behavior, it is worthy that this model be considered as one of the new and practical tools by researchers and educational institutions.
Hosein Zare; sara Ghorbani
Abstract
The aim of this study was Investigating the effect of risk perception, self-efficacy and social problem solving on helpful behaviors according to the mediating role of social intelligence. The design of the present study was a descriptive correlational study and the statistical population of the study ...
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The aim of this study was Investigating the effect of risk perception, self-efficacy and social problem solving on helpful behaviors according to the mediating role of social intelligence. The design of the present study was a descriptive correlational study and the statistical population of the study included all helping people in the flood of 1398 in Khuzestan. In order to determine the sample size, Cochran's formula based on undefined population was used and 387 people were selected by cluster sampling. Based on this, the city of Khuzestan was divided into 5 geographical regions including north, south, east, west and center. Then, a flooded area was randomly selected from each area, and in each area, two flood camps were selected and referred to it, and non-damaged subjects were randomly referred to these centers for assistance,were selected. Data collection tools included the Derakhshande Nia and Nouri Aid Behavior Questionnaire (1384), Bintin Risk Perception (1993), Scherer Self-Efficacy (1982), Dezorella et al.'s (2002) Social Problem Solving, and Termiso social intelligence (2001). In order to test the research hypotheses, the statistical method of path analysis was used with the help of SPSS and AMOS software version 22. The results of indirect coefficients in path analysis showed that social intelligence cannot play a mediating role in the relationship between the three variables of risk perception, self-efficacy and social problem solving with helping behaviors (p> 0.05) and only direct coefficients Perception of risk, self-efficacy and social problem solving were confirmed by helping behaviors (P <0.05).