Laila Ghobadi; Ramin Habibi Kalibar; Abolfazl Farid; Javad Mesrabadi
Abstract
Introduction: Students at school face many challenges in social interactions that require the ability to solve social problems to solve them. The aim of this study was to determine the effectiveness of succesfull intelligence training on solving social problems by controlling the effect of emotional ...
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Introduction: Students at school face many challenges in social interactions that require the ability to solve social problems to solve them. The aim of this study was to determine the effectiveness of succesfull intelligence training on solving social problems by controlling the effect of emotional intelligence on Elementary students.
Methods: It was a half_experimental pre_test, post_test research with the Control group and follow-up stage. The statistical population was all fifth grade female students in Tehran in the 97_98th academic year. Two available classes of 30 students were selected by available sampling method. They were randomly divided into experimental and control groups. In this study, questionnaires of social problem solving and emotional intelligence of children were used.The students in the experimental group received the Steinberg Success Intelligence Training Program for 22 sessions of 45 minutes. Data were analyzed using analysis of covariance.
Results: Analysis of covariance after controlling the effect of emotional intelligence on social problem solving showed that There is a significant difference between the two groups after intervention in solving social problems (p ≤0.05). Also, in the post-test and follow-up, the effectiveness of a successful intelligence program on solving social problems was significant(p ≤0.05).
Conclusion: According to the findings of this study, successful intelligence training can be used to increase social problem solving and see the very valuable results of this educational program in the academic and non-academic life of the students.