Saeed Rezayi; Ali Vosough kalantari
Abstract
Introduction: prosocial- behaviors are purposeful actions that are defined for the well-being of others, regardless of one's motivation, So this study aimed to design a social competence intervention program on the social behavior of gifted students.
Method: The present study is quasi-experimental with ...
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Introduction: prosocial- behaviors are purposeful actions that are defined for the well-being of others, regardless of one's motivation, So this study aimed to design a social competence intervention program on the social behavior of gifted students.
Method: The present study is quasi-experimental with pre-test-post-test design and follow-up with a control group. The statistical population includes all gifted low-achieving students in 2019. From the whole population, 28 students were randomly selected and randomly assigned to two experimental (14) and control (14) groups. Then, the experimental group was trained in 10 consecutive sessions of the social adequacy intervention program. To comply with the research ethics after the end of the research, a training program was implemented for the control group. A community-based personality questionnaire (saffarinia,2012) was used to collect data.
Results: The results of multivariate analysis of covariance and repeated measurements showed that the social competence intervention program significantly (α = 0.05) increased the prosocial behavior of the experimental group.
Conclusion: Based on the findings, the social competence intervention program can be used as an effective educational strategy to improve the prosocial behaviors of low-achieving gifted students.