M. Shehniyailagh; Z. Bonabi mobarakey; H. Shokrkon; J. Haghighi
Volume 17, Issue 2 , August 2010, , Pages 83-110
Abstract
The present study examines the effects of classroom-based "Tools for Getting Along" to decrease anger, aggression and increase social skills and problem-solving skills among students. The related population includes all female 4th- and 5th-grade primary students in Ahvaz city. The sample ...
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The present study examines the effects of classroom-based "Tools for Getting Along" to decrease anger, aggression and increase social skills and problem-solving skills among students. The related population includes all female 4th- and 5th-grade primary students in Ahvaz city. The sample includes 20 schools that were selected randomly from the four educational districts in Ahvaz. All of the aggressive students in these schools were selected as target students. Two kinds of sampling were used. The validation sample included 200 aggressive students, and the hypothesis-testing sample included 128 aggressive students (71 students in intervention classrooms and 57 students in control classrooms). In this research experimental-control groups, with pretest-posttest design was used. The questionnaires used in this research were as follows: the Anger Expression Scale for Children, Reactive–Proactive Aggression Scale, Social Skills Rating System and Problem-Solving Questionnaire. In order to analyze the data both Hierarchical Linear Modeling and descriptive statistics were used. The results showed significant treatment effects on knowledge of problem-solving concepts and teacher ratings of reactive and proactive aggression, self control, externalizing behavior, and self-rated trait anger, anger-out, and anger control. There was no significant treatment effect on anger-in. Outcomes differed across teachers/ classrooms, and teacher ratings of social validity were generally positive.
