تأثير الگوي يادگيري اجتماعي بر عزت نفس، اعتماد به نفس، رفتارهاي خودابرازي و پيشرفت تحصيلي دانشآموزان كلاس سوم دوره راهنمايي

Effects of social learning model training on self- esteem, self- confidence, self assertiveness and academic achievement in third grade students of intermediary schools

Aim and Background: Self-esteem, self-confidence and self-assertiveness play essential roles in mental health. This study was aimed to assess the effect of social learning model education on self-confidence, self-esteem, self-assertiveness and academic achievement in students of intermediary schools in Chahar Mahal and Bakhtiari province. Method and Materials: This was a semi-experimental study carried out in boysʹ and girlsʹ intermediary schools in Chahar mahal & Bakhtiyari Province in 2006-2007 academic year. A total number of 304 students were selected through a randomized multi-stage cluster sampling. Subjects were randomly assigned to the case and the control groups. Self-esteem, self-confidence and self-assertiveness were respectively assessed using Bern Router (short form) , Cooper Smith and Wamonz scales. Academic achievement was assessed using studentsʹ first half year average academic scores. Using an interactive participation model in the social skills training approach, the case group was then educated about social learning model within a total number of fifteen 75-minute sessions. Data was analyzed using MANCOVA and MANOVA tests. Findings: Findings demonstrated a significantly higher increase in the mean scores of self-confidence, self-esteem, self-assertiveness as well as academic average scores in the case group in both post interventional and follow-up stages (P < 0.01). There was found no association between gender and educational territorial region with the effects of social learning model education on the mentioned variables. Conclusions: The results indicated that social learning model education was effective in enhancement of studentsʹ self-confidence, self-esteem, self-assertiveness and academic achievement. This effect was independent of gender and educational territorial region.