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IRCT20250712066455N1 IRCT 2025-07-14 Islamic Azad University Studying the effectiveness of problem-solving skills training on aggression, functional flexibility, and academic self-efficacy of aggressive eighth-grade male students Studying the effectiveness of problem-solving skills training on aggression, functional flexibility, and academic self-efficacy of aggressive eighth-grade male students 2025-07-16 anticipated 40 Complete https://irct.ir/trial/84756 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Other, Purpose: Education/Guidance, Randomization description: To select the sample for diagnosing aggression in students, a cluster random sampling method was used. First, from the four education districts of Ahvaz city, two districts were selected by simple random drawing (lottery), and then eight boys' junior high schools from each district were selected by simple random drawing, and in the next stage, one eighth grade class from each school was selected. Then, after the students completed the Ahvaz Aggression Inventory, those whose scores on this inventory were one standard deviation above the mean and who were given a final diagnosis of aggression in a clinical interview by a clinical psychologist were selected as students with aggression. Of these, 40 were randomly selected to participate in the study. Then, these individuals were randomly divided into two groups of 20 (20 in the experimental group and 20 in the control group). It should be noted that the control group will not receive any intervention during the research, but to prevent factors threatening the internal validity of the research, such as compensatory competition in the control group or demoralization, they will be assured that they will receive problem-solving skills training in the next round (after data collection). N/A Problem-solving skills on aggression, behavioral flexibility and academic self-efficacy. Intervention 1: Intervention group: The present study, due to the multi-stage random selection of participants, is a field experimental study and the research design is a pre-test and post-test design with a control group. In this design, the subjects are measured before the implementation of the independent variable (pre-test), then the experimental intervention or independent variables are applied. After that, the subjects are measured again. 40 students will be randomly selected to participate in the study. Then, these people will be randomly divided into 2 groups of 20 people (20 people in the experimental group and 20 people in the control group). After the groups were formed, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and they were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly. The experimental group participated in training courses for about 1 month and received a problem-solving skill training intervention based on the Spivak and Shore method (cited by Cassidy and Long, 1996) in 6 2-hour sessions. After completing the training course, experimental group was re-assessed with questionnaires that measured the variables as a post-test. Intervention 2: Control group: The present study, due to the selection of participants by a multi-stage random method, is a field experimental study and the research design is a pre-test and post-test design with a control group. In this design, the subjects are measured before implementing the independent variable (pre-test), then the experimental intervention or independent variables are applied. After that, the subjects are measured again. 40 students will be randomly selected to participate in the study. Then, these people will be randomly divided into 2 groups of 20 people (20 people in the experimental group and 20 people in the control group). After the groups were formed, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and they were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly. The people in the experimental group participated in training courses for about 1 month and received a problem-solving skill training intervention based on the Spivak and Shore method (cited by Cassidy and Long, 1996) in 6 2-hour sessions. Also, no intervention was carried out for the control group. However, to prevent threats to the internal validity of the test, the intervention was administered to them after the end of the study. After the training period, the control group was re-assessed with questionnaires that were used to measure the variables as a post-test. Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is Due to the lack of writing the article, which is an important principle in data publication, and the high workload, the exact time for data publication has not yet been determined with certainty.
public Reza hardani
No. 209, between Hilali and Farahani, Rad Street, South Complex
Ahvaz Iran (Islamic Republic of) ۶۱۴۴۸۱۳۴۵۱ +98 61 3378 5979 reza.hardani@iau.ir Islamic Azad University scientific Reza hardani
No. 209, between Hilali and Farahani, Rad Street, South Complex
Ahvaz Iran (Islamic Republic of) ۶۱۴۴۸۱۳۴۵۱ +98 61 3378 5979 reza.hardani@iau.ir Islamic Azad University Iran (Islamic Republic of) Not having a serious physical illness Not participating in other psychotherapy sessions at least one month before the study Obtaining a score of one standard deviation above the mean in aggression 12 years 13 years Male Absence of more than two sessions Participation in other psychotherapy sessions Unwillingness to continue treatment F43 Reaction to severe stress, and adjustment disorders Other Other Intervention group: The present study, due to the multi-stage random selection of participants, is a field experimental study and the research design is a pre-test and post-test design with a control group. In this design, the subjects are measured before the implementation of the independent variable (pre-test), then the experimental intervention or independent variables are applied. After that, the subjects are measured again. 40 students will be randomly selected to participate in the study. Then, these people will be randomly divided into 2 groups of 20 people (20 people in the experimental group and 20 people in the control group). After the groups were formed, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and they were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly. The experimental group participated in training courses for about 1 month and received a problem-solving skill training intervention based on the Spivak and Shore method (cited by Cassidy and Long, 1996) in 6 2-hour sessions. After completing the training course, experimental group was re-assessed with questionnaires that measured the variables as a post-test. Control group: The present study, due to the selection of participants by a multi-stage random method, is a field experimental study and the research design is a pre-test and post-test design with a control group. In this design, the subjects are measured before implementing the independent variable (pre-test), then the experimental intervention or independent variables are applied. After that, the subjects are measured again. 40 students will be randomly selected to participate in the study. Then, these people will be randomly divided into 2 groups of 20 people (20 people in the experimental group and 20 people in the control group). After the groups were formed, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and they were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly. The people in the experimental group participated in training courses for about 1 month and received a problem-solving skill training intervention based on the Spivak and Shore method (cited by Cassidy and Long, 1996) in 6 2-hour sessions. Also, no intervention was carried out for the control group. However, to prevent threats to the internal validity of the test, the intervention was administered to them after the end of the study. After the training period, the control group was re-assessed with questionnaires that were used to measure the variables as a post-test. Problem-solving skills. Timepoint: In the present study, the problem-solving skills training course will consist of 6 2-hour sessions, conducted based on the Spivak and Shore method (cited by Cassidy and Long, 1996). Method of measurement: The training sessions were developed based on the Spivak and Shore method (quoted from Cassidy and Long, 1996) and will be implemented in 6 2-hour sessions. The research will use a library method and a questionnaire to collect data. The tools will include: Ahvaz Aggression Inventory by Zahedifar et al. (1990), Connor and Davidson's Functional Flexibility Questionnaire (2003), the Standard Academic Self-Efficacy Questionnaire (CASES), and the Academic Self-Efficacy Questionnaire by Zajakova et al. (2005). Islamic Azad University Approved 2025-06-01 Ethics Committee of Islamic Azad University of Ahvaz Branch Opposite Keshavarz Street, Farhang Shahr, Golestan Highway Ahvaz Khouzestan Iran (Islamic Republic of)