Developing the Prediction Model of Self-Concept Prediction based on Behavioral-Emotional Problems Mediated by Life Skills in Elementary School Students
Subject Areas :
Tectonostratigraphy
Fatemeh Rashidi
1
,
Moosa Javdan
2
1 - Graduate student, Clinical Psychology, Islamic Azad University, Bandar Abbas Branch, Bandar Abbas, Iran.
2 - Ph.D. in Psychology, Associate Professor, University of Hormozgan, Bandar Abbas, Iran.
Received: 2022-05-01
Accepted : 2022-11-04
Published : 2022-07-23
Keywords:
self-concept,
life skills,
Elementary students,
Behavioral-emotional problems,
Abstract :
Introduction: Studying students' emotional and behavioral problems through life skills in the elementary school, which is the most important period of personality formation, can play an important role in preparing for life in later life. Therefore, the purpose of this study is to develop a model of structural equations for self-concept prediction based on behavioral-emotional problems mediated by life skills in elementary school students.
Method: The method was descriptive-correlation and data collection was field and applied in terms of results. The statistical population includes all primary school students in Tehran, which was analyzed according to Morgan sample size table of 253 people. For data collection, Yessen Chen (2004) self-concept scales, Seattle Behavioral-Emotional Problems Questionnaire (1999), Saatchi et al.'s Life Skills Questionnaire (2010) were used. And were analyzed using correlation matrix, regression and path analysis tests. It should be noted that in this study, SPSS software version 25 and Amos software were used.
Results: The results show that the self-concept predictive model based on behavioral-emotional problems of elementary school students, the self-concept predictive model based on life skills of elementary school students, the behavioral-emotional problem model on elementary school life skills and the self-concept predictive model Based on behavioral-emotional problems mediated by life skills in elementary school students have a good fit.
Conclusion: It can be said that self-concept based on behavioral-emotional problems mediated by life skills has a significant positive effect that should be considered by psychologists.
References:
Khadivi, A., & Vakili Mafakheri, A. (2011). A Survey of relationship between achievement motivation, locus of control, self-concept and high school first grader science students’ academic achievement the five regions of Tabriz. Journal of Instruction and Evaluation, 4(13), 45-66.
Franzis, P., Christoph, N., Marian, S., & Martin, B. (2013). Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains. Journal of Adolescence, 36 (6), 1165–1175.
Freeth, R. (2007). Humanizing Psychiatry and Mental Health Care: The challenge of the Person-Centered Approach. United Kingdom: Radcliffe Publishing Ltd.
Karimi, A., Kikhawani, S. & Mohammadi, M. B. (2011). The effect of social skills training on behavioral disorders in primary school children, Scientific Journal of Ilam University of Medical Sciences, 18 (3), 61-68.
Hemmati, A. Gh. & Rangeyan, A. (2018). Positive behavioral support and intervention for students with behavioral-emotional problems. Exceptional Education, 3 (4), 45-50.
Campbell, J.D., & Fehr, B. (1990). Self-esteem and perceptions of conveyed impressions: Is negative affectivity associated with greater realism? Journal of Personality and Social Psychology, 58 (1), 122-133.
Lane, K.; Barton-Arwood, S.; Nelson, J. & Wehby, J. (2008). Academic performance of students with emotional and behavioral disorders served in a self-contained setting. Journal of Behavioral Education, 17(1), 43- 62.
Dhingra, R., & Chauhan, K.S. (2017). Assessment of life skills of adolescents in relation to selected variables. International Journal of Scientific and Research Publications, 7(8), 201-212.
Okech, D. O., & Role, E. M. (2015). Implications of life skills education on character development in children: A case of Hill school. Baraton. Interdisciplinary Research Journal, 5(2), 173-181.
Cheshahi, Y.; Afrooz, Gh. A. & Mirzamani, S. M. (2009). Comparison of students' social skills and behavioral problems with Down syndrome in primary school in terms of teachers. Psychology and Educational Sciences, 39 (1), 23-40.
UNICEF Evaluation Office. (2018). Global evaluation of life skills education programmers. New York: UNICEF.
Heiman, T, & Berger, O. (2008). Parents of children with Asperger syndrome or with learning disabilities: family environment and social support. Res Dev Disabil, 29(4): 289-300.
Mostafabashi, A., & Shakerdioulagh, A. (2019). Comparison of behavioral problems, self-concept and emotional control in low-hearing and Low-visibility people in the city of Boukan. Rooyesh, 8 (6), 165-172.
Qodrati, I. &. Qodrati, (2018). The effectiveness of life skills training through play on students' behavioral problems. Culture of Counseling and Psychotherapy, 8 (32), 161-178.
Shaykh al-Islami, A.; Jafari, Y. & Ebadian, A. (2016). Effect of life skills training on self-concept of students with academic failure. Journal of Research in Educational Science, 10(32), 52-63.
Amoosoltani, S.; Yazdkhasti, F.; Oreyzi, H., & Abbasi Jondani, J. (2021). The Effectiveness of Psychodrama with the Content of Life Skills on Loneliness, Happiness, Affective Relationship and Parents’ Social Support in Adolescent Girls Dependent on the Cellphone. Counseling Culture and Psycotherapy, 12(45), 239-268.
Shek, D. T.; Lin, L.; Ma, C. M.; Yu, L., Leung, J. T., Wu, F. K., & Dou, D. (2020). Perceptions of adolescents, teachers and parents of life skills education and life skills in high school students in Hong Kong. Applied Research in Quality of Life, 1-14.
Marashian, F., & Khorami, N. S. (2012). The Effect of Early Morning on Academic Self-concept and Loneliness Foster Home Children in Ahvaz City. Social and Behavioral Sciences, 46, 316-319.
Afsharizadeh, SH; Karshki, H. & Naserian, H. (2012). Examining the psychometric properties of the educational self-concept questionnaire of primary school students in Tehran. 3(11), 53-66.
Ghasemi, O. & Khaki, A. (2016). Psychometric Properties of Behavioral-Emotional Problems Semiotics Scale in Elementary Students. Preschool and Elementary Studies, 1 (3), 51-66.
Saatchi, M.; Kamkari, & Askarian, M. (2010). Psychological tests. Tehran: Roshd.
Wei, Z., S. Kim, & D. Kim. 2016. Multivariate skew normal copula for non-exchangeable dependence. Procedia Computer Science, 91(4), 141–50.
Ghasemi, O; Delawar, A. & Tabatabai, S A (2015). Confirmatory factor analysis of the Seattle Child Personality Questionnaire in the community of elementary school students. Family and Research, 12(3), 71-84.
Weiss, S., Muckenthaler, M., & Kiel, E. (2020). Students With Emotional and Behavioral Problems in Inclusive Classes: A Critical Incident Analysis. Journal of Emotional and Behavioral Disorders, 24(4), 108-121. 1063426620967286.
Coelho, V. A., Bear, G. G., & Brás, P. (2020). A multilevel analysis of the importance of school climate for the trajectories of students’ self-concept and self-esteem throughout the middle school transition. Journal of youth and adolescence, 49(9), 1793-1804.
Rajabi, A.; Salimi M.; & Moradi, M. (2019). The effect of spiritual intelligence training on self-concept of female high school students. Psychological growth; 8 (11): 35-46.
Niknam, M. & Behmardifar, E. (2018), The effectiveness of life skills training on self-concept of its components in street children, the Second International Conference on Psychology, Counseling, Education, Mashhad.
Srikala, B., & Kishore, K.K. (2010). Empowering adolescents with life skills education in schools–school mental health program: Does it work? Indian J Psychiatry; 52:344-9. Back to cited text no. 8. [PUBMED].
Kaur, M. (2014). Life skills among school going adolescents in relation to certain personal variables. MIER J Edu Stud Trends Pract, ;4:218-30.
_||_
