The Effect of Information Dissemination Training About Consequences of Girls – Boys Harmfull Relations on Attitude of Girl's Students of High Schools

Subject Areas : Educational

هما شیخ‌دارانی ¹ , حسینعلی مهرابی ² , محمدباقر کجباف ³ , محمدرضا عابدی ⁴

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Received: 2017-10-17 Accepted : 2017-10-17 Published : 2009-01-20

Keywords: Educational problems, Psycho-motional harms, Family problems, prevention, Social harms, Harmful Relationships, harmful relation Prevention, Attitude toward on girls- boys relations, Harm to future marital relations,

Abstract :

The aim of this research was to investigate the effectiveness of information dissemination training about consequences of girls-boys harmfull relations on attitude of girl's students of high school's students of shahinshar city toward sons and girls relationships. For this purpose using a semi-experimental research methd whith two group, pre-test, post-test and one month follow- up was conducted. Staistical population was consisted of total female highscool students in first and second grade. Research sample was selected through clastering sampleing methode on the basis of grade and assigned to euprimental and contrel grops. Experimental group received prevention of harmful relationships training intervention for six houre session. The measurement of this research was attitude toward relationships of sons and girls questionnaire developed by the researcher. This item questionnaire has five subscales. Scoring method of this questionnaire was in “I agree”, “I disagree” format. Questionnaire reliability was computed through coefficient correlation and fundemental factorss were determined through factorial analysis. The results of multivariate variance controling pretest scores showed that overall prevention of harmful relationships training has caused attitude change in students in post-test and follow-up points. The results showed that training has caused attitude improvement toward “harm for future marital life” and harm for “family relationships” categores in female students but this change in “social harms” has occurred only in post-test point and was not permanent in follow-up point also this intervention had no significant effect on attitudes toward “psychological-emotional harms” and “academic problems”.