The effect of social problem solving skills in reducing Education boredom and improving Education self-concept

Subject Areas : Journal of Educational Psychology

Sirous Haddadnia ^{1 *}

1 - Department of Educational Sciences, Nourabad Mamasani C., Islamic Azad University, Nourabad Mamasani, Iran

Received: 2024-12-05 Accepted : 2025-04-22 Published : 2025-05-04

Keywords: Social problem solving skills, Education boredom, Education self-concept,

Abstract :

The purpose of this study was to investigate the effect of social problem solving skills in reducing Education boredom and improving Education self-concept of high school students. In terms of purpose, this research was applied, and in terms of nature and method, it was a descriptive, semi-experimental type with two groups, and in terms of time, it was cross-sectional. The statistical population of this research included all the secondary school students of the two districts of Shiraz in the number of 785 people, according to purposeful sampling, 40 people (pre-test and post-test groups) were tested. In this research, Desorilla and Goldfried's model was used to teach social problem solving skills. To measure the Education self-concept of the students, the questionnaire of Yasen Chen (2004) and the questionnaire of Pakran et al. The collected data were statistically analyzed using SPSS software and at two levels of descriptive statistics and inferential statistics (independent t-test and one-way analysis of covariance). The results of the covariance analysis test showed that social problem solving skills have a significant effect on reducing Education boredom and improving students' Education self-concept. Also, the results of the independent t-test showed that there was no significant difference in the level of Education boredom of female and male students, but the level of Education self-concept of female students was higher than that of boys.

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