The Effectiveness of Problem-solving Skills Training on Aggression and Academic Self-efficacy Among Aggressive Students

Objective: Behavioral problems among adolescents are an escalating global concern, with aggression significantly undermining psychological well-being and academic functioning. This study aimed to evaluate the effectiveness of problem-solving skills training in reducing aggression and enhancing academic self-efficacy among aggressive high school students.  Methods: A randomized controlled trial was conducted during the ۲۰۲۴-۲۰۲۵ academic year in Ahvaz city, Iran. Using cluster random sampling, ۴۰ aggressive high school male students were identified through clinical interviews and the Ahvaz aggression inventory (AAI). Participants were randomly assigned to either an experimental group (n=۲۰), which received six ۹۰-minute sessions of problem-solving skills training, or a control group (n=۲۰), which received no intervention. Data were collected at pre-test, post-test, and a three-month follow-up using the AAI and the academic self-efficacy scale (ASES). Data were analyzed using mixed-design analysis of variance (ANOVA) using SPSS software, version ۲۶.  Results: Significant improvements were observed in the experimental group, characterized by a substantial reduction in aggression scores and a significant increase in academic self-efficacy (P < ۰.۰۰۱). These therapeutic gains remained stable during the follow-up phase.  Conclusion: Problem-solving skills training serves as a robust cognitive-behavioral intervention, equipping students with adaptive coping mechanisms that mitigate impulsive aggression and bolster academic confidence. Integrating these skills into school curricula is recommended to promote adolescent mental health.

کلیدواژه ها:

Problem-solving ، Aggression ، Self-efficacy ، Adolescent