Document Type : Research Article
Authors
1 Department of Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 Department of Psychology, Firoozabad Branch, Islamic Azad University, Firoozabad, Iran
Abstract
Background: Effective social skills are crucial for social interactions and relationships at every stage of life. The present study aimed to investigate the impact of life skills training through educational games on emotion regulation and social skills in primary school female students in Shiraz, Iran.
Methods: This study used a semi-experimental research design with a pre-test-post-test design along with a control group and a two-month follow-up. The study focused on all primary school female students in District Two of Shiraz, Iran in 2023. A total number of 72 primary school female students from the First, Second, and Third grades were conveniently selected. The study participants were randomly divided into two groups through a coin toss. In total, 36 students were included in the experimental group and 36 were placed in the control group. The experimental group took part in 12 weekly sessions, each lasting 45 minutes, in which they were taught using an educational game-based life skills training program. In contrast, the control group did not receive any form of training. Both groups completed the Emotion Regulation Checklist (ERC) and Gresham and Elliott Social and Behavioral Skills Questionnaire-Teacher Form during the pre-test, post-test, and follow-up stages. Finally, the data was examined using the paired T-test through SPSS version 28.
Results: In the intervention group, the mean and standard deviation of adaptive emotional regulation was 22.08±3.22 in the pre-test and 23.14±3.47 in the post-test. The instability/negativity score was 30.72±3.95 in the pre-test and 28.28±3.75 in the post-test. Social skills were measured at 67.86±10.34 in the pre-test and 75.47±6.71 in the post-test, while behavioral skills were 26.89±6.95 in the pre-test and 27.67±7.55 in the post-test. The results of the covariance analysis test indicated that the effectiveness of life skills training intervention on adaptive emotional regulation was not statistically significant (F=2.52, P=0.117). However, the intervention did show significant effects on the instability/negativity variables (F=6.66, P=0.012), social skill dimension (P=0.002, F=10.55), and behavioral skill dimension (P>0.001, F=19.26).
Conclusions: Teaching life skills based on educational games has led to improved emotion regulation and enhanced social skills of primary school female students in Shiraz, Iran. Therefore, it is recommended that education officials and school administrators use this approach to enhance emotion regulation and social skills in primary school female students.
Highlights
Ali Naseri: (Google Scholar)
Keywords
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