Studying the effectiveness of problem-solving skills training on aggression, functional flexibility, and academic self-efficacy of aggressive eighth-grade male students

Status

Recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20250712066455N1

Enrollment

Registered

2025-07-14

Start date

2025-07-16

Completion date

Unknown

Last updated

2025-07-21

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Problem-solving skills on aggression, behavioral flexibility and academic self-efficacy. Reaction to severe stress, and adjustment disorders

Interventions

Intervention 1: Intervention group: The present study, due to the multi-stage random selection of participants, is a field experimental study and the research design is a pre-test and post-test design

Eligibility

Sex/Gender

Male

Age

12 Years to 13 Years

Inclusion criteria

Inclusion criteria: Not having a serious physical illness Not participating in other psychotherapy sessions at least one month before the study Obtaining a score of one standard deviation above the mean in aggression

Exclusion criteria

Exclusion criteria: Absence of more than two sessions Participation in other psychotherapy sessions Unwillingness to continue treatment

Design outcomes

Primary

Measure	Time frame
Problem-solving skills. Timepoint: In the present study, the problem-solving skills training course will consist of 6 2-hour sessions, conducted based on the Spivak and Shore method (cited by Cassidy and Long, 1996). Method of measurement: The training sessions were developed based on the Spivak and Shore method (quoted from Cassidy and Long, 1996) and will be implemented in 6 2-hour sessions. The research will use a library method and a questionnaire to collect data. The tools will include: Ahvaz Aggression Inventory by Zahedifar et al. (1990), Connor and Davidson's Functional Flexibility Questionnaire (2003), the Standard Academic Self-Efficacy Questionnaire (CASES), and the Academic Self-Efficacy Questionnaire by Zajakova et al. (2005).	—

Measure

Time frame

Problem-solving skills. Timepoint: In the present study, the problem-solving skills training course will consist of 6 2-hour sessions, conducted based on the Spivak and Shore method (cited by Cassidy and Long, 1996). Method of measurement: The training sessions were developed based on the Spivak and Shore method (quoted from Cassidy and Long, 1996) and will be implemented in 6 2-hour sessions. The research will use a library method and a questionnaire to collect data. The tools will include: Ahvaz Aggression Inventory by Zahedifar et al. (1990), Connor and Davidson's Functional Flexibility Questionnaire (2003), the Standard Academic Self-Efficacy Questionnaire (CASES), and the Academic Self-Efficacy Questionnaire by Zajakova et al. (2005).

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactReza hardani

Islamic Azad University

reza.hardani@iau.ir+98 61 3378 5979

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026