The Impact of Problem Solving Skills Training on Teacher-Student Relationship and Life Satisfaction of Sixth Grade Female Students in Robat Karim
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M. Yousefi Afrashteh, Ph.D. , F. Asgari , M. Ghodrati, Ph.D. |
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Abstract: (1352 Views) |
This study was carried out to investigate the impact of problem solving skills training on teacher-student relationship and life satisfaction. This quasi-experimental research had a pretest-posttest control group design. The statistical population of the study comprised all sixth grade female students in Robat Karim in 2019-2020 academic year. Convenience sampling method was used and 60 subjects were chosen and randomly assigned to experimental and control groups (30 subjects each group). In addition to a demographic information sheet, two questionnaires were utilized: The Inventory of Teacher-Student Relationships (Murray & Zvoch, 2011) and Multidimensional Students’ Life Satisfaction Scale (Huebner, 2001). Results of analysis of covariance showed that problem solving skills training had a significant effect on satisfaction with the relationship with family members, satisfaction with school life, and self-satisfaction in the experimental group (p<0.05); however, there was no significant effect on satisfaction with the immediate community and people in the respondents’ neighborhood and adolescents’ satisfaction with their peers (p>0.05). The results also revealed that problem-solving skills training led to improvement of all the three dimensions of teacher-student relationship (communication, support and alienation) in the experimental group (p<0.05). Educational counselors and educators apparently need to use problem-solving skills training to help students with problems such as conflict with teachers and dissatisfaction. |
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Keywords: problem solving skills, teacher-student relationship, life satisfaction, female students |
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Full-Text [PDF 479 kb]
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Type of Study: Research |
Subject:
Special Received: 2019/10/12 | Accepted: 2020/09/10 | Published: 2021/12/19
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