Investigating the effectiveness of courageous behavior skill training on decision-making and perfectionism of female students in the third grade of high school in district 8 of Tehran.

Master's thesis in the field of educational psychology

Abstract

         Objective: The purpose of this research was to investigate the effectiveness of bold behavior skill training on decision-making and perfectionism of female students in the third grade of high school in district 8 of Tehran. Method: This research was an experimental type with a pre-test-post-test design. One school was selected from among girls' high schools in the 8th district of Tehran through cluster sampling and 32 people were randomly selected and replaced in an experimental group and a control group (the number of each group was 16 people). Assertive behavior skill training was implemented for 10 sessions on the first group, the control group was on the waiting list. Results: Data were analyzed using multivariate analysis of covariance test. Multivariate covariance analysis showed that there is a significant difference between the studied groups in decision-making styles and dimensions of perfectionism and their components. (p>0.01). Findings: Bold behavior skill training has been effective in increasing the rational decision-making style and reducing immediate, avoidant, and dependent decision-making styles, and has had no effect on the intuitive decision-making style. Also, these trainings have led to the reduction of self-directed, other-oriented and community-oriented perfectionism dimensions.

Key words: bold behavior, decision-making styles (rational, immediate, avoidance, dependence and intuitive), perfectionism dimensions (self-directed, other-oriented and community-oriented). The unique role of this age group in the process of growth, development and excellence of the country is not hidden from anyone, so any investment for this age group is necessary for growth and prosperity as a basic support. Considering that many of our teenagers are studying in schools, education is one of the most important institutions of the country, which, due to the important task of educating people in the society, has a huge responsibility to enrich the scientific and spiritual resources of the society as much as possible. The forces raised by education should play a role in various economic, social, political and scientific fields. Therefore, whatever a country values ??its education and enriches it, it will not go astray, but will guarantee the growth and prosperity of the society. Dealing with this issue in developing countries is becoming more prominent and important due to the lack of resources and facilities and the rapid increase in population. Among the most important concerns of teachers, school administrators and students' families is academic progress and preventing their academic decline. The question that concerns the mind of every researcher is "Is there a solution that can make more use of the financial and human resources that are spent every year in a large amount in the country's education?". One of the necessary measures to optimize the country's education is to address the issues and factors affecting the growth and academic progress of students. What factors affect the academic progress and success of students, or the contribution and participation of each factor, has always been one of the areas of interest for educational researchers and educational psychologists [1] (Accordino and Aslani, 2008). Problems in adapting to interpersonal relationships, maturity, education, etc. face, it seems necessary to create the necessary competencies to deal effectively and efficiently with the challenges of the present and future. One of the ways to improve the level of adaptability of students is to use cognitive skills, including teaching the skill of courageous behavior (Burns [2], 2008)

Teaching life skills for children and teenagers has always been one of the high goals of the official education system, because growth and development is achieved in the shadow of training these skills and causes children and teenagers to adapt and establish a healthy and correct relationship with the people around them, so prior planning and precise targeting and Continuous effort to train and strengthen them is necessary. The process of self-expression starts from childhood and continues throughout life. Based on this, it is obvious that any effort regarding the creation and development of important skills such as courageous behavior, either in the formal curriculum or in extracurricular activities of the school, cannot be done without considering the growth process of students in different developmental dimensions, especially since the critical years of social development of children and adolescents are comparable to their ages.Based on this, it is obvious that any effort regarding the creation and cultivation of important skills such as courageous behavior, whether in the formal curriculum or extracurricular activities of the school, cannot be done without considering the development process of students in various developmental dimensions, especially since the critical years of social development of children and adolescents are comparable to the school ages, both elementary and high school, therefore, since students spend these crucial ages in school, the school is inevitably obliged to provide suitable opportunities for growth. It provides life skills, such as self-expression, effective communication, teamwork, etc. (Elliot et al., quoted by Nazarinejad, 1372).

The present study was conducted with the aim of investigating the effectiveness of bold behavior training on decision-making and perfectionism of third grade high school girls, so that in this way another step can be taken in the direction of achieving preventive goals in increasing the adaptability and improving decision-making and reducing the negative perfectionism of teenagers. becomes This causes the personal and social development of each and every member of the society and ultimately leads to the progress of the society in various dimensions, because today's teenagers will be the future decision makers of this border and landscape, and the more these decisions are based on tact and resourcefulness and far from illusions and illusions, the consequences will be much brighter. A personality such as negative perfectionism needs useful training such as life skills so that they can benefit from their maximum mental capacities and potential abilities. Undoubtedly, teenagers equipped with the skill of daring behavior, which is an important pillar of life skills, show more efficiency than their peers in similar conditions. Therefore, the correct understanding of this huge group and efforts to solve their problems are of particular importance (Kiamarthi, 2013).

Statement of the problem

Adolescence is one of the most important periods in the process of individual and social development. Stepping into this period usually begins with puberty, the blossoming of sexual instinct, consolidation and consolidation of career and social interests, desire for freedom and independence are important features of this period. On the one hand, the pressure of instincts and the desire to follow the values ??of adolescence, and the group pressure of the desire to express oneself, the foundation of an independent life puts him in an intellectual crisis and a psychological turmoil (Faroouddin et al., 2012), on the other hand, regardless of all these The changes made should prepare our teenagers to make the basic decisions that will shape their future. This is despite the fact that any procrastination in this field may lead to the loss of opportunities and as a result frustration and feeling of failure.

Humans are constantly making simple and complex decisions throughout their lives. Naturally, each decision, in proportion to its complexity and simplicity, brings a certain amount of tension and psychological pressure to a person, so it is necessary to have coping skills to reduce tension and feel satisfied with the decision-making process and have problem-solving skills.

People use different strategies to make decisions. Some decisions are made by systematically evaluating different options. While they are less involved in making some formal analysis decisions (Reynold, Crozier, and Assonson [3] 1997). In this regard, researchers have presented different decision-making styles. One of these researchers is Scott and Bruce [4] (1995), who proposed five decision-making styles of managers, which include rational, intuitive, avoidant, immediate, and dependent decision-making, and they believe that these five styles are influenced by the internal and personality characteristics of people, which are examined as models in this research.

Rational decision-making style[5]: In this decision-making style, the individual is aware of all solutions and It knows what results each decision leads to and can arrange and organize the results of decision-making according to priority (the greatest benefit) (Eberlin, [6] 2005), to maximize the achievement of goals by using an optimization strategy (Hay and Miskel [7], 2008). Therefore, people in this style determine and evaluate all possible solutions and choose the best solution by determining the consequences of each of these solutions.

Intuitive decision-making style[8]: Robbins[9] (2009) believes that this style is an unconscious decision-making process that is obtained in the shadow of inferred experiences. And it is based on people's emotions and implicit learning, and it does not necessarily work except for reasonable analysis, but these two complement each other.