Investigating the Effectiveness of Problem-Solving Skills Training on Reducing Feelings of Rejection and Improving Social Competence in Students with Learning Disabilities
Keywords:
Learning disabilities, problem-solving, rejection sensitivity, social competenceAbstract
The present study aimed to investigate the effectiveness of problem-solving skills training on reducing rejection sensitivity and improving social competence in female students with learning disabilities. This study employed a randomized controlled trial with a pretest-posttest-follow-up design. The statistical population included sixth-grade female students with learning disabilities in Yazd during the 2023–2024 academic year. A total of 30 participants were selected through purposive sampling and randomly assigned to an experimental and a control group (15 per group). The experimental group received ten 90-minute sessions of problem-solving training based on D’Zurilla’s model. Data were collected using the Children's Rejection Sensitivity Questionnaire and the Social Competence Rating Scale. Data analysis was conducted using repeated measures ANOVA and Bonferroni post-hoc test in SPSS-27. The results revealed that problem-solving training had a significant effect on reducing rejection sensitivity (F=28.14, p<.001, η²=.51) and enhancing social competence (F=31.02, p<.001, η²=.54). Bonferroni post-hoc analysis showed significant differences between pretest and posttest, and pretest and follow-up scores in the experimental group (p<.001). However, there was no significant difference between posttest and follow-up scores, indicating the intervention's long-term stability. Problem-solving skills training can serve as an effective intervention to reduce rejection sensitivity and improve social competence among students with learning disabilities, thereby promoting their psychological and social well-being.
Downloads
References
Ahmadpour-Torki, Z., Hakim Jowadi, M., & Soltani-Shal, R. (2017). The Effect of Social-Emotional Competency Training on Aggression, Problem Solving, and Optimism in Students with Low Socioeconomic Status. Child Mental Health, 5(2), 107-119. https://childmentalhealth.ir/article-1-290-en.html
Babazadeh, Z., Mojaver, S., & Fathi, K. (2021). Investigating the effect of problem-solving training on self-concept, self-esteem and self-regulation of students with learning disabilities. Journal of Learning Disabilities, 1(11), 6-19. https://journal.uma.ac.ir/article_1391.html
Bahrami, B. (2019). The role of academic self-handicapping and rejection sensitivity in predicting aggressive behaviors in students with specific learning disabilities Shahid Madani University of Azerbaijan]. http://pajouhesh.azaruniv.ac.ir/_Pages/ResearchEN.aspx?ID=29943
Chen, S., Al-Shaibani, G. K. S., & Lee, S. W. (2024). Examining University Students' Soft Skills in Terms of Problem-Solving and Social Competence: Issues, Causes, and Solutions. Educational Administration: Theory and Practice, 30(4), 2063-2072. https://doi.org/10.53555/kuey.v30i4.1809
Choi, E., & Jeon, J. (2022). Factors Influencing Problem-Solving Competence of Nursing Students: A Cross-Sectional Study. Healthcare, 10(7).
Esmaeelzadeh Roozbehani, A., Behroozi, N., Omidian, M., & Maktabi, G. (2021). The effect of computerized cognitive rehabilitation on executive functions and problem-solving in students with math learning disabilities. Empowering Exceptional Children, 12(4), 87-98. https://www.ceciranj.ir/article_139620.html
Hashemi, H., Tabari-Zeroudi, M. A., & Abdollahi, M. H. (2017). The Effectiveness of Emotional Competency Training on Anxiety, Social Problem Solving, and Working Memory in Children. Journal of Clinical Psychology Studies, 8(22), 21-43. https://jcps.atu.ac.ir/article_8313.html
Jitendra, A. K., & Star, J. R. (2011). Meeting the Needs of Students With Learning Disabilities in Inclusive Mathematics Classrooms: The Role of Schema-Based Instruction on Mathematical Problem-Solving. Theory Into Practice, 50(1), 12-19. https://doi.org/10.1080/00405841.2011.534912
Kreider, C. M., Medina, S., & Koedam, H. M. (2020). (Dis)ability-Informed Mentors Support Occupational Performance for College Students With Learning Disabilities and Attention-Deficit/Hyperactivity Disorders Through Problem-Solving and a Focus on Strengths. British Journal of Occupational Therapy, 84(5), 263-270. https://doi.org/10.1177/0308022620937636
Mokarram, F., Kazemi, R., & Taklavi, S. (2021). Comparing the Efficacy of Training Social-Emotional Skills and Training Social Problem Solving on Social Competence in Female Single Parent, Second Period High School Students. The Journal of Psychological Science. https://doi.org/10.52547/jps.20.105.1651
Montague, M., Enders, C. K., & Dietz, S. (2011). Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students With Learning Disabilities. Learning Disability Quarterly, 34(4), 262-272. https://doi.org/10.1177/0731948711421762
Siu, A. M. H., & Shek, D. T. L. (2005). Relations Between Social Problem Solving and Indicators of Interpersonal and Family Well-Being Among Chinese Adolescents in Hong Kong. Social Indicators Research, 71(1), 517-539. https://doi.org/10.1007/s11205-004-8034-y
Tarazi, Z., Khademi Ashkezari, M., & Akhavan Tafti, M. (2020). Reducing The Academic Burnout of Students with Learning Disabilities Through Attributional Retraining, Emotional Regulation, and Social Cognitive Problem Solving [Research]. Journal of Exceptional Children, 20(3), 132-113. http://joec.ir/article-1-1010-en.html
Terada, M., & Kawamoto, T. (2017). Rejection Sensitivity, Self-Efficacy, and Learning Strategy: Mediating and Moderating the Role of Basic Needs Satisfaction. Psychology, 08(03), 449-462. https://doi.org/10.4236/psych.2017.83028
Vlachou, A., & Stavroussi, P. (2016). Promoting Social Inclusion: A Structured Intervention for Enhancing Interpersonal Problem‐solving Skills in Children With Mild Intellectual Disabilities. Support for Learning, 31(1), 27-45. https://doi.org/10.1111/1467-9604.12112
Walker, O. L., & Henderson, H. A. (2012). Temperament and social problem solving competence in preschool: Influences on academic skills in early elementary school. Social Development, 21(4), 761-779.
Xu, E., Wang, W., & Wang, Q. (2023). The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature. Humanities and Social Sciences Communications, 10(1), 16. https://doi.org/10.1057/s41599-023-01508-1
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2025 معصومه عبداللهی (نویسنده); محمدعلی مکارم (نویسنده مسئول); عبدالله کرملو, ثریا نوروزی (نویسنده)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
