The Effectiveness of Social-Cognitive Competence Skills Training on Positive Affects and Executive Functions of Adolescents
DOI:
https://doi.org/10.61838/kman.pdmd.3.1.18Keywords:
Executive functions, positive affect, social, cognitive competence training, adolescentsAbstract
Background and Objective: Executive functions and positive affect are crucial aspects of adolescents' psychosocial development, significantly impacting their well-being and academic and social success. This study aimed to evaluate the effectiveness of social-cognitive competence skills training on positive affect and executive functions in adolescents.
Methods and Materials: This randomized controlled trial included 40 adolescents (22 boys and 18 girls) from district 11 of Tehran. Participants were randomly assigned to experimental (n = 20) and control (n = 20) groups. The experimental group received ten 75-minute sessions of social-cognitive competence skills training. Data were collected at three stages: pre-test, post-test, and three-month follow-up, and analyzed using repeated measures ANOVA and Bonferroni post-hoc test.
Findings: The results indicated that social-cognitive competence skills training significantly improved executive functions (F = 46.27, p < .001) and increased positive affect (F = 56.18, p < .001) in the experimental group. The mean scores for executive functions in the experimental group increased from 30.25 in the pre-test to 42.68 in the post-test and 41.87 at follow-up. The mean scores for positive affect increased from 22.45 in the pre-test to 34.89 in the post-test and 33.97 at follow-up.
Conclusion: Social-cognitive competence skills training can significantly enhance executive functions and increase positive affect in adolescents. These findings underscore the importance of implementing similar educational programs in schools and counseling centers to improve adolescents' psychosocial well-being.
Downloads
References
Abdolmohamadi, K., & Ghadiri, F. (2023). Executive Functions and Sluggish Cognitive Tempo in People with Depressive
Disorder and Normal. Psychology of Exceptional Individuals, 13(49), 208-232.
https://doi.org/10.22054/jpe.2023.70975.2512
Alebooyeh, S., & Jafari, A. (2021). The Prediction of Positive and Negative Affect based on Self-Compassion with the
mediating role of Personality Types A and B in Alzheimer's Caregivers. Journal of Assessment and Research in Applied
Counseling (JARAC), 3(4), 1-14. https://journals.kmanpub.com/index.php/jarac/article/view/66
Badri Gargari, R. (2019). Comparing the Effectiveness of Social-Emotional Learning Curriculum of Strong Kids on Social-
Emotional Competence, Academic Resiliency and Sense of Belonging to School among Primary School Children of
Affluent and Deprived Areas of Hamedan. Education Strategies in Medical Sciences, 12(4), 61-76.
http://edcbmj.ir/browse.php?a_id=1610&sid=1&slc_lang=en&ftxt=0
Besharat, M. A. (2013). The Basic Needs Satisfaction in General Scale: Reliability, validity, and factorial analysis. Quarterly
of Educational Measurement, 4(14), 147-168. https://jem.atu.ac.ir/article_90_a71f0e793e59457f054c3d22271b37cb.pdf
Boelema, S. R., Harakeh, Z., Zandvoort, M. J. E. v., Reijneveld, S. A., Verhulst, F. C., Ormel, J., & Vollebergh, W. (2015).
Adolescent Heavy Drinking Does Not Affect Maturation of Basic Executive Functioning: Longitudinal Findings From the
TRAILS Study. PLoS One, 10(10), e0139186. https://doi.org/10.1371/journal.pone.0139186
Crone, E. A. (2009). Executive Functions in Adolescence: Inferences From Brain and Behavior. Developmental science, 12(6),
825-830. https://doi.org/10.1111/j.1467-7687.2009.00918.x
Dasht Bozorgi, Z., & Shamshirgaran, M. (2018). Effectiveness of Positive Training on Social Competence and Health
Hardiness in Nurses. Positive Psychology Research, 4(2), 13-24. https://doi.org/10.22108/ppls.2018.107380.1257
Davoodi, M., Malihi Alzakerini, S., Nikpajouh, A., & Sabet, M. (2023). Comparing the Effectiveness of Metacognitive Skills
Training with Executive Function Skills Training on Biological Markers in Patients with Coronary Artery Disease. Journal
of Assessment and Research in Applied Counseling (JARAC), 5(5), 45-52. https://doi.org/10.61838/kman.jarac.5.5.6
Doebel, S. (2020). Rethinking Executive Function and Its Development. Perspectives on Psychological Science, 15(4), 942-
956. https://doi.org/10.1177/1745691620904771
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-Emotional Competence: An Essential Factor
for Promoting Positive Adjustment and Reducing Risk in School Children. Child development, 88(2), 408-416.
https://doi.org/10.1111/cdev.12739
Faghfouriazar, M. (2023). The Effectiveness of Selected Perceptual-Motor Exercises on Working Memory and Quality of Life
of Elderly Women. Aging Psychology, 9(3), 310-293. https://doi.org/10.22126/jap.2023.9426.1719
Ferguson, H. J., Brunsdon, V. E., & Bradford, E. E. (2021). The Developmental Trajectories of Executive Function From
Adolescence to Old Age. Scientific reports, 11(1). https://doi.org/10.1038/s41598-020-80866-1
Harwood-Gross, A., Lambez, B., Feldman, R., & Rassovsky, Y. (2020). Perception of Caregiving During Childhood Is Related
to Later Executive Functions and Antisocial Behavior in at-Risk Boys. Frontiers in Psychiatry, 11.
https://doi.org/10.3389/fpsyt.2020.00037
Horowitz‐Kraus, T. (2023). Neurobiological Perspective on the Development of Executive Functions. Acta Paediatrica,
112(9), 1860-1864. https://doi.org/10.1111/apa.16883
Hotton, M., & Coles, S. (2015). The Effectiveness of Social Skills Training Groups for Individuals With Autism Spectrum
Disorder. Review Journal of Autism and Developmental Disorders, 3(1), 68-81. https://doi.org/10.1007/s40489-015-0066-
Junge, C., Valkenburg, P. M., Deković, M., & Branje, S. (2020). The Building Blocks of Social Competence: Contributions of
the Consortium of Individual Development. Developmental Cognitive Neuroscience, 45, 100861.
https://doi.org/10.1016/j.dcn.2020.100861
Munakata, Y., & Michaelson, L. (2021). Executive Functions in Social Context: Implications for Conceptualizing, Measuring,
and Supporting Developmental Trajectories. Annual Review of Developmental Psychology, 3(1), 139-163.
https://doi.org/10.1146/annurev-devpsych-121318-085005
Niebaum, J. C., & Munakata, Y. (2022). Why Doesn’t Executive Function Training Improve Academic Achievement?
Rethinking Individual Differences, Relevance, and Engagement From a Contextual Framework. Journal of Cognition and
Development, 24(2), 241-259. https://doi.org/10.1080/15248372.2022.2160723
Schoon, I. (2021). Towards an Integrative Taxonomy of Social-Emotional Competences. Frontiers in psychology, 12.
https://doi.org/10.3389/fpsyg.2021.515313
Seyedi, F., Fathi, M., Dadkhah, A., Kamal, S. H. M., & Rezasoltani, P. (2018). Effect of Cognitive Behavioral Therapy on
Social Competence in Physically Disabled Adolescents. Iranian Rehabilitation Journal, 339-346.
https://doi.org/10.32598/irj.16.4.339
Soto, E. F., Kofler, M., Singh, L. J., Wells, E. L., Irwin, L. N., Groves, N. B., & Miller, C. (2020). Executive Functioning
Rating Scales: Ecologically Valid or Construct Invalid? Neuropsychology, 34(6), 605-619.
https://doi.org/10.1037/neu0000681
Spence, S. H. (2003). Social Skills Training With Children and Young People: Theory, Evidence and Practice. Child and
Adolescent Mental Health, 8(2), 84-96. https://doi.org/10.1111/1475-3588.00051
Sung, D., Park, B., Kim, B., Kim, H., Jung, K.-I., Lee, S.-Y., Kim, B.-N., Park, S., & Park, M. H. (2021). Gray Matter Volume
in the Developing Frontal Lobe and Its Relationship With Executive Function in Late Childhood and Adolescence: A
Community-Based Study. Frontiers in Psychiatry, 12. https://doi.org/10.3389/fpsyt.2021.686174
Tse, J., Strulovitch, J., Tagalakis, V., Meng, L., & Fombonne, É. (2007). Social Skills Training for Adolescents With Asperger
Syndrome and High-Functioning Autism. Journal of Autism and Developmental Disorders, 37(10), 1960-1968.
https://doi.org/10.1007/s10803-006-0343-3
Vasquez, E., & Marino, M. T. (2020). Enhancing Executive Function While Addressing Learner Variability in Inclusive
Classrooms. Intervention in School and Clinic, 56(3), 179-185. https://doi.org/10.1177/1053451220928978
Watson, D., Clark, L. A., & Carey, G. (1988). Positive and negative affectivity and their relation to anxiety and depressive
disorders. Journal of abnormal psychology, 97(3), 346. https://doi.org/10.1037/0021-843X.97.3.346
Zelazo, P. D., & Carlson, S. M. (2020). The Neurodevelopment of Executive Function Skills: Implications for Academic
Achievement Gaps. Psychology & Neuroscience, 13(3), 273-298. https://doi.org/10.1037/pne0000208
Zhang, Y., Zhang, X., Zhang, L., & Guo, C. (2019). Executive Function and Resilience as Mediators of Adolescents’ Perceived
Stressful Life Events and School Adjustment. Frontiers in psychology, 10. https://doi.org/10.3389/fpsyg.2019.00446
Downloads
Publication Timeline
- Submitted
- Revised
- Accepted
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
