The Effectiveness of Social-Cognitive Competence Skills Training on Positive Affects and Executive Functions of Adolescents

Abstract

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.