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IRCT20250811066823N1 IRCT 2025-08-14 Islamic Azad University Studying the effectiveness of problem solving skills training on social anxiety, self-efficacy, quality of academic life and motivational beliefs of 6th grade female students with clinical symptoms of social anxiety Studying the effectiveness of problem solving skills training on social anxiety, self-efficacy, quality of academic life and motivational beliefs of 6th grade female students with clinical symptoms of social anxiety 2025-08-16 anticipated 40 Complete https://irct.ir/trial/85485 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Other, Purpose: Education/Guidance, Randomization description: To select a sample to diagnose social anxiety in students, a cluster random sampling method was used. First, two districts were randomly selected from four education districts, and then five sixth grade girls' schools from each district, and in the next stage, two sixth graders from each school were selected. Then, after the students completed the social anxiety inventory, those whose scores on this questionnaire were one standard deviation above the mean and in a clinical interview conducted by a clinical psychologist based on the diagnostic and statistical criteria for mental disorders, fifth edition, were selected as students with social anxiety. Of these, 95 were eligible. Finally, randomly selected students whose social anxiety score on the social anxiety inventory was one standard deviation above the mean in the previous stage also showed symptoms of social anxiety in the clinical interview. 40 of them were selected by simple random drawing to participate in the study. Then, these individuals were assigned to the experimental and control groups by simple random selection. N/A Clinical symptoms of social anxiety. Intervention 1: Intervention group: Cluster random sampling method was used to select the sample. First, two districts were randomly selected from four education districts of Ahvaz city, and then five sixth grade girls' schools from each district, and in the next stage, two sixth grade girls' schools from each school will be selected. Then, after the students completed the social anxiety inventory, those whose scores in this questionnaire were one standard deviation above the mean and in the clinical interview conducted by a clinical psychologist based on the diagnostic and statistical criteria for mental disorders, fifth edition, were selected as students with social anxiety. Finally, randomly selected students whose social anxiety score in the social anxiety inventory was one standard deviation above the mean in the previous stage also showed symptoms of social anxiety in the clinical interview. 40 of them were selected to participate in the study by simple random drawing. Then, these individuals were assigned to the experimental and control groups by simple random selection (20 in the experimental group and 20 in the control group). After forming the groups, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly. The people in the experimental group participated in training courses for about a month, 6 90-minute sessions and two sessions per week were considered. After completing the training course, the experimental group was re-assessed with questionnaires to measure the dependent variables (social anxiety, self-efficacy, quality of academic life, motivational beliefs) as a post-test and finally, after one month of the post-test, they were re-assessed (follow-up phase). Intervention 2: Control group: To select the sample, cluster random sampling method was used. First, two districts were randomly selected from four education districts of Ahvaz city, and then five sixth grade girls' schools from each district and in the next stage, two sixth grade girls' schools from each school will be selected. Then, after the students completed the social anxiety inventory, those whose scores in this questionnaire were one standard deviation above the mean and in the clinical interview conducted by a clinical psychologist based on the diagnostic and statistical criteria of mental disorders, fifth edition, were selected as students with social anxiety. Finally, randomly selected students whose social anxiety score in the social anxiety inventory was one standard deviation above the mean in the previous stage also showed symptoms of social anxiety in the clinical interview. 40 of them were selected to participate in the research by simple random drawing. Then, these individuals were assigned to the experimental and control groups by simple random selection (20 in the experimental group and 20 in the control group). After forming the groups, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly. People in the experimental group participated in training courses for about a month, 6 90-minute sessions and two sessions per week were considered. Also, no intervention was carried out for the control group. However, to prevent threats to the internal validity of the test, problem-solving skills training was implemented for them after the end of the study. After the training period, the control group was re-assessed with questionnaires to measure the variables as a post-test and finally, after one month of the post-test, they were re-assessed (follow-up phase). Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is Due to the lack of preparation of the research work and the lack of writing of the article, which is a requirement for publishing the data, and due to the heavy workload, the exact time for publishing the data has not yet been determined, and this work will be done as soon as possible and at the appropriate time.
public Arezoo Joodizadeh
No. 58, Arash St. 9, Arash Blvd., Bahonar
Ahvaz Iran (Islamic Republic of) 6178674388 +98 61 3229 5167 arezoo.joodizadeh@iau.ir Islamic Azad University scientific Arezoo Joodizadeh
No. 58, Arash St. 9, Arash Blvd., Bahonar
Ahvaz Iran (Islamic Republic of) 6178674388 +98 61 3229 5167 arezoo.joodizadeh@iau.ir Islamic Azad University Iran (Islamic Republic of) No serious physical illness No participation in other psychotherapy sessions for at least one month prior to the study Having social anxiety 11 years 12 years Female Absence of more than two sessions Participation in other psychotherapy sessions Unwillingness to continue treatment F94.8 Other childhood disorders of social functioning Treatment - Other Treatment - Other Intervention group: Cluster random sampling method was used to select the sample. First, two districts were randomly selected from four education districts of Ahvaz city, and then five sixth grade girls' schools from each district, and in the next stage, two sixth grade girls' schools from each school will be selected. Then, after the students completed the social anxiety inventory, those whose scores in this questionnaire were one standard deviation above the mean and in the clinical interview conducted by a clinical psychologist based on the diagnostic and statistical criteria for mental disorders, fifth edition, were selected as students with social anxiety. Finally, randomly selected students whose social anxiety score in the social anxiety inventory was one standard deviation above the mean in the previous stage also showed symptoms of social anxiety in the clinical interview. 40 of them were selected to participate in the study by simple random drawing. Then, these individuals were assigned to the experimental and control groups by simple random selection (20 in the experimental group and 20 in the control group). After forming the groups, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly. The people in the experimental group participated in training courses for about a month, 6 90-minute sessions and two sessions per week were considered. After completing the training course, the experimental group was re-assessed with questionnaires to measure the dependent variables (social anxiety, self-efficacy, quality of academic life, motivational beliefs) as a post-test and finally, after one month of the post-test, they were re-assessed (follow-up phase). Control group: To select the sample, cluster random sampling method was used. First, two districts were randomly selected from four education districts of Ahvaz city, and then five sixth grade girls' schools from each district and in the next stage, two sixth grade girls' schools from each school will be selected. Then, after the students completed the social anxiety inventory, those whose scores in this questionnaire were one standard deviation above the mean and in the clinical interview conducted by a clinical psychologist based on the diagnostic and statistical criteria of mental disorders, fifth edition, were selected as students with social anxiety. Finally, randomly selected students whose social anxiety score in the social anxiety inventory was one standard deviation above the mean in the previous stage also showed symptoms of social anxiety in the clinical interview. 40 of them were selected to participate in the research by simple random drawing. Then, these individuals were assigned to the experimental and control groups by simple random selection (20 in the experimental group and 20 in the control group). After forming the groups, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly. People in the experimental group participated in training courses for about a month, 6 90-minute sessions and two sessions per week were considered. Also, no intervention was carried out for the control group. However, to prevent threats to the internal validity of the test, problem-solving skills training was implemented for them after the end of the study. After the training period, the control group was re-assessed with questionnaires to measure the variables as a post-test and finally, after one month of the post-test, they were re-assessed (follow-up phase). To select a sample for diagnosing social anxiety in students, a cluster random sampling method was used. First, two districts were randomly selected from four education districts in Ahvaz city, and then five sixth grade girls' schools from each district, and in the next stage, two sixth graders from each school were selected. Then, after the students completed the social anxiety inventory, those whose scores on this questionnaire were one standard deviation above the mean and in a clinical interview conducted by a clinical psychologist based on the diagnostic and statistical criteria for mental disorders, fifth edition, were selected as students with social anxiety. 40 of them were selected by simple random drawing to participate in the study. Then, these individuals were randomly assigned to the experimental and control groups (20 in the experimental group and 20 in the control group). After the groups were formed, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly. People in the experimental group participated in training courses for about a month, 6 90-minute sessions and two sessions per week were considered. Also, no intervention was carried out for the control group. However, to prevent threats to the internal validity of the test, problem-solving skills training was implemented for them after the end of the study. After the training period, both experimental and control groups were re-assessed with questionnaires to measure the variables as a post-test, and finally, after one month of the post-test, both groups were re-assessed (follow-up phase). Timepoint: People in the experimental group participated in training courses for about a month, 6 sessions of 90 minutes each, two sessions per week. Also, no intervention was carried out for the control group. However, to prevent threats to the internal validity of the test, problem-solving skills training was implemented for them after the end of the study. Method of measurement: Research tools will include: Connor et al.'s Social Anxiety Inventory (2000), Morris et al.'s Self-Efficacy Questionnaire (2001), Inley and Burke's Quality of Academic Life Questionnaire (1992), and Pentrich and DeGroot's Motivational Beliefs Questionnaire (1990). Islamic Azad University Approved 2025-05-08 Ethics Committee of Islamic Azad University of Ahvaz Branch Opposite Keshavarz Street, Farhang Shahr, Golestan Highway Ahvaz Khouzestan Iran (Islamic Republic of)