The aim of this study was to investigate the effectiveness of teaching self-control and empathy skills on aggression and social interest in children. Design of the present study was quasi-experimental with pre-test and post-test with a control group. The statistical population of the study consisted of all 8 to 10 years old female students were in elementary school who were studying in schools of Meybod in the academic year 1400-1401. Using cluster sampling method, 30 students were identified and randomly assigned to the experimental (n = 15) and control (n = 15) groups. Research tools were Nelson Aggression Questionnaire and Alizadeh Children's Social Interest Questionnaire. All the people present in the research answered these two questionnaires in the pre-test phase. Then, the people of the experimental group were trained by the self-control skills and social interest training package of Janbozorgi during 12 sessions. The results of multivariate covariance analysis showed that teaching self-control and empathy skills has a significant effect on reducing aggression and increasing social interest (P<0.05). Based on the results, it is possible to suggest the use of self-control and empathy training to control anger and reduce aggression, as well as foster social interest in primary school students.
Keywords: Skill training, self-control, empathy, aggression, social interest
Introduction
Mental health and social adjustment in children are pivotal for their individual well-being and the broader societal framework. As foundational elements of sustainable development, fostering psychological health and social skills in young individuals is critical (Arbab et al., 2023). Social interest, a concept rooted in Adlerian psychology, underscores humans' inherent social nature, emphasizing cooperation and community engagement as markers of psychological health (King & Shelley, 2008; Bettner, 2020). Social interest is associated with positive psychological outcomes, such as enhanced self-esteem, self-efficacy, and mental health, while its absence may lead to maladaptive behaviors, including aggression (Mazraeh et al., 2023; Poursaid et al., 2017). Aggression in children, defined as intentional harmful behavior toward others or oneself, is a prevalent issue often leading to referrals to mental health professionals (Karimi, 2017; Satopoh, 2024). Factors such as poor emotional regulation, biological predispositions, inadequate communication skills, and parental maltreatment contribute to aggressive behaviors, which can result in peer rejection, poor academic performance, and low self-concept (Matsuura et al., 2009; Strachan et al., 2015).
Empathy, the ability to understand and share others’ emotions while responding appropriately, is a crucial social skill that fosters group cohesion and reduces maladaptive behaviors (Jolliffe & Farrington, 2006; Weisz & Cikara, 2021). Research indicates that empathy training can decrease aggression and enhance social adjustment in children (Najafpour et al., 2021; Firoozabadi & Jeshoughani, 2020). Similarly, self-control, defined as the ability to regulate thoughts, emotions, and behaviors in alignment with social norms, is inversely related to behavioral problems, including aggression (Lee et al., 2019; Flores et al., 2020). While previous studies have explored self-control and empathy independently, the novelty of this study lies in its combined approach, examining the simultaneous impact of training in both skills on aggression and social interest among 8- to 10-year-old female students. This age group is critical for developing social and emotional competencies, making the findings relevant for educational interventions aimed at reducing aggression and promoting social interest.
Materials and Methods
This study employed a quasi-experimental design with a pre-test and post-test framework, including a control group. The statistical population comprised all female elementary school students aged 8 to 10 years in Meybod, Iran, during the 2021–2022 academic year. Using cluster sampling, three schools were randomly selected, and one class from each of the third and fourth grades was chosen, resulting in a sample of 30 students. These students were randomly assigned to an experimental group (n = 15) and a control group (n = 15). Inclusion criteria included voluntary participation and age between 8 and 10 years, while exclusion criteria encompassed unwillingness to participate, non-compliance with tasks, or absence from more than three training sessions.
Two validated instruments were used: the Nelson and Finch Aggression Questionnaire (2000), a 39-item self-report tool assessing anger triggers and social skills in children aged 6 to 16 years, with scores ranging from 39 to 156 (higher scores indicating greater aggression), and the Alizadeh Children’s Social Interest Questionnaire (2015), a 63-item parent-reported scale measuring social interest across four dimensions: responsibility-task performance, interpersonal relationships-empathy, assertiveness-confidence, and equality versus inferiority-superiority, scored on a five-point Likert scale. Both instruments demonstrated high reliability (Cronbach’s alpha of 0.98 and 0.92, respectively) and validity in prior studies (Kimiaei et al., 2011; Alizadeh et al., 2015).
The experimental group underwent a 12-session intervention (45 minutes each, twice weekly) based on Janbozorgi’s self-control and social interest training package, covering self-control strategies (e.g., problem-solving, attention shifting, delay of gratification, and stress reduction) and empathy skills (e.g., recognizing physiological and psychological emotions, understanding others’ perspectives, and fostering empathic responses through role-playing and storytelling). The control group received no intervention during the study but was offered the training post-study for ethical considerations. Pre- and post-tests were administered to both groups, and data were analyzed using SPSS-24. Descriptive statistics (mean and standard deviation) and multivariate analysis of covariance (MANCOVA) were used to assess the intervention’s effects, with pre-test scores as covariates. Assumptions of normality, linearity, and homogeneity of variances were verified using the Kolmogorov-Smirnov test, regression scatterplots, and Levene’s test, respectively.
Discussion and Results
The results revealed significant reductions in aggression and increases in social interest in the experimental group compared to the control group. Descriptive statistics showed that pre-test aggression scores (M = 76.45, SD = 15.03) decreased significantly in the experimental group post-intervention (M = 64.81, SD = 11.83), while social interest scores increased from a pre-test mean of 81.45 (SD = 20.03) to a post-test mean of 92.81 (SD = 16.83). The control group showed minimal changes. MANCOVA results confirmed the intervention’s significant effects on verbal aggression (F(1) = 15.637, p < 0.05, η² = 0.45), physical aggression (F(1) = 14.837, p < 0.05, η² = 0.55), and social interest dimensions, including responsibility (F(1) = 14.657, p < 0.05, η² = 0.36), interpersonal relationships (F(1) = 17.412, p < 0.05, η² = 0.55), assertiveness (F(1) = 10.399, p < 0.05, η² = 0.33), and equality (F(1) = 11.958, p < 0.05, η² = 0.66). However, the intervention did not significantly reduce frustration (F (1) = 13.657, p > 0.05).
These findings align with prior research demonstrating that empathy and self-control training reduce aggression (Mikaeli et al., 2021; Heidari Gojani, 2019) and enhance social interest (Mohammadi Nasab et al., 2022; Yaghoubi & Mohammadi, 2020). The combined approach likely amplified these effects by fostering emotional regulation and social connectedness, enabling children to manage anger and engage more cooperatively with peers. The lack of significant impact on frustration may suggest that this dimension requires targeted interventions beyond self-control and empathy training.
Conclusion
This study demonstrates that a 12-session intervention combining self-control and empathy training significantly reduces verbal and physical aggression while enhancing social interest among 8- to 10-year-old female students. These findings underscore the potential of integrated socio-emotional training programs in elementary school settings to promote mental health and social adjustment. Educators and policymakers should consider incorporating such interventions into curricula to mitigate aggressive behaviors and foster prosocial attitudes. Future research should explore the intervention’s effects across diverse populations, genders, and cultural contexts, and employ longitudinal designs to assess the sustainability of outcomes. Limitations include the reliance on self- and parent-reported measures and the absence of follow-up data, suggesting the need for clinical interviews and extended tracking in future studies.