The effect of teaching communication skills in the social research method on reducing students' shyness

Document Type : Scientific- research

Authors

1 Master of Sports Management, Ministry of Education, Shiraz, Fasa, Iran

2 2 Master of Health Education and Health Promotion, Ministry of Education, Shiraz, Fasa, Iran

3 Master of Counseling and Guidance, Ministry of Education, Yazd, Iran

Abstract

Decisiveness skills give a person self-efficacy sense that can have a positive effect on his interactions with others and build confidence and self-esteem. Present study was conducted by designing stories related to communication skills and training philosophy program implementation to children to investigate its impact on assertiveness reduction of shy students. This was a quasi-experimental study with a pretest-posttest design with control group. One of the primary schools in District 1 of Yazd with 400 students was selected by the available sampling method. The Cambril and Reggie Expression Scale were used to assess assertiveness. The Stanford Shyness Scale was used to measure shyness. Findings were analyzed at both descriptive and inferential levels by analysis of covariance using SPSS2018 software. The results showed that teaching communication skills in the style of philosophy for children increases assertiveness (p<0.04) and reduces shyness (p<0.03). With pre-test control, there is a significant difference between the experimental and the control group in terms of shyness (p<0.03 and F=5.23). Teaching, due to constructive interactions between students can effectively increase assertiveness and thus reduce shyness. Therefore, it can be concluded that teaching communication skills through philosophy has a positive effect on child's shyness reducing and increasing his assertiveness.
Keywords: Communication skills, Assertiveness, Shyness, Philosophy education for children, assertiveness
 
 
Introduction
Decisiveness skills give a person a sense of self-efficacy that can have a positive effect on his interactions with others and build confidence and self-esteem. The present study was conducted by designing stories related to communication skills and implementation of training philosophy program to children to investigate its impact on the assertiveness reduction of shy students.
Materials and methods
This was a quasi-experimental study with a pretest-posttest design with a control group. One of the primary schools in District 1 of Yazd city with 400 students was selected by the available sampling method. The Cambril and Reggie Expression Scale were used to assess assertiveness. The Stanford Shyness Scale was used to measure shyness. Findings were analyzed at both descriptive and inferential levels by analysis of covariance using SPSS2018 software. Results
The results showed that teaching communication skills in the style of philosophy for children increases assertiveness (p <0.04) and reduces shyness in shy students (p <0.03). With pre-test control, there is a significant difference between the experimental and the control group in terms of shyness (p <0.03 and F = 5.23). Teaching in this way due to constructive interactions between students can effectively increase assertiveness and thus reduce shyness.
Discussion
 Therefore, it can be concluded that teaching communication skills through philosophy has a positive effect on reducing the child's shyness and increasing his assertiveness. A positive attitude along with approval and encouragement at the time of providing suggestions and appropriate solutions to improve the behavior of the character in the story and answering the questions presented will lead to a strong self-efficacy belief and a positive judgment towards one's behavior and speech, which will increase the skill. Determination becomes in the child. The type of stories designed and presenting them in the group and discussing the questions raised as well as leaving the children free to ask questions will make the students remember their experiences and review them and the questions they have in mind in this field. Bring up and discuss about it, and based on the answers that others give and the dialogue that is formed between them, it causes the disappearance of those false beliefs that are the basis of low behavior.

Keywords

Main Subjects

References

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Thinking and Children
Volume 15, Issue 1 - Serial Number 29
Spring and Summer 1403
February 2024

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