An Investigation on Effectiveness of Resiliency Training on Assertive and Self-Esteem of Sixth-Grade Students

1. PhD Student in Curriculum, University of Hormozgan, BandarAbbas, Iran *Corresponding author email: Salari_zia@yahoo.com 2. Master of Educational Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran Introduction Despite profound cultural and lifestyle changes, in today’s society many individuals lack the necessary and essential ability to cope with life’s problems, and this has made them vulnerable to face problems of everyday life. Life skills are a set of skills and abilities that help individuals cope effectively and deal with difficult life situations and challenges. These abilities enable humans to act positively and adaptively in response to other humans, as well as their environment, society, and culture, and to ensure their mental health. In fact, self-scrutiny and effective and reciprocal communication with others are considered as basic goals of all educational systems (Ghani Far & Kharaei, 2019). Assertive is regarded as one of the most important factors for individuals’ mental health, and in general, many behavioral problems are related to this variable. Any kind of deficiency in this skill will cause many problems for adolescents (Hadyian & Dehghani, 2019). As one of the most basic social skills, assertive has been defined in different ways. It refers to the path that Abstract: This study aimed to investigate effectiveness of resiliency training in enhancing assertive and self-esteem skills of male sixth-graders studying at all-boys elementary schools in Bandar Abbas. The present study was a pilot field project that included pre-test, post-test, and control group. Research sample consisted of 40 male sixth-graders studying at all-boys elementary schools who were selected and assigned into experimental and control groups based on multistage random sampling technique. Tools of this study included Gambrill-Richey Assertion Inventory and Coopersmith Self-Esteem Inventory and Both experimental and control groups had participated in assertive and self-esteem pretest prior to resiliency training. Then resiliency training was provided for experimental group, but not for control group. Immediately after the completion of training course, post-test was performed for both groups. The results of multivariate analysis of covariance (MANCOVA) showed that resiliency training increases students’ self-assertion significantly. Therefore, it can be concluded generally that strengthening and training resiliency skills provoke assertive and self-esteem in students.