The Effectiveness of Cognitive Rehabilitation on Social Adequacy and Social Anxiety of Gifted Students

The aim of this study was to evaluate the effectiveness of cognitive rehabilitation on social adequacy and social anxiety of gifted students.

The method of this research is quasi-experimental and for data collection, a pretest-posttest design with an experimental group and a control group has been used. The statistical population of the study consisted of all gifted male students in the first year of high school in Tehran in the academic year 2020-2021, from which 40 people were selected by available sampling method and in two groups of experimental (20 people) and control (20 people). ) Were assigned. The experimental group underwent 10 sessions of 60 minutes of cognitive rehabilitation training and the control group remained on the waiting list. The tools used in the present study included social adequacy (Fenler et al., 1990) and social anxiety (Connor et al., 2000) which were used in two stages of pre-test and post-test. The analysis of the data obtained from the questionnaire was performed through spss-v23 software in two descriptive and inferential sections (analysis of covariance and multivariate analysis of covariance).

The results showed that the intervention used in this study could significantly increase social adequacy and reduce social anxiety in gifted students.

Therefore, the results of the present study showed that the cognitive rehabilitation program can be used as a suitable method to increase social adequacy and reduce social anxiety in gifted students.