The effectiveness of training the self-regulation learning concepts on aggression and social problems solving of hyperactive students

This research aimed to determine the effectiveness of training the self-regulation learning concepts on aggression and social problems solving of hyperactive students. This research was a semi-experimental with a pre-test and post-test design with an experimental and control groups. Research population was elementary boy students of Paveh suburb in 2017-18 academic years that from them 30 person were selected by multistep cluster sampling method and randomly divided into two equal groups. The experimental group trained self-regulation learning concepts 8 sessions of 45 minutes and the control group didn’t receive any training. Data were collected with the questionnaires of behavioral problems of Conners (1990), aggression of Shahim (2006) and social problem solving of D’Zurilla & et al (2002) and analyzed by multivariate analysis of covariance method. The findings showed that there was a significant difference between the experimental and control groups in the aggression and social problems solving. In the other words, training the self-regulation learning concepts significantly led to decrease the aggression and increase the social problems solving of hyperactive students (P<0/001). The results indicate the effectiveness of training the self-regulation learning concepts in decrease the aggression and increase the social problems solving of hyperactive students. Therefore, school counseling and therapists can use from training the self-regulation learning concepts to improve aggression and social problems solving.