Document Type : Research Paper
Authors
1 MA in Educational Psychology, Payam Noor University, Semnan, Iran.
2 Assistant Professor, Department of Ethics, University of Tehran, Tehran, Iran.
3 Assistant Professor, Department of Psychology, Shahrood Branch, Islamic Azad University, Shahrood, Iran.
4 MA in Psychology, Shahrood Branch, Islamic Azad University, Shahrood, Iran.
Abstract
This research was conducted with the aim of comparing the emotional competence, social problem solving and empathy of students with externalizing behavior problems and normal students. The research method was causal-comparative. The statistical population of the present study included all boy students of the sixth grade of Damghan city in the academic year of 2021-2022. 100 students (50 students with externalizing behavioral problems, 50 normal students) were selected as a sample using available sampling method. The tools used in this research include Achenbach's (2003) behavioral problem questionnaires, competence questionnaire. Emotion was Zhou and Ee (2012), Social Problem Solving Questionnaire by Dzurilla et al (2002) and Baron-Cohen's Empathy Benefit Scale (2003). The analysis of the information obtained from the implementation of the questionnaire was done using SPSS 16 software in two descriptive and inferential sections (multivariate analysis of variance test). The results showed that students with externalizing behavioral problems have a lower level of emotional competence, social problem solving and empathy compared to normal students.
Extended Abstract
Introduction
Recognizing the pivotal role that students play in shaping the future of society and their profound impact on its development and progression, the focus on their problems has become a top priority for psychologists and researchers alike. Research indicates that approximately 6 to 10 percent of school-age children and adolescents exhibit behavioral disorders, with boys being affected at a rate of 5 to 1 compared to girls (HosseinKhanzadeh et al, 2024). Studies have classified behavioral issues into two broad categories: (1) internalizing and (2) externalizing. Internalizing behavioral problems primarily focus on the individual and tend to have a minimal impact on others. These issues often manifest as anxiety, depression, and worry (Ghorabi et al., 2022).
Externalizing behavioral issues encompass a spectrum of problems that revolve around interpersonal conflicts and translate into negative behaviors exhibited in the external environment. This category embraces a variety of challenges such as aggression, disobedience, bullying, and more (HosseinKhanzadeh et al, 2024; Tork-ladani & Aghababaei, 2022; Ghorabi et al, 2022). Externalizing behavioral issues often disregard social norms and infringe upon the rights and interests of others, making them unacceptable behaviors. Research findings have shed light on a concerning issue regarding empathy among students with these behavioral problems (Abdolrahimpour et al., 2021; HosseinKhanzadeh et al, 2022; Idem et al., 2024).
Empathy can be understood as an individual's capacity to comprehend the intentions, emotions, and objectives of others (Mousavian et al, 2023; Xiao et al. 2021; Taheri et al. 2023). It serves as a crucial component for effective interpersonal interactions. Empathic behavior plays a significant role in fostering positive social adjustment in people. Empathetic relationships provide an avenue for individuals to exercise control over their emotions and feelings and adapt their behavior in alignment with societal expectations. It is observed that empathetic children exhibit more kind and self-care behaviors, as well as increased verbal and physical interactions with others (Pira & Taher, 2022).
Studies have demonstrated that students with behavioral issues like bullying also exhibit deficiencies in social problem-solving abilities. Moreover, having inadequate social problem-solving skills during childhood and adolescence is linked to a range of issues, such as depression and aggressive behavior (Ershad-Sarabi et al. 2018; Saffarinia et al. 2023). Social problem-solving is a cognitive-behavioral process through which individuals with this skill are able to devise effective solutions to address their life problems (Yilmaz & Tras, 2019; Ghorabi et al., 2022).
Additionally, research findings indicate that individuals with weak social problem-solving skills often demonstrate lower levels of emotional competence (Ahmadpour-Torki et al., 2018). Emotional competence encompasses the acquisition and utilization of knowledge and skills necessary for managing emotions. The capacity to control one's motivations, understand the behavior of others, and regulate emotions in response to the emotions and behaviors of others significantly contributes to emotional competence (Jabbari & Fakhr-ranjbari, 2023; Pahlavani & Ashori, 2022).
A multitude of research has been carried out with the aim of teaching a range of skills to students grappling with externalizing and internalizing behavioral issues. It has been observed that the pool of different skills and characteristics of students battling externalizing behavioral problems tends to be less extensive in comparison to those of normal students. It is essential to emphasize that neglecting to address students' behavioral problems can lead to significant negative consequences in various aspects of their lives, including depression, anxiety, suicidal tendencies, as well as subsequent issues like delinquency and drug abuse (Ghorabi et al, 2022).
Furthermore, this issue forms a critical aspect of the development of disorders among youth and adults, imposing significant costs on both families and society (HosseinKhanzadeh et al, 2024). To prevent the emergence of these problems and to effectively leverage the results in centers that work with students in any capacity, it is crucial to pay attention and conduct research on this group of students, as well as the influential factors that perpetuate and exacerbate their challenges.
Research Question
The central research question being investigated by this paper is whether there exist any measurable differences in the emotional competence, social problem-solving abilities, and empathy levels between students grappling with externalizing behavior problems and their normal counterparts.
Literature Review
Drawing upon the findings of previous research in this domain, we can highlight the work of Azimi et al. (2023), who examined the efficacy of cognitive therapy based on emotion regulation in enhancing problem-solving abilities and social competence among students grappling with behavioral disorders. Their research revealed positive outcomes, showcasing the effectiveness of the therapy in both realms.
The findings of Saffarinia et al.'s (2023) research demonstrated the effectiveness of therapy based on commitment and acceptance, with the model (observer, explorer, and consultant-values) on enhancing the social-emotional competence and social problem-solving skills of adolescents exhibiting high-risk behavior. This research clearly substantiated that such a treatment approach was efficacious in improving these aspects among individuals with elevated risk behaviors.
Hakimi-Farahani et al. (2022) conducted research on the efficacy of educational games grounded in social-emotional learning in boosting empathy and social competence in preschool children. Their findings indicated that such games indeed had a positive impact on enhancing both these aspects in the targeted age group.
In the research conducted by Khanjani et al. (2014), the development of empathy in children aged 5 to 11 years with internalizing disorders was examined. The results indicated that the level of empathy in these children at their respective ages showed considerable variation.
Methodology
The current research employed a causal-comparative descriptive design. The statistical population consisted of all male students in the sixth grade of Damghan city during the academic year 2021-2022. From this pool, a sample of 100 students was randomly selected for inclusion: 50 students with Externalizing Behavioral Problems and 50 normal students. The findings were then analyzed using the "SPSS 16 software" and the "multivariate analysis of variance (MANOVA) test method".
Results
Table 1. Significance test of multivariate analysis of variance
Variable
test
Value
F
Sig.
Group
Pillais Trace
0.247
10.507
0.001**
Wilks Lambda
0.753
10.507
0.001**
Hotelling's Trace
0.328
10.507
0.001**
Roy's Largest Root
0.328
10.507
0.001**
P < 0.05* p < 0.01**
As can be seen in Table 1, there is a significant difference between the two groups in terms of research variables.
Table 2. Comparison of emotional competence, social problem solving and empathy of students with Externalizing Behavioral Problems and normal students
Variable
sum of squares
Df
mean square
F
p value
group
error
total
Emotional competence
942.49
7324.90
461331
1
942.490
12.610
0.001**
Social problem solving
510.76
3536.40
293276
1
262.440
6.861
0.010*
empathy
262.44
3748.72
366656
1
510.760
14.154
0.001**
P < 0.05* p < 0.01**
Based on Table 2, the influence of the independent variable (students with Externalizing Behavioral Problems) on the variables of emotional competence, social problem solving, and empathy has been found to be significant. Consequently, the conclusion can be drawn that students with Externalizing Behavioral Problems exhibit weaker abilities in terms of emotional competence, problem-solving skills, and empathy, in comparison to their normal counterparts.
Discussion
The current study aimed to examine and contrast the levels of emotional competence, social problem-solving abilities, and empathy displayed by students with externalizing behavioral issues versus their normal counterparts. The results revealed that students confronted with externalizing behavioral problems exhibit significantly weaker emotional competence, likely due to the formative influence of factors such as parenting styles during their childhood. These students, who often struggle with interpersonal interactions due to their behavioral issues, may be adversely affected by inappropriate parenting approaches. Consequently, they demonstrate diminished emotional competence compared to normal students.
Furthermore, the results indicated that students facing externalizing behavioral problems possess a lower capacity for addressing social problems in comparison to their normal peers. This difference may be attributed to the fact that these children struggle to consider various potential solutions and their associated consequences when coping with problems or issues at hand. As a result, they frequently resort to employing less constructive, and ultimately ineffective, methods.
Lastly, the results revealed that students battling Externalizing Behavioral Problems exhibit a substantially lower level of empathy compared to their normal classmates. This discrepancy may be attributed to the challenges faced by these children in terms of the neural processing required to discern the feelings and intentions of others, which is an essential prerequisite for an apt empathetic response.
Conclusion
The results of this research clearly demonstrate that students grappling with externalizing behavioral issues exhibit lower levels of emotional competence, social problem-solving skills, and empathy, when juxtaposed against their normal peers.
Acknowledgments
We express our gratitude for the participation and cooperation of the students who contributed to the completion of this research. Additionally, we acknowledge that the current research is part of the first author's master's thesis
Keywords
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