The Effectiveness of Multimodal Multimedia-Based Training on Self-Efficacy and Happiness of Students with Externalizing Behavioral Disorders

Taher, Mahboobe; Shakeri, Nasereh; Shahhosseini, Zahra

doi:10.22054/jpe.2026.72054.2538

The Effectiveness of Multimodal Multimedia-Based Training on Self-Efficacy and Happiness of Students with Externalizing Behavioral Disorders

Articles in Press

Document Type : Research Paper

Authors

Mahboobe Taher ¹

Nasereh Shakeri ²

Zahra Shahhosseini ³

¹ Assistant Professor, Department of Psychology, Shahrood Branch, Islamic Azad University, Shahrood, Iran

² PhD in General Psychology, Department of Psychology, Shahrood Branch, Islamic Azad University, Shahrood, Iran

³ Assistant Professor, Department of counseling, Shahrood non-profit higher education institute, Shahrood

10.22054/jpe.2026.72054.2538

Abstract

This study aimed to investigate the effectiveness of multimodal multimedia-based training on self-efficacy and happiness among students with externalizing behavioral disorders. The research employed a semi-experimental design with a pretest–posttest and a control group. The statistical population included all students with externalizing behavioral disorders in Shahrood and their mothers during the 2021–2022 academic year. From this population, 20 participants were selected through convenience sampling and randomly assigned to experimental and control groups. The experimental group received multimodal multimedia-based training in eight 70-minute sessions. Research instruments included the Achenbach Child Behavior Checklist- Teachers' Report Form (Achenbach & Rescorla, 2007), the Self-Efficacy Questionnaire for Children (SEQ-C) (Muris, 2001), and the Oxford Happiness Questionnaire (Argyle & Lu, 1990). Data were analyzed using univariate and multivariate covariance analyses (ANCOVA and MANCOVA). Findings indicated that multimodal multimedia-based training significantly improved self-efficacy and happiness in students with externalizing behavioral disorders (p < 0.05). These results suggest that integrating auditory, visual, and kinesthetic software in multimodal training can effectively enhance self-efficacy and happiness among these students.

Keywords

Multimodal training

Multimedia-based education

Self-efficacy

Happiness

Externalizing behavioral disorders