نویسندگان:

محمد عباسی¹ ، سمیرا سیاه منصور² ، محمد حجتی³ .

¹دانشیار، گروه روان شناسی، دانشگاه لرستان، خرم آباد، ایران.

²دانشجوی کارشناسی ارشد روان‌شناسی تربیتی، دانشگاه لرستان، خرم آباد، ایران.

³دکتری روان‌شناسی تربیتی دانشگاه لرستان، خرم آباد، ایران.

چکیده فارسی: چکیده
خانواده‌های نظامی به دلیل ماهیت شغلی والدین، با شرایط ویژه‌ای همچون جابه‌جایی‌های مکرر، مأموریت‌های طولانی‌مدت و الزامات خاص زندگی نظامی مواجه هستند. این شرایط می‌تواند هم فرصت‌هایی برای رشد انضباط، مسئولیت‌پذیری و پایداری در فرزندان ایجاد کند و هم زمینه‌ساز بروز برخی چالش‌های روانی و تحصیلی باشد. هدف از پژوهش حاضر بررسی تأثیر آموزش شایستگی‌های اجتماعی–هیجانی بر نگرانی و تاب‌آوری تحصیلی دانش‌آموزان دارای والد نظامی بود. این مطالعه به شیوه‌ی نیمه‌آزمایشی با طرح پیش‌آزمون–پس‌آزمون همراه با گروه کنترل صورت گرفت. جامعه‌ی آماری شامل کلیه‌ی دانش‌آموزان پایه‌ی هفتم تا نهم شهر هرسین در سال تحصیلی ۱۴۰۳–۱۴۰۴ بود که دارای والد نظامی بودند. از میان آنان، ۳۰ نفر به روش نمونه گیری در دسترس انتخاب و به‌صورت تصادفی در دو گروه آزمایش و کنترل (هر کدام ۱۵ نفر) گمارده شدند. ابزار گردآوری داده‌ها پرسشنامه‌ی نگرانی پنسیلوانیا (PSWQ) و پرسشنامه‌ی تاب‌آوری تحصیلی (ARI) بود. گروه آزمایش طی 8 جلسه تحت آموزش برنامه‌ی شایستگی‌های اجتماعی–هیجانی قرار گرفتند. داده‌ها با استفاده از تحلیل کوواریانس چندمتغیری در نرم‌افزار SPSS تحلیل شدند. نتایج نشان داد که آموزش شایستگی‌های اجتماعی–هیجانی به‌طور معناداری موجب افزایش تاب‌آوری (001/0 p<، 46/142F=) و کاهش نگرانی (001/0 p<، 02/53F=) گروه آزمایش نسبت به گروه کنترل شد. این یافته‌ها بیانگر اثربخشی مداخلات آموزشی مبتنی بر شایستگی‌های اجتماعی–هیجانی در ارتقای سلامت روان و عملکرد تحصیلی دانش‌آموزان با شرایط ویژه است.

کلمات کلیدی: دانش آموز ، تاب‌آوری تحصیلی ، شایستگی اجتماعی-هیجانی ، نگرانی ، والد نظامی .

The Effect of Social-Emotional Competency Training on Worry and Academic Resilience in Students with Military Parents

English Abstract: Introduction A military family is a family in which at least one member is officially serving in a military institution and whose primary occupation is military service (Nasibi et al., 2023). Meanwhile, unstable conditions such as military deployments can lead military families to vulnerability or create the conditions for strengthening stability and building resilience (Reed, 2025). However, despite the growing global evidence on resilience-building programs, there is still insufficient information available on the impact of these programs on the level of resilience of military families (Hébert et al., 2024). Resilience in psychology refers to how individuals respond to difficult situations (Shengyao et al., 2024). It is worth noting that this characteristic is also used in education, and academic resilience refers to the ability of students to effectively cope with problems, pressures, and educational challenges, so that they can maintain their performance and mental health despite adverse conditions (Srem-Sai et al., 2025). Thus, identifying resilience factors among adolescents from military families plays an important role in designing effective interventions, especially for those adolescents who have experienced greater military stress (Tannenbaum & McMaster, 2024). It is worth noting that psychological resilience plays an important role in students’ ability to cope with future-related concerns, especially when important decisions for the future are made (Dalmış et al., 2025). Especially in recent years, military conflicts have led to increased stress and worry among military personnel and their families (Hagi Aghanjad & Zare Nistanak, 2021). Considering that worry is an avoidance cognitive response to perceived internal and external threats, which is actually used to suppress emotional distress, it can increase and perpetuate negative emotions (Gil et al., 2023). Researchers have found that students who have developed social-emotional skills are more successful academically and socially and have a higher level of psychological resilience (Önal & Özdemir, 2025). In other words, since positive emotions and emotion regulation are important factors related to resilience, social-emotional learning competencies can increase resilience. Meantime, learning activities based on social-emotional competencies in schools and strengthening these competencies can increase students’ academic resilience (Turan, 2024). In addition, programs that target the development of these competencies have been associated with improvements in a range of variables of student adjustment in school, including reduced worry and anxiety (Chen et al., 2025). Hence, given the importance of this issue, the objective of the present study is to answer whether social-emotional competence training has an effect on the anxiety and academic resilience of students with military parents. Methods The present study was conducted with a quasi-experimental pretest-posttest design with a control group. The statistical population included all junior high school students (grades 7-9) , whose at least one parent was employed in the armed forces, in Harsin in the academic year 2024-2025. From among them, 30 students were selected by convenience sampling method. Then, they were randomly assigned to the experimental and control groups, each consisting of 15 students. The experimental group participated in the social-emotional competence training program of Sadri-Demirchi and Esmaeili Ghazi-Volouei (2016) for eight sessions, and the control group did not receive any intervention during this period. The Pennsylvania Worry Questionnaire (PSWQ) (Meyer et al., 1990) and the Academic Resilience Questionnaire (ARI) (Samuels & Woo, 2009) were used to collect data. The data were analyzed using SPSS software (version 26). Findings In this study, the age range of the participants was between 12 and 15 years, and their mean age was 13.6 years with a standard deviation of 1.1. Descriptive data analysis showed that the mean scores of academic resilience in the experimental group increased from 122.46 in the pretest to 134.46 in the posttest, while the control group did not experience a significant change; its mean increased from 122.40 in the pretest to 122.26 in the posttest. Regarding worry, it was also observed that the mean scores of the experimental group decreased from 26.86 to 20.13, while no significant difference was observed in the control group, and the mean scores showed a slight decrease from 26.60 in the pretest to 26.06 in the posttest. These initial results indicate that the social-emotional competence training intervention could create positive changes in both dependent variables. In addition, as can be seen in Table 1, the findings of the univariate analysis of covariance showed that after controlling for the pretest effect, a significant difference was observed between the groups in academic resilience (F=142.46, p < 0.001). The estimated effect size (η² = 0.84) indicates that about 84 percent of the changes in academic resilience could be attributed to the educational intervention, which indicates the very high effectiveness of the social-emotional competence training program. Similar results were obtained in the anxiety variable, and the difference between the two groups was significant (F = 53.02, p < 0.001, η² = 0.67); meaning that about 67 percent of the changes in terms of anxiety were related to the educational intervention. This significant decrease indicates that participating in educational sessions significantly reduced the anxiety level of students in the experimental group. Conclusion  The objective of the present study was to investigate the effectiveness of social-emotional competence training on the anxiety and academic resilience of students with military parents. The results showed that the social-emotional competence training program could create positive and significant changes in the two main variables of the study. This means that these trainings increased the resilience of students in military families. This finding is consistent with literature (Duan et al., 2024; Fang et al., 2024; García-Crespo et al., 2021; Negru & Paloș, 2023; Min et al., 2024; Turan, 2024). In explaining these findings, it should be stated that based on the studies conducted, there is a positive and significant relationship between social-emotional skills and resilience skills. In other words, social-emotional skills can explain externalizing problems and positive social behaviors, and resilience skills can explain internalizing and externalizing problems (Martinsone et al., 2022). In addition, it has been found that there is a positive relationship between mindfulness, which is one of the components of social-emotional competencies, and resilience. This means that mindfulness practice can help promote inner peace by increasing acceptance, recognition, and understanding of impermanence (Liao et al.; 2023). Regarding the second hypothesis, which is that social-emotional competency training reduces anxiety in students with military parents, the findings of this study showed that this intervention could improve the level of anxiety in the participants of the experimental group. These results are consistent with the findings of Chen et al. (2025 and Önal & Özdemir (2025). In explaining this, it should be mentioned that social-emotional competence training programs can actually help students who suffer from internal mental health problems (e.g., depression, anxiety and worry, stress or social withdrawal) and lead to improved mental health outcomes (Chowkase, 2023). For instance, one of the problems of military families is their high mobility, and this can be associated with consequences such as difficulty communicating and building relationships with peers, learning problems in the classroom, anxiety and worry, sadness, anger, and social isolation. However, schools can act as supportive and responsive environments and help military children cope with pressures and challenges such as parental deployment (Frederick et al., 2022).   Acknowledgements The researchers would like to thank the participants in the present study.   Conflict of Interest There is no conflict of interest in this study.