Investigating the Effectiveness of Lifestyle Education on Interpersonal Conflict in Male Adolescent High School Students in Tehran Province, Iran

Asghari , Kosar; Kazemi, Amene Sadat; Ali Mehdi , Mansoor

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Asghari K, Kazemi A S, Ali Mehdi M. Investigating the Effectiveness of Lifestyle Education on Interpersonal Conflict in Male Adolescent High School Students in Tehran Province, Iran. MEJDS 2024; 14 :149-149
URL: http://jdisabilstud.org/article-1-3117-en.html

Investigating the Effectiveness of Lifestyle Education on Interpersonal Conflict in Male Adolescent High School Students in Tehran Province, Iran

Kosar Asghari¹

, Amene Sadat Kazemi ^*²

, Mansoor Ali Mehdi¹

1- Department of Psychology, Faculty of Medicine, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran
2- Assistant professor, Department of Psychology, Faculty of Medicine, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran

Abstract: (476 Views)

Abstract
Background & Objectives: Socialization is an essential aspect of human development. In the socialization process, a person acquires some skills related to social relations continuously and experimentally. On the other hand, adolescence is one of the critical periods of life in which people undergo significant changes in their bodies, how they communicate with the outside world, and how they interact with people such as their peers, family members, and classmates, and may experience interpersonal conflicts. Lifestyle education by influencing physical health (by teaching healthy nutrition, sleep, and exercise), social health (by teaching communication principles), mental health (by teaching how to recognize emotions and deal with stress), and spiritual health (targeted planning for life), is one of the effective measures that can prevent problematic behaviors caused by interpersonal conflicts in the present and future life of teenagers. This research aims to investigate the effectiveness of lifestyle education in reducing interpersonal conflicts among male adolescents in secondary schools in Tehran Province, Iran.
Methods: The research method was quasi–experimental with a pretest–posttest design with a control group. The statistical population of the research comprised all male students in the first year of Tehran high school in the academic year of 2021–2022. Of these, 30 students were purposefully selected as a sample and randomly assigned to two groups: lifestyle education and control group.
Three schools were selected from Tehran province schools using convenience sampling. In the next stage, 150 questionnaires were distributed to students with a discipline score of less than 17 and a grade point average of less than 16. Before entering the project, the subjects were assessed using the Conflict Resolution Questionnaire (CRQ) (Fischer & Ury, 1991; Weeks, 1994) to evaluate their interpersonal conflict resolution status (a pretest was conducted while examining the inclusion criteria). Thirty eligible volunteer participants from among the 37 students with a score of less than 121 on the questionnaire were randomly assigned to the study. They were then randomly assigned to two experimental and control groups (15 people in each group). The experimental group received ten 90–minute sessions of healthy lifestyle education over 2.5 months, one session per week. However, the control group received no intervention. The inclusion criteria were to score 120 or less from CRQ. The exclusion criterion was a refusal to cooperate. The subjects of the study answered the CRQ in the posttest. The experimental group received the healthy lifestyle training protocol in ten group sessions of ninety minutes each. After the training sessions, a posttest was administered to both experimental and control groups CRQ. Descriptive statistics (mean, standard deviation, frequency) were used to describe the obtained data. Multivariate covariance analysis (MANCOVA) was used to analyze the data in SPSS version 26 software. The significance level of statistical tests was considered 0.05.
Results: In this study, after removing the effect of the pretest, a significant difference was observed in the average posttest of interpersonal conflict between the experimental and control groups (p<0.001). The effect size showed that the lifestyle education intervention influenced 70.9% of the incremental changes in interpersonal conflict. Also, there was a significant difference in the subscales of space and location (p=0.012), clarifying receipts and impressions (p<0.001), paying attention to needs instead of desires (p<0.001), focusing on the future or learning from the past (p=0.003), providing options for mutual benefit (p=0.005), and creating agreements based on mutual benefit (p=0.040) between two groups.
Conclusion: Based on the research findings, lifestyle education is effective in increasing teenagers' ability to solve interpersonal conflicts. In this way, it is suggested that lifestyle education be used to increase adolescent boys' ability to solve interpersonal conflicts, especially in secondary schools.

Keywords: Lifestyle education, Interpersonal conflict, Adolescent, Secondary schools, Male students

Full-Text [PDF 260 kb] (87 Downloads)

Type of Study: Original Research Article | Subject: Psychology

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