ساخت و اعتباریابی بسته آموزش داستان‌های کهن ایرانی و بررسی اثربخشی آن بر تاب‌آوری روان‌شناختی و مهارت حل مسئله دانش‌آموزان دختر و پسر ناسازگار

شقایق  هاشمی شکفته; علیرضا پیرخائفی; سارا  حقیقت

Authors

Shaghayegh Hashemi Shekofteh PhD Student, Department of Educational Psychology, Ga.C., Islamic Azad University, Garmsar, Iran Author https://orcid.org/0000-0002-4647-7854
Alireza Pirkhaefi Associate Prof, Department of Psychology , Ga.C., Islamic Azad University, Garmsar, Iran Author https://orcid.org/0000-0003-0451-4095
Haghighat Sara Assistant prof, Department of psychology, Ga.C., Islamic Azad University, Garmsar, Iran Author https://orcid.org/0000-0001-5884-8117

Keywords:

Ancient Iranian Stories, Masnavi, ye Ma'navi, Psychological Resilience, Problem, Solving Skills, Maladjusted Adolescents

Abstract

Introduction and Aim: Maladjustment during adolescence may disrupt cognitive, emotional, and social development and reduce adolescents’ capacity to cope constructively with personal and interpersonal challenges. This study aimed to develop and validate an educational package based on ancient Iranian stories and examine its effectiveness in improving psychological resilience and problem-solving skills among maladjusted male and female students.

Methodology: This mixed-methods study was conducted in qualitative and quantitative phases. In the qualitative phase, content analysis of Masnavi-ye Ma'navi was used to identify components of adaptive interpersonal functioning, select relevant stories, and develop an educational package, whose content validity was evaluated by 10 experts in psychology, education, and literature. The quantitative phase employed a quasi-experimental pretest–posttest design with a control group. Initially, 350 secondary-school students in Tehran were screened using the Sinha and Singh Adjustment Inventory, from whom 40 maladjusted students were selected and randomly assigned to experimental and control groups, with 20 participants in each group. The experimental group received 12 sessions of ancient Iranian story-based education. Data were collected using the Sinha and Singh Adjustment Inventory, Connor–Davidson Resilience Scale, and Parker Problem-Solving Skills Questionnaire. Multivariate analysis of covariance was conducted using SPSS version 27.

Findings: Multivariate analysis of covariance indicated a significant overall effect of group membership on the dependent variables (Wilks’ Lambda = 0.141, F = 106.742, p < .001). After controlling for pretest scores, psychological resilience was significantly higher in the experimental group than in the control group (F = 58.576, p < .001). Problem-solving skills were also significantly greater in the experimental group following the intervention (F = 177.213, p < .001). Thus, the educational intervention produced significant improvements in both outcome variables.

Conclusion: Education based on ancient Iranian stories can be considered a culturally grounded intervention for enhancing psychological resilience and problem-solving skills among maladjusted adolescents. Integrating the educational capacities of stories from Masnavi-ye Ma'navi into school-based, counseling, and family-oriented programs may strengthen adolescents’ cognitive, emotional, and behavioral competencies and facilitate more adaptive functioning.

Downloads

Download data is not yet available.

References

Abi Zeid Daou, K. R., Abi Zeid Daou, L. R., & Cousineau-Péruss, M. (2022). Storytelling as a Tool: A Family-Based Intervention for Newly Resettled Syrian Refugee Children. International Journal of Social Welfare, 31(1), 56-65. https://doi.org/10.1111/ijsw.12476

Armstrong, L. L., Desson, S., St. John, E., & Watt, E. (2019). The D.R.E.A.M. Program: Developing Resilience through Emotions, Attitudes, & Meaning (Gifted Edition) - A Second Wave Positive Psychology Approach. Counseling Psychology Quarterly, 32(3-4), 307-332. https://doi.org/10.1080/09515070.2018.1559798

Arshi, S. (2022). Predicting Social Adjustment Based on the Ability to Solve Social Problems and Selfcompassion in Adolescents. Journal of Health Sciences & Surveillance System, 10(2), 216-221.

Bagherian, H., Zare, A., & Golmohammadian, M. (2021). The Effect of Creative Storytelling with a Positive-Oriented Approach on Empathy-Based Moral Skills of Elementary School Boys. Library and Information Science Research Journal, 11(2), 233-249.

Baker, L. R., & McNulty, J. K. (2020). The Relationship Problem Solving (RePS) Model: How Partners Influence One Another to Resolve Relationship Problems. Personality and Social Psychology Review, 24(1), 53-77. https://doi.org/10.1177/1088868319881243

Cetin, E. (2021). Digital Storytelling in Teacher Education and Its Effect on the Digital Literacy of Pre-Service Teachers. Thinking Skills and Creativity, 39, 100760. https://doi.org/10.1016/j.tsc.2020.100760

Doost Mohammadi, H., Marvizadeh, M., Dadfar, R., & Ayin, T. (2017). The Effectiveness of Creative Storytelling on Creativity and Problem Solving Ability of Preschool Children. Educational researches, 12(49), 99-114.

Durna, N. B., Durna, D., & Seçer, İ. (2022). The Mediating Role of Psychological Resilience in the Relationship between Emotional Reactivity, Intolerance of Uncertainty and Psychological Maladjustment in Children Receiving Orthodontic Treatment. Healthcare, 10(8), 1505. https://doi.org/10.3390/healthcare10081505

Eslahi Farshami, F., Asgharnejad, F., Ali, A., Abolmaali Alhosseini, K., & Khalatbari, J. (2021). The Effectiveness of Mindfulness Therapy Based on Metaphors from Rumi's Masnavi on Dimensions of Psychological Capital in Depressed Female Students. Counseling Culture and Psychotherapy, 12(46), 171-204.

Fettig, A., Schultz, T. R., & Ostrosky, M. M. (2016). Storybooks and Beyond: Teaching Problem Solving Skills in Early Childhood Classrooms. Young Exceptional Children, 19(3), 18-31. https://doi.org/10.1177/1096250615576803

Goossens, L. (2025). Bringing It All Together: A Lifetime of Work on the Developmental Tasks of Adolescence. European Journal of Developmental Psychology, 1-20. https://doi.org/10.1080/17405629.2025.2467069

Hasanvand, F., Shivandi Chellicheh, K., Dortaj, F., Delavar, A., & Saadipour, E. (2023). Development and Validation of a Wisdom-Based Life Skills Training Package Derived from Ferdowsi's Shahnameh and Its Effectiveness on Meaning in Life, Interpersonal Intelligence, and Emotion Regulation in Adolescents. New Educational Approaches, 19(4), 1-24.

Hien, N. T. T., & Phuong, V. T. (2023). The Effectiveness of the Storytelling Technique on Students' Achievement and Motivation in English Speaking Skills. Multidisciplinary Reviews, 6. https://doi.org/10.31893/multirev.2023spe011

Hosseini, S. A., Mohammadi, H., & Saadat, Z. (2020). Examining the Psychometric Properties of the Cognitive Resilience Scale in a Sample of the Iranian Population. Educational Measurement Quarterly, 11(42), 125-150.

Irmayanti, M., & Chou, L. F. (2025). Storytelling and Math Anxiety: A Review of Storytelling Methods in Mathematics Learning in Asian Countries. European Journal of Psychology of Education, 40(1), 1-26. https://doi.org/10.1007/s10212-024-00927-1

Jabbari Daneshvar, A., Hosseini Nasab, S. D., & Azmoudeh, M. (2023). Comparing the Effectiveness of Cognitive-Behavioral Play Therapy and Story Therapy on Social, Emotional, and Academic Adjustment of Educable Students with Intellectual Disabilities. Exceptional Children Quarterly, 23(1), 77-92.

Khaleghi, F. (2016). The Effectiveness of Teaching a Unity-Oriented Attitude in Rumi's Poetry on Family Communication Patterns, Psychological Well-Being, and Hope among Female University Students with Mother-Headed Households Tehran].

Kianpour, S., Sabbaghi, A., & Rahimi, A. (2020). Examining and Analyzing the Concept of Life Satisfaction in Rumi's Masnavi Using Positive Psychology. Mystical Literature Research, 14(1), 45-74.

Kunzler, A. M., Gilan, D. A., Kalisch, R., Tüscher, O., & Lieb, K. (2018). Aktuelle Konzepte der Resilienzforschung. Der Nervenarzt, 89(7), 747-753. https://doi.org/10.1007/s00115-018-0529-x

Liu, W. J., Zhou, L., Wang, X. Q., Yang, B. X., Wang, Y., & Jiang, J. F. (2019). Mediating Role of Resilience in Relationship between Negative Life Events and Depression among Chinese Adolescents. Archives of Psychiatric Nursing, 33(6), 116-122. https://doi.org/10.1016/j.apnu.2019.10.004

Maftuna, X. (2024). The Role of Storytelling in Teaching Critical Thinking Skills Authors. merican Journal of Language, Literacy and Learning in STEM Education, 2(12), 2993-2769.

Makki, M. R., & Laurence, A. (2025). Effect of Storytelling Techniques on Improving Communication Skills of Seventh Graders. International Journal of Humanities and Social Science Invention, 14(2), 2319-7722. https://doi.org/10.35629/7722-14022529

Maleki Sefiddashti, S. (2022). The Effectiveness of Storytelling Training Based on Emotional and Moral Intelligence Components on Adjustment and Resilience of Elementary School Students in Borujen. Studies and Research in Behavioral Sciences, 4(10), 120.

Masten, A. S. (2018). Resilience Theory and Research on Children and Families: Past, Present, and Promise. Journal of Family Theory & Review, 10(1), 12-31. https://doi.org/10.1111/jftr.12255

Miglani, P. (2023). Impact of Maladjustment on Emotional Adjustment of an Adolescent. International Journal of Research Publication and Reviews, 4(10), 3237-3240.

Moll Riquelme, I., Bagur Pons, S., & Rosselló-Ramon, M. R. (2022). Resilience: Conceptualization and Keys to Its Promotion in Educational Centers. Children Journal, 9(8), 1183. https://doi.org/10.3390/children9081183

Nkanu, C. U., Asogwa, U. D., Bisong, A. E., Imoke, J. E., Effiong, A. A., Ekpo, E., & Adie, P. I. (2024). Effect of Digital Storytelling on Secondary School Students' Self-Efficacy in Civic Education. International Journal of Information and Education Technology, 14(6), 883-889. https://doi.org/10.18178/ijiet.2024.14.6.2114

O'Sullivan, L. F., Hughes, K., Talbot, F., & Fuller, R. (2019). Plenty of Fish in the Ocean: How Do Traits Reflecting Resiliency Moderate Adjustment after Experiencing a Romantic Breakup in Emerging Adulthood? Journal of youth and adolescence, 48, 949-962. https://doi.org/10.1007/s10964-019-00985-5

Ocak, G., Doğruel, A. B., & Tepe, M. E. (2021). An Analysis of the Relationship between Problem Solving Skills and Scientific Attitudes of Secondary School Students. International Journal of Contemporary Educational Research, 8(1), 72-83. https://doi.org/10.33200/ijcer.780710

Ozudogru, G., & Cakir, H. (2020). An Investigation into the Opinions of Pre-Service Teachers toward Uses of Digital Storytelling in Literacy Education. Participatory educational research, 7(1), 242-256. https://doi.org/10.17275/per.20.14.7.1

Paydar, N., Ghasemzadeh, S., Arjmandnia, A. A., Mojaver, S., & Mohammadi Feyzabadi, A. (2021). The Effectiveness of Story Therapy on Resilience and Cognitive Emotion Regulation of Blind Students. Exceptional Education, 6(166), 9-27.

Petersen, K. (2021). Destigmatizing Normal: Exploring Mental Health with Literature Circles in a High School Classroom Iowa State University].

Ramamurthy, C., Zuo, P., Armstrong, G., & Andriessen, K. (2024). The Impact of Storytelling on Building Resilience in Children: A Systematic Review. Journal of Psychiatric and Mental Health Nursing, 31(4), 525-542. https://doi.org/10.1111/jpm.13008

Rambod, M., Hamidizadeh, S., Bazrafshan, M. R., & Parviniannasab, A. M. (2023). Risk and Protective Factors for Resilience among Adolescents and Young Adults with Beta-Thalassemia Major. BMC psychology, 11(1), 231. https://doi.org/10.1186/s40359-023-01268-2

Raymond, B. R. (2021). Creating a Safe Space for Students to Explore Trauma and Build Resilience through Young Adult Literature, Creative Composing, and Personal Experiences. In Luminous Literacies: Localized Teaching and Teacher Education (pp. 71-83). Emerald Publishing Limited. https://doi.org/10.1108/S1479-368720210000036007

Romera, E. M., Gomez-Ortiz, O., & Ortega-Ruiz, R. (2016). The Mediating Role of Psychological Adjustment between Peer Victimization and Social Adjustment in Adolescence. Frontiers in psychology, 7, 1749. https://doi.org/10.3389/fpsyg.2016.01749

Rueda Aguilar, E. F. (2020). Implications of Drug Consumption in the Psychosocial Adjustment of a Sample of Spanish Adolescents. Health and Addictions Journal, 20(1), 136-146. https://doi.org/10.21134/haaj.v20i1.490

Sadeghi, S., & Ghasemi Gourbandi, B. (2020). Examining the Effectiveness of Storytelling Methods in Increasing Spoken Vocabulary Range among Fourth-Grade Elementary Students in District One during the 2019-2020 Academic Year. Ormazd Research Journal(50), 211-218.

Sapan, N. S. (2024). Explorig the Impact of Digital Wtorytelling on Reading Critical Thinking: A Perlimentary Study. Journal of Modern Education, 6(23), 50-63. https://doi.org/10.35631/IJMOE.623005

Tillot, S., Weatherby-Fell, N., Pearson, P., & Neumann, M. M. (2022). Using Storytelling to Unpack Resilience Theory in Accordance with an Internationally Recognised Resilience Framework with Primary School Children. Journal of Psychologists and Counsellors in Schools, 32(1), 134-145. https://doi.org/10.1017/jgc.2021.5

Wu, J., & Chen, D. T. V. (2020). A Systematic Review of Educational Digital Storytelling. Computers & Education, 147, 103786. https://doi.org/10.1016/j.compedu.2019.103786

Yazdani, F. (2023). Developing a Model of Parent-Adolescent Conflicts Based on Problem-Solving Ability, Interpersonal Intelligence, and Emotional Self-Expression with the Mediation of Family Emotional Climate among Parents in Tehran

Zeraatkar, H., & Nouri, R. (2019). The Effect of Using Stories in Teaching Problem-Solving Skills to Elementary School Children. Rooyesh-e-Ravanshenasi, 8(4), 85-92.