The Effectiveness of Teaching Strategies for Social Responsibility on Reducing the Desire of Cyberspace in Adolescents 14-14 Years

The purpose of this study was to investigate the effectiveness of teaching social behavior strategies on decreasing the tendency toward cyberspace in adolescents aged 14 to 16 years. The method of performing this quasi-experimental design and the design of the control group is unbalanced. The statistical population of all students of the technical colleges of the city of Divandareh with a total of 280 people responded to Eysenck's impulsivity questionnaire to select a sample of all the population. In the following, 34 students who had a high score in the test of impulsivity were selected as samples. Subjects were then randomly assigned to two subgroups and the two groups were randomly assigned and the groups were randomly assigned to control and control groups, then, for two months, the students of the experimental group received eight sessions of teaching social behavior strategies But the control group followed their regular schedule. At the end of the sessions, both Eisenck's post-test impulsivity and Lazarus and Folkman social behaviors were performed simultaneously. Data collected to test the research hypotheses of this study were analyzed by t-test, t-test and covariance. The findings indicated that: teaching social behavior strategies has affected students' risk aversion. That is, there was a significant difference between the tendency to risk and control of the experimental group after the elimination of the pre-test. In relation to the second hypothesis, there was a significant difference between the mean scores of the experimental and control groups after eliminating the effect of pre-test on the impulsivity subscale. That is, the training of social behavior strategies has been effective in reducing adolescent's impulsivity. The results of the analysis of covariance in relation to the third hypothesis indicated that the training did not increase empathy strategies in adolescents, so this hypothesis was rejected. Also, the results showed that teaching social behavior strategies increases the social behavior of students.