Golestaneh Seyed Mousa

The aim of this study was to determine the effectiveness of social, emotional and cognitive skills training on psychological well-being, motivation and emotional regulation in students with behavioral problems with the role of moderating academic achievement and socio-economic status in third grade elementary students. The present study was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of this study included all male elementary school students in Bushehr, (20) of whom were selected according to the inclusion criteria in the available method and in two experimental groups (10 people) and control (10 people) randomly. Are placed. To collect data in this study, the Reef Psychological Well-Being Questionnaire, Garnfsky, Craig and Spinhaven Cognitive Emotion Regulation Questionnaire, Harter Standard Motivational Questionnaire and Hermans Academic Achievement Motivation Questionnaire were used. In the present study, two cognitive skills intervention programs were used simultaneously. Emotions and social skills were performed simultaneously on elementary male students, the experimental group was taught while the control group did not. Research data were analyzed by multivariate analysis of covariance. The results of data analysis of the present study showed that social, emotional and cognitive skills training has a significant effect on psychological well-being, motivation and emotional regulation in students with behavioral problems with the role of moderating academic achievement and socio-economic status. (05/0