عنوان مقاله [English]
The purpose of this research was to determine the effect of emotional self-efficacy training schedule on social adjustment and social anxiety of male students in the middle schools. So, a sample of 34 students in second and third grades from the zone 2 of Rey city were selected by multi-stage random sampling. Groups had been matched with a view to academic achievement, parental education and IQ coefficient. They were randomly divided in two groups (20 students in experimental and 17 students in control group). The experimental group received emotional self-efficacy skills training schedule at eight meetings. And control group received no training. Pretest and posttest were an inventory including subscales like: California social adjustment and Kanver social anxiety. For the data analysis, descriptive statistics such as mean, standard deviation of the experimental group and control group scores and inferential statistical analysis of covariance was used. Generally, results showed that emotional self-efficacy skills training schedule increases student social adjustment and decreases social anxiety. Emotional self-efficacy skills training schedules can increase social adjustment due to the growing cognitive control of emotion and put them on hold, on the other hand because of the training emphasis on the self-efficacy skills and self-regulation, it can be effective on decreasing the social anxiety.