اثربخشی آموزش رویکرد شناختی- رفتاری عزت نفس بر پرخاشگری نوجوانان پسرمقطع دبیرستان شهرکرد

This study was conducted in order to examine effectiveness of educating self-esteem behavior-cognition approach on students’ aggression. The methodology was experimental research with pre-test and post-test for control group. Statistical population included all high school male stu-dents in Share-Kurd. The sample was 30 students whom were selected among 100 students answering aggression questionnaire, their scores were one standard deviation lower than mean and these 30 students were randomly categorized in two 15-person experimental and control groups. Experimental group attended in 8 sessions of self-esteem behavior-cognition education, 1.5 hour per week while control group did not receive any educational courses. Research tools included Coopersmith self-esteem questionnaire, Buss and Perri aggression questionnaire and after data collection, covariance analysis was used in addition to descriptive statistics methods for data analysis. Data analysis shows that self-esteem behavior-cognition education in (P<0/05) causes reduction of teens’ aggression. .