Comparison of the effectiveness of help-seeking and Problem Solving Strategies Training on academic self-efficacy of Talented Students

Introduction: In psychology in particular, there is a particular attention to the importance of self-efficacy in the achievements of individuals in different areas of life, especially education. In order to help academic self-efficacy students can use help-seeking and Problem Solving Strategies. The purpose of this study was to Comparison the effectiveness of help-seeking and Problem Solving Strategies Training on academic self-efficacy of Talented Students. Methods: An quasi-experimental design was conducted (pre-test, post-test) with two experimental and one control groups. 48 students of high school Tenth boychr('39')s students from regions 4 of Tabriz in 2018-2019 who were selected using Multi-stage cluster random sampling and assigned to 3 groups: 1- help-seeking Strategies training group 2- Problem-solving skills training group and 3- Control group. For the first group, the teaching of Help-seeking strategies (weekly one sessions one hour), for the second group, the training of Problem solving skills (weekly one sessions one hour) was applied and the control group did not receive any training. Prior and after the training, the subjects completed Bertoldchr('39')s self-efficacy questionnaire (2005). Univariate analysis of covariance (ANCOVA) was used to analyze the data. Results: Results indicated that the average scores of academic self-efficacy were significantly decreased in Problem solving skills training group rather than Help-seeking strategies training group and in Help-seeking strategies group rather than control group, in post-test stage. Conclusion: The results showed that Problem solving skills training is more effective in improving the academic self-efficacy of Talented Students than Help-seeking strategies training.