University of Isfahan Research in Cognitive and Behavioral Sciences 2251-7642 16 1 2026 08 23 The Effect of Help-Seeking Strategies Training on Social Isolation and Academic Boredom in Withdrawn Students The Effect of Help-Seeking Strategies Training on Social Isolation and Academic Boredom in Withdrawn Students 1 24 30289 10.22108/cbs.2026.144333.1989 FA Abolghasem Yaghoobi Professor, Department of Psychology, Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamadan, Iran Fatemeh Moradiany Ph.D. Student in Educational Psychology, Department of Psychology, Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamedan, Iran 0009-0001-1001-1067 Rasool Kordnoghabi Professor, Department of Psychology, Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamadan, Iran Journal Article 2025 03 31 This study aimed to examine the effect of help-seeking strategies training on social isolation and academic boredom among withdrawn students. The research employed a quasi-experimental pretest-posttest design with a control group. The statistical population consisted of female junior high school students in Nourabad County during the 2023-2024 academic year, from which 40 withdrawn students were selected through purposive sampling and randomly assigned to experimental and control groups (20 students each). Measurement tools included the Social Isolation Questionnaire, Academic Boredom Scale, and Help-Seeking Strategies Training Protocol. The experimental group received 13 sessions of help-seeking strategies training, followed by a posttest. Results from multivariate analysis of covariance (MANCOVA) revealed a statistically significant difference (p<0.01) between the experimental and control groups in mean scores of social isolation and academic boredom, indicating that the training effectively reduced both social isolation and academic boredom. Findings demonstrate that help-seeking strategies training serves as an effective intervention for simultaneously mitigating social isolation and academic boredom in withdrawn students. These results underscore the importance of developing educational intervention programs focused on enhancing communication skills in school settings. Introduction Students, as valuable assets of society, play a vital role in improving its health and success (Farnia et al., 2020). Behavioral issues such as social withdrawal, anxiety, and depression negatively impact their academic and social functioning (Rezaei Sharif & Khademi Astane, 2022). Social withdrawal is characterized by traits like social isolation, shyness, and avoidance of group interactions, affecting 1–3% of students (Bruinsma et al., 2006; Habibi et al., 2015). This condition leads to social isolation and academic boredom (Keykha & Shahbazi, 2018; Ahmadi et al., 2020). Social isolation refers to a lack of objective or subjective interactions with others (Hughes et al., 2004), while academic boredom is a negative emotional state marked by disinterest in learning, which diminishes academic performance (Wu & Kang, 2023). Although conventional interventions such as cognitive therapy and play therapy are effective (Ghyasizadeh, 2013), they are time-consuming. In contrast, help-seeking strategies training, as a school-based intervention, can mitigate these issues by enhancing social interactions and academic self-efficacy (Kabini Moghaddam et al., 2020). This study examines the effect of these strategies on reducing social isolation and academic boredom in withdrawn students. Method The present study employed a quasi-experimental design with a pretest–posttest and a control group. The study population included all female students in the first cycle of secondary school (lower secondary) in Nurabad County during the 2023–2024 academic year. Accordingly, five schools were selected based on criteria of geographic diversity, socioeconomic status, and the cooperation of school principals. Then, among the students in these schools, those who were suspected of social withdrawal and isolation based on the school counselor’s judgment through observation of overt behaviors were introduced to the researcher. After screening, 40 students who obtained at least the required cutoff score (50) on Social Isolation Questionnaire (Modaresi Yazdi, 2014) were included in the study. Their inclusion was confirmed by school counselors. Participants were randomly assigned to experimental and control groups. The experimental group received 13 sessions (60 minutes each) of help-seeking strategies training (Habibi Kliber, 2012) protocol. Data were collected using the Social Isolation Questionnaire (Modaresi Yazdi, 2014) and the Academic Boredom Scale (Pekrun et al., 2005) during pretest and posttest phases and analyzed using SPSS-26. Results The mean age of participants was 13.47 (SD = 1.11). Descriptive (mean, SD) and inferential statistics (multivariate analysis of covariance, MANCOVA) were used for analysis. Results showed a significant reduction in social isolation, class-related boredom, and learning-related boredom (components of academic boredom) in the experimental group, while changes in the control group were negligible. Assumptions for MANCOVA were verified: normality (Shapiro-Wilk, p > 0.05), homogeneity of variances (Levene’s test, p > 0.05), homogeneity of covariance matrices (Box’s M, p > 0.05), and nonsignificant pretest-group interaction (p > 0.05). MANCOVA indicated significant differences between groups in at least one dependent variable (p < 0.05). Analysis revealed that help-seeking training significantly reduced social isolation (p < 0.001, F = 468.71, η² = 0.931), class-related boredom (p < 0.001, F = 265.92, η² = 0.884), and learning-related boredom (p < 0.001, F = 233.67, η² = 0.870). High eta-squared values indicated that 93%, 88%, and 87% of variance in these variables, respectively, was attributable to the intervention. Discussion and Conclusion This study aimed to examine the effect of help-seeking strategies training on social isolation and academic boredom in withdrawn students. The results demonstrated that this training significantly reduced social isolation and improved symptoms of academic boredom. To explain these findings, it can be stated that withdrawn students typically become trapped in social isolation due to difficulties in establishing interpersonal relationships, and help-seeking strategies training breaks this vicious cycle by enhancing communication skills and creating support networks. On the other hand, academic boredom, characterized by disinterest in learning and decreased academic motivation, is prevalent among these students. The help-seeking training alleviated this problem by facilitating access to support resources and reducing feelings of helplessness. The findings of this study are consistent with previous research, such as Newman's (2013) work on reducing social isolation and Kabini Moghaddam et al.'s (2018) studies on improving academic performance. The mechanism of these training effects can be analyzed at multiple levels: at the individual level, help-seeking increases self-efficacy and reduces anxiety; at the interpersonal level, it enhances social interactions; and at the environmental level, it facilitates access to support resources. Accordingly, the large effect size obtained (η² ≈ 0.97) indicates the significant impact of this intervention, although limitations such as purposive sampling and the use of self-report measures should be considered when interpreting these results. Among the limitations of this study are the lack of follow-up assessments and non-random sampling. Future studies should replicate this research with larger samples and across different gender groups. Additionally, implementing follow-up assessments could help understand the persistence of the intervention's effects. Given the observed effectiveness, it is recommended that educational administrators, school counselors, and counseling centers incorporate this training program into their interventions. This study demonstrated that help-seeking strategies training can serve as a cost-effective, school-based intervention that simultaneously addresses both social and academic problems in withdrawn students, representing an important step toward improving the mental health and academic performance of this student population. This study aimed to examine the effect of help-seeking strategies training on social isolation and academic boredom among withdrawn students. The research employed a quasi-experimental pretest-posttest design with a control group. The statistical population consisted of female junior high school students in Nourabad County during the 2023-2024 academic year, from which 40 withdrawn students were selected through purposive sampling and randomly assigned to experimental and control groups (20 students each). Measurement tools included the Social Isolation Questionnaire, Academic Boredom Scale, and Help-Seeking Strategies Training Protocol. The experimental group received 13 sessions of help-seeking strategies training, followed by a posttest. Results from multivariate analysis of covariance (MANCOVA) revealed a statistically significant difference (p<0.01) between the experimental and control groups in mean scores of social isolation and academic boredom, indicating that the training effectively reduced both social isolation and academic boredom. Findings demonstrate that help-seeking strategies training serves as an effective intervention for simultaneously mitigating social isolation and academic boredom in withdrawn students. These results underscore the importance of developing educational intervention programs focused on enhancing communication skills in school settings. Introduction Students, as valuable assets of society, play a vital role in improving its health and success (Farnia et al., 2020). Behavioral issues such as social withdrawal, anxiety, and depression negatively impact their academic and social functioning (Rezaei Sharif & Khademi Astane, 2022). Social withdrawal is characterized by traits like social isolation, shyness, and avoidance of group interactions, affecting 1–3% of students (Bruinsma et al., 2006; Habibi et al., 2015). This condition leads to social isolation and academic boredom (Keykha & Shahbazi, 2018; Ahmadi et al., 2020). Social isolation refers to a lack of objective or subjective interactions with others (Hughes et al., 2004), while academic boredom is a negative emotional state marked by disinterest in learning, which diminishes academic performance (Wu & Kang, 2023). Although conventional interventions such as cognitive therapy and play therapy are effective (Ghyasizadeh, 2013), they are time-consuming. In contrast, help-seeking strategies training, as a school-based intervention, can mitigate these issues by enhancing social interactions and academic self-efficacy (Kabini Moghaddam et al., 2020). This study examines the effect of these strategies on reducing social isolation and academic boredom in withdrawn students. Method The present study employed a quasi-experimental design with a pretest–posttest and a control group. The study population included all female students in the first cycle of secondary school (lower secondary) in Nurabad County during the 2023–2024 academic year. Accordingly, five schools were selected based on criteria of geographic diversity, socioeconomic status, and the cooperation of school principals. Then, among the students in these schools, those who were suspected of social withdrawal and isolation based on the school counselor’s judgment through observation of overt behaviors were introduced to the researcher. After screening, 40 students who obtained at least the required cutoff score (50) on Social Isolation Questionnaire (Modaresi Yazdi, 2014) were included in the study. Their inclusion was confirmed by school counselors. Participants were randomly assigned to experimental and control groups. The experimental group received 13 sessions (60 minutes each) of help-seeking strategies training (Habibi Kliber, 2012) protocol. Data were collected using the Social Isolation Questionnaire (Modaresi Yazdi, 2014) and the Academic Boredom Scale (Pekrun et al., 2005) during pretest and posttest phases and analyzed using SPSS-26. Results The mean age of participants was 13.47 (SD = 1.11). Descriptive (mean, SD) and inferential statistics (multivariate analysis of covariance, MANCOVA) were used for analysis. Results showed a significant reduction in social isolation, class-related boredom, and learning-related boredom (components of academic boredom) in the experimental group, while changes in the control group were negligible. Assumptions for MANCOVA were verified: normality (Shapiro-Wilk, p > 0.05), homogeneity of variances (Levene’s test, p > 0.05), homogeneity of covariance matrices (Box’s M, p > 0.05), and nonsignificant pretest-group interaction (p > 0.05). MANCOVA indicated significant differences between groups in at least one dependent variable (p < 0.05). Analysis revealed that help-seeking training significantly reduced social isolation (p < 0.001, F = 468.71, η² = 0.931), class-related boredom (p < 0.001, F = 265.92, η² = 0.884), and learning-related boredom (p < 0.001, F = 233.67, η² = 0.870). High eta-squared values indicated that 93%, 88%, and 87% of variance in these variables, respectively, was attributable to the intervention. Discussion and Conclusion This study aimed to examine the effect of help-seeking strategies training on social isolation and academic boredom in withdrawn students. The results demonstrated that this training significantly reduced social isolation and improved symptoms of academic boredom. To explain these findings, it can be stated that withdrawn students typically become trapped in social isolation due to difficulties in establishing interpersonal relationships, and help-seeking strategies training breaks this vicious cycle by enhancing communication skills and creating support networks. On the other hand, academic boredom, characterized by disinterest in learning and decreased academic motivation, is prevalent among these students. The help-seeking training alleviated this problem by facilitating access to support resources and reducing feelings of helplessness. The findings of this study are consistent with previous research, such as Newman's (2013) work on reducing social isolation and Kabini Moghaddam et al.'s (2018) studies on improving academic performance. The mechanism of these training effects can be analyzed at multiple levels: at the individual level, help-seeking increases self-efficacy and reduces anxiety; at the interpersonal level, it enhances social interactions; and at the environmental level, it facilitates access to support resources. Accordingly, the large effect size obtained (η² ≈ 0.97) indicates the significant impact of this intervention, although limitations such as purposive sampling and the use of self-report measures should be considered when interpreting these results. Among the limitations of this study are the lack of follow-up assessments and non-random sampling. Future studies should replicate this research with larger samples and across different gender groups. Additionally, implementing follow-up assessments could help understand the persistence of the intervention's effects. Given the observed effectiveness, it is recommended that educational administrators, school counselors, and counseling centers incorporate this training program into their interventions. This study demonstrated that help-seeking strategies training can serve as a cost-effective, school-based intervention that simultaneously addresses both social and academic problems in withdrawn students, representing an important step toward improving the mental health and academic performance of this student population.

https://cbs.ui.ac.ir/article_30289_14754e67e95617bf12419a074758a4ec.pdf