Thesis:

The effectiveness of chess education on self-control and mental well-being of second-year elementary school students

The current research aimed to investigate the effectiveness of chess training on self-control and mental well-being of second-grade elementary school students. This study was applied in terms of objective and quasi-experimental with a pre-test-post-test control group design in terms of method. The statistical population included all second-grade elementary school students, from which 40 individuals were selected using convenience sampling and randomly assigned to two experimental (20 participants) and control (20 participants) groups. Data collection instruments included Tangney’s Self-Control Questionnaire (2004) and Ryff’s Psychological Well-being Questionnaire (1989), whose validity and reliability had been confirmed in previous research. The experimental group received 8 training sessions with a chess training approach, while the control group received no training. Data were analyzed using univariate and multivariate analysis of covariance (ANCOVA and MANCOVA) in SPSS version 28. The results indicated that chess training had a positive and significant effect on both dependent variables; specifically, for self-control, the F-statistic was 40.951, p < 0.001, ?² = 0.672, and for psychological well-being, the F-statistic was 21.526, p < 0.001, ?² = 0.518. These effect sizes suggest a substantial impact of the intervention, particularly in enhancing self-control. Based on the findings, the chess training approach can be utilized as an effective educational strategy to promote self-control and foster psychological well-being skills in second-grade elementary school students.

Keywords: Keywords: Chess training, Self-control, Psychological well-being, Elementary school students.