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Background & aim: Self-esteem, self-confidence and self-assertiveness play essential roles in mental health. This study was aimed to assess the effect of social learning model education on self-confidence, self-esteem, self-assertiveness and academic achievement in students of intermediary schools in Chahar Mahal and Bakhtiari province. Methods and materials: This was a semi-experimental study carried out in boys&#039; and girls&#039; intermediary schools in Chahar mahal & Bakhtiyari Province in 2006-2007 academic year. A total number of 304 students were selected through a randomized multi-stage cluster sampling. Subjects were randomly assigned to the case and the control groups. Self-esteem, self-confidence and self-assertiveness were respectively assessed using Bern Router (short form) ,&nbsp; Cooper Smith and Wamonz scales. Academic achievement was assessed using students&#039; first half year average academic scores. Using an interactive participation model in the social skills training approach, the case group was then educated about social learning model within a total number of fifteen 75-minute sessions. Data was analyzed using MANCOVA and MANOVA tests. Results: Findings demonstrated a significantly higher increase in the mean scores of self-confidence, self-esteem, self-assertiveness as well as academic average scores in the case group in both post interventional and follow-up stages (P < 0.01). There was found no association between gender and educational territorial region with the effects of social learning model education on the mentioned variables.&nbsp; &nbsp; Conclusions: The results indicated that social learning model education was effective in enhancement of students&#039; self-confidence, self-esteem, self-assertiveness and academic achievement. This effect was independent of gender and educational territorial region. Key Words: Social learning model, Self- confidence, Self- esteem, Self-assertiveness, Academic achievement

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