The Effectiveness of Nonviolent Communication (NVC) Skills Training on Emotional Self-Efficacy and Executive Functions in Children Aged 8 to 10 Years

Objective The present study aimed to examine the effectiveness of Nonviolent Communication (NVC) skills training on emotional self-efficacy and executive functions among students aged 8 to 10 years. Method This study employed a quasi-experimental design with a pretest–posttest control group and a two-month follow-up phase. The statistical population consisted of all elementary school students in Tehran during the 2024–2025 academic year. Using a cluster sampling method, District 5 of Tehran was selected, and subsequently, one school was chosen through convenience sampling. From the students, 30 individuals who met the inclusion criteria were selected and randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group received eight 60-minute sessions of Nonviolent Communication (NVC) skills training, while the control group continued with their regular educational program. Data were collected at three stages—pretest, posttest, and follow-up—using the standardized Children’s Self-Efficacy Questionnaire (Muris, 2001) and the Executive Functions Questionnaire (Gioia et al., 2000). Data analysis was conducted using SPSS version 27 and repeated measures analysis of variance (ANOVA). Findings: The results of data analysis indicated a significant difference between the performance of the experimental and control groups in the posttest and follow-up stages. In other words, Nonviolent Communication (NVC) training led to a significant increase in emotional self-efficacy scores and an improvement in executive functions—including inhibition, planning, organization, and working memory—in the experimental group compared to the control group. These effects remained stable during the two-month follow-up period. Conclusion Based on the findings of this study, it can be concluded that Nonviolent Communication (NVC) skills training is an effective and sustainable intervention program for enhancing emotional self-efficacy and strengthening executive functions in elementary school children. Implementing such programs in educational settings can make a substantial contribution to the holistic development of children’s cognitive and emotional skills.