جستجوی مقالات مرتبط با کلیدواژه « کودکان دبستانی » در نشریات گروه « روانشناسی »

The current study scrutinizes the structural relations between cognitive emotion regulation strategies and attention deficit-hyperactivity, conduct and oppositional defiant disorders among primary school children. The sample of the study included of 533 elementary school students (aged 9-11) of Tabriz city, whom were selected through multi-stage cluster sampling method. Children and their parents participated in the study by filling out Cognitive Emotion Regulation Strategies Questionnaire (CERQ-K-P) and Child Behavior Checklist (CBCL), respectively. Data were analyzed through structural equation modeling. The results showed significant relationships between some (not all) of emotion regulation strategies with attention deficit-hyperactivity, conduct, and oppositional defiant disorders. Some of strategies were related with one or two of these problems, however “blaming others” and “positive reappraisal” were common strategies for the cognitive regulation of emotion in all three disorders. Significant negative and positive strategies of cognitive emotion regulation about externalizing disorders, as well as pathological and therapeutic implications of these findings, and the role of these strategies in explaining attention deficit-hyperactivity, conduct, and oppositional defiant disorders have been discussed in the article.

The foundations of knowledge, skills, and attitudes are formed from the preschool age. Hence, it is necessary to pay attention to any educational development and innovation from the early years of childhood. One of the main factors of teaching and learning is the level of attention of learners to the subject of the lesson. Indeed, attention includes information selection, integration of selected information, memory processes, and scheduling of responses. Deficiency in attention function will lead to deficiency in all purposeful activities from the simplest to the most complex. As psychologists emphasize that the initial stage of any learning begins with attention and insufficient attention to the learning impairs individual learning. Numerous studied have been done on the attention abilities in preschool and elementary school children. However, so far, a comprehensive study has not examined the evolution of the mentioned abilities in preschool and elementary school children with natural development, and in this regard, a gap in research is felt. Thus, such research helps examine the evolution of children's attention, executive function, and emotional recognition. The current study aimed to investigate the evolution of attention-related abilities in preschool and elementary school children with normal development.

The present study was descriptive and comparative. The study population included all preschool and elementary school students in schools in districts 1, 2, and 3 of Tehran and the 2018-2019 academic year. Four hundred children were selected from these children using the cluster multi-stage random sampling method. In order to select the sample, first from preschool and elementary school centers in Tehran, three districts were randomly selected, and then from among these three districts, three schools were randomly selected. Then, two classes were randomly selected from each school in each grade. After that, according to the inclusion and exit criteria of the research, 410 students from these classes were selected as a sample group with natural evolution. Inclusion criteria in this group were: being a pre-school and elementary school student in the selected area, conscious satisfaction, and desire to participate in research. The N-Back test, which is a task of measuring cognitive performance related to executive actions and was first introduced in 1985 by Kirchner, was administrated. Since this task involves storing and manipulating cognitive information, it is well-known for measuring working memory performance. It is done using simple visual stimuli such as letters of the alphabet or shapes. Reliability coefficients in the range of 0.54 to 0.84 showed the high validity of this test. The validity of this test is also very acceptable as an indicator of working memory performance were used to collect data. One-way analysis of variance and Tukey post hoc test by SPSS-22 was used to analyze the data.

Findings from demographic data showed that among 410 subjects, 199 (48.5%) were girls, and 211 (51.5%) were boys. The study subjects had an age range of 5 to 11 years, among which eight years had the highest frequency (15.6%). In order to determine evolution attention abilities in preschool and elementary school children with normal and abnormal development, an analysis of variance test was used. Before presenting the results of the analysis of variance, the assumptions of parametric tests (normality of data distribution, homogeneity of variance, and equality of variances assumption) were evaluated. First, the normality of data distribution was checked and confirmed using the Kolmogorov-Smirnov test (P>0.05). The Levene’s test also tested the assumption of homogeneity of variance, which showed the results for the variables of ability to attention (F=2.56, P=0.194) were not significant. Thus, the assumption of homogeneity of variance was observed. Besides, the results of the Mauchly's sphericity test showed that the equality of variances assumption was observed in the variables of ability to attention (P<0.05). The results showed attention abilities in children with normal development as they age. The results of the analysis of variance showed that participants with different ages have different attention abilities and differences between different ages in all components of attention abilities, including first-stage reaction time, second-stage reaction time, third-stage reaction time, first-stage error, second-stage error, the third-stage error is significant at the level of 0.001. Tukey post hoc test was used to compare ages in each component (first-stage reaction time, second -stage reaction time, third-stage reaction time, first-stage error, second-stage error, and third-stage error). The post hoc test results showed that older age groups show significantly higher accuracy and less reaction time than lower age groups.

The results of this study indicated that attentional abilities in students are age-dependent and, with age increase, attentional abilities grow and develop. According to the present study’s results, students' attention ability has an essential role in improving their social relationships and academic performance. Therefore, examining and strengthening it in elementary school ages, around four to eight years old and even up to 12 years old when the development of forehead parts is complete, has a vital role in academic success. On the other hand, it is suggested that attention abilities be examined through standardized tests and the results be recorded in the students' files. Like other studies, the present study has some limitations. Among the limitations of the present study, we can mention the present study’s design and the use of cross-sectional methods, which will not lead to the stability of results. Besides, among the other limitations of the present study, we can mention the limited research on preschool and elementary school students in Tehran, Iran, so it is suggested that other similar research be done with different occupational groups in other cities and with different cultures to remove the limit of generalizability of the results.
Ethical Considerations
Compliance with ethical guidelines
This research meets guidelines for ethical conduct and report of research. The participants signed the informed consent form and had the right to leave the study at any time. They were assured that all information would remain confidential and would only be used for research purposes. All subjects received information about the study at any time could leave the study. For privacy reasons, the subjects' details were not recorded.

Authors’ contributions
Mahtab Norouzian and Vahid Nejati: Defined the concepts in choosing the subject and designing the study. Mahtab Norouzian: Collected and analyzed data. Fariborz Bagheri: Writing and drafting. All authors performed a search of the research literature and background and discussed the results and participated in preparing and editing the article’s final version.
Funding
This research did not receive any specific grant from the public, commercial, or non-profit funding agencies. This research was extracted from the PhD Dissertation of the first author, in the Department of Psychology, faculty of psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran.
Acknowledgments  
The authors are grateful to all participants in the research and those who have facilitated the implementation of the present research.
Conflict of Interest
The author declared no conflict of interest

The effectiveness of many non-architectural trainings, such as art, mathematics, and geometry, on childrenchr('39')s spatial cognition has been demonstrated in research. But, due to the relationship between problem-solving ability and spatial cognition, and considering that architecture is essentially a problem-solving process, can architectural education affect spatial cognition in primary school children?

The aim of this study was to investigate the effectiveness of architecture education on spatial cognition of primary school children.

The method of this research was a quasi-experimental with pretest-posttest design and control group. The statistical population was primary school children in Tehran in 1398. 5 schools with multi-stage clustering method from north, south, east, west and center of Tehran (regions 1, 8, 16, 6 and 22 out of 22 regions) and in class, 12 people from each school according to gender and the educational level were selected randomly (60 people in total). Children were tested before training. Then, the experimental group was trained for 12 sessions of 3 hours. Then, both groups were tested. The test used was one-way analysis of covariance.

Findings showed that architectural education is effective on spatial cognition. This effect is used for spatial orientation (P value= 0/034), spatial visualization (P value= 0/004), image reconstruction (P value= 0/037) and spatial cognition (P value= 0/001) Is meaningful.

The results indicate the effectiveness of architectural education in spatial cognition and its components, especially the spatial visualization, in primary school children.

Research has been done on the symptoms of attention deficit hyperactivity disorder, but research that has examined the effectiveness of the native package of teacher-specific executive functions on the symptoms of attention deficit hyperactivity disorder has been neglected.

the present study was conducted aiming to determine the effectiveness of domestic package of Executive functions specific for teachers on the signs of ADHD in primary school children.

the research method was quasi-experimental with pretest, posttest, follow-up and control group design. The statistical population of the present study included primary school children with ADHD in the city of Isfahan in academic year 2016-17. 30 primary school children with ADHD were selected through purposive sampling method and randomly replaced into experimental and control groups (each group of 15). The teachers in the experimental group received 8 training sessions of Executive functions (researcher-made). ADHD questionnaire parents form (Brook and Clinton, 2007) was used in the present study. The data from the study were analyzed through mixed ANOVA.

the results showed that domestic package of training Executive functions specific for teachers has significantly led to the decrease of ADHD signs in the primary school children (p<0/001).

according to the findings of the present study it can be concluded that the domestic package of training Executive functions specific for teachers focusing on the children’s cognitive and meta-cognitive processes can be used as an efficient treatment to decrease ADHD signs in primary school children.

The purpose of this research is to analyze the effects of anger management
program on hostility and well-being of parents. For this reason, anger control
workshops were presented for parents of elementary school children. This
research utilized a semi experimental pre-post tests single group design.
Sample consisted of an available group containing 84 parents of students (5
group) in private schools in the city of Tehran. Anger control methods called
Fireworks program, based on
cognitive-behavioral approach, was taught with an emphasis on
parent-child relationship. Hostility and Well-being of the participants were
measured using Redford-Williams Hostility Inventory (RWHI) and Mental Health
Inventory (MHI-28). Results indicated significant effects on hostility,
psychological distress and psychological well-being. Finally, we may conclude
that anger management, as an effective and functional intervention, could be
used to diminish psychological distress and to enhance psychological
well-being

The goal of this research is determining the efficacy of story in gravitation of children toward their parents and aggression of primary students. In this research which is done by mid experimental way by pretest and afterward test with Govah group. From 10 school among 5 Area , north, south, west, the east and the center of Tehran. 40 children who have negative gravitation toward their parents according to tracing family test and 40 children who behavioural test (Raterform) determined in 3 scale. Aggression . hyperactivity and social incompatibility and anti-social behavior, studied, in 2 separated part. Analysis of data's with khido & ankowa test showed meaning connection between story and aggravation of children toward their parents. But it doesn’t showed the meaning connection between sexuality and aggravation toward parents. Also the efficacy of story in decreasing violence but it doesn’t showed meaning difference between 2 Gender in terms of aggression.

Nowadays, therapies in the field of treatment of hyperactivity / hyperactivity with special exercises to improve the brain's ability to control eye convergence, eye focus, and eye movement are effective. This treatment is most often done using computer programs. It provides a special combination of visual stimuli in specific patterns. The aim of this study was to investigate the methods of painting based on computer games designed for the purpose of vision- therapy. The present study was carried out with a cognitive-behavioral psychology approach and group oriented art therapy based on the subject. The results of this study show the effect of continuous and attention-based paintingbased methods in the course of multi-purposeful stages, which are designed based on the goal of vision- therapy therapy. The method leads to enhanced eye focus and increased attention deficit control by improving eye and hand coordination, increasing understanding of proportions and accuracy in detail, increasing eye tracking and focus, and preventing excessive eye movement.

The aim of this study was to evaluate the relationship of behavioral problems (attention-deficit/hyperactivity, generalized anxiety, oppositional defiant disorder) and memory with mastery motivation in children. The statistical population consisted of all children in schools of Isfahan, that 200 children were selected by cluster sampling. In order to access to behavioral problems CSI4 Questionnaire subscales (Sprafkin, Guado) and Conner’s questionnaire were used to evaluate the different kinds of memory. For assessing mastery motivation in children the mastery motivation Questionnaire (Leung, Lau) was used which were completed by the parents of these children. Data analyses were done with Pearson’s correlation and multiple regression methods. Results showed that there were a strong negative correlation between mastery motivation to behavioral problems (attention-deficit/hyperactivity and generalized anxiety) and were a strong positive correlation between mastery motivation with different types of memory. In addition, the regression findings indicated that ADHD and working memory predictors mastery motivation in children. The findings indicated that mastery motivation effect on behavioral and cognitive development. Therefore, suggestion was made that with primary interventions we may improve children's motivation level. In addition, we suggest that with interventions, improving motivation levels in primary school in children with ADHD in order to prevent future problemss.

Various studies have shown that many factors influence the length of time perception. This study was aimed to study the changing in perceived time at 7 to 12 year-old children, and to determine the role of working memory on time perception. One hundred-twenty elementary students were selected from Rasht schools (first to sixth grade) through multilevel clustering sampling method. For data collectionpurpose, two tests of CANTAB (SWM) and time reproduction task were used. Data were analyzed by using ofdescriptive statistics, MANOVA and MANCOVA. Findings of the present study indicate that in both single and dual task reproduced time was significantly different in grade groups.In the other words, time perception improved with increasing age. Working memory indices including Strategies and Total errors were enteredas covariant variables in a MANCOVA. Nosignificant difference was found between long-time task and grade groups. This result indicates that working memory affects time perception in dual task with increasing age.

The purpose of the present research is to study and compare the social competence and anxiety symptoms among monolingual and bilingual students.
The study method was descriptive & casual-comparative; and the study population was all students of primary schools in Kermanshah during academic year 2014-2015 that 160 students (80 monolingual and 80 bilingual were selected as study sample by using multi-stage cluster sampling. The instruments of study were social competence questionnaire (Flenz et al.) and Spans Child Anxiety Scale (SCAS). Data analyzed by using MANCOVA.
Findings indicate that there is no significant difference between the social competence scores and behavioral skills among monolingual and bilingual students (p>0.05, ἡ=0.001). Also cognitive skills monolingual students significantly was more than bilingual students but motivation and expectation were lower in contrast with bilingual students (p According to these results, bilingual students need to more attention and teachers and other responsible person should have enough information about their mother language.

The purpose of the present study was to examine the effectiveness of a cognitive processing -Based social skills training on social, emotional, psychological well-being and reduce the symptoms of children with conduct disorder.

This research was an experimental study including pre-tests and post-tests with control group. The statistical Universe of the study included elementary school boys in Delfan city in the academic year 1392-93 (A.H.). The subjects of the study included 40 male students from among the male students in Delfan city identified by the scales of CSI-4 (parent & teacher form), psychological well–being Personal and Structured clinical interview and chosen through simple random sampling Then They were assigned to two groups of control and experimental (20 students in each group). Experimental group received eight cognitive processing -Based social skills training sessions for four weeks. Control group did not receive any training in this period. The data were analyzed using multiple covariance analyses.

The results of multivariate analysis of covariance (MANCOVA) showed that cognitive processing -Based social skills training on social, emotional, psychological well-being male students was effective.

This research was conducted to investigate the effectiveness of visual arts training using «ArtsEducation، Advocator of Innovator Child». The researcher made an educational package for creativity in elementary school children. 80 students (40 girls and 40 boys) were selected among the fourth grade students in the cityof Tehran، district3، through multistage cluster sampling and they were randomly assigned into two experimental and control groups. The instruments of the research included TorranceTestof Creative Thinkingimageand the researcher made educational package. The experimental groupreceived 15 one-hour sessions of educational interventionand the follow up was done after 6 weeks. The obtained data were analyzed throughcovariance analysis. The findings showed that educational intervention hadasignificant influence on the total creativity score (p=0. 00،p=0. 005) as well as on two components of creativity، originality (p=0. 005، p=0. 008) andelaboration (p=0. 00،p=0. 001). There were no significant differences in fluency scores and flexibility scores between experimental and control groups. It can be concluded that the «Arts Education، Advocator of Innovator Child» educational package، can be used as an appropriate educational tool for developing creativity in elementary school children.

In this study, we examined the effect of sand play therapy in reducing anxiety in primary school girls by observer software. Using a quasi experimental design with experimental group, a sample consisting of 20 elementary school girls who had scored one standard deviation above the mean on spense anxiety questioner voluntarily participated in experimental program. The experimental group underwent 10 sessions of “sandplay therapy” as the independent factor. Data was analyzed with repeated measures analysis of variance (GLM). Finding and the results of the difference in anxiety scores in different sessions shows the effect of sandplay therapy on reducing the experimental group’s anxiety, and statistical results shows that the hypothesis at (p<0/01) is significant, and so sandplay therapy reduces female primary school students’s anxiety. Working with a sand tray will probably give the child the opportunity to discover her phobias in a safe environment, make them concrete by reproduction of the incidents, have more knowledge about them, and find some solutions to solve different problems.

This study seeks to determine the effect of clay therapy on the aggression of 7-12 years-old school children. For this purpose, 35 aggressive elementary school children of Tehran were selected according to the aggression scale of CBCL test. Then, they were randomly divided into control (n=14) and experimental groups (n=21). The experimental group went under clay therapy while control group received no treatment. The two groups were evaluated immediately after the treatment session and two months later. Data were analyzed based on the repeated analysis of variance (between-within the mixed group). The F parameter showed that clay therapy is able to reduce the aggression of the experimental group in comparison to the control group. These results were also observed during follow-up period.

A significant relation found between attention deficit disorder/hyperactivity with anxiety and depression in adult samples and clinical samples. It seems that, emotional components of anxiety and depression with attention deficit disorder/hyperactivity in primary school-age children have been studied a little. The present study investigated the relationship of two mentioned disorders in primary school-age children. A group of 1009 primary school-age children (490 girls and 519 boys from schools of Shiraz) were selected for this research. Using the multivariate regression analysis model indicated that anxiety-depression significantly predict ADHD symptoms (Attention Deficit, Hyperactivity & Combined type). Results were discussed in light of previous research and showing that there is similar mechanism between affective and Attention Deficit Hyperactivity components. Attention Deficit has more contribution in this relation. According to results, biological predisposition may have contribution in developing of Attention Deficit Hyperactivity Disorders and anxiety-depression.