جستجوی مقالات مرتبط با کلیدواژه « cognitive-social skills » در نشریات گروه « روانشناسی »

The purpose of this study was to determine the effectiveness of social cognitive skills on the motivational structure of students with a tendency toward risky behavior. The research method was applied in terms of purpose and the design of the present research was quasi-experimental with pretest-posttest and follow-up with a control group. The statistical population consisted of female second-year secondary school students in the 7th district of Tehran in the academic year 2017-2018, of which 24 female students were selected based on the cut-off of Iranian Adolescents Risk-Taking Scale (IARTS) and randomly assigned to the control and experimental groups. Both groups answered the Personal Concerns Inventory (PCI) before the test, after the test, and at follow-up. After 12 sessions of social cognitive skills training, the present data were analyzed using analysis of variance with mixed design and SPSS-24 software. In the present study, the interaction effect of time*group for the components of inclination (P=0.001, F=11.03), control (P=0.006, F=5.70), information (P=0.008, F=5.41), effort (P=0.002, F=7.55), satisfaction (P =0.001, F=11.03), and engagement (P=0.002, F=6.91) was significant at the 0.05 level. Cognitive-social skills training improved the motivational structure of students with risky behaviors. Therefore, it is suggested that students and teachers should be taught cognitive-social skills to improve students’ adaptive motivational structure.

Game is a part of human life from birth to death. Physiologically, humans need movement and play is an important part of this movement. Humans need to think for their mental and social development, and play is the leaven of thinking. The aim of this study was the effectiveness of play therapy on social and cognitive skills of students with sensory-motor disabilities in Yasuj. To achieve this goal, a statistical population including students with disabilities, motor and sensory motor skills of Yasuj in the academic year 2021 who were studying was used.

The research design is experimental, pre-test post-test with a control group and an experimental group. The sample size is up to 30 students with motor-sensory disabilities (15 in the experimental group and 15 in the control group) using the available sampling method. Experimental group members underwent play therapy during 12 weekly sessions, and advanced perceptual-visual test, Frostig, Godanoff dummy painting test, and Wineland maturity scale were used to collect data. Data analysis was performed at both descriptive and inferential levels. Then, analysis of covariance, t-test and data were analyzed using SPSS-22 software.

The results of descriptive statistics and scores of each skill (cognitive, social) in this study showed an improvement in the condition of the experimental group compared to the control group (p≤0.05). Also, the results of analysis of covariance showed that play therapy significantly improved the mean scores of cognitive and social skills in the control group compared to the experimental group (p≤0.05).

According to the results, it seems that play therapy can strengthen the social cognitive skills of students with sensory-motor disabilities. Therefore, exceptional pediatricians as well as caregivers are recommended to use play therapy as an intervention method in the treatment of these people.

This study aimed to comparison of the effectiveness of spiritual skills training and cognitive-social skills on school orientation in elementary school students. The method of the present study was a quasi-experimental pre-test-post-test-follow-up design with a control group. The statistical population of the present study included all fifth and sixth-grade female students of an elementary school in District 2 of Tehran who were studying in the academic year of 2019-2020 with a total of 234,356. Fifty-one students based on the proposal of Delavar (2011) were selected by multi-stage random cluster sampling method and randomly assigned to 3 groups. The research instrument included Positive Orientation toward School Questionnaire by Ahmadi (2017). In the present study, the first experimental group underwent 12 sessions of 90 minutes of cognitive-social skills training; The second experimental group underwent 12 sessions of 90 minutes of spiritual skills training and the control group did not receive any intervention. The Analysis of variance with repeated measures with mixed method was used to analyze the data. The results of the present study showed that the difference between the effect of spiritual skills training and cognitive-social skills training was significant only in the component of the sense of belonging to school (P<0.01, F=8.51) of orientation to school at the level of 0.01. Based on the results of the present study, it is suggested that students be taught cognitive-social skills and spiritual therapy as a course during the school year.