جستجوی مقالات مرتبط با کلیدواژه « philosophy for children » در نشریات گروه « روانشناسی »

The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted of all male students with behavioral problems between the ages 7 and 12 in East Azarbayejan province who were studying in the academic year 2021-2022. To select the sample, first, students with externalizing behavior problems were identified. Then their parents completed the parent form of Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) and Coolidge's Neuropsychological Questionnaire (2002). The data was analyzed with 599 people. Cronbach's alpha coefficient, confirmatory factor analysis, and criterion validity were used to analyze the data. The results showed that the behavioral rating inventory of executive functions - second edition (BRIEF-2) has good reliability and validity. Therefore, this scale can be used to evaluate executive functions in students with externalizing behavior problems.

The purpose of this study was to determine the effectiveness of training for "Philosophy for Children" on Moral development of sixth-grade male elementary students, in Educational District NO.6 in Tehran. The research was a quasi-experimental one with the pre-test and post-test design involving both experimental and control groups. The (statistical) population consisted of all sixth-grade male students of the Educational District No.6 in Tehran in October 2017, among them15 subiects were selected through convenience sampling method and were randomly assigned into two groups. The instruments of the Spiritual-Moral Development (1391) Scale measured both these groups(experimental and control) in the pre-test stage. Then, the experimental group were trained for P4C in 8 sessions using the educational package of stories for Iranian children, but the control group did not receive any training. The above tools were used in both pre-test and post-test stages. The data was analyzed by means of one-variable covariance analysis. The results showed that the implementation of the independent variable caused an increase of the scores on moral development in comparison with the control group.One of the main goals of the philosophy program for children and adolescents is to strengthen thinking in childhood. Accordingly, the training of wise, self-conscious, precise, responsible, moral, social, researcher, critical, self-critical, and ... persons will be accomplished by this program.

Children with separation anxiety disorder have many problems in their mental health and social life.The aim of this study was to evaluate the effectiveness of Training based philosophy for children on psychological flexibility and social performance in children with separation anxiety disorder aged 6 to 12 years with separation anxiety disorder. Research method in this study; The quasi-experimental was pretest and posttest with the control group. The statistical population was all children referred to Shamim Counseling Center in Kermanshah in 2019-2020. The sample group consisted of 20 children with separation anxiety disorder. The sample was selected by purposive sampling and random sampling. The sample group consisted of 20 children with separation anxiety disorder. The sample was selected by purposive sampling and random sampling. First, separation anxiety questionnaires (Han et al., 2003), Matson's social skills (Matson et al., 1983) and the Wisconsin card classification test (Grant and Berg, 1948) were administered to both groups (pretest). The participants in the intervention group then received Training based philosophy for children in 10 sessions of 60 minutes once a week; While the control group did not receive any educational intervention. Then both groups were re-evaluated with the mentioned questionnaires (post-test). The follow-up stage was held 2 months after the post-test. Covariance analysis was used to analyze the data by observing the defaults. The results showed that psychological flexibility and social functioning increased significantly (P <0.05) and the level of anxiety in these children decreased significantly.

Cognitive distortions and perceived competence play an important role in children's mental health. However, a limited number of interventional studies have been conducted on reducing cognitive distortions and improving perceived competence. Moreover, the effect of "Philosophy for Children" program on reducing cognitive distortions and improving the perceived competence (cognitive, social and physical) of orphaned and abused male children has received scant attention.

Current study sought to examine how the employment of "Philosophy for Children" program through enriching digital technologies affects cognitive distortions and perceived competence (cognitive, social and physical) of orphaned and abused male children.

The design of the present study was quasi-experimental with pre-test and post-test with a control group. The statistical population of the study consisted of all 10-12 years old boys living in Azna Welfare organization in the fall of 1399. Thirty children were selected by purposive sampling method. They were randomly divided into experimental (n = 15) and control (n = 15) groups. The experimental group had 8 sessions with90-minutes (two sessions per week) of educational intervention (Five-volume collection of porsando, Ghaedi, 2019) but the control group did not receive any intervention. Participants were assessed with the Cognitive Distortion Questionnaire (Abdullah Zadeh and Salar, 2010) and Competence Perception (Harter, 1985) in the pre- and post-test. Data were analyzed using multivariate analysis of covariance.

The findings revealed that there was a significant difference between the experimental and control groups (P <0.05). Therefore, the findings of this study, in line with other studies, support the efficacy of using digital technologies in the "philosophy for children" program in reducing cognitive distortions and improving perceived competence (cognitive, social and physical, respectively) of children.

It can be concluded that the "philosophy for children" program through enriching digital technologies not only can be in line with one of the major goals of the fundamental reform document of education: advantageous use of new technologies in the formal public education system according to Islamic standard system but also can be used as a suitable intervention tool to reduce cognitive distortions and improve the perceived competence of orphaned and abused male children

The current study made an attempt to examine the effectiveness technology-enhanced program of philosophy for children on happiness and rumination thoughts of Orphaned and abused girl children.

The design of this research was a quasi-experimental pre-test-post-test with an experimental and control group. They were selected by available means and randomly assigned to experimental and control groups. The experimental group underwent 8 sessions of philosophy program training for children with enrichment of digital technologies and the control group did not receive this training. To collect and measure the data of this study,was used the rumination questionnaire (Nolen Hooksma and Moro) and the Oxford Happiness Questionnaire (Argyle and Lou) were used. To analyze the data, analysis of covariance .

The results showed that there was a significant difference between the mean scores of rumination and happiness of the two groups in the post-test, assuming that the pre-test variable was included (P <0.001); That is, according to the evaluation of children, the two experimental and control groups were different in the variables of rumination and happiness in the post-test stage.

It can be concluded that the employment of technology-enhanced program of philosophy for children can make a contribution to reducing rumination thoughts and improving happiness of orphaned and abused children.

The purpose of this study is to investigate the effectiveness of teaching philosophy to children on the psychological flexibility of male elementary school students in Marivan. This paper is a quasi-experimental study with a pretest-posttest design with a control group conducted with the aim of applying the results. The statistical population included all elementary school students in the city of Marivan during the 2017-2018 academic year. Using the available sampling method, 50 male students were selected and divided into two experimental and control groups. The participants answered the Acceptance and Action Questionnaire (AAQ-II) before and after the training. 17 45-minute sessions (one session per week) Philosophy for Children (p4c) were presented using native language stories. The educational package included stories selected from the narratives of Iranian authors such as Rumi, Saadi, etc. The collected data were analyzed using SPSS 21 software and analysis of covariance. The results of covariance analysis showed that Philosophy for Children program was effective in influencing students’ psychological flexibility. Overall, according to the results, it can be said that Philosophy for Children education enhances students’ psychological flexibility by strengthening discussion and challenging students’ thinking.

The aim of this study was to identify the components and framework of the educational model for the use of technology in philosophy program for children for gifted students and its internal validation. The research method was heuristic. In order to obtain the educational design model, inductive content analysis was used in the qualitative part of the research, and in the quantitative part, survey method was used to validate the model internally through a questionnaire by experts. The sample population of the study in the qualitative part were related specialists in the fields of educational technology, special education and philosophy of education, written and electronic documents and resources, and in the quantitative part were the specialists of the mentioned fields. The samples were purposefully selected in both groups, and in the qualitative part 31 specialists and experts were selected for the interview and in the quantitative part 36 specialists from different universities and institutes of the country. Data were collected in the qualitative part using semi-structured interviews and content analysis of documents and in the quantitative part using a questionnaire made by the researcher. After conducting content analysis, 7 main categories were obtained. Also, 39 sub-components were extracted for the main categories. After extracting the codes, the components and sub-components were presented in the form of a model. The results of internal validation based on the opinion of experts have shown that the presented educational model has a good internal validity and has the necessary effectiveness to educate talented students.

Philosophy programs can improve a broad range of students’ individual and social competencies.

The current research was conducted to determine the effectiveness of philosophy for children program on academic incivility and academic engagement of sixth-graders in elementary schools in Borujen, a city in Chaharmahal and Bakhtiari province of Iran.

A pre-test/post-test control group design was performed in this quasi-experimental study. The population consisted of all male sixth-graders in elementary schools in Borujen city, of whom 40 subjects were selected through a random cluster sampling and randomly divided into experimental and control groups. The participants were then given the intervention program of philosophy for children (Cam, 2001) for ten 60-minute sessions. The research tools included Clark et al (2015) the academic incivility questionnaire and the Reeve academic engagement questionnaire (2013). Data analysis was performed using a multivariate analysis of covariance.

It was observed that the philosophy for children program significantly decreased academic incivility and increased academic engagement of the sixth graders (p< 0/001).

Such finding suggest that implication of philosophy for children program in educational settings can positively influence the academic engagement and academic incivility

The purpose of this study was to identify the impact of implementing "Philosophy for Children" program with educational technologies to improve academic optimism and achievement motivation among male students.

The research method was quasi-experimental with unequal control group design. The statistical population of the study consisted of all male students of second grade elementary school of Hamadan city. 32 students were randomly divided into experimental (16 students) and control (16 students) groups through random multistage cluster sampling. Data were collected by academic optimism questionnaire of Tschannen-Moran and the Hermans’ Progress Motivation Questionnaire. Researchers used covariance analysis test to analyze the data.

The results of multivariate analysis of covariance between the two groups on the adjusted scores of the research variables indicated that all four statistics namely Pillai’s Trace (P<0.001, F-44.95), Lambda Wilks (P<0.001, F-44.95), Hoteling Trace (P<0.001, F-44.95) and Roy's Largest Root (P<0.001, F-44.95) were significant. There was also a significant difference between the mean scores of achievement motivation in two groups after assuming the pre-test variable (P <0.001). Overall, the results of the data analysis showed that the Philosophy program for children with the help of educational technologies has a significant effect on improving academic optimism and motivation of students' progress (P<0.05).

The results of the study indicate that the educational program for children with the help of educational technologies can be used as an effective intervention to increase academic optimism and motivate students' progress.

The program of teaching philosophical thinking to children is a program for improving childrenchr('39')s thinking. In this way, the learner, will discover the concepts, principles, rules and thus acquire the necessary knowledge without the help of the teacher. The present study aimed to investigate the effect of the teaching method of dialogue in philosophical study circles on the growth of thinking in sixth-grade boys in the Sangar district of Rasht city in Iran.

This experimental study was a pretest-posttest with control group. The statistical population consisted of all sixth-grade students in Sangar city. Sixty of them were selected by two-stage cluster sampling and replaced by two groups of 30 experimental and control groups. For collecting data, the Questionnaire for Reflective Thinking (Kember, 2000) was used. Eight stories from Persian, religious, and international texts were selected for the experimental group to run an independent variable, which had a storyline in eight sessions and each session. Data were analyzed using descriptive statistics and ANCOVA covariance analysis.

The results showed that teaching philosophical thinking positively and significantly affects children’s reflective thinking. The impact effect of training was 37 percent.

Therefore, using the philosophy of teaching method, children are trained to develop their thinking and reasoning skills in dialogue and to develop analytical thinking skills.

The purpose of present study is to explain the philosophy of learning with emphasis on Winch's learning theory. To answer the question of what is the relation of Winch's philosophy of learning with the other learning approaches, by using the conceptual analysis method, first present the concept of learning psychological theories and philosophical approaches related to learning, then Winch's view – points are elaborated. in order to show the place of Winch's philosophy of learning among the other psychological theories, the study shows that despite the emphasis of both behaviorist on the overt behavior and the cognitivists on the cognitive processes, Winch disagrees with the separation of affective, cognitive and behavioral dimensions in human being. He agrees with the educational concept of behaviorists, but his understanding of education differs from that behaviorists favor. He also emphasized on the importance of thinking and attention in learning, it is what that can be seen notably in cognitive theories and less clearly in behaviorist`s theories.

The aim of present investigation is the study about effectiveness of teaching “philosophy for children” (P4C) on student’s moral development. In order to this aim two classroom in grade five in a primary and male school were selected by random selection. One of these classrooms as experimental group taught in 9 session of P4C. 16 students in any classrooms selected for interview by random selection. moral reasoning was examined (level of moral development, moral autonomy, subjective moral reasoning) of this children in pre test and post test in control and experiment group by parallel forms of Kohlberg and Piaget moral dilemmas and clinical interview of children’s moral reasoning after their judgment. But multiple covariance analysis didn’t show any significant difference between moderated post tests in any of variables so there didn’t prove any hypothesis of this study. It seems that the execution of “philosophy for children” in Iran education tissue needs to more sever manipulation and more consideration.

Childhood is one of the most crucial and important stages throughout the life. In the world in where many adult individuals suffer from irrational thoughts and their consequences, attention to sensitive age of childhood is important for educating rational thoughts. This survey was conducted aimed to survey effectiveness of implementing philosophy education to children on reduction of irrational thoughts in 6th year students in Brujen. For this, two classes were selected by cluster random sampling. Then 15 students were randomly selected for each class and one class was determined as experimental group and the other was labled as control group through random replacement method. The two groups were surveyed and compared in pre-test and post-test plan in a way in which after implementing pre-test on both groups, 15 sessions of philosophy education to children were held for experimental group. At the end, both groups attended in post-test. In order to control effects of pre-test, data of this survey were analyzed by covariance. Findings showed that philosophy program for children has significantly reduced irrational thoughts in experimental group. This meaningful reduction has been observed in all minor-scales of children’s non-rational thoughts questionnaire except lack of tolerance against work failures.

This research was implemented with aim to determine the effectiveness of philosophy for children program with research community style in emotional intelligence of high school children. For this purpose, one of the high schools from area 2 of education organization in Tehran, was selected. Current research method was the Quasi- Experimental version of pre-test–post-test with control group. After substitution of students in test and control groups, Bar-On’s emotional intelligence questionnaire was completed to survey the effectiveness of program in pre- and post-tests. Control group was kept away from the administration process during research community and for the test group, 1.5 hour weekly sessions were held in 16 weeks. The group was held in research community style and Story of Harry Stottlemeier’s Discovery was used as the dialog stimulus. Data were analyzed using one variable covariance. Data processing revealed that all amounts of 5 emotional intelligence components (after adjustments of pre-test effect), were increased significantly, after independent variable administration. Based on this finding and with respect to the point that students being in a research community could result in directing them to scrutiny and effort for self-assessment and self-evaluation in thinking and emotional skills, we suggest the education of philosophy in children in schools.