جستجوی مقالات مرتبط با کلیدواژه "problem-solving skill" در نشریات گروه "روانشناسی"

This study aimed to investigate the effect of applying the principles of Impact Therapy on problem-solving skills, hopefulness, and life satisfaction in teenage girls living in families with high tension. 

 This research, in terms of purpose was an applied study using the pretest-posttest control group method. From the community of the 16 to 18-year-old girls from currently divorced parents who had referred to the court during the past 5 years. Individuals were selected through convenience sampling. The life satisfaction questionnaire by Diener, Basadur Creative Problem-Solving and Hopefulness questionnaires were used to collect data. 

 Intergroup comparison showed that the difference between the mean scores of life satisfaction (p=0.042), problem-solving skills (p=0.049), and hope (p=0.012) between the experimental and control groups was significant. Therefore, administering group Impact Therapy was effective and increased life satisfaction, problem-solving skills and hope of adolescent girls in stressful families. 

 Impact Therapy helped participating teenagers cope with and overcome their stress by promoting resilience. Teenagers from tension-filled families became more determined individuals and gained more control over the events surrounding them. In other words, these interventions helped people to better deal with various issues in life and even consider unpleasant events as opportunities.

Possessing social and problem-solving skills is essential for successful performance in life. The family and educational system can equip students with these vital skills. This study was carried out to determine the relationship between the family environment, social skills, and problem solving among female students. The research method was descriptive-correlational and the statistical population was comprised of all 511 female students studying in Qom vocational schools in 2017-18 school year. The drawn sample was selected through random multistage sampling method and the sample size was determined based on Morgan table. It is worth mentioning that in order to prevent sampling attrition the sample size was determined to be 240. The instruments included Family Environment Scale (Moos & Moos, 2009), the Teenage Inventory of Social Skills (Inderbitzen & Foster, 1992), and Social Problem Solving Questionnaire (D’Zurilla et al., 2002). For the purpose of data analysis, descriptive and inferential statistics were used. The results showed that there was a positive significant relationship between family environment, social skills and problem solving skill (positive and rational orientations); however, significant relationships were not observed between the components of negative, avoidance and impulsive orientations. Accordingly, it is suggested that specific training programs be designed for the promotion of these two psychological variables among students.

The aim of this study was to examine the effectiveness of cognitive and metacognitive strategies on problem solving skills and self-esteem of 11th grade students in Meshginshahr. The research method was experimental with pre-test and post-test design with control group. The population of the study consisted of all second grade male students of secondary schools of Meshginshahr in the academic year of 2016-2017. Among them, 80 male students with low self-esteem and problem-solving skills in physics were selected and randomly assigned into three groups: a control group and two experimental groups (20 people in each group). The participants of the experimental group were trained in cognitive and metacognitive strategies. To collect the data, the problem solving questionnaire by Cassidy and Lang and the self-esteem of Coppersmiths were used. The data were analyzed by multivariate covariance. The results showed that the mean post-test scores of the students in the experimental groups were significantly higher than the students in the control group in problem solving skills and self-esteem. Therefore, it can be concluded that teaching cognitive and metacognitive strategies is effective in increasing students' problem solving skills and self-esteem.

The main purpose of the present study was designing and applying a problem-solving tool in examining the effectiveness of teaching the scientific thinking in preschool children .The present study was a quasi-experimental research. The population of the study was comprised of children in preschool centers in the academic year of 2017-18 in Tehran. 8 preschool children (4 girls and 4 boys) were selected through purposive sampling method. Data were analyzed by repeated measures of variance analysis. The results showed that the tool designed for problem solving skill had an appropriate content validity (between 0.8 and 1), and the reliability of the tool was obtained by using the test-retest method (0.724). Also, the results of repeated measures of the variance analysis showed the scientific thinking training program had a significant effect on enhancing the problem solving skills of preschool children (p<0.05). Teaching scientific thinking provides the opportunity for preschool children to try using logic to discover the relationships between events and to engage in creative and scientific thinking.

The present study intended to examine the relationship between problem-solving skill and drug abuse among self-introduced male addicts in Kermanshah City. In terms of purpose, this is an applied research and the method of the study is descriptive correlational. The statistical population included all of the male addicts who referred to state and private treatment-centers of Kermanshah City in 2016. Using random convenience sampling, 120 people were chosen as sample. The data was collected via Linda et al. Social Problem-Solving Inventory (2000), and drug abuse personal information. To analyze the data, SPSS software was used. The findings showed that there is a relationship between problem-solving skill and drug abuse among self-introduced male addicts. The findings also showed that drug abuse among self-introduced male addicts can be predicted based on problem-solving skill. The overall results showed that problem-solving skill is related to drug abuse among self-introduced male addicts.

The purpose of this study was to investigate the effect of problem-solving skills training on students' creativity and academic motivation. The research method was semi-experimental with pretest-posttest and control group. The statistical population of the study consisted of all female secondary school students in Mashhad, in the first half of the first semester of the first academic year of 2018-19. During the first half of the first semester, 30 students were selected as the sample of the research according to the preliminary assessments and purposefully. A randomized design was used in two experimental groups (n = 15) and control (n = 15). The experimental group received a one-on-one session in 8 sessions of 90 minutes per week; the control group was placed on the waiting list for two months. Collecting information was done by the creativity creation questionnaire (Abedi, 1372) and achievement motivation test (1972) were used. Multivariate analysis of covariance analysis was  to analyze the data. The results of the data analys  showed that there is a significant difference between the mean scores of post-test of the experimental group in the variables of creativity and academic motivation (P <0.001) by controlling the effect of the pre-test. According to the results of the research, it can be said that the training of problem -solving skills affects the increase in the level of creativity and academic motivation of the progress of the female students.

Internet addiction is a phenomenon which damages the students’ social, communicative, cognitive, psychological and emotional processes of the students.  This study seeks to investigate whether cognitive-behavioral group therapy will improve emotional self-awareness and problem solving ability of students with internet addiction in secondary school.

The present study was conducted with the aim of investigating the effectiveness of group cognitive-behavioral therapy on emotional self-awareness and problem-solving skill of secondary high school students with internet addiction.

The research method was quasi-experimental with pretest, posttest, control group and 45-day follow-up. The statistical population included all secondary high school students with internet addiction who were 40 students owning the criteria of entering the study and were purposefully selected and randomly replaced into experimental and control groups. The applied instruments in the study included internet addiction questionnaire (Yang, 1996), emotional self-awareness questionnaire (Grant, et.al, 2002) and problem-solving questionnaire (Hepner, 1988). The experimental group received group cognitive-behavioral therapeutic intervention in nine ninety-minute sessions during two-and-a-half months once a week while the control group didn’t receive them. Then the students in both groups took the posttest. The follow-up stage was administered after 45 days. The data analysis of the study was done mixed ANOVA method.

The results showed that group cognitive-behavioral therapy has significant effect on emotional self-awareness and problem-solving skill of the students with internet addiction at the posttest and follow-up stages (p<0/001).

According to the findings of the present study it seems that through cognitive-behavioral therapy, emotional self-awareness and problem-solving skill of the students with internet addiction can be increased.

The purpose of this study was the effectiveness of acceptance and commitment therapy on logical memory and problem solving skill in people with multiple sclerosis. The research design was a quasi-experimental type with pretest-posttest and control group. The statistical population included all the individuals with multiple sclerosis of Ahvaz in 2018. Thirty of the patients were selected through purposive sampling and randomly divided into experimental and control groups, each congaing 15 subjects.  They were then tested using the Wechsler Memory Scale –III and The Problem-Solving Inventory. Participants in the experimental group received ACT protocol in 6 sessions at 120-minute. The data were analyzed using multivariate analysis of covariance and SPSS-21 software. The results showed the effectiveness of acceptance and commitment therapy to improve logical memory and problem solving skills in the experimental group. Therefore, clinical MS specialists can use this treatment to enhance logical memory and problem solving skills in patients with MS.

  Mathematics teaching has important role in people mental and social improvement. In current digital world, teaching math is increasingly necessary, but many problems may occur in students’ functioning in math. The present study aimed to investigate the effects of George Polya’s mathematics method on problem solving skill and math achievements of fifth grade female students in Dezful.

This research was a quasi-experimental research with the design of non-equivalent groups. Three female primary schools from three different social-economical regions of Dezful, "uptown, city center, downtown", were selected by cluster random sampling method. In each school, two 5th grade classes were selected. Then, one class was assigned randomly to experimental group and the other one as the control group. The number of the students in each group was 65 persons. Research instrument was a descriptive researcher-made test that implemented in two steps (pre-test and post-test). This descriptive 20 items test included 5 main questions. Each question included 4 minor questions that assessed components such as comprehension, strategy selection, calculation and assessment, in the way of George Poliya`s problem solving. The validity of the test was confirmed by some experts in education. For investigating the reliability, Pearson correlation coefficient was 0.81. Univariate and multivariate analysis of variance was used to analysis data.

The findings showed that the mean scores of experimental group had a significant increase in post-test, in comparison to pre-test; that means teaching problem solving skills has a significant positive impact on the students’ achievement. The highest effect was on comprehension (ŋ2 = 0.57), strategy selection (ŋ2 = 0.56) and review (ŋ2 = 0.57), and the lowest effect was on calculation (ŋ2 = 0.42).

Based on these finding, we can say that problem solving is a learnable skill, and must be taught to reach academic progress, especially in mathematics. By teaching this skill, the important part of academic disappointment of students in math can be diminished.

The present study aimed to investigate the effectiveness of problem solving skill and anger management on decrease of parent-adolescent conflicts among boy students. The research sample included forty students of ninth grade that were randomly placed in two groups (20 students in the experimental group and 20 ones in the control group). The method of research was experimental. The experimental group received ten group training sessions of problem solving skill and anger management and no treatment was given to the control group. At the end of training sessions, posttest and 2 months later, follow up test were administered. To collect data, the participants were assessed by Straus conflict tactics scale parents (CTSP). In order to analyze data, multivariate analysis of covariance (MANCOVA) and analysis of covariance (ANCOVA) were used. The results revealed that problem solving skill and anger management training had a significant effect on decrease of parent-adolescent conflicts, verbal anger, physical anger and enhancement of reasoning among boy students in experimental group. It can be concluded that problem solving skill and anger management training had a significant effect on decrease of parent-adolescent conflicts in experimental group.

The present study aimed to investigate the effectiveness of problem solving skill training on reducing behavioral problems among students referred to the Yazd Education Counseling Center. The method of research was experimental with pre-test، post-test and follow-up tests along with placebo and control group. The subjects of this study were the students who had referred to Imam Hossein Clinic in Yazd at the academic year 2011- 2012. The sample of this study were 85 students selected by available sampling method and substituted randomly to three groups (29 students in experimental group، 28 students in control group and، 28 students in placebo group). In order to survey the subjects، Children Symptom Inventory (CSI) was used. The results of variance analyses with repeated measures showed that problem solving skill training could reduce behavioral problems among students. According to study''s results، problem solving skill training could help the students with behavioral disorders to develop their social skills، and also، it increased their abilities to be effective and to plan. Besides، it helped them to overcome the problem. Therefore، problem solving skill increases appropriate behavior in students. problem solving skill training has an effective role in reducing student''s behavioral disorders.

This research aims at comparing the effectiveness of training skills of parents in problem solving and expressiveness on the social adaptation and educational progress of their children.This study was conducted randomly on 24 high school boys in Somehsara. The research method was semi- experimental proper to dimentions. The means of research were questionnaires relating to social adjustment of high school students (AISS) (Sinha and Sink, 1993). (b) the average of the lessons of these students in grade one in high school to analyze the achieved data, first the averages and standard deviations were used and then for testing hypothesis analysis of the variance of a few variables was used. The research results showed that the program of parent's expressing skill has had influence on the increasing of the social adaptation and educational achievement of their students. Problem solving skill has had influence on children's social adaptation, but it hasnt had any influence on their educational achievement. The Findings of this research can be applied to students` educational progress, growth and advancement of social adaptation.