جستجوی مقالات مرتبط با کلیدواژه « problem solving » در نشریات گروه « روانشناسی »

Problem-solving as an important transversal competency for the training students in the 21st century is attended in many educational systems, including Iran. However, no formal curriculum has yet been proposed for its development inside of our country. The present study has been designed to know current performance of students. With this regards, 4253 eleventh grade students in Tehran, which randomly selected, asked 32 items that were nested in 15 performance tasks. The results showed that average score of sample is a bit, but significantly, lower than the mid-point of scale. Also, 19 percent of students had not achieved to even first performance level. Furthermore, the performance distribution of boys is broader than girls’, especially in lower area. Besides, students who educate in mathematics-physic, science, humanistic sciences, career-technical education, and vocational training showed the best performance, respectively. Comparison between school types revealed that the highest performance was in gifted students schools and in the other side, the lowest performance was in public schools. In general, performance of students in Tehran City was evaluated as weak, even with regards to its average that was close to mid-point of scale.

The present study was conducted to developing a problem solving Training package based on positive psychology and investigating its effectiveness on the social competence of students with learned helplessness. The research method was qualitative, Theme analysis according to Attride-Stirling (2001), and the research method in the quantitative part was semi-experimental with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population consisted of male and female students with learning helplessness who were studying in the first and second period of high school in the academic year of 2021-2022 in Tehran. The sample in this study included 70 students with learning helplessness who were selected by purposeful sampling and randomly assigned to experimental and control groups (36 students in the experimental group and 34 students in the control group). The students in the experimental group received the problem solving training package based on positive psychology during 12 weeks in 12 sessions of 75 minutes. The applied questionnaires in this study included social competence Questionnaire (Felner, Lease, Philips, 1990) and learned helplessness Questionnaire (Quinless, Nelson, 1988). The data from the study were analyzed through mixed ANOVA via SPSS23 software. The results showed that the problem solving training package based on positive psychology has sufficient content validity according to experts. Also, this training package had an impact on the social competence (P<0001; Eta=0.62; F=111.10) of students with learned helplessness.

In advanced educational systems, attention to efficient and fundamental educational methods is the core educational goal and the evaluation of the effectiveness of these procedures is continuously conducted. Therefore, the present study aimed to design a critical thinking instruction program and determine the effectiveness of critical thinking instruction program in cognitive and behavioral outcomes in second year high school students.
The present study was conducted with a semi-experimental design (an unequal control group and pre-test-post-test). The study population included 11th grade female students in Tabriz city in the academic year 2021-2022. Using multi-stage random cluster method, two classes (30 subjects) were selected and one class was assigned as an experimental group and the other one as control group. For the experimental group, critical thinking strategies were taught during 10 sessions, and the control group did not receive any intervention. During pre-test and post-test, dependent variables were measured using Beck and J. Sapp's multidimensional questioning scale, activity evaluation form for California, Kember et al.'s logical thinking questionnaire, as well as Cassidy and Long's problem solving questionnaire.
Data were analyzed by multivariate and univariate analysis of covariance. Results showed that critical thinking instruction program was effective in the improvement of the ability of questioning, logical reasoning, and problem solving in high school students (F=34.12, p<0.05). However, this instruction program was not effective in the ability to evaluate.
Hence, it can be concluded that cognitive skills, especially questioning, logical reasoning, and the ability to solve problems through systematic training program, could be changed and manipulated, and the systematic application of critical thinking could facilitate the attainment of these outcomes.

The present study was conducted with the aim of predicting adolescent embarrassment based on self-compassion and emotional regulation with regard to the mediator role of problem solving in adolescents aged 12 to 15 years in Tehran. In the form of a cross-sectional correlational design, 320 people (boys and girls) were selected from the teenagers of Tehran city by purposive sampling method, after collecting the data, 312 questionnaires could be analyzed. The participants were asked to answer standard questionnaires of emotion regulation by Granfaski et al. (2001), problem solving by Hepner and Patterson (1982), self-compassion by Neff (2003), and feelings of shame and guilt by Cohen et al. (2011). In order to analyze the data, Spss and Smart-PLS software were used. The results showed that 65.9% of the changes in shame are caused by the changes in self-compassion and emotional regulation variables, and all the mentioned variables have a significant effect on shame (P<0.001). Also, the results related to the mediating role of problem solving showed that only negative emotion regulation through problem solving has an indirect effect on embarrassment with an intensity of 0.45 (P<0.001) and the two variables of positive emotion regulation and self-compassion through problem solving They do not have an indirect effect on shame (P>0.05). Based on the findings of the research, it can be concluded that the variables of self-compassion and emotional regulation have an effect on teenagers' shame and problem solving has a mediating role in the relationship between negative emotion regulation and teenagers' shame. Therefore, paying attention to these mechanisms can be useful in formulating effective preventive and therapeutic interventions for adolescents in dealing with adolescent embarrassment and depression symptoms.

The present study was conducted with the aim of comparing behavioral-emotional organization, problem solving in students with learning disabilities and normal students in elementary school. The statistical population was all male and female students of the primary level of education in Alborz province in the academic year of 1401-1400 who were busy with their studies. In order to determine the sample size according to the number of observable variables in this research, sampling was done due to the spread of the Corona disease. and closing of schools, through an internet call on the social network of primary school students, was done by cluster sampling method and a total of 357 people were selected. And they responded to the behavioral-emotional disorder questionnaire by Rutter (1964), and the problem solving questionnaire by Heppner and Kraskov (1987). The data were analyzed using the independent t test method. And in order to determine the reliability of the tool, Cronbach's alpha method was used. The results showed that there is a significant difference between behavioral-emotional organization among students with learning disabilities and normal students, and there is also a significant difference between the dimensions of problem solving among students with learning disabilities and normal students.

The present study aimed to determine the effectiveness of cognitive rehabilitation on executive functions, working memory, and problem-solving in people with math disorders. The research design was semi-experimental with a pre-test-post-test design and a control group. The statistical population of this research was all the male students with math disorders in the fifth grade of elementary school in the two city districts of Tabriz in the academic year 2021-2022. From this statistical population, 30 students were randomly selected in two experimental and control groups (15 people for each group) using the purposeful sampling method. To collect data from Tower of London Tests (TLT) (Challise, 1982), Central Nervous System Vital Signs (CNSVS), (Galtry and Johnson, 2006), Behavioral Rating Inventory of Executive Functions Elementary School Edition (BRIEF) ) (Givia et al., 2015) and the KMT Mathematical Test (KMT) (Kennedy, 1988) were used. Data analysis was done with the statistical method of Multivariate analysis of variance. The results showed that by controlling the effect of the pre-test, there is a significant difference between the mean of problem-solving, working memory, and post-test executive functions of the experimental and control groups at the P<0.01 level. Cognitive rehabilitation improves executive functions, working memory, and problem-solving in people with math disorders.

The objective of this research endeavor was to assess the efficacy of schema-based instruction in word problem solving as a means of enhancing the executive functions of mathematically impaired students with specific learning disorders. This was a semi-experimental study with a control group and a pre-test / post-test design. A purposive sampling method was employed to select 30 second and third grade students with math learning disorders at random from the community of male elementary school students in Tabriz who had specific learning disorders during the academic year 2020-21. These students were then divided into two groups of 15 individuals each. Prior to commencing the training, the study groups provided pre-test scores. Theexperimental group was subsequently instructed in the solution of word problems using Schema-Based Instruction (SBI) for a total of fourteen 45-minute sessions over the course of two months; yet the control group did not receive this training. The Executive Function Questionnaire (BRIEF), Wechsler Intelligence Scales (WISC-IV), and Iran Key Math are examples of research instruments. Post-test scores were collected and analyzed utilizing multivariate covariance subsequent to the instruction. The findings indicated that schema-based instruction negatively impacted the inhibition control and working memory components (p<0.05). It is recommended that educational institutions and learning disorders centers implement schema-based instruction in order to assist students with specific learning disorders in solving mathematical problems.

The present study was conducted with the aim of predicting mental well-being based on emotional regulation, communication skills and problem solving ability in women with marital conflict. The descriptive research method was of correlational type and the statistical population included all women with marital conflict who referred to counseling centers in Tunkabon city between May and November 2022. Using available sampling, 180 women who had marital conflict and scored higher in the marital conflict questionnaire were selected as a statistical sample. The tools used in the research were: Barati and Sanai Marital Conflict Questionnaire (1996), Ryff Mental Well-Being Scale Short Form (1985), Gross and John Emotional Regulation Scale (2003), Mathson Communication Skills Questionnaire (1983) and Ability Questionnaire Solving Heppner's problem (1988). Data analysis was done by Pearson correlation and stepwise regression. The results showed that the relationship between emotional regulation variables, communication skills and problem solving ability with mental well-being is positive and significant at the level of 0.01. In order to determine the best predictor of mental well-being among the predictor variables of emotional regulation, communication skills and problem solving ability, a step-by-step regression model was used. The results showed that the variable of communication skills has been able to justify 53.9% of the variance of mental well-being, and by adding the variable of emotional order to the variable of communication skills in the second model, it has added 2% of the variance of mental well-being, and the variables of communication skills and order Emotional seeking has been able to explain about 55.3% of the variance of mental well-being variable. It can be concluded that mental well-being can be predicted based on emotional regulation, communication skills and problem solving ability in women with marital conflict.

This study determined the effectiveness of problem solving training by empowerment approach to social work on educational relations of Girls In Residetal Care Center. The study was semi-experimental design and used pretest – posttest plan with a control group. 30 girls Girls In Residetal Care Center. girls were selected from the Residetal Care Center neyshabour city and random way in both intervention and control groups. The intervention group participated in 8 session's problem solving training by empowerment approach to social work, and a control group received no intervention. To gathering information from California questionnaire were used. To examine significancies, independent Ttest were used. The finding show teaching problem solving by empowerment approach to Social work, meaningful impact on the educational relations of Girls In Residetal Care Center. between the intervention and control group mean, in the educational relations, there are significant differences in mean and it’s a effective way to promote a level’s educational relations of girls.

The present study was conducted with the aim of investigating the effectiveness of creativity development program on problem solving skills and creativity in preschool children.

This research was practical and semi-experimental with a pre-test-post-test design and a control group. The statistical population of the research included all children aged 4 to 6 in Isfahan city in 2021. In order to carry out the research, 30 children were selected by multi-stage cluster sampling method and were equally replaced in two experimental and control groups (15 people in each group). The members of the experimental group participated in the creativity development program during 12 sessions of 60 minutes, while the subjects of the control group did not receive any intervention. Subjects were evaluated using Torrance test of creative thinking (1974) and the London Shalis Tower Test (1982). The data were analyzed using covariance analysis.

The findings indicated that the creativity development program had a positive and significant effect on problem solving skills and creativity in preschool children (P<0.05).

Therefore, from the findings of this research, it can be concluded that creativity development program can play an important role in improving problem solving skills and creativity in preschool children.

One of the main goals of training in the modern education system is the development of critical thinking in students, which prepares them to become thinkers instead of just receiving knowledge. However, little research evidence has been done on critical thinking training, its content, and its effects on our society, which provides the need for doing research in this field. Therefore, the purpose of the present study was to investigate the effectiveness of critical thinking training on high school students' academic self-regulation and problem-solving ability. The current research was a field experiment with a pre-test and post-test design. Thirty-nine students were selected by multistage cluster sampling from boys' high schools and randomly assigned to two experimental and control groups. Two groups were interviewed at the beginning and end of the research and answered the questionnaires on academic self-regulation and problem-solving styles. The experimental group came under the critical thinking training for eight sessions, one session per week. The ANCOVA analyses showed that critical thinking training significantly improved academic self-regulation strategies and the problem-solving styles of students in the experimental group compared to the control group. It seems that by using critical thinking training and generalizing it to different social contexts, it is possible to improve students' academic self-regulation and problem-solving skills in interaction with the educational and social environments. This can be a potential capacity for increasing academic achievement, cultivating thoughtful citizens, and developing a democratic society.

The purpose of the current research is to investigate the effectiveness of active memory training on cognitive flexibility, improving academic performance and solving problems of students with learning disabilities in mathematics (case study: second secondary students in Islamabad Gharb city). The current research is a semi-experimental pre-test-post-test type with a control group. Data collection tools include Damine and Carpenter's working memory capacity test (1980), Kemet math test (1988), Dennis and Vanderwaal's cognitive flexibility questionnaire (2010), Pham and Taylor's academic performance questionnaire (EPT)-1999, and Hepner's problem solving questionnaire. PSI is 1987. In order to carry out the present research, using the available sampling method, 30 male and female students of the second secondary level were selected and divided into 2 experimental groups of 15 people (8 boys and 7 girls) and the control group of 15 people (8 boys and 7 girls). girl) were placed. At first, the data obtained from the questionnaire was collected and after entering SPSS24 software, the related analysis was done in the form of covariance analysis. The results showed that active memory intervention can increase the cognitive flexibility of students with learning disabilities in mathematics. Also, active memory intervention can increase the improvement of academic performance and increase the problem solving of students with the inability to learn mathematics.

Active memory training can be used as an intervention method to improve math problems in students with math learning disabilities.

The aim of the present study was to compare the effectiveness of art-play therapy and mindfulness-based training in promoting problem solving skills of male elementary school sixth-graders. This quasi-experimental research had a pretest-posttest control group design. The statistical population of the study was comprised of all male elementary school sixth-graders in Bukan in 2020-2021 school year from among whom 45 students were selected via multistage random sampling method and randomly assigned to two experimental and one control groups (15 pupils in each group). The experimental groups received twelve 90-minute training sessions using two different intervention programs: art-play therapy and mindfulness training, whereas the control group did not receive any intervention. The Problem Solving Inventory (Heppner & Peterson, 1982) was used as the research tool at both pre- and post-test stages. For data analysis, multivariate analysis of covariance (MANCOVA), univariate analysis of variance (ANOVA), and the Bonferroni test were utilized. Results showed that there was a significant difference between the experimental groups and the control group in terms of subscales of problem solving (problem-solving confidence, approach-avoidance style, and personal control) in the post-test (P≤ 0.05). In addition, mindfulness training had a greater effect on students' problem solving ability compared to art-play therapy (P≤0.05). Accordingly, mindfulness training can be used by educators as an effective intervention for improving the problem-solving ability of primary school children and enhancing their cognitive abilities.

Social anxiety is one of the most debilitating anxiety disorders, the symptoms of which begin at the beginning of adolescence and continue until the later periods of development. This disorder creates disorders in personal life, beliefs, interactions, work life, and other functional aspects of a person. Therefore, identifying effective interventions in patients is of particular importance. The purpose of the present study was to determine the effectiveness of behavioral activation and mode deactivation therapies on antisocial core beliefs and solving the social problem of 15-18-year-old boys with high social anxiety. The current research was a semi-experimental type of pre-test, post-test, and a two-month follow-up period with a control group. The statistical population included all students aged 15 to 18 with social anxiety in the 2nd education district of Isfahan in the academic years 2021 and 2022. For this purpose, using a multi-stage cluster random sampling method, 600 students were screened from among boys' high schools in the 2nd education district of Isfahan by implementing Paklak's social anxiety scale adolescent (2004). They were randomly assigned to two experimental groups (20 people each) and a control group (20 people). The people in the experimental groups participated in parallel and simultaneous treatment sessions of behavioral activation and mode deactivation; But for the control group, there was no intervention. The measurement tools included short form-compound core beliefs questionnaire by Apsche & De-Meo (2012) and a social problem-solving inventory by Drzila et al. (2002). To analyze the data, the statistical method of analysis of variance of repeated measurements and Bonferroni's posthoc test was used in SPSS-24 software. The results showed that behavioral activation therapy on social problem solving and mode deactivation therapy on antisocial core beliefs had stronger effectiveness than other treatment methods for 15-18-year-old boys with social anxiety and the effects of the interventions were stable over time (p<0.01). The findings of this research emphasize the importance of paying attention to antisocial core beliefs and social solving problems in adolescents with high social anxiety and have important practical implications for therapeutic interventions for adolescents with social anxiety.

This study aimed to Comparison of the effectiveness of problem-solving training and behavior management to mothers on communication skills of children with autism spectrum disorderin Tehran. The research method of the current study was semi-experimental with a pre-test and post-test design with a control group. The statistical population included mothers with children with autism spectrum disorder with high functioning levels who were referred to care centers for children with autism in Tehran in 2019. The statistical sample consists of 45 mothers selected by available and voluntary sampling method, randomly assigned into three groups of 15 people: the experimental group, problem-solving training, the second experimental group, behavior management, 15 people, and the control group, 15 people. Were replaced. All three groups were measured in the pre-test and post-test with Achenbach's Child Behavior Inventory. According to the results of covariance analysis, there was a difference between the two educational approaches of problem-solving and behavior management in aggressive behaviors, law breakers, social behavior, and attention problems between the two groups (P<0.05) and in attention problems, withdrawal/depression. Physical complaints, anxiety/depression, and the difference between the training of the two records were not evident (P<0.05). Based on this, it can be concluded that there were no difference in effectiveness between anxiety/depression and withdrawal/depression in the problem solving and behavior management groups. Still, there was a difference with the control group, which indicates the effectiveness of teaching both approaches to mothers on behavioral problems.

The aim of this study was the effectiveness of sociodrama intervention on anxiety and avoidance of problem solving in children.

Research method in this study was a single-subject of AB experimental designs. The statistical population consisted of all children with social anxiety disorder 6 to 7 years that attended psychological centers in Tehran in 2021. Among them, 5 children with social anxiety disorder (two boys and three girls) were selected based on inclusion and exclusion criteria and by purposive sampling. Sociodrama intervention was performed for each child in 10 sessions. The research instrument included Social Behavior Checklist (Made by a researcher). Data were analysed using visual analysis at both within-condition and between-condition levels.   

Research findings showed that sociodrama intervention improved anxiety and avoidance in children in problem solving; So that the scores in 10 sessions of intervention had a significant decrease compared to the baseline scores. The total recovery rate in anxiety and avoidance of problem solving was 67.01 percent.

Based on the findings, it can be concluded that the sociodrama intervention can improve the anxiety and avoidance of problem solving in children. Therefore, family and educational institutions, psychological and counseling services centers can benefit from sociodrama intervention to reducing anxiety and avoidance of problem solving in children.

Substance abuse in adolescents is considered one of the most serious problems leading to various physical, social, and educational damages and consequences. This study aimed to improve the effectiveness of resilience training on quality of life, self-efficacy, and problem-solving skills in drug-dependent adolescents.

The present study was one of the applied and quasi-experimental designs of pre-test-post-test with the control group. This study's statistical population included all male adolescents referred to Tehran welfare organizations for addiction treatment between November and February 2020. The statistical sample consisted of 30 adolescents (15-19 years old) addicted in Tehran who were selected from among the patients for treatment based on screening the change stage. After screening, 30 subjects who were consented to participate in the treatment group were randomly assigned to the two groups. This study's data were collected using the world health organization quality of life questionnaire, self-efficacy questionnaire, problem-solving skill questionnaire. Data were analyzed by MANCOVA using SPSS.22 software.

The results showed that resilience training was effective on quality of life (P<0.001), self-efficacy (P<0.001), and problem-solving skills (P<0.001) in substance-dependent adolescents.  

It can be concluded that resilience training affects the quality of life, self-efficacy, and problem-solving skills in substance-dependent adolescents.

Empathy is an inseparable part of social-emotional people. It plays a positive role in society, throughout people's lives, and recognizing that it forms the basis of empathy is essential. This research was conducted in order to investigate the mediating role of attention control in the relationship between problem solving and empathy. The research method of this study was descriptive-correlation. The participants of this research included 500 students of Zahedan city who were selected by cluster sampling method. In order to collect data, Hepner and Petersen's problem solving questionnaire, attention control scale, Jolliffe and Farrington's empathy questionnaire were used. Descriptive and inferential statistical methods such as Pearson correlation and structural equation modeling were used to analyzethe data using spss and Amos software. The findings showed that the direct path of problem solving to attention control (-0.458) is negative and significant. The direct path of controlling attention to cognitive emotional empathy (-0.141) is negative and significant. The direct path of problem solving to cognitive emotional empathy (-0.440) is negative and significant. Also, the mediating effect of problem solving on cognitive emotional empathy through attention control is equal to 0.072, which is positive and significant. Therefore, the research results show that it is important to pay attention to the mediating role of attention control in the relationship between problem solving and empathy, and it is necessary to pay attention to the limitations that may be caused by increasing attention control for problem solving and empathy. Theoretically, investigating the effects of increasing thesecognitive functions on empathy requires more investigation and research.