جستجوی مقالات مرتبط با کلیدواژه "حل مساله اجتماعی" در نشریات گروه "علوم تربیتی"

Nowadays, citizenship ethics is one of the necessities of life, and its realization in the individual and social life improves interpersonal relations. The present study aimed to design and to determine the effectiveness of citizenship ethics education in the improvement of altruism and prosocial behaviors in high school girl students. The study design was semi-experimental between groups. The study population was high school girl students in Ardebil city in the academic year 2021-2022. Using multistage cluster sampling method, 60 subjects were selected and were divided into experimental (n = 30) and control (n = 30) groups. The experimental group received citizenship ethics training for 15 sessions; however, the control group received no intervention. They were assessed by Social Problem Solving Questionnaire (Di Zorilla) and Social Behavior Questionnaire (California). Data were analyzed by multivariate analysis of covariance. Results showed that citizenship ethics training was effective in improving responsibility, commitment, and altruism (p.05). Hence, it can be concluded that citizenship ethics is a prerequisite for adapting to social change and sets the stage for prosocial behaviors so that individuals with citizenship ethics can improve social relationships and ensure psychological health.

The purpose of this study was to investigate the effect of problem-based education in group work on the ability to solve social problems. This research is an applied research in terms of the purpose of quasi-experimental research of pre-test-post-test groups with a control group. The statistical population of this study was all fourth grade elementary school students in Songhar city, from which 50 people were selected by cluster random sampling. The tools used in this study were the social problem solving ability questionnaire. Descriptive statistics of mean, standard deviation were used to analyze the data and analysis of covariance was used to answer the hypotheses. The results indicate that there is no significant difference between the effects of the experimental and control groups on the post-test scores of social problem solving.

The main purpose of this study was to compare social problem solving, impulsivity and self-efficacy in bullying and normal students. To achieve this goal, among the statistical population of the present study, which included all the bullying and normal students of Ardabil schools in the period of 1963-94, 60 students were selected by multistage cluster sampling as two groups (30 normal students and 30 bullying students). Long and Cassidy Social Problem Solving Questionnaires, Barracat Impact Scale and Sherer Self-efficacy Questionnaire were used to collect data. The method of this study was comparative. For analyzing the data, multivariate analysis of covariance was used. The results showed that there is a significant difference between the bullying and normal students in terms of solving social problem, self-efficacy and impulsivity. This means that bullying students were at a lower level in terms of solving social problems and self-efficacy than ordinary students, but they were high in terms of impulsivity. According to the findings of this study, it can be concluded that solving social problem, impulsivity and selfefficacy act as an important psychological factor in predicting bullying, and paying attention to them can play an important role in preventing bullying in students.

Since self-regulation is important for development of cognitive and social skills in children and the role of gender differences in the relation is notable، this study was conducted for this purpose. Initially، 40 children (20 girls and 20 boys) from two pre-schools of Meybod city were randomly chosen and assigned to two experimental and control groups. After performing Wally Child Social Problem-Solving Detective Game Test (WCSPD) as the pre-test on all the children، a self-regulation training program was taught for 20 hours over a month to the experimental group with techniques of play and story therapy. Wally Child Social Problem-Solving Detective Game Test was then used as the post-test measure. The results of analysis of covariance showed that the difference between the means of the two grpups was significant (p<0. 0001)، that is، the training group did better but the difference between the means of boys and girls in social problem solving was not significant. It was suggested that self-regulatory training during childhood be provided for both boys and girls to promote their social problem solving skills.