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

The aim of this research was to compare the effectiveness of problem-solving skills training with self-talk training on mental health and rejection sensitivity in individuals dependent on substance abuse.

The current study employed a quasi-experimental design with pre-test, post-test, and follow-up assessments, using a control group. Among all 470 individuals seeking treatment for opioid use disorder at Nasim Rahaii Treatment Center in 2022, 60 participants were conveniently selected and randomly assigned to three groups of 20 individuals. The research instruments included the standard Mental Health Questionnaire (Keyes, 2002) and the Rejection Sensitivity Questionnaire (Feldman, 1996). The first experimental group received 8 sessions of problem-solving skills training, the second experimental group received 10 sessions of self-talk training, and the control group did not receive any intervention. Data were analyzed using repeated measures analysis of variance.

The findings indicated that both training methods had a significant effect on reducing rejection sensitivity and improving mental health in individuals with opioid use disorder. Additionally, the follow-up analysis using Bonferroni test showed that problem-solving skills training was more effective than self-talk training in reducing rejection sensitivity. However, no significant difference was observed between the two methods in terms of their impact on mental health.

Consequently, addiction specialists and therapists can incorporate these training approaches alongside pharmacotherapy and other conventional methods to enhance psychological functioning and prevent relapse in individuals with substance dependence.

 In a cognitive sense, the concept of proportionality and the requirement for the development of proportional thinking are complex and teaching them needs concept-based approaches. Studying the perceptional quality in teachers amounts to how learners develop conceptual structures.. The goal of this study was to consider the teachers’ and prospective teachers selected strategies in teaching proportional problems solving activity and the impressionability of 4 semantic problems types. Convenient sampling was used to select three independent groups of subjects, including 180 elementary school teachers, middle school math teachers, and prospective teachers who participated in the study voluntarily. The research tools included one author-made test, contained 12 tasks including direct proportional word problems (missing value and comparison). The content validity of the test was approved by professors of "mathematics education" and "test construction". The results showed significant differences between 3 independent groups in applying the strategies leading to correct solving among the semantic problem types. In addition, the rate of using proportional reasoning strategies among these semantic types didn’t follow similar patterns. In order for the development of future teachers, attention to the consequences of delayed emergence of students' proportional thinking should be employed in the design of educational curriculum.

The aim of the present study was the effectiveness of cognitive therapy-based emotion regulation on problem solving and social competence of adolescents with behavioral disorders.The method of experimental research was of experimental type and pretest-posttest design with control group. The statistical population of the research included all the high school students of Nowshahr city in the academic year2016-2017whose number is2060.The research sample consisted of 36 students with behavioral disorders who were randomly selected among the students with behavioral disorders and were randomly assigned to two experimental and control groups.To collect data, the revised checklist of behavioral problems(RBPC)the short form of the social problem solving questionnaire(SPSI-R)and the social adequacy test(Flener et al,1990)were used. The results of covariance analysis showed that the cognitive therapy-based emotion regulation in the experimental group was associated with an increase in positive and logical problem solving and a decrease in negative, impulsive and avoidant problem solving and an increase in the social competence of adolescents with behavioral disorders(P<0/001).Based on the findings of this research, it can be concluded that by correcting the misbehavior cognition's and the methods of expression of emotions and problem solving style in adolescents with behavioral disorders, it improved the social adequacy in interacting with themselves, peers and other people;This, in turn, can affect their other relationships and correct their disordered behaviors.In the end, according to the findings of this research, it is suggested that the effectiveness of cognitive therapy based on emotion regulation on other disorders of children and adolescents should be considered.

Nowadays, improving the quality of education and training is considered a very important necessity, due to several reasons such as budget reduction, lack of suitable educational facilities, low level of knowledge and skills of graduates, extensive content of books, monotony in the classroom and lack of motivation of students. . This study was aim to investigate the effects of gamification on problem solving performance, motivation and learners' engagement in mathematics lesson of fourth grade female students in Shahin Shahr district of Isfahan in 1400-1401.The data collection tool included a researcher-made test to measure students' problem solving in the mathematics lesson of fractions in the fourth grade of elementary school and the motivation and learning questionnaire of Ho et al. (2016) with three scales of surface motivation, deep motivation and progress. Also, Reev's questionnaire (2013) was used to measure academic engagement with three levels of causal, cognitive, emotional, and behavioral engagement. Descriptive and inferential statistics were used to analyze the data and the data were analyzed using SPSS-23 software. The results of multivariate covariance analysis showed that gamification was effective on problem solving performance, types of motivation and academic involvement of fourth grade elementary students. (p<./.5). According to the obtained results, it can be said that gamification has a positive effect on the performance of problem solving, surface , progress and deep motivation, as well as on the types of academic engagement, behavioral, cognitive, emotional and agent engagement of fourth grade students in mathematics.

Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education. Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education. Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education. Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education.

This study is investigating the performance of junior high school students in solving proportional problems .gender, and school type on their performance in solving proportional problems. This study is applied and descriptive (survey type) in nature by considering purpose and implementation consecutively. The sample of this study was 442 of Qazvin city’s junior high school students who were chosen based on Randomized cluster sampling. The measurement tool was a questionnaire with five tasks related to proportional reasoning witch its content and face validity were examined by some of the mathematics professors and mathematics education professors. The Cronbach's alpha coefficient for the questionnaire proved to be 0.865 which shows an acceptable level of reliability. Data analysis was done using Spss 26 software and descriptive and inferential statistics methods. The analysis of the results showed that the students had a fairly good performance in solving proportional problems and their performance was evaluated in general at the level of proportional reasoning. Also, the analysis of data showed that there is a significant difference between the performance of students in 7th, 8th, and 9th grades in solving proportional problems, and with the increasing educational grade, their problem-solving performance will be increased.

The purpose of the present study is to investigate the role of representations in the problem solving performance of seventh grade students in solving word problems including proportional reasoning. The statistical population of this study included 8425 seventh grade students and the sample size was 269 people who were selected by convenience sampling method. The research was conducted by a mixed method. Data were collected through two tests taken from Lobato (2010), which were exactly the same in both tests; With the difference that in the second test, next to each task, visual or verbal representation was used. The content and face validity of the questions of both tests were confirmed by experts. To check the reliability, the halving method was used. Guttman coefficient was 0.913 in questions without representation and 0.840 in questions without representation, which has good reliability. Students' performance in solving proportional verbal problems in the second and third grade comprehension was examined and the results showed that most students comparatively multiply values and understand the effect of changing a value on the measured ratio. Also, the data were analyzed using paired t-test. Therefore, the desired effect of using representations in responding to these tasks was confirmed.

This study aimed to determine the effectiveness of behavioral activation therapy and stress inoculation training on academic emotions and social problem-solving of students with high social anxiety. The research design was a quasi-experimental design with pretest-posttest and two-month follow-up, including a control group. The statistical population consisted of all 15 to 18-year-old students with social anxiety in Isfahan during the academic years 1400 and 1401. Through random sampling from the six educational districts of Isfahan, District 2 was selected, and eight high schools were randomly selected through multistage sampling. The Pakravan et al. (2002) Academic Emotion Questionnaire and the Dehghani et al. (2002) Social Problem-Solving Questionnaire were used as measurement tools, which were completed by the control and experimental groups before and after the intervention. Data analysis was conducted using repeated measures analysis of variance and Bonferroni post hoc test in SPSS-24 software. The results showed that behavioral activation therapy had a stronger efficacy than stress inoculation training in improving social problem-solving and academic emotions of students aged 15 to 18 with social anxiety (p < 0.01). The effects of the interventions remained constant over time. Based on these findings, it can be concluded that behavioral activation therapy can be employed as a therapeutic intervention for enhancing social problem-solving and academic emotions in adolescents with social anxiety.

The aim of the present study was to investigate the effect of learning through arotating station on problem solving and memorization skills in mathematics and compare it with the traditionalmethod in seventh grade students with autism spectrum disorders.

Methods and Materials: 

The research method is quasi-experimental in which a pre-test-post-testdesign with a control group is used. The statistical population included all seventh grade students withautism spectrum disorders in two districts of Tehran in the academic year 1398-99 and numbered 30people. Selected from the available sampling method for seventh grade students and randomly divided intotwo groups; Were tested and witnessed. Data collection tool in this study was a test to measure the learningof mathematics, the validity of which was provided using the Delphi technique and its reliability was obtainedusing Cronbach's alpha test equal to 0.83.

Findings showed that learning through a rotating station has an effect on students' problem solvingskills (t = 2.69, P <0.05) and memorization (t = 5.80, P <0.001) in mathematics and improves it.

Based on this, it can be concluded that the use of new methods such as the rotating stationmethod for students who have disorders such as autism and are facing problems in learning can improvetheir academic performance and learn more.

The study was carried out to predict the bullying victimization of adolescents based on attachment to parents and peers and self-compassion with the mediating role of problem solving in junior high school students of Tehran in the academic year 2020-2021. Purposive sampling was used to select 320 students in a crosssectional correlational design with the help of Klein's formula. The data collected from 312 questionnaires was analyzed in SPSS 19 and PLS 3. Path analysis results indicated that 88.7% of the changes in the victims of bullying are caused by the changes in attachment and self-compassion, and all the variables (except attachment to father) have a significant effect on the victim of bullying. According to the results, problem solving has a mediating role in the relationship between adolescent bullying victims and types of attachment, and self-compassion.

This research aimed to investigate the effectiveness of life skills empowerment training on increasing self-esteem and solving social problems in children under the supervision of daycare centers (age range 6 to 12 years) in Kermanshah city in 2023. The study method was a semi-experimental pre-test-post-test type with a control group. The statistical population included all children 6 to 12 years old under welfare coverage, 20 people, and using community census sampling. The children were randomly assigned to two groups of 10 people, the test and the control. The tools included Cooper Smith's Self-Esteem Questionnaire (SEI) and Long and Cassidy's Social Problem Solving (PSS). 14 two-hour sessions were held for the intervention group. Then a post-test was performed on both groups. The data were analyzed using frequency, percentage, mean, and standard deviation statistics and multivariate analysis of covariance test in SPSS-24 software. The results showed that the life skills empowerment model was effective in self-esteem and problem-solving in children. There was a significant difference between the scores of the intervention and control groups (P<0001). Therefore, we conclude that the model of empowering life skills on self-esteem and problem-solving in children under the supervision of daycare centers is effective. Therefore, it is useful to develop codified training programs of the life skills empowerment model and include them in these children's educational programs to increase self-esteem and solve social problems.

The purpose of this study was to develop a STEAM-based educational package and investigate its effects on attitude, problem solving ability and creativity of 6th grade elementary school students in Bushehr, Iran. The design thinking model was used to design the training package. The research design was quasi-experimental with pre-test and post-test with experimental group and control group. The study sample consisted of 44 individuals who were randomly assigned into experimental and control groups by available sampling method. The data were collected based on three questionnaires: Hepner and Kruskov's problem-solving skills, Ellie and Schaefer's creativity, and Aiken science attitude tester. The Cronbach's alpha coefficients was 0.90, 0.948 and 0.97 respectively. The training package was designed based on the background check and the formation of a focus group. The face validity of the training package was confirmed using the opinion of experts. The statistical population of this study was 6th grade male students in the academic year 2021-2022. Based on the findings, it could be concluded that the STEAM-based educational package increased problem-solving ability, creativity and a positive attitude towards the experimental sciences course.

The purpose of this study was to investigate the mathematical creativity of tenth grade students using open ended problem posing in structured situations. The research method is descriptive of survey type. The participants in this study were 158 tenth grade gifted students in three cities in the south-east of Tehran province in the academic year 1399-1400. To collect the data, a researcher-made test was used, consisting of two open ended problem posing in structured situations (Stoyanova and Elrton). The validity of the test was confirmed by mathematics educators and experienced mathematics teachers. By using the criterion of Cronbach's alpha, this approximate reliability coefficient (0.71 and 0.82) was obtained. The result showed the math creativity score of the 10th grade students was 0.2082. The results indicated that tenth grade students have a low level of mathematical creativity. In fact, there was no sufficient situations for these students to encounter activities and tasks that enhance mathematical creativity, including problem-solving and ended problem posing in the classroom.

The present study is a correlational description according to the nature of the subject and the intended objectives. The statistical population of this study was all female high school students in the second district of Ardabil schools in the academic year of 1400, which was 4800 students. To select a suitable and acceptable statistical sample for performing tests and collecting data, Cochran's formula was used to determine the volume and size of the statistical sample. Based on the above sampling formula, 355 people were selected using simple random sampling method. Research instruments include Backend and Spine (1999) Information Processing Styles Questionnaire, Friedman Exam Anxiety Questionnaire (1997), Parker Problem Solving Questionnaire (1997) and Dennis and Vanderwall Cognitive Flexibility Questionnaire (2010). Questionnaires were statistically analyzed. First, descriptive statistics (mean and standard deviation of variables) were used to summarize and describe the data of demographic factors, and in the second part, inferential statistics were used to test the hypotheses using SPSS - 22 software to examine the research questions and hypotheses. Path analysis was performed with LISREL software. It can be concluded that there is a significant relationship between information processing styles and the mediating role of test anxiety and cognitive flexibility with problem solving. The structural equation model was also fitted.

Research has shown that one of the main problems of gifted students is in concentrating and problem solving. Different techniques have been used to treat and rehabilitate these children. This study aimed to investigate the effect of teaching emotion regulation strategies on the concentration and problem solving of gifted students. This research was quasi-experimental study with a pretest-posttest control group. The study population included all the male students in tenth, eleventh and twelfth grade who were studying in Bojnourd in 2021 academic year, and 75 people were randomly selected by using the Cochran's formula. Because of Corona Pandemic 30 people participated in our study that they were divided into two experimental and control groups (15 people in each group). The experimental group underwent 9 sessions of 60 minutes under a training program called "Cognitive Reconstruction", but the control group received no intervention. Focus Skills Questionnaire and the revised Social Problem Solving Questionnaire were used to collect the data. Data analysis were analyzed by covariance. Findings showed that teaching emotion regulation strategies had a significant effect on improving the concentration and problem solving of gifted students. So applying these strategies can improve the ability to focus and solve problems in gifted students and improve the performance of these children in different areas of education and live.

The aim of this study was to investigate the role of problem-solving skills in predicting mathematical motivation and mathematical self-efficacy in children with Special Learning Disorders such as mathematics in Tehran. The research method was descriptive-correlational. The statistical population of the study consisted of all students with learning disabilities in the first year of elementary school in Tehran in the academic year 2020. For the research sample, 90 students with math learning disabilities were selected by convenience sampling method. Data were collected through Hepner Problem Solving Skills Questionnaires (1988), Usher & Pajares Mathematical Self-Efficacy (2009), Corter Mathematical Motivation (2005) and Iran Mathematical Test by K Matt Grenus, Naji Man and Pritchett (1976). The data obtained from the implementation of the questionnaires were analyzed by regression statistical method. Findings showed that there is a positive and significant relationship between the components of problem-solving confidence, attitude-avoidance style and personal control with mathematical motivation and mathematical self-efficacy. The results of regression analysis also showed that problem solving skills are strong predictors of mathematical motivation and mathematical self-efficacy. Considering the role of problem-solving skills in creating and expressing mathematical motivation and mathematical self-efficacy in students with special learning disabilities such as math, it is possible to prevent math-specific learning disabilities by identifying them in a timely manner.

The purpose of this study is to analyze the content of elementary school textbooks based on decision-making and problem-solving skills. The method is descriptive and content analysis. The research community is all the books of the elementary education course (sixth grade) of the academic year 1399-99. The census sampling method was used and all primary school textbooks (41 volumes, 4947 pages) were reviewed and analyzed. The measurement tool was a researcher-made content analysis checklist whose validity was verified by experts and its reliability was verified by Scott method (89.5) and reproducibility technique (inter-coder reliability); Finally, the conceptual framework of the research was designed in the form of 2 skills and 10 indicators. Then, the data obtained from content analysis were analyzed in the form of descriptive statistics using the three steps of Shannon entropy. Decision-making and problem-solving skills are discussed 755 times in all pages of elementary school textbooks, of which; The highest attention with 403 frequency (53.4%) is related to "problem solving" skill and the lowest attention with 352 cases (46.6%) is related to "decision making" skill. In elementary school textbooks, the highest coefficient of importance is related to the skill of "decision making" (0.2221) and the lowest is related to the skill of "problem solving" with a coefficient of 0.502. The first grade has 5 book titles with a total of 64 times (8.5%); Second grade with 6 titles 92 (12.2%); Third, fourth and fifth grades with 7 titles, respectively 118 (15.6%); 134 (17.8%) and 128 times (17%) and the sixth grade with 9 titles, 219 times (29%) mentioned decision-making and problem-solving skills. The most attention to the total skills is related to the book "Mathematics" with 131 frequency (17.4%) and the least attention to "Quran teaching" with 80 frequency (10.6%). The book "Persian" in a total of six bases, 81 times; "Persian writing" 99; "Experimental Sciences" 105; "Teaching the Qur'an" 80; "Mathematics" 131; "Heavenly Gifts" 108 and "Social Studies" have dealt with these skills 102 times in total. Of these, the most attention was paid to the Persian book "Sixth" with 19 frequencies (23.5%) in the Persian book "Sixth" with 25 frequencies (25.2%) to the experimental sciences "Fourth" with 27 frequencies (25.8%) to the teaching of the Qur'an "Basic" "Fourth" with 21 frequencies (26.3%) in mathematics "sixth" with 39 frequencies (29.8%) in celestial gifts "fifth" with 39 frequencies (36.1%) in social studies "sixth" with 38 frequencies (37.3%). The most attention of Persian books, Persian writing, experimental sciences and mathematics to the problem of "problem solving" 51.9%; 59.6%; 63.8%; 62.6% and 51.9% and the most attention of Quran teaching books and social studies to the skill of "decision making" is 51.2% and 61.8%. The books "Thinking and Research and Work and Technology", which are taught only in the sixth grade, have taught decision-making and problem-solving skills 24 and 25 times, respectively; Their greatest focus has been on "decision-making" skills with 15 frequencies.We have to make decisions to take every step of life, the path of human life is determined by his decisions, but if a person does not have enough skills to make decisions, he will not be able to make decisions and as a result will endure conflicts and tensions or irrational decisions. And incorrectly, it will cause depression, anxiety and other discomforts (Ahanchian and Asavardi, 2015). In 2005, Scheckman et al. Found that decision-making skills training has a significant impact on the living environment and personal performance, and Tuttle stated in 2006 that life skills training in adolescents improves their decision-making abilities. Kurd Noghabi (2005) also said that from the point of view of students, teachers and education experts to develop a life skills curriculum; Decision-making skills in elementary school have high priorities. The coefficient obtained for this skill indicates the high importance of this component and is consistent with the mentioned researches. However, the findings of this study are in line with the results of Asadollahi et al. (2016) who stated that according to teachers, the sixth grade social education textbook pays more attention to decision making and Akbarzadeh Mirzanagh (2011) is not consistent.The results also show that out of a total of 755 frequency cases, 403 cases (53.4%) are dedicated to problem solving skills and the obtained importance coefficient is 0.1502 (second priority). Life is full of simple and complex issues. Students should practice how to solve the problem in school. If they have a problem in life or school, they know how to solve it (Harrington and Oliver, 2000). It is through learning to solve problems that children build their thinking skills. When children learn to solve problems with the confidence that They can easily make good decisions for themselves and solve their problems.When children do not have problem solving skills, they run away from the problem or problem and do not try to solve the problem, for example, a child whose age is ridiculed and does not know How he should deal with it will always escape from this problem, for example, he may hate school little by little, suffer from academic failure, and may want to run away from school under the pretext of headaches and pain, and so on.In this study, according to the obtained coefficient of importance, problem solving skills are in the second priority. The results of studies show that accurate problem solving has good consequences. Therefore, emphasis should be placed on teaching effective and positive coping skills. Beliges and Mous (1984, quoting Khosravi and Aghajani, 2003) found that centralized coping was less relevant to problem solving with severe abnormalities. Ohren and Gates (2002) and Gotholic (2004) focused on problem-solving skills training. The results of this study are in line with the findings of Ahmadi (2012) who stated that there is a difference between the level of attention of Persian books in the elementary school to each of the components of life skills training, so that problem solving skills are not the first priority. It is also consistent with the research of chivalry (2015) and El Masari et al. (2016) who stated that textbooks have paid enough attention to problem solving skills.In general, the most attention is paid to the total decision-making and problem-solving skills related to the book "Mathematics" with 131 frequencies (17.4%) and the least attention is related to the book "Teaching the Qur'an" with 80 frequencies (10.6%). Findings from the analysis show that textbooks teach life skills, but there is a difference between the level of attention paid to each component of life skills and in different textbooks.

The aim of the present study was to determine the effectiveness of teaching the religious concept of patience in a group manner on teacherschr('39') problem-solving skills. The statistical population is all female teachers working in the 18th education district of Tehran. For sampling, first a school was randomly selected as a sample and then 50 teachers were selected as available. The 30 individuals with the lowest scores on the Cassidy and Lang problem-solving scale were randomly assigned to the experimental and control groups. Patience training as an intervention was performed on the experimental group during 10 sessions. The research method is quasi-experimental pre-test-post-test with a control group. The measurement tool is the scale of Cassidy Wolang problem-solving styles, the reliability of which in the present study was 0.75 for constructive problem-solving styles and 0.79 for non-constructive problem-solving styles. Findings showed that "patience training" in a group method is effective on problem solving skills (constructive and non-constructive) of female teachers. Therefore, "teaching patience" can be used as an intervention to develop teacherschr('39') problem-solving skills.