جستجوی مقالات مرتبط با کلیدواژه « School Children » در نشریات گروه « علوم انسانی »

The aim of this study was to assessing the effectiveness of psychodrama on decreasing aggression of children. For this purpose, one school was selected randomly from schools in Babolsar and students were assessed by Nelson's aggression questionnaire. Twelve people who received high scores in an aggressive questionnaire were selected as the subjects and randomly they were divided into two groups control groups (n=6) and experimental (n=6). The scores obtained from the questionnaires were considered as pre-test scores. In the next stage, the experimental group participated in the 12 sessions of group training in the form of a weekly 1.5 hour interventional psychotherapy treatment. This was while the control group did not receive any interventions. At the end of the intervention, both groups were subjected to post-test and after 2 months, both groups were followed up. Finally, the data were analyzed using one-way covariance analysis (ANCOVA). The results showed that psychological role has been effective in reducing overall aggression, failure, physical aggression, relationships with peers and relationships with authority authorities. Based on the findings, it is suggested that psychoanalytic treatments can be used as an effective intervention in reducing violence and aggression, so that the judicial authorities can use this treatment as the punishment of teenagers who are accused of anger and violence and aggression.

The aim of this study was to examine the effects of fine motor activities on developing and improving student attention. This research was semi-empirical including pretest and posttest plans for control and experimental groups. Population consists of all 7-10 years old girls from one of the elementary schools in Esfahan city. Studying a sample of 120 pupils indicates that fine motor skills have an impact on the development of children's attention. Boyardee test was used to assess the children's attention. This test was used before and after 12 weeks of fine motor activity of children, and ANCOVA test was applied for statistical analysis. Research findings showed that fine motor skills have an impact on the development of children's attention and the effect of age between the groups was statistically significant. The results confirm the theory of Montessori, which means fine motor activities increase attention in children. And fine motor activities have a potential for development and improvement of children attention.

The aim of this study was to evaluate the relationship of behavioral problems (attention-deficit/hyperactivity, generalized anxiety, oppositional defiant disorder) and memory with mastery motivation in children. The statistical population consisted of all children in schools of Isfahan, that 200 children were selected by cluster sampling. In order to access to behavioral problems CSI4 Questionnaire subscales (Sprafkin, Guado) and Conner’s questionnaire were used to evaluate the different kinds of memory. For assessing mastery motivation in children the mastery motivation Questionnaire (Leung, Lau) was used which were completed by the parents of these children. Data analyses were done with Pearson’s correlation and multiple regression methods. Results showed that there were a strong negative correlation between mastery motivation to behavioral problems (attention-deficit/hyperactivity and generalized anxiety) and were a strong positive correlation between mastery motivation with different types of memory. In addition, the regression findings indicated that ADHD and working memory predictors mastery motivation in children. The findings indicated that mastery motivation effect on behavioral and cognitive development. Therefore, suggestion was made that with primary interventions we may improve children's motivation level. In addition, we suggest that with interventions, improving motivation levels in primary school in children with ADHD in order to prevent future problemss.

The main goal of the present study was to identify the key factors affecting pre-school children’s creativity and to use creativity-cultivating models in designing educational products that keep children engaged and interested. This study utilized non-probability sampling of simple and snowball techniques and the population size was determined to be 40. For the purpose of sampling, district three of Tehran was selected due to its highest number of kindergartens and pre-school creative education institutes. The sample included pre-school children and their mothers in 2014. Data collection techniques encompassed interviews with mothers, observation of children, and documentation of their behavior. Furthermore, a test was given to children to assess their reaction to building a creative corner. The findings revealed that most children showed great interest in building such private corners and playing in them; however, lack of engaging products and services would lead to children’s boredom. This would negatively affect their learning and reduce children’s motivation for repeating the exercises with existing tools (P

Individuals develop their basic attitudes, values and skills in early years of life. The purpose of this study is to explore reasons of preschool children’s attitudes towards environmental issues in terms of consumption patterns, environmental protection, recycling-reusing, and living habits. The statistical population contains preschool age children living in Mashhad, Iran. Due to some problems (child care staff and parent's non-cooperation), available sampling method was chosen. The sample of the study was comprised of 40 preschool age children from 3 kindergartens and the data were collected through interviews. The interview questionnaire was adapted from Murak standard questionnaire and be supported by the pictures which were illustrated by the researcher. The analysis effort method was content analysis of interview transcripts and autobiography. The results show that in most cases, eco-centric attitudes is stronger than anthropocentric attitudes and children had no idea about some concepts such as the concept of recycling. Kindergarten as a place where children spend most of their childhood years, when they are strongly able to learn and imitate, can be considered as one of the most important circumstances which is able to change children's environmental attitudes.

Executive skills are high-level cognitive skills helping children with their daily activities and learning assignments. The present paper aims to study the validity and reliability of the Executive Skills Scale for pre-school children. The study was a descriptive research. Using cluster sampling method, 250 subjects (including 150 female and 100 male subjects) were selected from among pre-school children in Isfahan, and their mothers responded to the Executive Skills Scale items. The validity of the scale was evaluated with content validity, item analysis (item–total correlations), and factor analysis. The reliability of the mentioned questionnaire was studied through Cronbach’s alpha and split–half reliability. The results showed that item-total correlation coefficients were significant in all cases, varying from 0.21 to 0.81. (P=0.0001). Moreover, using Cronbach’s alpha, the reliability of the whole scale was calculated as 0.75. Also, the split-half reliability was computed to be 0.80. The results indicated that the Executive Skills Scale is of acceptable psychometric properties to be used for the Iranian pre-school children.

The current study aimed to evaluate the effectiveness of psycho-motor skills training on executive functions of pre-school children with non-verbal learning disabilities in the city of Isfahan. In this quasi-experimental pre-test and post-test controlled-study we used the sequential random sampling method from the city of Isfahan (2011-2012) during which twenty preschoolers aged 5 to 6. 5 years who fulfilled the inclusion criteria were recruited and assigned to either experimental or control group. To obtain basic neuropsychological data، the valid and reliable CONNERS’ questionnaire was employed. Findings were tested with analysis of covariance using the SPSS. 16 software. Statistical analysis revealed a significant difference in mean executive function subscales of the questionnaire between the two examined groups upon post-test (p<0/05). As our findings pointed out، psycho-motor skills training appear to improve performance (executive function subscales) thus helping to overcome some neuropsychological difficulties in young children with non-verbal learning disabilities.

The aim of the present research was to conduct a meta-analysis examining the effectiveness of life skills training on the mental health of school children and university students. Twenty seven Iranian studies from 2001 to 2012 comprising of 3089 participants were used in the meta-analysis. Data was analyzed using standardized mean difference effect size method or Cohen’s d (1988) for fixed effect model. Findings indicated that the mean of mixed-model of effect size for fixed effect model and for random effect model were significant, respectively 1.834 and 3.117(P<0.001). Since the effect sizes were heterogeneous, moderating variables were searched. The results indicated that in terms of research designs and gender there were no significant differences between effect sizes across the studies. However, in terms of age and number of life skills training there were significant differences between effect sizes across the studies.