جستجوی مقالات مرتبط با کلیدواژه « primary school children » در نشریات گروه « علوم انسانی »

The current study scrutinizes the structural relations between cognitive emotion regulation strategies and attention deficit-hyperactivity, conduct and oppositional defiant disorders among primary school children. The sample of the study included of 533 elementary school students (aged 9-11) of Tabriz city, whom were selected through multi-stage cluster sampling method. Children and their parents participated in the study by filling out Cognitive Emotion Regulation Strategies Questionnaire (CERQ-K-P) and Child Behavior Checklist (CBCL), respectively. Data were analyzed through structural equation modeling. The results showed significant relationships between some (not all) of emotion regulation strategies with attention deficit-hyperactivity, conduct, and oppositional defiant disorders. Some of strategies were related with one or two of these problems, however “blaming others” and “positive reappraisal” were common strategies for the cognitive regulation of emotion in all three disorders. Significant negative and positive strategies of cognitive emotion regulation about externalizing disorders, as well as pathological and therapeutic implications of these findings, and the role of these strategies in explaining attention deficit-hyperactivity, conduct, and oppositional defiant disorders have been discussed in the article.

COVID-19 pandemic and quarantine have led to many problems for families. In this regard, the purpose of this study was to identify the challenges and strategies of mothers with pre-school and primary school children during the coronavirus epidemic. In order to do this phenomenological study and based on the data saturation principle, 21 mothers having pre-school and primary school children in Tehran in 2021 were interviewed and then, the data obtained from semi-structured interviews were analyzed using the Colaizzi method. In terms of challenges, 15 sub-themes were extracted, that were classified into 5 main themes, "children's behavioral problems", "children's educational concerns", disruption of life routines"٬ "mother's individual problems" and "health concerns". In the second domain, which dealt with Strategies, 10 sub-themes were obtained in the form of 3 main themes: "creating fun and entertainment for children", "Applying solutions in confronting with the child's behavioral and educational challenges", "other people cooperation with the mother in upbringing". The results showed that the coronavirus epidemic caused challenges for mothers with pre-school and primary school children, which affected some aspects of their lives. On the other hand, mothers have adopted various strategies in confronting new conditions. The results of this study may help to better understand the experiences of mothers of preschool and primary school children and also to reduce the negative consequences of the COVID-19 pandemic and quarantine on families by providing the necessary support.

The effectiveness of many non-architectural trainings, such as art, mathematics, and geometry, on childrenchr('39')s spatial cognition has been demonstrated in research. But, due to the relationship between problem-solving ability and spatial cognition, and considering that architecture is essentially a problem-solving process, can architectural education affect spatial cognition in primary school children?

The aim of this study was to investigate the effectiveness of architecture education on spatial cognition of primary school children.

The method of this research was a quasi-experimental with pretest-posttest design and control group. The statistical population was primary school children in Tehran in 1398. 5 schools with multi-stage clustering method from north, south, east, west and center of Tehran (regions 1, 8, 16, 6 and 22 out of 22 regions) and in class, 12 people from each school according to gender and the educational level were selected randomly (60 people in total). Children were tested before training. Then, the experimental group was trained for 12 sessions of 3 hours. Then, both groups were tested. The test used was one-way analysis of covariance.

Findings showed that architectural education is effective on spatial cognition. This effect is used for spatial orientation (P value= 0/034), spatial visualization (P value= 0/004), image reconstruction (P value= 0/037) and spatial cognition (P value= 0/001) Is meaningful.

The results indicate the effectiveness of architectural education in spatial cognition and its components, especially the spatial visualization, in primary school children.

Research has been done on the symptoms of attention deficit hyperactivity disorder, but research that has examined the effectiveness of the native package of teacher-specific executive functions on the symptoms of attention deficit hyperactivity disorder has been neglected.

the present study was conducted aiming to determine the effectiveness of domestic package of Executive functions specific for teachers on the signs of ADHD in primary school children.

the research method was quasi-experimental with pretest, posttest, follow-up and control group design. The statistical population of the present study included primary school children with ADHD in the city of Isfahan in academic year 2016-17. 30 primary school children with ADHD were selected through purposive sampling method and randomly replaced into experimental and control groups (each group of 15). The teachers in the experimental group received 8 training sessions of Executive functions (researcher-made). ADHD questionnaire parents form (Brook and Clinton, 2007) was used in the present study. The data from the study were analyzed through mixed ANOVA.

the results showed that domestic package of training Executive functions specific for teachers has significantly led to the decrease of ADHD signs in the primary school children (p<0/001).

according to the findings of the present study it can be concluded that the domestic package of training Executive functions specific for teachers focusing on the children’s cognitive and meta-cognitive processes can be used as an efficient treatment to decrease ADHD signs in primary school children.

The purpose of this study was to investigate the effectiveness of acceptance and commitment therapy on test anxiety among primary school girls in Andimeshk city. The method of this research is semi-experimental. The pretest-posttest design with the control group used. The study population were all school children in the third grade to the sixth Animesh city in the academic year 97-96 were enrolled in primary schools in the city. Sampling in this research was a simple multi-stage random sampling. This means that the elementary schools three schools selected randomly from among students score above the cut score on the scale of test anxiety in children (score above 70) thirty randomly selected in the final stage of randomly into two groups There were fifteen people. Before the intervention, both groups filled out the test anxiety questionnaire, and immediately after the intervention, the questionnaire was again filled up by subjects in both groups. Descriptive statistical methods including mean and standard deviation and inferential statistics including one-variable and multivariate covariance analysis were used to analyze the data. The results of the data analysis showed that there was a significant difference between the experimental and control groups after the intervention. Therefore, acceptance and commitment therapy based therapy reduced the test anxiety of the primary school children.

Nowadays, therapies in the field of treatment of hyperactivity / hyperactivity with special exercises to improve the brain's ability to control eye convergence, eye focus, and eye movement are effective. This treatment is most often done using computer programs. It provides a special combination of visual stimuli in specific patterns. The aim of this study was to investigate the methods of painting based on computer games designed for the purpose of vision- therapy. The present study was carried out with a cognitive-behavioral psychology approach and group oriented art therapy based on the subject. The results of this study show the effect of continuous and attention-based paintingbased methods in the course of multi-purposeful stages, which are designed based on the goal of vision- therapy therapy. The method leads to enhanced eye focus and increased attention deficit control by improving eye and hand coordination, increasing understanding of proportions and accuracy in detail, increasing eye tracking and focus, and preventing excessive eye movement.

In recent years, most studies have been conducted on the reduction and treatment of depressive symptoms in adults. Unfortunately, the results obtained from the patterns and treatments of adult depression are not generalizable to children. The purpose of this study was to investigate child-centered attachment therapy for depressive symptoms of primary school girls in Bandar Abbas.

This is a quasi-experimental study and the sample consisted of 30 elementary school girls who were replaced by multi-stage random sampling in experimental (n = 15) and control (n = 15) groups. The instruments used in the study were the Child Depression Inventory and the Attachment Quality Questionnaire. The independent treatment variable was based on child-centered attachment, which was applied in six group sessions for students and one educational session for parents in the experimental group. Data were analyzed by multivariate analysis of covariance.

The results showed that treatment based on child-centered attachment approach was effective in reducing depressive symptoms, especially in the negative mood.

Considering the fact that it is not possible to use the studied interventions related to adult depression without considering the cognitive, emotional, behavioral and physical differences related to age in childhood depression, the results of this study suggest a new approach. Suggests intervention in childhood depression and promotion of mental health of children at this age.

This study aimed to investigate the development of executive functioning in children with Attention Deficit/Hyperactivity Disorder (ADHD) and normal children. Four hundred and twenty children (210 normal children, 210 ADHD children) were selected using multistage cluster random sampling. The participants completed the Connors Parental Questionnaire (Connors, 1997) and the NEPSY Tower Test (Korkman, Kirk, & Kemp, 1998). The results of two ways analysis of variance indicated significant differences in executive functioning between normal children and ADHD children in different age groups. The ADHD children performances were significantly lower than normal children. The findings suggest that the developmental trend of executive functioning in normal children increase with age.

The purpose of the present research is to identify and analyze reading vocabulary of primary school children in Iran based on a corpus of story books published during 1380-81، as well as the comparison of this vocabulary with students’ written vocabulary. The research is of exploratory nature and the scale used is nominal. The statistical population consists of story books considered suitable by the Children’s Book Council for age groups a، b، and a and b. The research was conducted using Delphi software، and designed in accordance with research questions and specifications. 162650 language forms were collected of which 1702 words were introduced as basic reading vocabulary. Research findings indicate that the compatibility between reading and writing vocabulary in sub-groups of simple verb، natural elements، body and color has been “much”; in sub-groups of scientific، religious، sport، cities، and idiomatic words as well as infinitives has been “very little”; and in other sub-groups has been “little”. Results also indicated that in general the compatibility of reading and writing vocabulary for these age groups has been “little”.

This study seeks to determine the effect of clay therapy on the aggression of 7-12 years-old school children. For this purpose, 35 aggressive elementary school children of Tehran were selected according to the aggression scale of CBCL test. Then, they were randomly divided into control (n=14) and experimental groups (n=21). The experimental group went under clay therapy while control group received no treatment. The two groups were evaluated immediately after the treatment session and two months later. Data were analyzed based on the repeated analysis of variance (between-within the mixed group). The F parameter showed that clay therapy is able to reduce the aggression of the experimental group in comparison to the control group. These results were also observed during follow-up period.