Iranian Evolutionary and Educational Psychology Journal
Volume:2 Issue: 2, Jun 2020

This article focuses on effect of storytelling on improving emotional-behavioral issues such as social problems, aggressive behavior, and rule of law breaking behavior among male and female elementary school children. This is an experimental study on 68 students studying at an elementary school in a City of Iran in the academic year 2017-2018. Then the parent version of the Child Behavior Checklist (CBCL) was completed purposively to select 30 students with the highest scores. They were then randomly divided equally into the experimental and control groups (15 participants per group). The experimental group received fifteen 60-minute sessions taught by two teachers experienced in storytelling. When the storytelling period was over, the CBCL was given to the parents and teachers who had first completed it. The multivariate analysis of covariance (MANCOVA) was employed to analyze the data in SPSS 23. According to the results, there was only a significant difference between the experimental and control group in rule of law breaking behavior at the end of the storytelling sessions based on the assessment made by parents and teachers. Regarding social problems and aggressive behavior, there was no significant difference between the two groups. In addition, analysis of the partial eta squared (η²) values showed that storytelling explained 13% of variance of the rule of law breaking behavior.

This study aimed to investigate the impact of flipped learning on the academic achievement of sixth-grade students. All sixth-grade students of Lamerd Elementary Schools in the academic year of 2019-2020 as the statistical population of this research and 40 sixth-grade students who were studying in one of the primary schools of Lamerd in the academic year of 2019-2020 as the statistical samples of the research were considered. The members of the present research sample were selected by the available sampling method. Sample members were assigned to two groups (control group 20 and experimental group 20). The two experimental and control groups were matched based on the variables of the previous academic year, the family's economic status, and the previous year's educational status. During the 10 sessions, the members of the experimental group received the same amount of training by the flipped training method and the control group, but in the form of traditional and normal training. The research method was quasi-experimental with pretest and posttest. Data analysis was performed using a one-way analysis of covariance and the Kolmogorov-Smirnov test was used to determine the normality of the data. The research findings showed that there was a significant difference between the two control and experimental groups (F = 19.83 and p = 0.001). Thus, the effect of teaching based on flipped learning on the academic achievement of sixth-grade students was evaluated.

The purpose of this study was to predict shame and guilt based on self-differentiation and defense mechanisms. The research method is correlation. The statistical population of this study was students of Islamic Azad University of Pardis branch of Shiraz. Random cluster sampling method was used to select 140 people as the sample group. Participants responded to Self-Conscious Affect Inventory, Self-Differentiation (short form) Scale, and Self-Defense Styles inventory. Data were analyzed using multiple regression analysis with SPSS software. Findings showed that dimension of self-differentiation was a negative and significant predictor of feeling shame. In addition, the results showed that underdeveloped defense mechanisms were negative and significant predictors of guilt, and underdeveloped and psychosomatic defense mechanisms were positive and significant predictors of shame. Overall, it can be concluded that the effect of defense mechanisms and their differentiation dimensions on the sense of shame and guilt is important.

This study aimed to investigate effectiveness of resiliency training in enhancing assertive and self-esteem skills of male sixth-graders studying at all-boys elementary schools in Bandar Abbas. The present study was a pilot field project that included pre-test, post-test, and control group. Research sample consisted of 40 male sixth-graders studying at all-boys elementary schools who were selected and assigned into experimental and control groups based on multistage random sampling technique. Tools of this study included Gambrill-Richey Assertion Inventory and Coopersmith Self-Esteem Inventory and Both experimental and control groups had participated in assertive and self-esteem pretest prior to resiliency training. Then resiliency training was provided for experimental group, but not for control group. Immediately after the completion of training course, post-test was performed for both groups. The results of multivariate analysis of covariance (MANCOVA) showed that resiliency training increases students' self-assertion significantly. Therefore, it can be concluded generally that strengthening and training resiliency skills provoke assertive and self-esteem in students.

The study sought to determine the psychometric properties of self -regulatory climate questionnaire among Iranian students as well as comparing the self- regulatory climate in Gifted and Public Schools. The statistical population included the first-year high school male students in gifted and public schools in 2018. In the first study, 200 students were selected through random sampling. 30 students were randomly assigned to each group via a random sampling method in the second study. The self-regulatory climate questionnaire was used for the collection of data. The reliability of the questionnaire was also evaluated by Cronbach's alpha and to test its validity, the confirmatory factor analysis was used. Also, the multivariate analysis of variance was used to test the research hypothesis. The findings showed that self-regulatory climate questionnaire had proper internal consistency for subscales and total scale. Besides, the fitness indices obtained from confirmatory factor analysis revealed that the scale had proper construct validity and all items had an appropriate load factor. The results also revealed that the gifted schools have a higher self-regulation climate. In general, the results of the present study supported the usefulness of the self-regulatory climate questionnaire among the Iranian sample and provided some evidence of the role of characteristics of the gifted schools in the self-regulatory climate. In general, self-regulatory climate is a valid and effective construct which has positive consequences for academic performance.

The study was conducted to determine the effect of mindfulness training on cognitive flexibility in sixth-grade female students. This research used a pretest-posttest study with control group. A multi-stage random sampling was used in 4 schools, among which 37 sixth-grade female students were randomly selected and assigned to two experimental (17 students) and control groups (20 students). Students in the experimental group participated in a mindfulness training course for 12 (120-minute) sessions for a month and a half. The study used Dennis and Vander Wal's Cognitive Flexibility Inventory (2010). The results of covariance analysis showed that there was a significant difference between the two groups in the scores of cognitive flexibility and due to the higher mean scores of the cognitive flexibility of the experimental group in the posttest (p> 0.05, p = 10.25), it can be stated that mindfulness training was effective in increasing students' cognitive flexibility.

The purpose of this study was to determine the role of life review on life expectancy and family cohesion among mental retardation students. The present study was a quasi-experimental study of two groups with pre-test and post-test and the statistical population was comprised of all students with mental retardation in the secondary school of Birjand that according to the physician, did not have mental retardation and psychological disorders also they had ability to answer questions and willingness to cooperate. The statistical sample of research consisted of 40 subjects who were voluntarily selected and randomly divided equally into two experimental and control groups. Measurement tool was Miller life expectancy questionnaire (1988) and Olson family cohesion (1991). First, all the samples responded to the questionnaires. Then, a treatment plan of life review was performed for the experimental group based on Haight and Webster's life review (1995) at 8 sessions (each session 60 minutes), and the post-test was taken from the experimental and control group. Data were analyzed using covariance analysis and SPSS16 software. The results showed that life review has been effective in increasing the life expectancy and family cohesion of mental retardation students.