نشریه رویکردی نو بر آموزش کودکان
سال ششم شماره 3 (پیاپی 21، پاییز 1403)

Teaching methods play an important role in the academic and social success of students. Therefore, the aim of this study was comparing the effectiveness of cooperative learning and role playing teaching methods on academic engagement and social adjustment in the social studies course.

The present study was quasi-experimental with a pretest and posttest design with a control group. The research population was the sixth grade elementary female students of Ahvaz city in 2023-24 academic years, which 60 people were selected as a sample by cluster sampling method and randomly replaced in three equal groups. Each of the experimental groups was trained for eight weeks with cooperative learning and role playing teaching methods, and the control group was trained with common teaching method. The data were collected with Fredricks et al.'s academic engagement scale (2004) and Bell's social adjustment questionnaire (1961) and were analyzed with multivariate analysis of covariance test and Bonferroni's post hoc test in SPSS-25 software.

The results showed that both cooperative learning and role playing teaching methods in compared to the control group led to increase academic engagement score average and decrease social adjustment score average of students (P<0.001), but between the experimental groups of cooperative learning and role playing teaching methods there was no any significant difference in improved their academic engagement and social adjustment (P>0.05).

According to the results, to improve students' academic engagement and social adjustment can be used the cooperative learning and role playing teaching methods.

This study was conducted with the aim of investigating the effect of four-corner strategy on development of mathematical problem-solving skills in fifth grade students.

The type of research in terms of implementation, it is semi-experimental in the form of a post-test design with a control group. In this plan, the participants were divided into two experimental groups and control group. In the experimental group, the independent variable was the implementation of the four-corner strategy method, and the control group was the implementation of traditional method. The research sample was selected from among 72 students who were randomly divided into two groups. The researcher compared the variables between the two groups, such as previous knowledge, intelligence test, age and parents' progress. After completing the study, the researcher determined a test to solve mathematical problems, which included 25 paragraphs of multiple choice types.

The results showed that in solving math problems, the average score of the experimental group was 19.03, while the average score of the students of the control group was 15.92. Also, in the math achievement test, the average score of the experimental group was 18.97, while the average score of the control group students was 15.83. The independent t-test showed that these differences are statistically significant.

The results of the research showed that the students of the experimental group performed better than the students of the control group in solving math problems.

The present study examined the effectiveness of play therapy with the schema mode therapy approach on the impulse control and resilience of male students with Attention-Deficit/Hyperactivity Disorder (ADHD).

This research was a quasi-experimental applied study with a p-retest-posttest-control group design with a one-month follow-up. The statistical population consisted of all 8-11-years elementary school male clients with AHDH in counseling and psychology centers in 2022. A total of 15 subjects were selected per group by purposeful sampling and randomly assigned into the experimental and control groups. Connors’ Parent-form questionnaire, the Dusseldorf Illustrated Schema Questionnaire for Children (DISC), Impulsive Behaviors Scale for Children, and Social-Emotional Assets and Resilience Scales (SEARS) were used for data collection. The experiential group underwent play therapy with a schema-mode therapy approach for ten 60-minute sessions.

The data were analyzed by repeated-measures multivariate analysis of variance. The results displayed that play therapy with a schema mode therapy approach improved impulse control and resilience in the post-test and maintained its influence in the follow-up phase, too. This implies the continued effectiveness of play therapy with the schema mode therapy approach.

Considering the results of the research, play therapy with a schema mode therapy approach enhances impulse control and resilience among students with Attention-Deficit/Hyperactivity Disorder.

EThe current research aims to design a model. The model will develop the emotional intelligence of primary school students.

The research method is the qualitative method of grounded theory. The participants were child psychology and counseling specialists. They were familiar with elementary schools. Theoretical sampling selected 21 people for in-depth interviews. They continued until they reached theoretical saturation. Members validated the findings by using the matching method. They also did test interviews. To analyze the data we obtained, we used open, axial, and selective coding. The results of data analysis show 796 main ideas.

The results of data analysis show that 796 primary conceptual propositions with 70 sub-categories and 20 main categories in the form of 6 dimensions of the paradigm model include: causal conditions (intra-individual factors, interpersonal factors, family, educational system), phenomenon main (education of emotional intelligence), strategies (educational strategies, strategies related to family, strategies related to education and upbringing, game strategy), contextual conditions (awareness, creating opportunities, home and school alignment, attention to individual characteristics, internalization of social skills), Environmental conditions (social environment-economic environment, cultural environment, political environment) and consequences (individual excellence, social excellence, economic excellence) were identified.

The integration of categories based on the relationships between them, around the focus of developing emotional intelligence, forms a paradigm model that shows the model of developing emotional intelligence of elementary school students. As a result, the development of emotional intelligence of primary school students can lead to the development of their healthy social personality.

The present study was conducted with the aim of analyzing the tasks of the probability section of elementary mathematics textbooks. In terms of purpose, this study is among applied studies, and in terms of data collection method, it is considered to be descriptive, which was done with quantitative content analysis method. The statistical population is the probability section of mathematics textbooks of the second to sixth grades, published in 2023, and the sample size is equal to the size of the population. In this study, the probability section in elementary mathematics textbooks has been analyzed from two perspectives, including the determination of the taught probability concepts and the cognitive demand levels of tasks. The results of content analysis with the aim of determining the probability concepts taught showed that these concepts included the random experiment, sample space, probability of an event, probability comparison, and fairness. Stein & Smith (1998) framework was used for content analysis from the perspective of determining the levels of cognitive demand. The results of the analysis determined that nearly two-thirds of the probability tasks in the elementary mathematics textbooks are at the low levels of cognitive demands, including, memorization and procedures without connections, and the remaining one-third are at the procedures level with connections, and no task is at the highest level including the doing mathematics level.

Today, addiction to online games in children has grown significantly and the aim of this study was to predicting addiction to online games based on mood and anxiety symptoms, psychological adjustment and academic self-efficacy in students.

This study was descriptive from correlation type. The research population was the sixth grade students of Mashhad city in the 2022-20233 academic years, which 400 students were selected as a sample with using multi-stage cluster sampling method. The research tools were included questionnaires of addiction to online games (Wang and Chang, 2002), mood and anxiety symptoms (Wardenaar et al., 2010), psychological adjustment (Bell, 1961) and academic self-efficacy (Jinks and Morgan, 1999) and its data were analyzed by Pearson correlation coefficients and multiple regression with enter model methods in SPSS-23 software.

The results indicated that the score of mood and anxiety symptoms and score of psychological adjustment had a positive and significant correlation with the score of addiction to online games in students, and the score of academic self-efficacy had a negative and significant correlation with the score of addiction to online games in them (P<0.01). Also, the mood and anxiety symptoms, psychological adjustment and academic self-efficacy could predict 41% of the changes of addiction to online games in students (P<0.001).

According to the results, in order to reduce the addiction to online games in students can be decreased the mood and anxiety symptoms and increased the psychological adjustment and academic self-efficacy.

The aim of this study was to investigate the prediction of adolescent aggression based on personality factors (adolescent personality factors) and parental behavioral patterns in Sarjahan region. The statistical population in this study included all high school adolescents in 2019-20. From the statistical population, 150 adolescents (85 male adolescents and 65 female adolescents) were selected as a sample using multi-stage cluster sampling method, then the sample individuals were questionnaires of personality traits and behavioral patterns of parents and Aggression was complemented by adolescents. In the analysis process, the data obtained from Pearson correlation test to analyze the relationship between variables and multivariate regression test simultaneously to predict the criterion variable by predictor variables were analyzed using SPSS software version 24. The results showed that personality factors in terms of components (neuroticism positively at the level of significance 0.05, agreement at the level of significance 0.01 and responsibility at the level of significance 0.05 were negatively able to predict adolescent aggression variable Parents' behavioral patterns in terms of components (negative dialogue orientation at a significance level of 0.01, positive compliance orientation at a significance level of 0.01, were able to predict adolescent aggression variables.

The purpose of this research is to design an art curriculum model based on the interaction of students with the police,as well as to identify effective learning activities to increase these interactions.

This research has used a mixed method and a qualitative approach of grounded theory and a descriptive-survey quantitative approach.The scope of the research in the qualitative part was26expert and experienced teachers were purposefully selected in a snowball type, and in the quantitative part,there were310teachers and educational officials of the elementary school in Shiraz, were selected randomly.The tool of the quantitative part of the researcher-made questionnaire was27questions,the validity of which was confirmed by9subject experts and its reliability was confirmed with alpha(0.96).In the qualitative part Data analysis with Strauss-Corbin method and in the quantitative part Friedman test and one-sample t-test were used.

After analyzing the text of the interviews and coding its components,43open codes,13central codes, and5 selective codes were extracted.In addition,27learning activities were identified,which were used for the purpose of quantitative tools.The results of the quantitative part showed that from the teachers' point of view,all the identified learning activities are important in increasing these interactions. performing the show and embodying the sacrifices,using poetry and music,inviting the police to attend the class they were ranked first to third.

The results of the quantitative part of the research indicate that the activities that require sufficient budget,infrastructure and time are ranked last.In addition,the curriculum model presented in this research shows the effective factors in the implementation of the curriculum and its expected consequences.

The research was conducted with the aim of explaining the model of self-directed learning based on cognitive creativity with regard to the mediating role of successful intelligence in the students of the second year of elementary school in Kerman province. The current research was descriptive and of correlation and structural equations type. The statistical population included all the students of the second period of elementary school in Kerman province in the academic year of 2022-2023 in the number of 170066 people. 310 people were selected from 4 cities (Ravar, Baft, Bam, Rafsanjan) based on multi-stage random cluster sampling method. In order to collect data, Abedi's cognitive creativity standard (1993), Sternberg and Grigorenko's successful intelligence (2002) and Naghavi Self directed learning (2022) questionnaires were used. Then scoring was done with SPSS version 23 statistical software and data analysis was done using structural equation modeling method in AMOS-23 software. The results showed that there is a significant relationship between successful intelligence and self-directed learning (P<0.01). Also, the results showed that the indirect paths of self-directed learning based on cognitive creativity with the mediating role of students' successful intelligence were significant. According to the findings, the final model had a good fit (P<0.01). The findings of this research can have an impact on the design of curricula and lead students in the path of effective cognitive creativity and the use of successful intelligence to solve problems by teachers and designers.

The main mission of educationalists is to create a suitable platform for identifying the talents of students and helping them to emerge and flourishing talents according to individual differences. The aim of the present study was to investigate the effectiveness of philosophizing in exploration circles as a teaching method on the academic buoyancy of students.

The research method was semi-experimental using a pre-test-post-test design with a control group and random assignment of subjects. The study population included all the sixth grade students of Sangsar section of Rasht city in the academic year of 2022. Sampling was available and the number of samples was 40 people who were randomly divided into two experimental and control groups. To collect data, the academic buoyancy questionnaire (Martin and Marsh, 2006) was used. Then, for 8 sessions, the experimental group was trained in the method of teaching philosophising in exploration circles in the lesson of thinking and research. The collected data were analyzed using SPSS version 23 software and by univariate analysis of covariance.

The findings showed that the teaching method of philosophizing in exploration circles was effective on students' academic buoyancy (P<0.001).

It seems that learning philosophy teaching techniques that are positively related to beliefs, emotions and behaviors related to progress leads to the creation of a positive emotional atmosphere in learning situations and ultimately causes academic vitality in students. Therefore, according to the obtained results, it is recommended to use the teaching method of philosophizing in exploration circles to improve academic vitality.

Learning disorder or learning disability is a general name that includes a wide range of learning problems. A learning disability does not mean a deficiency in intelligence or motivation. The current study examines the psychometric determination of the ELORS scale and its application to diagnose learning deficits in childhood.The current research is a descriptive-survey research. The statistical population included pre-primary children in Tehran. The sample used in this research is 385 people. The required sample was selected using the multi-stage cluster random sampling method. The collection tools were ELORS scale and Colorado learning problems questionnaire. Conventional psychometric tests (Cronbach's alpha, exploratory factor analysis, content validity, confirmatory factor analysis, internal consistency) were used for data analysis. To check the reliability of this test through the internal consistency of the questions and spss-28 software was used.To check the adequacy of sampling, the kmo index value for both questionnaire forms was 0.820 for parents and 0.752 for teachers. To estimate the reliability coefficient of the questionnaire using Cronbach's alpha method, the results show that there is a significant correlation between the EIORS scale of the parent and teacher form and the questions of the Colorado questionnaire, which indicates concurrent validity in a criterion manner.The results show that there is a significant correlation between the EIORS scale of the parent and teacher form and the questions of the Colorado questionnaire, which indicates concurrent validity in a criterion manner. Therefore, it can be said that this questionnaire has criterion validity.

Depressed mood is an important factor in the decline in academic performance among students. The aim of this study was to determine the mediating role of positive thinking skills in the relationship between students' feelings of loneliness, aggression and depressed mood.

The present study is a descriptive correlational study. Statistical population of all male and female students of 8 to 12 years of primary school in Rasht who were studying in 1400-1399 who were selected by two-stage cluster sampling method and according to the Ingram and Wisnicki (1988) Positive Thinking Questionnaire, Pediatric Symptoms Questionnaire (CSI-4), Child Depression Inventory (CDI), Usher and Wheeler (1985) Loneliness Questionnaire. Data were analyzed using structural equation modeling and SPSS and AMOS software version 22. In order to analyze mediation relationships, the bootstrap method was used in Macro, Preacher and Hayes (2008) program.

The improved structural model of loneliness and aggression has a favorable fit with depressed mood through the mediation of positive thinking (χ2/df= 1.011, RMSEA= 0.005). Loneliness and aggression had a negative and significant relationship with depression (p<0.001). Bootstrap analysis revealed that positive thinking could not mediate the path of aggression to depressed mood but could mediate the relationship between loneliness and depressed mood (p <0.001).

The results showed that the relationship between aggression and depressed mood is so strong that positive thinking is not able to reduce the relationship between the two. However, positive thinking can reduce the destructive effects of loneliness on depressed mood.

The present study aimed to investigate whether Learning-centered leadership can enhance teachers' research motivation.

The study population included all elementary school teachers in Shahriar County during the 2024-2023 academic year, totaling approximately 4,000 individuals. A cluster sampling method was employed, and 351 participants were selected as the study sample using Morgan's table. The research instruments were the Learning-centered leadership Questionnaire by Liu et al. (2016) and the Research Motivation Questionnaire by Dimmer et al. (2010). The validity of the instruments was assessed by respondents, faculty members, and confirmatory factor analysis. The reliability coefficients of the questionnaires were calculated using Cronbach's alpha, yielding values of 0.972 and 0.892, respectively. Descriptive and inferential statistics, including Pearson's correlation coefficient and structural equation modeling, were utilized for data analysis with SPSS28 and Smart PLS3 software.

The results indicated a significant positive relationship between Learning-centered leadership and research motivation. There is a significant relationship between learning-oriented leadership and intrinsic motivation. There is a significant relationship between learning-oriented leadership and extrinsic motivation. There is a significant relationship between learning-oriented leadership and the prevention of failure in research.

Instructional leaders in elementary schools can foster research motivation among teachers by engaging them in school learning activities.

The purpose of this research was to identify the values of the national document of education in the face of moral crises in the society. The research method is qualitative and based on thematic analysis method. The research community in this research includes the analysis of the document of the fundamental transformation of education and all books and resources written about the topic of ethical and aesthetic foundations. To collect information, the method of extracting files from books and related sources has been used. The data analysis method is the theme analysis method. For this purpose, a three-step thematic coding method was used, and the data were analyzed and categorized in the form of basic, organizing, and comprehensive coding, and finally, the model was presented. The obtained results showed that the fundamentals of values of the national document of education in the face of moral crises, in the moral dimension, include 24 core And three comprehensive codes include belief ethics, general and basic ethics, and social political ethics And in the aspect of aesthetics, including 13 organizing codes and four comprehensive codes, including spiritual aesthetics, moral aesthetics, tangible aesthetics, and artistic aesthetics that can be considered in education.. Based on this, the fundamentals of Sanad's value theory should, in short, be subject to categories such as: religious ethics, spiritual capital, good life, belief in Mahdavi's rule of justice, guardianship, moral capital, value education, moral approach, character education.

drug use in teenagers is a psycho-social phenomenon that personality, biological, family, cultural, emotional, social and economic features play a role in its formation, and among these, the role of emotional factors including emotional dysregulation in driving teenagers to drug use. The substance and also the continued use play a decisive role. The purpose of this study was to design an emotion regulation program based on a transdiagnostic approach for adolescents with emotional disorders with a history of drug use.

This research is qualitative and phenomenological. The research community includes all specialists in child and adolescent psychology and addiction, and the emotion regulation program based on the transdiagnostic approach in seven stages and in 17 adjustment sessions and the designed program was provided to 10 child and adolescent psychologists and addiction specialists, and after approval The content validity index and content validity ratio were calculated.

The results of the content validity and the implementation of the emotion regulation program based on the transdiagnostic approach showed that this package was approved by the relative coefficient of content validity and content validity index.

According to the results obtained from this research, it can be said that this package is a comprehensive program for teenagers with emotional disorders with a history of drug use.

The aim of the present research was to investigate the mediating role of distress tolerance in the relationship between marital status and conflict resolution methods with marital compatibility in married women of Shahin Shahr city. The correlation research method is structural equation modeling. The research population was all married women living in Shahin Shahr city, of which 200 participated in this research voluntarily and available. The research tools included marital compatibility scale, Golombok-Rust marital status questionnaire, Rehim's conflict eesolution styles questionnaire, and distress tolerance questionnaire. The analysis method of this research was structural equation modeling and Pearson correlation coefficient. The results showed that distress tolerance is the mediator of the relationship between required conflict resolution style and marital adjustment in such a way that by reducing the required conflict resolution style, distress tolerance increases in married women and as a result, marital adjustment increases. Distress tolerance is the mediator of the relationship between reconciliation conflict resolution style and marital adjustment in such a way that with the increase of reconciliation conflict resolution style, marital adjustment in married women increases directly and also indirectly distress tolerance increases in them and as a result Marital compatibility increases. The relationship between integrative, dominant and dominant avoidant styles with marital adjustment with the mediation of distress tolerance was not significant (p≤0/05).

The purpose of the present study was to impact the components of critical approach on academic achievement of the fourth grade female students in Tehran.

The present research method is causal-comparative. The statistical population of all female students was the fourth grade elementary school in Tehran, with a total of 5,000. The research sample was selected based on the multi -stage cluster sampling method. The sample size of the research was determined by 381 people based on the Karaji Morgan table. The tool used in the present study was the California Critical Skills Skills Test and the Testing Examination Test of Science. Research data were analyzed using dependent T test and variance analysis.

Research Findings showed that critical thinking components (analysis, inference, evaluation, deductive reasoning and inductive reasoning have a significant positive effect on the academic achievement of student science at 95 % reliability.

The results show that the coefficients of critical thinking are positive, in fact indicate that by increasing them, the academic achievement of empirical sciences also increases. Using the formulas and methods of critical thinking, learners are learning that the power of reasoning and the power of avoidance enhances the extent of a problem, which is due to the cognitive development of individuals. In other words, by using critical thinking, one gradually increases the power of understanding.

The main goal of the current research is to determine the fit of the causal model of psychological well-being based on resilience and self-expression with the mediation of interpersonal skills and mindfulness. The statistical population of the research included the students of different levels of psychology in North Tehran and East Tehran units of Tehran Azad University in the academic year 1401-1402, and a sample of 495 students was selected by random sampling method. 18-question psychological well-being standard questionnaires of Riff (1989), 25-questions of Connor and Davidson's resilience (2005) (CD-RIS) and 15-questions of Mattson's interpersonal communication skills (1983) were used. The results of the research showed that resilience has a significant and direct effect on psychological well-being with an impact coefficient (0.497). Also, resilience has an indirect effect on psychological well-being through the mediation of interpersonal skills (P<05). It can be concluded that the increase of individual skills and resilience leads to the promotion of psychological well-being of students, so universities should work more on the development of resilience and interpersonal skills.

The purpose of this research was to present a structural model of academic burnout based on the emotional atmosphere of the family and perceived social support, emphasizing the mediating role of attachment styles.

The descriptive research method was of the correlation type (structural equations). 232 female students of the first secondary school in Qom City were selected according to the entry and exit criteria by multi-stage cluster sampling method. The tools used in this research included Zimmet et al.'s Perceived Social Support Questionnaire (1988), Hillburn's Family Emotional Climate Questionnaire (1964), Collins and Reed's Attachment Styles Questionnaire (1990), and Bresso et al.'s (1997) Academic Burnout Questionnaire. To analyze the research model, the structural equation model was used using AMOS24 software.

The findings showed that family emotional atmosphere (P=0.041, β=-0.18), social support (P=0.035, β=-0.24), and secure attachment style (P=0.047), β = -0.14) had a negative and significant effect on academic burnout; Avoidant attachment style had no significant effect on academic burnout (P=0.946, β=0.001); But ambivalent attachment style had a positive and significant impact on academic burnout (P=0.033, β=0.24). Family emotional atmosphere (P=0.048, β=0.13) and social support (P=0.032, β=0.28) had a positive and significant effect on secure attachment style.

Based on the research findings, it is concluded that the perceived social support and the emotional atmosphere of the family, through secure and ambivalent attachment style, Paying attention to this effect mechanism can be effective in preventive and therapeutic interventions to reduce academic burnout.

The purpose of this research was to present a structural model of wisdom based on emotional compatibility and self-coherence, emphasizing the mediating role of the experience of infatuation.

The descriptive research method was of the correlation type (structural equations). 200 female undergraduate students of Tolo Mehr University of Qom were selected according to the entry and exit criteria using multi-stage cluster sampling. The tools used in this research included Ardelet's wisdom scale (2003), Rabiot et al.'s emotional adjustment scale (2007), Antonovsky's sense of coherence scale (1987), and Jackson and Eckland's fascination experience scale (2002). In order to analyze the research model, the structural equation model was used using AMOS24 software.

The findings showed that emotional adjustment (P = 0.001, β = 0.54), self-coherence (P = 0.017, β = 0.30) and the experience of infatuation (P = 0.016, β = 0.30) β =) had a positive and significant effect on wisdom. Self-coherence had a positive and significant effect on the experience of infatuation (P = 0.001, β = 0.34); But emotional compatibility (P = 0.698, β = 0.06) did not have a significant effect on the experience of infatuation. The indirect results of the research model showed that self-coherence had an indirect effect on wisdom through the mediation of infatuation experience; But emotional adjustment did not have an indirect effect on wisdom through the mediation of infatuation experience. Overall, the results showed that the model had a good fit.

Therefore, it is possible to evaluate the effectiveness