Present study aimed to determine the effectiveness of providing color stimuli on social problem solving and academic achievement of students. This study was semi-experimental with pre-test and post-test design of multi-group with control group. The research population was female third grade elementary school students in Birjand city in the academic year of 2018-19. From among the members of the community, 154 people were selected by available sampling method and randomly replaced in seven equal groups of 22 people. Each of the seven groups was subjected to one of the color stimuli of red, yellow, green, blue, pink, light blue (six experimental groups) and white (one control group). To measure social problem solving was used from the questionnaire social problem solving (D’Zurilla & et al, 2002) and to measure academic achievement was used from the first and second semester average of students. Data were analyzed by multivariate analysis of covariance method and Scheffe post hoc test in SPSS-23 software. The findings showed that there was a significant difference between the experimental and control groups in terms of both variables of social problem solving and academic achievement (p < 0/001). In the other words, in social problem solving variable, the effect of green, blue and pink color stimuli was more than red, yellow, light blue and white colors and there was no significant difference between other groups. Also, in academic achievement variable, the effect of yellow, blue, pink and light blue color stimuli was more than red and white colors and there was no significant difference between other groups. According to the findings, the use of color stimuli to improve social problem solving and academic achievement is recommended to teachers. Therefore, the use of color stimuli to improve social problem solving and academic achievement is necessary.
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