The Effect of Philosophy Education on Social Skills in secondary school students

Subject Areas :

Parinaz  Banici ¹ (دانش‌آموخته دکتری روانشناسی، دانشگاه آزاد اسلامی واحد ساوه، ساوه، ایران)
Hasan  Shams sfandiyari ² (دانشیار گروه روانشناسی، دانشگاه بین‌المللی قزوین، قزوین، ایران(نویسنده مسئول))
Souzan  Amami pour ³ (دانشیار گروه روانشناسی، دانشگاه آزاد اسلامی تهران مرکز، تهران، ایران)

Received: 2019-01-23 Accepted : 2019-01-23 Published : 2018-11-22

Keywords: social skills, Key words: Philosophy teaching,

Abstract :

Abstract The purpose of this study was to determine the effect of teaching philosophy on social skills in high school students. The present study was applied in terms of purpose and in terms of data collection method, it was a semi-experimental, pre-test and post-test with control group. The statistical population consisted of all students of the first grade secondary school in District 3 of Tehran during the first semester of the academic year (2017-18) (N=6500). The sample size was 30 people. A cluster sampling method was used for sampling. The data collection instrument was Matsun Social Skills Questionnaire (1983) has 56 questions, and the dimensions of social skills, unsustainable behaviors, aggression and impulsive behaviors, superiority and high confidence Having a relationship with peers and holding a philosophy course For children, the group was tested for 13 sessions of 60 minutes based on "Lessons of Philosophy for Children" Michael Barrow. Covariance analysis was used to analyze the data. The results showed that teaching philosophy on social skills in first-grade students is influential. It improves the level of social skills with the effect size of 75.