The purpose of this study was to investigate the effectiveness of communication skills training on perceived competence and happiness of sixth grade male elementary students. This research was a quasi-experimental in which pretest-posttest with control groups was used. More
The purpose of this study was to investigate the effectiveness of communication skills training on perceived competence and happiness of sixth grade male elementary students. This research was a quasi-experimental in which pretest-posttest with control groups was used. Statistical population consisted of all male students of the sixth grade of elementary schools in Shiraz in academic year 94-95. By using available sampling, 30 students who gained lower scores on Perceived Competence Scale (Harter, 1982) and Happiness Questionnaire (Hills & Argyle, 2002) were selected and randomly assigned to an experimental (15 students) and a control (15 students) group. The experimental group received communication skills training in 10 sessions (90 minutes each). Then, the posttest was administered for both groups. Covariance analysis indicated that there was a significant difference between experimental and control groups in perceived competence, its dimensions and happiness and the mean scores of the experimental group were higher than the control group (P≤0/01). Therefore, communication skills training is effective in increasing perceived competence and happiness of students.
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The aim of this study was the structural effect of attachment styles on perceived competency mediated by self-esteem in fourth, fifth and sixth grade elementary students. This study was a descriptive-analytical correlational study. The statistical population included al More
The aim of this study was the structural effect of attachment styles on perceived competency mediated by self-esteem in fourth, fifth and sixth grade elementary students. This study was a descriptive-analytical correlational study. The statistical population included all students of the second year of elementary school (fourth, fifth and sixth) in the city of Quds in 2019-2020. The sample consisted of 400 fourth, fifth and sixth grade elementary students 200 girls and 200 boys) who were selected by simple random sampling and completed The Harter Children's Self-Perception Profile, Coopersmith's Self-Esteem Questionnaire, and The Kinship Center Attachment Questionnaire. Pearson correlation and structural equation modeling were used using SPSS version 24 and LiserL 8 software. The results showed that attachment styles predict competency perception, directly and through self-esteem. The results of this study showed that planners and counselors to pay attention to the important and fundamental role of self-esteem and attachment styles to increase competence perception in students and to promote them by holding workshops.
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This research intended to examine the effectiveness of puppet play therapy on self-concept, perceived competence, and social maturity of slow learners at the primary school level. The study population consisted of all female slow learners in the fifth grade in Azar-Shah More
This research intended to examine the effectiveness of puppet play therapy on self-concept, perceived competence, and social maturity of slow learners at the primary school level. The study population consisted of all female slow learners in the fifth grade in Azar-Shahr during the academic year of 1399.1400. Based on the purposive sampling method, 30 participants from among female slow learners in the fifth grade in Azar-Shahr were selected and randomly assigned to the experimental group (n=15) and the control group (n=15). To collect the data, three instruments were employed, Piers-Harris children's self-concept scale, Harter’s self-perception profile for children and Vineland social maturity scales. This quasi-experimental study used a pretest-posttest control group design. While the experimental group received nine 90-minute sessions of puppet play therapy, the control group received no treatment. Results based on one-way ANCOVA displayed that the slow learners in the experimental groups made more gains in terms of self-concept, perceived competence, and social maturity as compared with their counterparts in the control group (p<0.5). It can be concluded that puppet play therapy along with other therapeutic programs can be employed to enhance self-concept, perceived competence, and social maturity of slow learners at the primary school level. (p<0/05)
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The effects of cognitive strategy skills on dimensions of perceived competence (cognitive, physical and social) among elementary school students was studied. 50 male fifth-grade students selected by cluster sampling method and divided into one group of experimental and More
The effects of cognitive strategy skills on dimensions of perceived competence (cognitive, physical and social) among elementary school students was studied. 50 male fifth-grade students selected by cluster sampling method and divided into one group of experimental and one control group (n=25). Both groups completed the Perceived Competence Scale (Harter, 1982). The research design was pretest-posttest with control group. The experimental group received 10 sessions (35 minutes each) of training cognitive strategy skills (Maleki, 2005). Covariance analysis indicated the effectiveness of cognitive strategy training in modifying dimensions of perceived competence (cognitive, physical and social). The results also posited the effectiveness of training cognitive strategy skills after a 30 day follow-up.
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The present study investigated the effectiveness of of training packages of Yang's reasoning on mood instability and perception of social competence in children with attention deficit hyperactivity disorder. The research method was semi-experimental with a pre-test, pos More
The present study investigated the effectiveness of of training packages of Yang's reasoning on mood instability and perception of social competence in children with attention deficit hyperactivity disorder. The research method was semi-experimental with a pre-test, post-test and follow-up plan with a control group. The statistical population of the research was children aged 8 to 12 years with symptoms of attention deficit hyperactivity disorder who had referred to specialized occupational therapy centers in Isfahan city in the fall of 1400. Among them, 30 children were selected in a purposeful way and randomly placed in two groups of 15 people (experimental and control).The research tools included Shields & Cicchetti's emotion regulation checklist (1998) and Parandin's social competence scale (2015). The experimental group was trained in Yang's reasoning and thinking skills during 8 sessions of 60 minutes, and the control group did not receive any intervention. Data were analyzed using repeated measures analysis of variance. The results indicated a significant and stable effect of Yang's reasoning and thinking skills package on mood instability and social competence perception (p<0.001). Therefore, Yang's reasoning and thinking skills package can be used to reduce mood instability and improve the social competence of children with attention deficit hyperactivity disorder.
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