مطالب

Purpose: This study intended to investigate the effectiveness of personal wisdom therapy approach in reducing internet addiction in adolescent female students. Method: The present study was a semi-experimental study and its statistical population was 200 adolescent female students studying in high schools in the city of Hamadan in the academic year 1399-1400 from which 34 female students, selected based on convenience sampling procedure, were randomly divided into experimental and control groups. The participants in the experimental group received 10 training sessions using a wisdom-therapy approach. In order to assess the participants’ internet addiction, the internet Addiction Scale developed by Young (2007) was used. The effect of the provided trainings was assessed using pre-test, post-test and two-month follow-up. In order to analyze the obtained data, a set of ANCOVA was run. Findings: The results revealed that personal wisdom-therapy had a statistically significant positive effect on reducing the level of internet addiction among adolescent female students. Impact and implication statement: since wisdom therapy has been effective in reducing internet addiction, all those involved in education, including teachers and school principals can design wisdom-based lessons and programs to help students in this regard and improve the quality of education.

In order to better understand the relationship between problem solving and empathy, this study looked into the mediating roles of working memory and attentional control. The descriptive-correlation research design was used for this study. All of the students in Zahedan city who were enrolled in classes made up the statistical population of the study With roughly 40,000 students. 500 Zahedan City students were chosen as participants in this study using the cluster sampling method. The problem-solving questionnaire by Hepner and Petersen(1982), the attentional control scale(2013), the empathy questionnaire by Jolliffe and Farrington(2006), and the working memory questionnaire(2012) were all used to gather data. The data were analyzed using SPSS and Amos software using descriptive and inferential statistical methods like Pearson correlation and structural equation modeling. The direct approach to problem solving is detrimental and requires attention (-0.518). Additionally, the non-significant direct relationship between working memory and cognitive emotional empathy (-0.060). There is a negative and significant direct path of attention to cognitive emotional empathy (0.219). The direct correlation between cognitive emotional empathy and problem solving is negative and significant (-0.463). the indirect effect of problem solving on empathy with the mediation of attentional control is favorable and significant (P < 0.01). In general, the findings of the research indicate that paying attention to the role of mediating factors in the relationship between problem solving and empathy is of particular importance, and considering the indirect effects of problem solving on empathy, interventions can be designed to promote empathy.

Purpose: The present study aimed to design, implement and evaluate a learning situation to achieve the goals of economic education in the third grade of elementary school.  Methodology: This research is applied in terms of purpose and is a quasi-experimental research in terms of method. The research design of this study is a pre-test/post-test design with a control group. The sample of this study were 50 third grade female students of Dr. Hesabi School in District 20 of Rey city who were divided into control and experimental groups. In order to collect data, a researcher-made checklist was used. The validity of the questionnaire was content-face validity and was confirmed by educational planning experts. The reliability of the questionnaire was calculated based on Cronbach's alpha value and was more than 70% and was confirmed. For data analysis, mean and standard deviation indices as well as Kolmogorov–Smirnov test, covariance and SPSS software version 20 were used. Findings: Findings showed that there is a significant difference between students' perceptions of the concepts of economic education in the experimental group and the control group in the pre-test and post-test stages and the designed learning situation has been able to influence third grade students' understanding of the economic concepts of benefit, cost, and consumption. The results show that the average benefit variable in the experimental group post-test was 4.80, the average cost variable in the experimental group post-test was 5.20 and the average consumption variable in the post-test of the experimental group was 9.64.  Conclusion: According to the results, it can be said that the learning situation designed to convey the concept of consumption has been more successful than the other two concepts. This is rooted in the lack of sufficient economic resources appropriate to the student's age group (especially the issue of benefit).