مطالب

Purpose : The present research was conducted with the aim of comparison of psychomotor skills and social adjustment in elementary students with and without preschool history. Methodology : This research in terms of time was cross-sectional, in terms of purpose was applied and in terms of implementation method was causal-comparative. The study population was the first to third grade students of Shiraz Kodak Afarin Educational Complex in the academic years of 2019-2020, which according to the Krejcie and Morgan table number of 144 people (90 people with preschool history and 54 people without preschool history) were selected as a sample by simple random sampling method. Data were collected by psychomotor skills test (Lincoln Oseretsky, 1950) and adaptive behaviors inventory (Lambert et al, 1974) and analyzed by independent t-test in the SPSS software. Finding : The results showed that elementary students with preschool history in compared to elementary students without preschool history significantly had a more favorable situation in terms of psychomotor skills (and all its components including touching, bending on the toe, harmonious tapping of the foots, standing on one foot, walk backwards and finger skills) and social adjustment (and all its components including violent behavior, antisocial behavior, rebellious behavior, unreliable behavior, avoidance, stereotyped behavior, inappropriate social behaviors, bad voice habits, bad or strange habits, hyperactivity tendency and psychological distress) (P<0.01). Conclusion : The results indicated the effect of preschool on psychomotor skills and social adjustment in elementary students. Therefore, to improve the characteristics of students is necessary to use a preschool education course.

The aim of this study was to determine the effect of positive thinking therapy training on reducing recurrent negative thoughts in obsessive-compulsive disorder patients in Corona Virus period.  The research method was quasi-experimental by pretest-posttest with control group and experimental group.  The statistical population of this study was obsessive-compulsive disorder patients in Mahabad. According to the data registered in Rajan Psychotherapy Center, 71 people were referred to primary and secondary obsessive-compulsive disorder in February 2021. Using the convenience sampling method, 30 patients with OCD were selected as the experimental group and 30 patients with OCD as the control group, and the experimental group was exposed to positive thinking skills training.  In order to collect information, a Perseverative Thinking Questionnaire (PTQ) was used. This questionnaire was developed by Ering et al. (2011) to assess recurring negative thoughts.  The intervention program of positive thinking skills training was implemented in 10 an-hour sessions on the experimental group. The positive thinking skills training package was derived from Quilliam (2003) Positive Thinking and Applied Positiveness.  Findings obtained from analysis of variance showed that there was a significant difference in reducing negative repetitive thoughts in the post-test phase between the experimental and control groups(P<0.05).  According to the research results, it seems that teaching positive thinking skills is effective in reducing negative repetitive thoughts among patients with obsessive-compulsive disorder.

A child's ability to engage positively with others, express emotions positively, and control behavior is referred to as social and emotional competence. Thus, the aim of this study was to explain social-emotional competence based on positive mood Characteristics, self-efficacy in emotion regulation with mediating role of social support of female students. The method used in this research was structural equation modeling correlation, which was performed in Tehran during the academic year 2018-2019 in December and October. 420 female students from all female students with an average age of 17 years in public schools in Tehran in the academic year 2019-2020, were randomly selected by cluster sampling method. Bromes's temperament (2007), social support of Wax et al. (1986), self-efficacy of Caprara et al. (2008), and competence Emotional-social completed by students Zhu and Ei (2012) questionnaires were administered to students. Pearson correlation coefficient test and path analysis methods were used to analyze the data. Data were analyzed using SPSS-21 and AMOS18 software. Based on the presented model (The root-mean-square error (RMSEA) was 0.072, and the square root of the mean squared residual (SRMR) was 0.062, which was less than the criterion (0.08) and thus confirmed the fit of the model. Based on the results, Positive mood traits affect social-emotional competence both directly (P <0.05, β = 0.159) and indirectly through social support (P <0.05, β = 0.204). In order to promote social-emotional competence, social support should consider an effective variable and important intervention priority of educational systems.

The aim of this study was to identify the challenges and effective indicators in entrepreneurial attitudes in the content of elementary textbooks. The research method is applied in terms of purpose and based on how to collect qualitative data based on semi-structured interviews. The statistical population was the selection of interviewees using snowball-type purposive sampling method, which was stopped in the eleventh interview due to the repetitive text of the interviews and consensus. Based on the results of the interviews and the extraction of challenges, which consisted of 46 two concepts or items, 8 challenges in the content of science and Persian textbooks for first to third grades of elementary school were identified. Also, in the index extraction section, which consisted of 43 concepts or items, 7 effective indicators were identified in the content of science and Persian textbooks for the first to third grades of elementary school. The results showed that the challenges of lack of space and educational context, theorizing of concepts, neglect of entrepreneurship, lack of education, optional activities, lack of evaluation, lack of support from officials and lack of skills of teachers as the most important challenges of not developing attitudes, respectively. Entrepreneurship was introduced in the textbooks of the course. Also, indicators of creating and creating opportunities, self-efficacy, desire and confidence in success, talent identification, participation and interaction, operationalization and acquisition of skills, flexibility of officials were selected as the most important factors in developing entrepreneurial attitudes in elementary school textbook content.