social skills

Purpose: This research is aimed at The effect of social skills training philosophy, beliefs and tolerance of ambiguity in the junior high school students was conducted. The aim of the present study, the use and the collection of data for quasi-experimental, pretest and post-test with group The control and testing Respectively. Methodology: The statistical population consists of all Secondary school students of Tehran Region 3 in the first semester of the academic year 98-1397 Was (N = 6500) A sample of 30 patients were considered for sampling random cluster sampling was used. Data were collected, Wells' metacognitive beliefs questionnaire (1997), the ambiguity tolerance questionnaire that Lin (1993), Matson Social Skills Inventory (1983) and a philosophy training course for the group Experiment for 13 sessions 60 min. That by "design philosophy lessons for children" was formulated participated. To analyze data Statistical analysis of covariance analysis Was used. Findings: The results obtained showed that social skills training philosophy, beliefs and tolerance of ambiguity impact There. Apply this training method Improve social skills, beliefs and was ambiguity tolerance. Conclusion: So you need to improve social skills, beliefs and tolerance of ambiguity that the purpose of their business flourish of mental Is used and useful means of teaching philosophy in the educational system, he said.

Purpose: The aim of this research was predicting social skills in single child adolescents based on attachment styles and creativity with mediating role of moral intelligence. Methodology: This was a cross-sectional study from type of correlation. The research population was 3957 single child adolescent students in areas one to three of Tehran city in 2019-2020 academic years. Based on Cochran's formula, the sample size was estimated 350 people who were selected by multi-stage cluster sampling method. To collect data used from the questionnaires of social skills (Inderbitzen & Foster, 1992), attachment styles (Hazan & Shaver, 1987), creativity (Torrance, 1992) and moral intelligence (Lennick & Kiel, 2005). Data were analyzed by structural equation modeling method from type of path analysis in LISREL software version 8.8. Findings: The findings showed that secure attachment and creativity had a direct and significant effect on moral intelligence and social skills, avoidant and ambivalent insecure attachments had a direct and significant effect on moral intelligence and social skills and moral intelligence had a direct and significant effect on social skills. Also, secure, insecure avoidant and insecure ambivalent attachments, avoidant and ambivalent insecure attachments and creativity with mediating role of moral intelligence had an indirect and significant effect on social skills (P<0.05). The model had a good fit and moral intelligence was a good mediator between attachment styles and creativity with social skills. Conclusion: According to the results, to improve social skills can be increased the rate of secure attachment style, creativity and moral intelligence and decreased the rate of avoidant and ambivalent insecure attachment styles.

The aim of this study was to investigate the relationship between online game addiction and self-efficacy, creativity and social skills. The statistical population included all female high school students in Rudsar who were studying in 2020-2021. From this community, 150 people were selected by convenience sampling method. Data collection tools included the Online Game Addiction Questionnaire, Self-Efficacy Questionnaire, the Creativity Questionnaire, and the Social Skills Questionnaire. In this study, Pearson correlation coefficient and multiple regression and SPSS-22 software were used for data analysis. The results of the analysis showed that the components of online game addiction (academic and occupational performance problems and social and mood problems) were able to achieve 48.8% of the variance of self-efficacy, 43.3% of the variance of creativity and 27.4% of the variance of skills Predict students' social (p˂0.05). Therefore, the results of this study show the importance of paying attention to online game addiction in students and its prevention can be associated with positive psychological variables.

This research aimed at the prediction of social adjustment based on early maladaptive schemas and social skills. In this research, 133 subjects, all were inhabitants of Tehran and were selected by the convenient method, responded to online questionnaires including Bell Adjustment Questionnaire (BAI), Young Early Maladaptive Schemas Questionnaire (YEMSQ), and Matson Evaluation Social Skill with Youngsters (MESSY). The LISREL and SPSS-22 softwares and the methods of Pearson correlation and Structural equation modeling were used for data analysis. Results showed that early maladaptive schemas in five areas (disconnection & rejection, impaired autonomy & performance, impaired limits, other-direction, and overvigilance/ inhibition) were correlated reversely with social adjustment. Social adjustment also was correlated positively with social skills. Applying the structural equation modeling showed that social adjustment is predictable based on early maladaptive schemas and social skills. Out of the schemas, two areas of impaired limits (-0.69) and impaired autonomy & performance (-0.53) have the most negative impact on social adjustment. Social skills, as the second strongest variable, have the highest positive impact on social skills, after impaired autonomy & performance. The results were explained in the context of the theory of early maladaptive schemas, and some points were suggested regarding an increase in social adjustment.

The purpose of this research was the effectiveness of social skills training on the adaptive behavior of late learning children. This research was quasi-experimental in terms of practical purpose and in terms of data collection. The statistical population of the research included all the students of Bandar Anzali city who studied in primary schools or referred to counseling centers of the city in the academic year of 1401-1400. For this purpose, 30 students who were diagnosed as late learners on the basis of the Wechsler IQ test and who had obtained a low score in Adaptive Behavior Scale (AISS) and clinical interviews with teachers, were selected and randomly selected. They were divided into two experimental (15 people) and control (15 people) groups. Then, social skills training was conducted for 2 months during 12 two-hour training sessions for the subjects of the experimental group and the control group did not receive any training. Then, the adaptive behavior test was performed again on both groups. The data were analyzed using the covariance statistical method. The results showed that social skills training improves the adaptive behavior of late learning children (F=0.389 and P<0.05). Therefore, it can be concluded that school teachers and counselors and parents can use social skills in schools and at home and counseling centers to improve the adaptation of late learning children.

This research examined the effect of teaching art (motivational painting) on preschool students’ cognitive creativity and social skills. The research design of this quasi-experimental study includeda  pretest-posttest with a control group. 60 students aged  6 years old were selected by purposive sampling from all preschools and kindergartens in Tehran and divided into an experimental group (15 boys and 15 girls) and a control group (15 boys and 15 girls). The experimental group was subjected to the teaching art program of motivational paintings (Silver, 2000) for 12 sessions, two sessions a week, each 45 minutes. Cognitive creativity and social skills were measured by the Torrance Test of Creative Thinking [form B, 1974] and the Social Skills Rating Scale of Gresham and Elliot [parents' form, 1990]. The results were analyzed by Analysis of covariance (ANCOVA), T-test, and Spearman's correlation coefficient. The findings indicated that motivational painting instruction had significant positive effects on the students’ cognitive creativity (p<0.01) and two subscales of social skills, namely cooperation and responsibility. The research showed that teaching motivational painting can be used by instructors as a useful and productive method to develop new curricula in order to escalate the positive creativity and social skills of learners in pedagogical institutions.

This study was conducted to determine the effect of group logo-therapy on self-esteem, social skills, and anxiety among adolescent girls in Tehran, Iran. The research was performed in a semi-experimental method with two groups (15 girls per group): one experimental group with logo-therapy and one control group with treatment as usual. The Coopersmith Self-Esteem Inventory, the Teenage Inventory of Social Skills, and Beck Anxiety Inventory have been applied to both groups in the pre- and post- intervention phases. Data were analyzed using Analysis of Covariance. Our results showed that group logo-therapy affected the levels of self-esteem and anxiety, but not social skills of these young girls. This study suggests that group logo-therapy may be useful for boosting some aspect of positive functioning of adolescent girls like self-esteem or reducing their negative feelings in response to anxiety but it may not be useful in improving their social skills. Implications of results have been discussed.

The aim of the present study was to explore the relationship between media literacy and social skills among citizens in Isfahan. To this end, a descriptive-correlation methodology was employed. The population under study consisted of all citizens living in Isfahan who were reported to be 1796967 persons in 2013. Using Cochran formula, 384 persons were selected by stratified sampling and were included in the research sample. The instruments used in the study were Karaman’s and Karatash’s (2009) Standard Media Literacy Questionnaire and Standard Social Skills Questionnaire (Oldmeadow et al., 2013). The validity of the questionnaires was confirmed using content validity and factor analysis. The reliability values of Media Literacy Questionnaire and Social Skills Questionnaire were determined by Cronbach’s alpha coefficient and were reported as 0.876 and 0.896, respectively. The results of the study indicated that media literacy with an influence rate of 0.39 affects social skills. Besides, media knowledge (critical thinking) as a component of media literary with an influence rate of 0.37 affects social skills. It was also found that analysis and reaction as a component of media literary with an influence rate of 0.68 affects social skills. The same was the case with judgment and observation of hidden messages as a component of media literary which affects social skills with an influence rate of 0.53. Media literacy with an influence rate of 0.33 was found to affect the expression social skill feelings. Finally, based on the findings of the study concerning the relationship between research variables, some suggestions were offered to improve media literary and social skills of people living in Isfahan.