Showing 15 results for Social Skills
Ghasem Abdollahi Baqrabadi,
year 5, Issue 3 (12-2016)
Abstract
The Purpose of the present research was to examine the effectiveness of Lego Therapy on social skills in children with Autism. The study population consisted of all boy children 6 to 12 years with Autism from OMID-ASR Clinic 2015. Sampling method was purposeful and 20 children with Autism selected (10 children experimental group and 10 control group). This is a quasi– experimental study with a pretest /post-test experimental and control group. In this study to experimental group Lego Therapy administered in 12 sessions and the control group not received training in this field. Instrument for the diagnosis of Autism disorder was DSM.5 and for social skills measured by Stone questionnaire were used. Results showed that Lego Therapy were effective in increasing social skills in children with Autism.Then, Lego Therapy is a useful intervention for increase of social skills with Autism.
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year 8, Issue 1 (4-2019)
Abstract
Objective: The purpose of this study was to investigate the relationship between emotional intelligence and self-efficacy among physical education teachers in Bandar Abbas.
Methodology: The methods of this study is descriptive- correlation. The population consists of all physical education teachers working in schools of education in Bandar Abbas in three elementary, middle and high school academic year (1393-1394), which is a number equal to 225, according to the formula Morgan 142 subjects were selected randomly in the one and two were selected. But of the 142 questionnaires distributed, 140 questionnaires were returned. Tool to measure the variables of interest include: Furnham (Ptraydz and Farnham, 1996) and efficacy (Shrrv et al., 1982) was. Efficacy and reliability using Cronbach's alpha coefficient EI respectively 81% and 4/83 percentage is calculated. To analyze the data, Pearson correlation analysis and multiple regressions were used by software 18spss. Results: Hypothesis testing showed that between emotional intelligence (self-awareness, social skills, understand their emotions) the efficacy of physical education teachers in Bandar Abbas, a significant relationship was found. But the optimism and self-efficacy for physical education teachers in Bandar Abbas, a significant relationship was found. Adjusted by the amount of 27.3% of the variance in self by changing the dimensions of emotional intelligence (optimism, self-awareness, understanding their emotions and social skills) were explained.
Conclusion: High level of Emotional intelligence and self-efficacy of teachers are very important to exploit the available opportunities and Using innovative methods can be used to further the goals of Physical Education in Education.
Nasim Ataei Gharacheh, Robabeh Rostami, Mahboubeh Alborzi,
year 8, Issue 6 (8-2019)
Abstract
The present study aims to investigate the effect of creative movement games on the social skills development in educatable intellectual disabled children.
The population of the study consisted of all educatable intellectual disabled students aged between 6 and 12 in the city of Shiraz during the 2016-2017 academic year. In this quasi-experimental study, 58 Educatable Intellectual Disabled Children (30 boys and 28 girls) with the average age of 9.07 years years were selected randomly and assigned to experimental and control groups. To assess the social skills of the participants, their teachers were asked to answer the social skills sub-questions of Gersham and Elliott (1990) social skills questionnaire. The experimental group performed creative activity games for 6 weeks, and the control group performed the normal activities associated with the school program during this period. For analyzing the data, Levene's Test, Kolmogorov-Smirnov Test and covariance analysis were used by SPSS-16 software at the significance level of 0.05. The results showed that the intervention of creative motor games on social skills lead to a significant difference between experimental and control groups (P≤0.05). It seems that Creative Movement Games an effective role in the social skills Development Educatable Intellectual Disabled Children due to the provision of training opportunities, favorable conditions and having fun and diverse programs.
Atefeh Tahmasbi, Farshid Khosropour,
year 8, Issue 6 (8-2019)
Abstract
Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in children. Children and adolescents with this diagnosis may have a range of these symptoms that fall into these three categories: neglect - Overactive and moving. The purpose of this study was to investigate the effect of parent-child relationship management (CPRT) on social skills and cognitive-emotional regulation in children under the age of 12 years with attention deficit hyperactivity disorder (ADHD).The research method was semi-experimental and the statistical population consisted of mothers of all children under the age of 12 who were suspected of having hyperactivity disorder and attention deficit disorder who referred to the counseling center of education. According to Cohen table, taking into account the test power (0.80), effect size (0.50) and error rate (0.05) for each sample group, 15 were selected randomly. The instrument of the study was the Social Skills Scale, Awyrt, Lucker and the Children's Form of Gantry Cognitive Critical Adjustment. Covariance analysis was used to analyze the data. The results of the analysis for the main hypothesis showed that parent-child relationship-based therapy (CPRT) was effective on social skills and cognitive-emotional adjustment of children. The study of sub hypotheses also showed that the intervention independently improved social skills and emotional cognitive regulation.
Alireza Sharifi Ardani, Dr. Farhad Khormaei,
year 11, Issue 2 (4-2022)
Abstract
The aim of this study was to predict children's social skills based on family social capital according to the mediating role of parents' moral character. The study population included all parents of elementary school students in Yazd who were studying in the academic year 2019-2020. The sample size was 400 parents who were selected by cluster (multi-stage) random sampling method and 382 of them completed the questionnaires. The social skills rating system (SSRS) , Family social capital questionnaire (FSCQ) (Akbari, 2014) , and Moral character questionnaire (MCQ) (khormaee and Ghaemi, 2018) were used to measure the studied variables. PLS-SEM was used to perform structural equations. Results Structural equation analysis showed that direct paths of social capital to moral character are significant (p<0.001, β = 0.23). Direct paths of social capital to social skills are significant. (β= 0.26, P=0.002) The direct paths of moral character to social skills are significant (β= 0.25, p<0.001). The finding also showed that the indirect path of social capital to social skills is also significant due to the mediating role of moral character (β=0.057, p=0.045). Model fitness indices also showed that the model has an acceptable fitness. It can be concluded that the family social capital can predict the children's social skills both directly and through parents' moral character.
Mahla Mansouri, Dr. Afsaneh Khajevand Khoshali, Dr. Mohammad Sobhani Shahmirzadi,
year 11, Issue 4 (7-2022)
Abstract
The aim of this study was to compare the effectiveness of parental education with the Barclay Behavioral approach and Adlerian- Dreikurs approach on improving the social skills of children with defecation disorders. The research method was quasi-experimental with pre-test and post-test design and control group. The study population included all children with defecation disorders referred to the specialized pediatric clinic in Gorgan in 1399. Using purposive sampling, 30 people were selected and randomly divided into three experimental groups of 10 people. In the first experimental group, mothers received Barclay Behavioral Training and in the second experimental group, mothers received Adlerian- Dreikurs training in 12 sessions of 90-minutes twice a week. The research instrument was Matson's (1983) Social Skills Questionnaire (MESSY) parent form. Data were analyzed by Multivariate analysis of covariance using SPSS 22 software. The results showed that there is a significant difference between the different scores of pre-test-post-test in the parent education intervention groups with Barclay Behavioral approach and Adlerian- Dreikurs approach with the control group of all Subcomponent of social skill except excellence component (P<0/05). Also, there is no significant difference between parent education with the Barclay approach and parent education with Adlerian- Dreikurs approach for the social skills Subcomponent (P <0.05). Based on the findings, it can be concluded that parent education with Barclay and Adlerian- Dreikurs approach has improved all subcomponents of social skills except the excellence subcomponent in children with defecation disorders and both treatments have the same effectiveness. Have improved social skills.
Mohamad Hojati, Dr. Mohammad Abbasi, Dr. Ezatolah Ghadampour,
year 11, Issue 10 (12-2022)
Abstract
The present study was conducted to assess the feasibility of education based on individual, family, and school factors on social skills and anger control in students. This research was semi-experimental with a pretest-post-test research design with a control group. The study population included high school students (all male students in Harsin county in the academic year 2021-2022). 30 students of a school were selected by purposeful sampling and were replaced into two experimental and control groups (an experimental group of 15 participants, and a control group of 15 participants). Then Matson Social Skills Questionnaire (MESSY) (Matson et al., 1983), and Anger Control Skill (PACT) (Hajti et al., 2017) were completed by two groups. The experimental group was trained for 10 sessions on beliefs about aggression, empathy, school climate, and school attachment, and the control group did not receive any intervention. The collected data were analyzed by multivariate analysis of covariance. The results of covariance analysis show a significant difference between the post-test scores of social skills (P<0.0001 and F=61.48) and anger control (P<0.0001 and F=172.69) of the two experimental and control groups. Based on the research results, it can be said that the training package based on individual, family, and school factors is a suitable intervention method to increase the social skills and anger control of male students.
Saeedeh Farid, Dr. Hassan Mirzshosseini, Dr. Nader Monirpour,
year 11, Issue 11 (1-2023)
Abstract
The aim of this study was the comparing the effect of behavioral parenting training of mothers and social skills training of children on Emotion regulation strategies and self-control dimensions in fourth-grade students with oppositional defiant disorder. The current research was semi-experimental and pre-test-post-test design and control group. The statistical population included fourth-grade male students and their mothers who had been referred to psychology clinics in Tehran's District 5 between August and September 2020. From the mentioned society, 45 participants were selected using the purposeful sampling method and randomly placed in two experimental and one control group. The experimental group sessions were 12 sessions of 90 minutes for each group. The instruments of this study included the Emotion Regulation Questionnaire (ERQ) and the Self-Control Questionnaire (CPSC). For analysis, analysis of multivariate covariance was used and for comparison, Benferoni analysis was used. The findings showed that in both experimental groups, the average post-test scores in adaptive emotion regulation strategies (effect size = 0.566), maladaptive (effect size = 0.701), and self-control dimensions (effect size = 0.633) compared to the pre-test has changed (P<0.05), but no significant difference was observed between these two methods on study variables and their dimensions (P>0.05). From these findings, it can be concluded that teaching parenting to mothers is as effective as teaching social skills to children on emotion regulation strategies and self-control dimensions of children with the oppositional defiant disorder.
Zahra Jamebozorg, Seyyed Mehdi Sarkeshikiyan,
year 12, Issue 1 (3-2023)
Abstract
The purpose of the research was to determine the effectiveness of gamification-based education design on students' motivational strategies and social skills in work and technology courses. The research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research included all seventh-grade male students in the 18th district of Tehran, who were studying in the academic year 1400-1401. The sample consisted of 44 students who were selected in a staged cluster method and then randomly replaced in the experimental and control groups. To collect data, the researcher-made motivational strategies scale (RMMSQ) was used by research researchers, and the social skills scale (MESSY) by Mattson (1983). Finally, the data were analyzed using multivariate covariance analysis. Findings showed that by controlling the effect of the pre-test, there was a significant difference between the post-test of the experimental and control groups in motivational strategies and social skills (P<0.001). Therefore, it can be concluded that the education design based on gamification was effective on the research variables in work and technology lessons.
Leily Sadat Sharif, Fatemeh Izadi,
year 12, Issue 2 (4-2023)
Abstract
The present study was conducted with the aim of determining the effectiveness of the return to society program on improving social skills and medication adherence in patients with schizophrenia in Isfahan City. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research was made up of all patients with schizophrenia in Zafar Neuropsychological Treatment and Rehabilitation Center in 1401. Using the purposive sampling method, 30 patients were selected and randomly assigned to two groups of 15 people, test and control. To measure and collect data from the skills questionnaire Matson et al. (Messy, 1983) and Morisky et al. (MMAS, 2008) were used. After the pre-test, the participants in the experimental group were trained in the community return program in 16 sessions as a group (two groups of 7 and 8 people). The data was analyzed by covariance analysis. The findings showed that by controlling the pre-test effect between the average social skills and medication adherence in the post-test of the experimental and control groups, there was a significant difference in the level There is (P<0.05). Also, the treatment was not significant on the components of social skills, including appropriate social skills, antisocial behavior, superiority, and relationship with peers, and not significant on aggression (P<0.05). These results show that the implementation of the return to society program is effective in improving the social skills and medication adherence of schizophrenic patients.
Dr. Alireza Sharifi Ardani, Fatemeh Ghahvehchi-Alhosseini, Marzieh Asnanasharieh, Dr. Mehdi Tavallaei, Rayyan Rajabi,
year 12, Issue 3 (5-2023)
Abstract
The aim of this study was to determine the mediating role of parents coping styles with children's negative emotions in the relationship between emotional regulation and children's social skills. The research method is a descriptive correlation. The statistical population was the parents of primary school students in Yazd City in the academic year 2021-2022. The sample size was 300 people and they were selected by the multi-stage cluster sampling method, and finally, 286 people completed the questionnaires. Research measurement included the social skills rating system (SSRS) (Gresham & Elliott 1990), the Difficulties in Emotion Regulation Scale (DERS) (Gratz & Roemer, 2004), And Coping With Children’s Negative Emotions Scale (CCNES) (Fabbes et al. 1990). The structural equation method and PLS-SEM3 software were used to analyze the data. The findings showed that emotional regulation has a direct and positive relationship with children's social skills (p=0.001, β=0.39). Emotional regulation has a direct and positive relationship with non-supportive practices (β=0.32, p=0.4). Supportive coping methods had a direct and positive relationship with social skills (β=0.33, p=0.001), but non-supportive methods had a direct and negative relationship with children's social skills (-0.19). =β, p=0.01). Emotion regulation was indirectly and negatively related to children's social skills through non-supportive coping methods (β=-0.07, p=0.03). The results of the present study showed that children's social skills are influenced by parents' emotional regulation and CCNE.
Mohammad Madhi, Fateme Hamidi Adli,
year 13, Issue 1 (3-2024)
Abstract
The purpose of this research was to predict the emotional and behavioral problems of students based on anxiety, sense of competence, and social skills. The study method was a descriptive correlation. The statistical population of the research included all secondary school female students of Qom city in the academic year 2022-2023, whose number was 7000 according to the statistics of the General Directorate of Education, and 364 people were calculated using cluster random sampling method and according to Cochran's formula. After collecting the data and discarding the distorted questionnaires, the final number of 332 people was selected. Data were collected using the Achenbach Behavioral Problems Questionnaire (CBCL) (2001), Beck et al.'s Anxiety (AI) (1988), Zhu et al.'s Sense of Social-Emotional Competence (SECQ) (2012) and Mattson's Social Skills (MESSY). ) (1983) was collected. The data were analyzed using the multivariate regression analysis method. The results of the research showed that emotional and behavioral problems of students can be predicted based on anxiety, sense of competence, and social skills (p<0.05) and explain 26.8% of the variance of emotional and behavioral problems. It is concluded that anxiety, sense of competence, and social skills can affect students' emotional and behavioral problems.
Shirin Mojaver, Ali Akbar Arjmandnia, Mohsen Shokoohi Yekta, Bagher Ghobari Bonab, Fatemeh Jafarkhani,
year 13, Issue 3 (5-2024)
Abstract
This study aimed to investigate the Feasibility of the executive functions training program using augmented reality on social skills in high-functioning children with autism spectrum disorder. The research was conducted using a semi-experimental method with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of the study included all children with autism spectrum disorder with high functioning in Tehran in 2023- 2024. After screening the research sample according to the entry and exit criteria, eligible children were included in the study and randomly assigned to two experimental (15 people) and control (15 people) groups. The research tool included Gilliam's autism diagnostic scale - Second Edition (1994). The variance analysis method with repeated measurements was used to analyze the data. The findings showed that the executive functions training program using augmented reality had a significant effect on the control group in the two stages of post-test and follow-up (p<0.001). Also, the effect size showed a 0.29% effect of the executive functions training program using augmented reality on social skills. It is concluded that to improve social skills in children with autism spectrum disorder, augmented reality can be used to teach executive functions.
Arezoo Rangchi Tehrani, Ali Esmaeili,
year 13, Issue 9 (1-2025)
Abstract
This research was conducted to investigate the mediating role of emotional regulation skills in the relationship between social skills with executive functions of students. The current research was a descriptive-correlation type of structural equation modeling. The statistical population of the research was all students of the Faculty of Psychology and Educational Sciences of Azad University, South Tehran Branch, in the first semester of 2023-2024. Using the available sampling method, a sample of 250 people was selected and participated in the study. Research tools included a questionnaire of executive functions (EFQ, Nejati, 2013), a Social skills questionnaire (MESSY, Matson & et al, 1983), and an Emotion Regulation Questionnaire (ERQ, Gross & John, 2003). The data were analyzed using the structural equation analysis method. The results of the structural equation analysis indicated the appropriate fit of the model. The findings showed that social skills could predict executive functions both directly and indirectly through emotion regulation skills (suppression) (p < 0.001). These results show that social skills, considering the important role of emotion regulation skills (suppression), can explain executive functions, and it is necessary to pay attention to these factors in interaction with each other in programs to improve executive functions.
Seyed Qasem Mosleh, Dr. Abolfazl Farid, Dr. Ramin Habibi Kaleybar, Dr. Javad Javad Mesrabadi,
year 13, Issue 11 (1-2025)
Abstract
The present study aimed to evaluate the feasibility of moral neuroscience training based on Dweck's growth mindset on the social skills of adolescents externalizing behavioral problems. The research method was quasi-experimental with a pre-test-post-test design, a control group, and a one-month follow-up stage. The statistical population included all male high school students in Urmia in the academic year 2023-2024. After selecting an available school and completing the youth self-report scale (YSR) and the moral growth mindset scale (MGM), 30 students classified with the symptoms of externalizing behavioral problems and fixed moral mindset were randomly assigned to two groups of 15 subjects. For 12 sessions of 90 minutes, the experimental group underwent moral neuroscience package training based on Dweck's growth mindset approach. Social Skills Rating Scale (Gresham & Elliott, 1990) was used to collect data. Data analysis was done using the statistical variance analysis method with repeated measures. The results showed that moral neuroscience training based on Dweck's growth mindset in the post-test and follow-up stages significantly affected the experimental group's self-control, empathy, and cooperation (p<0.05). However, no significant difference was observed in the component of assertion between the two groups (p>0.05). Based on the findings, the moral neuroscience training package based on Dweck's growth mindset can effectively improve the social skills of adolescent students with externalized behavioral problems.
