List of Articles students

• Open Access Article
  • Abstract Page
  • Full-Text
  
  1 - Effectiveness of Social Problem Solving Strategies Training on Self-esteem in Second Grades of Guidance Schools Female Students
  Azam A Hosseini Kafi Abadi
  This study aimed to investigate the effectiveness of training social problem solving strategies on self-esteem in second-grade guidance schools female students in Yazd. The research design was quasi-experimental with pre-test, post-test, and control group. (Without inte More

  This study aimed to investigate the effectiveness of training social problem solving strategies on self-esteem in second-grade guidance schools female students in Yazd. The research design was quasi-experimental with pre-test, post-test, and control group. (Without intervention) and pcychological placebo group (except for intervention of social problem solving strategies). The population in this study comprised of second-grade guidance school female students in Yazd who were enrolled in school year 2012-2013. The sample of this study consisted of 67 students who were selected using multistage random cluster sampling and were assigned in three groups (experimental: N=20, control: N=20, and psychological placebo: N=27). As for self- esteem a pre-test was performed in all the experimental, control and placebo groups. Social problem solving strategies training was performed on experimental group in 10 sessions 60 minutes each. Following the experimental intervention, self-esteem of the three groups were measured again. Cooper Smith Self-esteem Inventory was used for measuring self-esteem. Analysis of covariance and Bonferroni Post hoc test were used to check the results. The results showed that in the experimental group social problem solving strategies training increased adjusted mean scores of self-esteem scores (P<0.001) and mean scores on the subscales of self-esteem, including total self-esteem and educational self-esteem, were increased. But this intervention could not increase adjusted mean scores of family self-esteem and social self-esteem. According to the research findings, social problem solving strategies training increased self-esteem. So this method can be used as one of the possible ways to increase self-esteem in the critical period of puberty. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  2 - Meta-Analysis of the Effectiveness of Interventions on test anxiety reduction
  Habib Amani دکتر رامین حبیبی کلیبر abolfazl Farid Syavash Sheykhalizadeh
  20.1001.1.10199616.1400.23.1.3.7
  Test anxiety is one of the most prevalent problems that students encounter in their studies and affects their academic performance. Over the previous decades, researchers to reduce test anxiety have used various therapy interventions. The purpose of the present study wa More

  Test anxiety is one of the most prevalent problems that students encounter in their studies and affects their academic performance. Over the previous decades, researchers to reduce test anxiety have used various therapy interventions. The purpose of the present study was to perform a meta-analysis on the effectiveness of therapy methods in reducing test anxiety of students. The method of the present research was a meta-analysis. The research instrument was a checklist of meta-analysis The statistical population includes available research related to test anxiety between the years of 2009 to 2019, and their report was published. According to the marked entry and exit criteria for the initial research, 100 effect sizes of 75 research were obtained which remained 49 effects after sensitivity analysis. The results showed that behavioral (ES=-1/858), cognitive (ES=-1/860); metacognitive (ES=-1/784) and cognitive-behavioral (ES=-1/985) methods are effective in reducing test anxiety. In addition, Interventions were more effective in reducing test anxiety in girls (ES=-1/952) and collage-students (ES=-2/096). The results of this study can guide researchers and therapists in the field of test anxiety. The results of this study show that effectiveness therapy interventions are in reducing test anxiety but cognitive-behavioral intervention was found to be more effective than other interventions. In addition, Interven-tions had a significant impact on college students. These results can guide researchers and therapists in the field of anxiety test. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  3 - Effectiveness of Flourishing Education on the emotional-social competencies of students
  morteza pordel hosein kareshki Majid  Pakdaman
  The aim of this study was to evaluate the effectiveness of flourishing education on increasing the socio-emotional competencies of students in the first three years of primary school. The research was quasiexperimental with pre-test-post-test de-sign and followup with a More

  The aim of this study was to evaluate the effectiveness of flourishing education on increasing the socio-emotional competencies of students in the first three years of primary school. The research was quasiexperimental with pre-test-post-test de-sign and followup with a control group. The statistical population of this study included all students of the first three years of primary school in Torbat-e Heydarieh in the academic year of 2019-2020. By available sampling method, 50 male students were randomly selected and divided into two groups of 25 (experimental and control). The instrument used in this study was the Emotional - Social Competence Questionnaire (ESCQ). The experimental group underwent closed-loop training during 8 sessions of 90 minutes and 2 sessions per week and the control group remained without any interventions. Data were analyzed using SPSS-24 software and multi-variate analysis of variance. The results showed that there was a significant difference between the mean scores of the components of emotional-social competence in the experimental and control groups. There is also a significant difference in the pre-test and post-test results of the experimental group (P<0.01). Based on this, closed loop education based on prosperity can be considered as an effective way to increase the emotional and social competencies of primary school students which can be used in schools. Manuscript profile