faezeh pourghorban gourabi; Narges Babakhani; Farah Lotfi kashani
Abstract
The aim of this study was to determine the effectiveness of social problem solving skill training on academic performance and emotional and behavioral problems. The research method was quasi-experimental with pre-test, post-test and follow-up. The statistical population consisted of 600 fifth grade male ...
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The aim of this study was to determine the effectiveness of social problem solving skill training on academic performance and emotional and behavioral problems. The research method was quasi-experimental with pre-test, post-test and follow-up. The statistical population consisted of 600 fifth grade male students who were studying in Pishva city (Tehran province) in the 97-96 academic year and were screened through child behavior checklist (CBCL). Students with a T-score greater than 63 were randomly assigned to two groups of 15 experimental and control. The experimental group underwent social problem solving skill training interventions for 12 sessions of 50 minutes. After 3 months a follow-up test was performed. To collect data, child behavior checklist, teacher’s report form (TRF) and academic performance test was used. Significance of group differences according to pre-test, post-test and follow-up scores was evaluated by mixed analysis of variance test with repeated measures at a significance level of 0.05. The results of data analysis showed that there is a significant difference between the experimental and control groups in the mean of internalizing and externalizing emotional and behavioral problems and academic performance. The effect of time was also significant and pairwise comparison showed a significant difference between the scores of individuals in the three variables of internalizing and externalizing problems and academic performance in the pre-test and post-test stages, but the difference in scores in the post-test and follow-up stages was not significant. so, teaching social problem solving skill effected on academic performance and emotional and behavioral problems.
farah lotfikashani
Abstract
The aim of this research is to investigate job motivation among faculty members of Roudeben Azad University. Then, the job motivation of faculty members in the stated university was assessed considering the five levels known as physiological, safety .belonging, respect and self actualization needs. Analyzing ...
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The aim of this research is to investigate job motivation among faculty members of Roudeben Azad University. Then, the job motivation of faculty members in the stated university was assessed considering the five levels known as physiological, safety .belonging, respect and self actualization needs. Analyzing the gathered information presents that the arrangement sequence of job motivation among faculty members is ordered as safety, physiological, belonging, respect ano self actualization needs. The findings also reveal a clean break and declining importance of job motivation based on the respect and self actualization among male and female members. The assessment of the constructed profile also shows that the motives based on physiological, safety and belonging needs of faculty members have not been fulfilled, the job motivation based on physiological and safety needs is of a greater degree in men rather than women and the job motivation based on belonging is of a greater extent among women rather than men
