bahareh alsadat heidariezadeh; Omid Shokri; Jalil fathabadi; shahriar shahidi; Saeed Akbari Zardkhaneh
Abstract
In the present study, with the aim of determining the effectiveness of interventions based on emotional and social skills and identifying multiple moderators in this field of study, the meta-analysis method was used. After specifying the entry and exit criteria, intervention efforts based on emotional ...
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In the present study, with the aim of determining the effectiveness of interventions based on emotional and social skills and identifying multiple moderators in this field of study, the meta-analysis method was used. After specifying the entry and exit criteria, intervention efforts based on emotional and social competence programs were extracted from the databases, and in this way, 30 studies and 162 effect sizes were selected for the final analysis. The data of the present study were analyzed using the second edition of comprehensive meta-analysis software (CMA2). The results of data analysis showed that the overall effect size of interventions based on emotional and social competences on teachers' emotional well-being was 0.598. Also, the results of the analysis showed that there is a significant difference between the effect size of the studied studies according to the gender of the participants, the number of training sessions and according to the components of the dependent variable. In general, the results showed that although educational interventions based on emotional and social skills have an effective role in increasing the emotional well-being and reducing the psychological disturbance of teachers; But focusing on the explanatory role of some moderators such as the target community, the nature of the dependent variables and the number of training sessions has a decisive role. Key words: meta-analysis, moderators, emotional and social competences, emotional well-being
Fateme Mazaheri Tehrani; Saeid Ghanbari; Jalil fathabadi; omid shokri; Masoud Sharifi
Abstract
Learning disorders are the most important issues in educational psychology and require early intervention to prevent their destructive effects. Children with learning disorders are more likely to have emotional problems than their peers. The present study was conducted to provide a qualitative model ...
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Learning disorders are the most important issues in educational psychology and require early intervention to prevent their destructive effects. Children with learning disorders are more likely to have emotional problems than their peers. The present study was conducted to provide a qualitative model of emotional problems in children with learning disorders. To achieve this goal, 18 parents of children with learning disorders and 10 specialists in the field of treatment of learning disabilities participated in semi-structured interviews and the interviews were analyzed by thematic analysis. Based on the concepts extracted from the text of the interviews, 71 centralized codes and 15 basic categories were placed under 2 underlying themes (internal and external sources of vulnerability). It seems that since the emotional problems of children with learning disabilities play a major role in their quality of life and education, interventions for these children require comprehensive attention to the context in which they are immediately involved
akbar nasiri; omid shokri; Jalil fathabadi; masoud sharifi
Abstract
The purpose of this study is to examine the role of mediators including rumination, empathy and forgiveness in the relationship between social goals and school adjustment. The research sample consisted of 404 first-year high school boys who were selected by multi-stage cluster sampling and answered to ...
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The purpose of this study is to examine the role of mediators including rumination, empathy and forgiveness in the relationship between social goals and school adjustment. The research sample consisted of 404 first-year high school boys who were selected by multi-stage cluster sampling and answered to social achievement goals (Ryan & Shim, 2008), Rumination about an Interpersonal Offense (Wade, Vogel & Goldman,2008),Empathy(Bar-Ann,1997), Trait Forgivingness (Berry, Worthington, O'Connor, Parrott &Wade,2005) and Adjustment Inventory For High School (Sinha and Singh, 1993). In this study, descriptive method and correlational research design of path analysis type were used. The results showed that the assumed pattern of Intermediate rumination, empathy and forgiveness related to social achievement goals, including social development, social demonstration approach, and social demonstration avoid to emotional, social, educational adjustment has good fitness. In addition, all correlational pathways (except for Social development and emotional adjustment, social demonstration approach and academic adjustment, social demonstration avoid and socio-academic adjustment) were statistically significant. The results of the present study show that the goals of social progress through predicting the increase of empathy and forgiveness and reduction of rumination have an important role in the occurrence of emotional, social and educational adjustment of students.
