Educational Psychology

Abstract This study aimed to investigate the impact of elementary games on the metacognitive skills of female second-grade elementary students. The research is applied in nature and utilizes a quasi-experimental design with pre-test and post-test and a control group. The statistical population consisted of all fourth, fifth, and sixth-grade female students in District 16 of Tehran during the academic year 1401-1402. A sample of 120 students was selected through multi-stage random sampling, with 60 assigned to the experimental group and 60 to the control group. The Shenoy et al. (2017) Metacognitive Questionnaire was used. The selected elementary games program was conducted over 8 weeks, comprising a total of 16 sessions, each lasting 20 to 30 minutes, for the experimental groups. Both groups were tested before and after the intervention. Data analysis was performed using ANCOVA. The results indicated that elementary games significantly affected metacognitive skills (including self-awareness, goal-setting and planning, self-regulation, problem-solving, and behavior monitoring and evaluation), with significant differences in the post-test means of both groups. The findings demonstrate the positive impact of elementary games on improving students' metacognitive skills, which has particular importance and usefulness for elementary school teachers.

Abstract In the last decade, there has been a growing recognition of child peer rejection since it has an important role in child's psychological problems and its effects sometimes expend to the future. The main purpose of the present research was to develop a structural model for peer rejection base on a mixed method (quantitative-qualitative). In the qualitative part, we used the triangulation method and developed a structural model base on opinions of educational specialists and sixth-grade teachers as well as research literature. In this model family problems, weakness in understanding others emotions, and language problems had indirect effects on peer rejection while psychological problems, academic failures and apparent lack of attractiveness had direct effects on peer rejection.In the quantitative section, the statistical population is taken from 6th grade elementary school students of Kermanshah in academic years of 2018-19. The total number of the participants is 311 students which were selected by the random cluster sampling method and responded to a researcher-made questionnaire. For analyzing the data, we used a partial least squares approach. After confirming the validity and reliability of the conceptual model, the results showed that the model has been fitted.In sum, it can be said that the results of this study can be a source of inspiration for teachers, educators, and policymakers, and can help them in the process of follow up or treatment.