Leyla Ahvan; Parvin Mirzaei
Abstract
Objective: The aim of study was to determine the effectiveness of Group Cognitive-Social Problem Solving on self-control and anxiety in preschool girls. Method: the current reserch design was a quasi-experimental with pretest, posttest and follow up. The study population consisted of all preschool students ...
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Objective: The aim of study was to determine the effectiveness of Group Cognitive-Social Problem Solving on self-control and anxiety in preschool girls. Method: the current reserch design was a quasi-experimental with pretest, posttest and follow up. The study population consisted of all preschool students in district 12 of Tehran. The research sample included 30 preschool girls, who were selected with available sampling method, and assigned into 2 groups including cognitive-social problem solving and control. Groups All subjects completed the anxiety (Spence, 1999) and the self control (Humphrey, 1982) questionnaires in pretest, posttest and follow up. For analyzing of gathered data, the analysis of covariance was used. Result: The results showed that cognitive-social problem solving group had a significant reduction in anxiety and increase in the self-control compared to control droup (P = 0/001). These results were maintained at the follow-up stage. Conclusion: According to the results, the use of this training can be suggested to mental health professionals and school counselors.
sattar saidi; Hamzeh Ahmadian; majid saffarinia
Abstract
Introduction: The relationship between social perspective taking and self-control with prosocial personality of the community is significant. The purpose of the present research was to study the Model Of Relationship Between Social Perspective Taking And Self-Control with prosocial personality ...
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Introduction: The relationship between social perspective taking and self-control with prosocial personality of the community is significant. The purpose of the present research was to study the Model Of Relationship Between Social Perspective Taking And Self-Control with prosocial personality via mediator role of emotional empathy among teachers. Method: The research design is descriptive-correlational using path analysis method. The statistical population of the study consisted of all teachers working at schools in Sanandaj in 2017. In this study, 425 teachers participated. They were selected based on categorical random sampling method. The participants completed the Social Perspective Taking (Mohaghegi et al., 2016), Self-control (Nikmanesh, 2007), Prosocial behavior (Penner, 2002), and Emotional Empathy (Mehrabian & Epstain, 1972) questionnaires. Data analysis was conducted through AMOS software using path analysis method. Results: The results showed that the final model has good fitness with the data. The path analysis model has determined that Pro-social Personality is influenced by social perspective taking directly and indirectly, and by self-control indirectly. Therefore, it can be concluded that social perspective taking and self-control play important roles in the pro-sociality of teachers. Conclusion: Findings show that Emotional Empathy play a significant mediating role for social perspective taking with prosocial personality and not for self-control.
