Cognitive psychology and school learning
simasadat safavipour naeini; Rasol Roshan Chesli; Shahab Moradi; Abolfazl Karami
Abstract
AbstractThe purpose was to compare the effects of Life Skills Training with and without Mindfulness Training on Experiential Thinking, and Negative Thoughts of youth with motor physical injuries. The research was experimental, with a pre-test, post-test, and follow-up design. The statistical population ...
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AbstractThe purpose was to compare the effects of Life Skills Training with and without Mindfulness Training on Experiential Thinking, and Negative Thoughts of youth with motor physical injuries. The research was experimental, with a pre-test, post-test, and follow-up design. The statistical population included male students with motor-physical injuries from the secondary exceptional high schools in Tehran. The research sample, due to the small size of the statistical population, included all the people of this population in the year 2021-2022. With the purposeful sampling method, 45 subjects were randomly assigned to two experimental and one control group. Group one received life skills training and group two, received life skills training plus mindfulness training. The control group did not receive any training. All three groups responded to the Rational-Experiential Inventory (Epstein & Pacini, 1999), Automatic Thoughts Questionnaire (Hollon & Kendall, 1980), before and after the training courses and a month after the end of them. In the end, the data was analyzed with One-way variance, repeated measurement variance analysis and multivariate covariance analysis methods. The comparison of the groups showed that both interventions had the same effects on the participants' rational ability, rational engagement, and experiential ability and negative thoughts. It can be said that both educational interventions lead to the strengthening of rational and experimental thinking systems and the reduction of negative thoughts, which is valuable in the case of youth with motor-physical injuries.
hossein zare; Mahtab Alimoradi; Mahdieh Rahmanian
Abstract
The purpose of this research was to investigate the effectiveness of life skills training on dependence on internet and cyber bullying among adolescents in district 3 of Tehran. The research method was quasi-experimental with pre-test and post-test and control group. The statistical population includes ...
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The purpose of this research was to investigate the effectiveness of life skills training on dependence on internet and cyber bullying among adolescents in district 3 of Tehran. The research method was quasi-experimental with pre-test and post-test and control group. The statistical population includes all male high school students of District 3 of Tehran who were studying in 1398 academic year who 30 individuals were selected by convenience sampling and divided into experimental and control groups.The experimental group received 12 sessions of 90-minute sessions of life skills training, but the control group did not receive any intervention. To collect data from Yang Internet Addiction Questionnaire (1998) and Patchin and Hindu Bullying (2011) were used. Data were analyzed using testrepeated variance analysis in SPSS software. Based on this study, it can be concluded that life skills training reduces internetaddiction and cyber bullying and can be recommended as a training method for the target population. It should be noted that this training had a one-month follow-up period that showed positive results in training these skills.
