The impact of philosophy on social skills, metacognition And tolerance of ambiguity in the junior high school students
Message:
Article Type:
Research/Original Article (دارای رتبه معتبر)
Abstract:
Purpose
This research is aimed at The effect of social skills training philosophy, beliefs and tolerance of ambiguity in the junior high school students was conducted. The aim of the present study, the use and the collection of data for quasi-experimental, pretest and post-test with group The control and testing Respectively.
Methodology
The statistical population consists of all Secondary school students of Tehran Region 3 in the first semester of the academic year 98-1397 Was (N = 6500) A sample of 30 patients were considered for sampling random cluster sampling was used. Data were collected, Wells' metacognitive beliefs questionnaire (1997), the ambiguity tolerance questionnaire that Lin (1993), Matson Social Skills Inventory (1983) and a philosophy training course for the group Experiment for 13 sessions 60 min. That by "design philosophy lessons for children" was formulated participated. To analyze data Statistical analysis of covariance analysis Was used.
Findings
The results obtained showed that social skills training philosophy, beliefs and tolerance of ambiguity impact There. Apply this training method Improve social skills, beliefs and was ambiguity tolerance.
Conclusion
So you need to improve social skills, beliefs and tolerance of ambiguity that the purpose of their business flourish of mental Is used and useful means of teaching philosophy in the educational system, he said.
Language:
English
Published:
Iranian Journal of Educational Sociology, Volume:1 Issue: 9, May 2018
Pages:
163 to 179
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