problem solving ability

The purpose of this study was to investigate the effect of Ganiyeh model on improving the levels of the theory of mind and problem-solving power in deaf students. This research is an applied research in which a quasi-experimental design is used. The statistical population of this study is all deaf students in Tehran, which were selected through 40 person available methods and divided into experimental and control groups, each of which consisted of 20 individuals. The sampling method of this study has been available. In the present study, the form of the 38 questions of the Steimman's Theory of mind (1994) and the performance test of the central nervous system of the Tower of London were used. Descriptive statistics (frequency, mean, standard deviation, charts) as well as Kolmogorov-Smirnov test were used to examine the data distribution. To test the hypothesis, covariance test was used. The significance level in this study was ≤0.05. Statistical calculations were performed by SPSS software (version 24). The results of this study show that one-way covariance analysis is significant in the variable of the theory of mind (P <0.05) and problem-solving power (P <0.05). Therefore, the main hypotheses 1 and 2 are based on the first hypothesis: the use of a guideline model for promotion Levels of Theory of Mind and Second Hypothesis: The use of Ganiyeh model was confirmed on problem-solving ability in deaf students.

The purpose of this study was to examine the effects of the Gagne model on increasing the level of  theory of mind and problem-solving abilities of deaf students. This study is an applied research using a quasi-experimental design. The statistical population of this study consists of all deaf students in Tehran, selected using 40 available methods, each of which is divided into an experimental group and a control group consisting of 20 people.  The sampling method for this study was available. This study used Steimman's Theory of Mind (1994) and his 38-question format of the Tower of London Central Nervous System Performance Test.  Descriptive statistics (frequency, mean, standard deviation, graph) and Kolmogorov-Smirnov test were used to examine the data distribution.  Covariance tests were used to test the hypotheses. The significance level in this study was ≤0.05. Statistical calculations were performed using SPSS software (version 24). The results of this study show that the one-way analysis of covariance is significant for the variable of  theory of mind (P <0.05) and problem solving ability (P <0.05). Therefore, main hypotheses 1 and 2 are based on the first hypothesis: the use of the teaching model to promote the theory of mind levels and the second hypothesis the use of the Gagne model was confirmed in the problem-solving ability of deaf students.

Education is one of the most basic human needs, and the ability to solve problems is one of the requirements of continuing life. The aim of the present study is to investigate the relationship between teacher's content knowledge and the improvement of problem-solving ability of female students of the second year of high school in Kerman city. The current research is applied in terms of purpose and in terms of implementation method in the field of correlational descriptive research. The statistical population of the research included all female students of the second year of high school in Kerman city in 2018-2019, according to the statistics of the General Department of Education of Kerman province, their number was equal to 7720 people. Based on the Georgesi-Morgan table, 370 students were selected as a sample for the study using a two-stage cluster random sampling method. Cassidy and Long's (1996) problem-solving skills questionnaire and Idaho University teachers' professional standards questionnaire (2000) were used to collect information. The results were analyzed using Pearson's correlation and multivariate regression in SPSS version 22 software. The findings of the research showed that there is a positive and significant relationship (p≤0.05) with the content knowledge of teachers with the components of creative problem-solving style, confidence in problem solving, tendency style, helplessness in problem-solving, problem-solving inhibition. Therefore, it can be concluded that the teacher and his ability are related to improving the ability of the problem level.

The purpose of this study was to determine difference between problem solving ability and critical thinking of elementary students of non-profit schools in Shiraz with two teacher-centered and student-oriented educational styles. The present study is an analytical-comparative study. The statistical population of this study is all elementary students of non-profit schools in Shiraz, who studied in the academic year 1396-97. The sample consisted of 240 students with two teacher-centered and student- oriented educational styles. they were selected in the simple non-random (targeted ) sampling. The used scales included Hepner-Wattsrens problem-solving questionnaire and Ritex Critical Thinking Questionnaire. Data were analyzed by descriptive statistics (mean and standard deviation) and inferential statistics (independent t-test and ANOVA). The results showed that The average of problem-solving ability and Critical thinking of students with a student-centered learning style were more than teacher-centered.

The aim of this study was to investigate the effect of psychological factors such as perceived stress, problem solving ability and sensitivity to rejection in treatment and return after two months of addicts. The method of the present study is descriptive-comparative. The statistical population of male addicts referred to public and private addiction treatment centers in Saveh (Rezvan, Janat, Ferdows and Zand addiction treatment centers) was 1400 people. 112 people were determined by purposive sampling method and randomly divided into two groups (106 people with a history of cleanliness of at least one year and 106 people with a history of cleanliness less than two months). In order to collect data, Cohen et al. (1983) Perceived Stress Questionnaire, Hepner and Petersen (1982) PSI Problem Solving Questionnaire and Sensitivity to Rejection and Emotional Neglect Questionnaire were used. The content validity of the questionnaires has been confirmed by professors and experts in this field. Cronbachchr('39')s alpha coefficient of perceived stress questionnaires (0.86), Hepner problem solving (0.83) and sensitivity to rejection and emotional neglect (0.72) was estimated to be higher than 0.7 and indicates the internal coordination of items and confirmation. It was the reliability of the questions. In order to analyze the data, multivariate analysis of variance (Manova) was used using SPSS software. The results showed that the mean of "perceived stress" and "sensitivity to rejection" in treated addicts were significantly lower than the recurrent group. While the average "problem solving ability" in clean people was estimated to be higher than recurrent people. The volume of the effect also indicated that approximately 18.4% of the variance of "perceived stress" and 18.2% of the variance of "problem solving ability" The problem can be explained by attribution to groups. The figure for "rejection sensitivity" was 10.8 percent

The aim of the present study is to investigate the effectiveness of schematic representation-based instruction on 6th grade students' ability of solving non-routine problems in mathematics. It is a content analysis and quasi-experimental design research of the pretest-posttest type, follow up by the control group. After studying and educational designing, 40 sixth-grade male students of an elementary school in the academic year of 1396-97 in Yasouj voluntarily participated in the study. They were randomly assigned to experimental and control group and were educated for 12 sessions (one session per week) using representation-based instruction method. Data collection instruments were developed in the content analysis section of the checklist and in the semi-experimental part of the test. Shannon Entropy technique was adopted in order to analyze data in content analysis, and variance analysis test with repeated measures was used for the quasi-experimental part. The results of the content analysis show that the greatest attention for the distribution and the presence of non-routine problems has been directed to hierarchical presentation, part-whole presentation, and network presentation problems, respectively. It was indicated that matrix presentation problems have no place in textbooks. In addition, the results of the variance analysis with repeated measures reveal that there is a significant difference between the averages of all the components of the ablitiy of solving non-routine problems of control group and experimental group (p<0.05). Therefore, it can be concluded that schematic representation instruction increases students' ability of solving non-routine problems in mathematics. Besides, the results indicate that using these methods repeatedly for solving non-routine problems will be consistent over time. The results of the study emphasize the need for special attention to the schematic representations in the sixth grade elementary mathematics textbook, and the necessity of applying these representations in solving non-routine problems by mathematic teachers.

The executive functions of the brain are important structures that are responsible for controlling consciousness, thinking and actions associated with psychological processes. Therefore, the research question is whether using short-term dynamic psychotherapy intervention, awareness and integration of these two can enhance executive functions.

The purpose of this study was to evaluate the effectiveness of ISTDP intervention program, awareness training and integration of these two executive functions.

The design of this quasi-experimental study was pre-test and post-test with the control group. The study population consisted of 9 female students in the ninth grade of district 4 of Tehran city who were studying in the academic year 2017 subjects were selected who, after the initial diagnostic interview, were identified as the best available sample to participate in the course. Subjects were randomly assigned into 3 experimental and 1 control groups. The research instrument was the London Shallis Tower Test (1982), Dynamic Dynamics Protocol (1995) and Cobt-Zain Consciousness Intervention (1990, 1990). Analysis of variance with repeated measures was used to analyze the data.

The results of the analysis of pre-test and post-test scores between the two experimental and control groups showed that awareness training programs, istdp intervention program, and the combination of these two groups resulted in post-test and posttest scores in all three groups. Part of the integrated intervention was more than the other two interventions (p<0/05).

Consolidated intervention had the most effect and the intervention of awareness had the least effect on the problem solving ability of the subjects. Although the effect of ISTDP-based intervention was more than body-awareness intervention, the difference between these two interventions was not statistically significant, while the difference between body-awareness and integrated intervention was statistically significant.

The purpose of the present research was explaining academic burnout on child- parent relationship pattern( parental styles) with mediating resiliency and problem solving ability among female students in junior high school in Tehran city. Statistical population were female students in high schools in Tehran city in academic year 2015-2016. Method of research was mixed method-explaining (quantitative- qualitative)in two stages. First stage used correlation method and second stage was qualitative method with descriptive phenomology. In first stage sampling method was multi stages cluster and included 461 female students in high school. In second stage sampling method was burn out purposive method and 10 students were selected. The instruments were: Breso and others Academic Burnout Questionnaire(2007), Bagheris Child-Parent Relationship Questionnaire(1392), Conner and Davidson Resiliency Scale (2003) and Heppner and Peterson,s Problem Solving Ability Inventory(1982) and semi-structural interview were used. In first stage data were analysised by structural equation model and in second stage we used Colaizzi method. The results indicated that the model had a good fitness with the data. Results in qualitative research was congruent with results quantitative research.

The purpose of the present research was explaining structural relationship between problem solving ability, resiliency and academic burnout in high school girl studs, by using structural equation modeling (SEM). Research method was descriptive – correlation . The statistical society was girls student that they was studying in one grade second course high school in Tehran city in 94-95 academic years. The statistical sample of this research were included 461 girls student high school in Tehran city that they were selected by multi- stage cluster sampling method . The tools Breso burnout questionnaire, problem solving ability inventory Heppner and Peterson (1982) and Conner and Davidson resilience scale. The results indicated that the model had a good fitness with the data. Gained indexes were Chi-Square=114.255,Comparative Fit Index=0.962, Goodness Of Fit Index=0.957, Adjusted Goodness Of Fit Index= 0.920 and Root Mean Square Error Of Approximation=0.069. There were direct effects resiliency on academic burnout and indirect effects with intermediating problem solving ability. Resiliency had negative meaningful relationship with academic burnout.

The purpose of this study was to investigate the effect of chess training on 5thgrade students’ problem solving abilities. The review of literature started with the research on novice and expert problem solvers. We then found a number of studies regarding the mathematics’ problem solving and chess training. The findings paved the way to conduct the present study. The study was experimental and we used one-group pretest-posttest design. A cluster random sampling method was used to choose 25 fifth graders from the population of all 5th grade students in the center of one of the south-eastern provinces of Iran. Cronbach Alpha coefficient was used to insure the reliability of the tests. In addition، 52 sessions of chess training was offered by one of the authors as “treatment”. The research showed that chess training had a positive and meaningful effect on the 5th grade students’ mathematical problem solving abilities. This finding could help the mathematics curriculum developers and textbook writers to use chess as an effective tool to promote students’ problem solving abilities either as extra-curricular activity or integrated with the formal school mathematics curriculum.

The purpose of this study was investigating the problem-solving ability among users of computer games. Problem -solving ability refers to the person's ability to deal with problems and difficulties faced with problems at playing games. Research methodology in this study was a descriptive survey-type Statistical population in this research consisted of all pre-university students in Hamadan’s City in 1390-91academic year. Consisted: 260 of these students were selected by using multi-stage cluster sampling method. Data analysis was performed by using one way ANOVA test. The Tool for gathering data was Standard problem-solving questionnaire) Peterson and Heppner, 1982). After analyzing the data by using One wayANOVA test, result showed that: 1- there were significant differences between groups in the confidence for problem-solving (p

This study to aim compared of students emotional intelligence with and lack of problem-solving / flexibility ability was performed. A method research was ex pact facto. The study sample included 78 male and female students were randomly participated in the experimental situation. Research tools include Cattell situation of locus cognition test and bar on emotional intelligence test. Analysis of variance was used to analyze test data. finding showed that the nonflexible and lack of problem – solving group scored lower in emotional intelligence and its scale and flexible and problem – solving group scored higher in emotional intelligence and its scale, respectively. The research showed that people with flexibility and problem-solving ability than the other groups had higher emotional intelligence. So the flexibility, problem solving ability and emotional intelligence have been linked together and enable one to face the challenges.