problem solving

The purpose of this study was to investigate the effect of teaching methods of trauma resolution (compassion and problem solving) on courage of midwifery students. The present research method is quasi-experimental. The plan used in this research is the pre-test and post-test plan with the control group. The statistical population of the present study includes all midwifery students of Zabol University of Medical Sciences. Among these students, 40 students were selected by random sampling in two groups of 20 people, test and control. In this research, the data collection tool is Gambrill and Ritchie's assertiveness questionnaire (1975). Descriptive and inferential statistics such as univariate covariance test with SPSS 20 software were used to analyze the data. The results showed that the effect of teaching methods of trauma resolution (compassion and problem solving) has a positive and significant effect on the courage of midwifery students. By teaching methods of trauma resolution (compassion and problem solving), we can increase the courage of midwifery students.

This research aimed to determine the mediating role of academic self-efficacy in the relationship between self-directed learning and constructive problem-solving ability among students. The method of this study was descriptive-correlational using the structural equation modeling method. The research population consisted of all the students at the University of Guilan in 2023. A sample of 220 students was selected from this population using a convenient sampling method. The research instruments included the Self-Directed Learning Readiness Questionnaire (SDLRQ) by Fisher and Colleagues (2001), the College Academic Self-Efficacy Questionnaire (CASEQ) by Owen and Framan (1988), and the Problem-Solving Strategies Questionnaire (PSSQ) by Cassidy and Long (1996). Structural equation analysis was used to analyze the data. The results showed that the proposed model has a good fit and explained 63% of the variance of constructive problem-solving. The results showed that self-directed learning on constructive problem solving (β=0.65) and academic self-efficacy (0.61 β) had a direct and significant effect (P<0.05); Also, academic self-efficacy had a significant direct effect on constructive problem solving (β=0.21) (P<0.05). The results of the bootstrap test showed that academic self-efficacy played a mediating role between self-directed learning and constructive problem-solving (β=0.13) (P<0.05). All in all, it can be concluded that self-directed learning has a direct effect on students' constructive problem-solving through the mediation of academic self-efficacy.

The present study examined the effect of interactive teaching methods on developing students' creativity in elementary schools by using interactive teaching methods in classrooms. This study shows that interactive teaching significantly increases students' creativity, and these methods not only improve the learning process but also increase students' participation and motivation in the classroom. One of the most important achievements of this article is the positive effect of interactive teaching on students' critical thinking and creativity. These methods, by creating a collaborative atmosphere and encouraging students to express their ideas and opinions, provide the basis for strengthening creative thinking and innovation. On the other hand, the use of modern technologies and digital educational tools in the interactive teaching process helps students to become familiar with new and complex concepts visually and empirically, and these experiences are effective in strengthening their problem-solving and creative thinking skills. Also, the results of this article show that interactive teaching, especially in elementary classrooms, increases students' motivation and interest in learning. By creating an active and collaborative learning environment, students feel that they have a role in the learning process, and this feeling increases their self-confidence and makes them look at issues and topics more creatively.In general, the article "The Effect of Interactive Teaching Methods on Developing Students' Creativity in Elementary Schools" well shows how, by using modern and interactive teaching methods, we can provide the basis for the growth and flourishing of creativity in students and encourage them to learn more and better.

The objective of this study is to identify the cognitive neuroscience components related to problem-solving in individuals with different cultural backgrounds.

 This study followed a qualitative approach, utilizing semi-structured interviews. The sample consisted of 22 participants from Tehran, with diverse cultural backgrounds. Data were collected through individual interviews and analyzed using Nvivo software. The data analysis followed a thematic analysis approach and continued until theoretical saturation was achieved.

The results revealed that cognitive components such as problem-solving strategies, creative thinking, problem analysis, and learning from past experiences directly impacted the quality of problem-solving. Additionally, information processing and decision-making were identified as key cognitive neuroscience components. Cultural differences also played a significant role in the selection of strategies and information processing. Participants from collectivist cultural backgrounds tended to prefer group-based methods, while individuals from individualist backgrounds favored independent strategies.

This study demonstrates that both cognitive neuroscience components and cultural differences simultaneously influence the problem-solving process. Understanding these components can enhance problem-solving methods at both individual and group levels and can be valuable in the design of educational and multicultural counseling programs.

Policy labs are widely recognized as essential instruments for policy design. The primary concentration of these laboratories is social issues, and they operate globally in a dynamic and active manner. This study aims to investigate the social repercussions of policy labs by utilizing theories of public sociology and communicative action. It underscores the importance of rational and socially responsive governance for the future of Iran. The research follows a descriptive-analytical approach and employs autoethnographic techniques to bolster the credibility of its arguments. The findings indicate that policy labs function as boundary-spanning entities, functioning as intersections between academia, policymaking, and the public sphere. Their objective is to encourage public participation in decision-making processes and to promote consensus through reasoned argumentation by promoting communicative rationality. The study emphasizes that the social implications of policy labs in Iran include the following: the enhancement of foresight and strategic thinking, the assessment of the social impact of policies, the promotion of participatory governance, the strengthening of the social dimensions of policies, and the provision of timely policy responses to public issues. Additionally, policy labs offer a platform for pragmatic decision-making that is consistent with the governance system’s capabilities. This article contends that policy labs serve as instruments for rational governance and effective problem-solving, thereby improving the adaptability and efficiency of governance structures. Therefore, it is imperative that policymakers acknowledge policy labs as a critical element of public discourse, incorporating social considerations in addition to economic and political factors within the governance process.

It is very important to use appropriate methods to improve students' cognitive skills; therefore, the aim of this research was to investigate the effectiveness of a teaching method based on a concept map on students' implicit beliefs in intelligence and problem solving. The current research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research was made up of all sixth grade students of Chabahar city in the academic year of 2023-2024, From this population, 30 students were selected as the research sample using the available sampling method and were randomly assigned to two groups: experimental (15 students) and control (15 students). After the pre-test, the teaching method based on concept maps was implemented for the experimental group in 8 sessions of 60 minutes (once a week). All participants were evaluated before and after the training based on the scale of implicit theories of intelligence by Abdul Fattah and Yates (2010) and the scale of problem solving skills by Heppner and Petersen (1982). Data were analyzed using descriptive statistics and multivariate covariance analysis in SPSS-27 software. The results of data analysis showed that there was a significant difference between the two experimental and control groups in the post-test stage in all the components of the implicit theories of intelligence as well as all the components of problem solving (p<0.05) and in the post-test stage, the subjects of the experimental group benefited from the increasing theories of intelligence, personal control, confidence in solving problems, and more tendency style compared to the control group; Also, the subjects of the experimental group in the post-test stage had fewer theories of inherent intelligence compared to the control group. Based on the results of the present research, the teaching method based on concept maps has a positive effect on the implicit beliefs of intelligence and problem solving of students, and this teaching method can be used to improve academic goals.

The aim of this study is to identify behavioral and cognitive patterns related to enhancing problem-solving skills in elementary school children. This qualitative study used thematic analysis. Fourteen elementary school children from Tehran were purposively selected. Data were collected through semi-structured interviews, and analysis was performed using Nvivo software and thematic analysis. The study focused on identifying behavioral and cognitive patterns affecting children's problem-solving processes. The findings indicated that cognitive skills such as logical and critical thinking, social skills like collaboration and group interaction, and self-regulation skills were key factors in enhancing problem-solving abilities in children. Moreover, social interactions and self-control skills significantly improved children's ability to solve complex problems. The results of this study suggest that strengthening cognitive and social skills in elementary school children can significantly help them in solving complex problems and improving their academic performance. These findings can assist educators in designing more effective educational programs focused on problem-solving.

This study aimed to investigate the relationship between boredom, working memory, and problem-solving with food craving in overweight individuals.

This fundamental and correlational study was conducted through a survey method. The statistical population included adults aged 17 to 70 years with a body mass index (BMI) of 25 or higher. Data collection tools included the Food Cravings Questionnaire-Trait (FCQ-T), the Multidimensional State Boredom Scale (MSBS), the Heppner Problem-Solving Inventory (PSI), and the Daneman and Carpenter Working Memory Test. Data were analyzed using the Kolmogorov–Smirnov test, Pearson correlation, and stepwise regression analysis.

Results indicated a positive and significant correlation between boredom and food craving, and a negative and significant correlation between working memory, problem-solving, and food craving. Working memory alone predicted 15% of the variance in food craving. With the addition of boredom and problem-solving, the explained variance increased to 21%. Furthermore, including age and gender in the model raised the explained variance to 32%.

The findings suggest that working memory, problem-solving skills, and boredom significantly predict food craving, and age and gender further enhance these predictive relationships. These results can inform psychological interventions aimed at controlling food cravings among overweight individuals.

The aim of this study was effectiveness of problem solving training on depression and anxiety of adolescent students during the Corona virus era. This research was a quasi experimental type with a pretest-posttest design and followup with a control group. 30 teenage students were selected by purposive sampling method and randomly assigned to experimental and control groups (15). The problem solving training program was implemented in 10 one-hour sessions on the experimental group for measured using to Depression Questionnaire (Beck, Steer & Brown 1996) and Anxiety Questionnaire (Beck, Spstein, Brown & Steer, 1988). The data was analyzed through the method of Mixed ANOVA and it showed that there was a significant difference in the mean scores of the participants in depression and anxiety in the posttest compared to the pretest. There was no significant change between the posttest and follow-up scores in the depression and anxiety of the students in the experimental group, which indicated the significant persistence of the changes in the follow-up phase. Results showed necessity of using the problem solving training program for teenagers in order to cope effectively in critical situations.

The main goal of the current research is to determine the relationship between the level of aerobic fitness and planning and problem solving in firefighters of Babol city. The method of this research is a description of the correlation type and in terms of the applied goal. The statistical population of the research consists of 138 employees of the fire department of Babol city, all of whom were in the age range of 25 to 45 years, 108 people participated in this study based on the inclusion criteria. Bruce's test was used to measure aerobic capacity and Tower of London test was used to measure participants' planning/organization. Also, occupational stress questionnaire was used to check the level of occupational stress. To analyze the data, the correlation coefficient was used at a significance level of 0.05. The findings showed that there is a significant relationship between the level of aerobic fitness and job stress (P=0.000). Between the level of aerobic fitness with the total time of the test (P=0.174) and the delay time of the test (P=0.335) There was no significant relationship with Tower of London, but there is a significant relationship with the test time (P=0.018) and the overall result (P=0.000). The results of this study demonstrated Increasing aerobic fitness reduces occupational stress and improves cognitive performance in firefighters. Therefore, paying attention to the physical fitness and increasing the aerobic capacity of these people in order to reduce occupational stress and increase the power of cognitive performance in dangerous and challenging situations leads to greater productivity and health of the human force.

 Hearing damage or hearing loss is one of the important obstacles and limitations on people's way to establish and understand effective social relationships. Therefore, the present study was conducted with the aim of investigating the effectiveness of problem solving training on the perception of social interaction in hearing impaired students.

The present study was a semi-experimental type of pre-test, post-test with a control group. The population of this study was hearing-impaired students studying in exceptional schools in Kermanshah, of which 32 were available and were randomly divided into two groups of 16. The test group was trained in problem solving in eight one and a half hour sessions. The data collection tool was Carol Glass's standard social interaction perception questionnaire. After collecting the data, it was entered into SPSS software version 26 and subjected to statistical analysis.

Based on the results of the t test of two independent samples; The post-test scores in the test group showed a higher level than the control group, but this difference in the results was not statistically significant (P-Value>0.05).

According to the findings of the research, it can be concluded that problem solving training in both dimensions of negative thoughts and positive thoughts leads to an improvement in the perception of social interaction in hearing impaired students, although this improvement was not statistically significant. In general, based on what was obtained in this study, the results cannot be generalized well and more studies are needed.
Keywords: problem solving, perception of social interaction, hearing impaired students

The present study aimed at investigating the effect of sensory-motor integration exercises based on the game sense approach on the executive functions of children with learning disorder.

This research was conducted in a semi-experimental way with a pre-test and post-test design with a control group. Thirty-six female children with learning disorder were selected as a sample and were randomly assigned to two experimental groups (two sensory-motor groups with game sense and goal-oriented approaches) and one control group. In the pre-test stage, the components of working memory, planning and problem solving were measured by N-Beck and Tower of London tests, respectively. Then the experimental groups participated in the exercises in the form of two sessions of 60 minutes per week, for a period of eight weeks. During this time, the control group did their normal activities. In the post-test phase, dependent variables were measured again. For statistical analysis, composite analysis of variance test was used.

Sensory-motor integration exercises based on the game sense approach improved the working memory component in the game sense group compared to the control group and improved the planning and problem solving component in the game sense group compared to the goal-oriented and control groups (p>0.05).

Sensory-motor integration exercises based on the game sense approach can be effective as an intervention on improving the executive functions of this group of children.

Self-regulated learning is defined as an active, goal-directed self-control behavior with both motivational and cognitive components to accomplish and complete academic tasks by a student. The purpose of the present study was to test the proposed model of the causal relationship between self-regulation strategies, problem-solving skills, academic adjustment, and school belonging, with the mediation of students' goal orientation. This study was a correlational research of the path analysis type. The statistical population consisted of all middle school students in Tehran who were studying in the academic year 2023-2024. A total of 250 middle school students from Tehran were selected using cluster sampling. Data were collected using the Self-Regulated Learning Strategies Questionnaire, the Heppner and Peterson Problem-Solving Inventory, the Baker and Siryak (1984) Academic Adjustment Questionnaire, the School Belongingness Questionnaire, and the Revised Achievement Goal Orientation Questionnaire. Data analysis was conducted using SPSS version 24 and AMOS version 20. The results revealed significant direct and indirect effects of self-regulation strategies and problem-solving skills on academic adjustment and school belonging, with goal orientation serving as a significant mediator. These findings suggest that fostering self-regulation and problem-solving abilities, while emphasizing the importance of goal orientation, can enhance students' academic adaptation and sense of belonging to school. The study highlights the importance of these psychological and cognitive factors in promoting academic success and overall student well-being.

The present study aimed to examine the relationship between metacognitive strategies and problem solving with the role of mediating creative mindsets and divergent thinking in undergraduate students at Lorestan University. The method this research is basic in terms of its purpose and descriptive-correlational in terms of the method of collecting structural equation modeling data. The statistical population in the research included all students of Lorestan University in the academic year 2022-2023 in the number of 4439 of which 375 people were cluster randomly as a sample. In this research, problem solving inventory parker's (1997), cognition and metacognition strategies questionnaire of McInroy and Dawson (2004), creative mindset scale Karwowski (2014) and learning style inventory Kolb (1985) questionnaire were used to collected information. Data analysis use of SPSS-26 software and structural equation modeling in AMOS-24. The results show that a significant direct positive effect of metacognitive strategies on problem solving among students. Also, creative mindsets and divergent thinking the has a significant direct effect on the problem solving among students. Additionally, metacognitive strategies has a significant indirect effect on problem solving through creative mindsets (β=0.483) and metacognitive strategies has a significant indirect effect on problem solving through divergent thinking (β=0.054). The results show that creative mindsets and divergent thinking have a mediating positive and significant effect the relationship between metacognitive strategies and problem solving.

Female heads of households face various psychological and social challenges that significantly impact their lives. The objective of this study was to explore the impact of an intervention focused on teaching problem-solving and decision-making skills on the critical thinking abilities of female heads of households. This research employed a semi-experimental design with pre-test and post-test measures, including a control group. The study population comprised all female heads of households under the jurisdiction of the Welfare organization of Meybod city. Thirty participants were selected via purposive sampling and randomly assigned to either the experimental or control group (15 participants per group). The experimental group underwent a ten-session training program on problem-solving and decision-making skills, while the control group received no intervention. Both groups completed the California Critical Thinking Questionnaire before and after the intervention. The data were analyzed using multiple analysis of covariance (MANCOVA). The findings revealed that teaching problem-solving and decision-making skills significantly enhanced critical thinking among participants in the experimental group. This effect was observed across all three subscales of critical thinking (p < .01). These results suggest that instructing problem-solving and decision-making skills can effectively enhance the quality of critical thinking among female-headed households.

Overcoming problems and solving them, and maintaining mental and physical health in life, is very important. By improving cognitive abilities and increasing the processing speed of the mind, it is possible to improve the quality and health of life throughout life. The main goal of this research is to investigate the effect of transcranial direct current electrical stimulation (tDCS) on cognitive flexibility, problem solving and brain processing speed in students. This research was conducted as a semi-experimental design with a pre-test and post-test and a one-month follow-up phase. In this research, 30 people were selected as a sample using the purposeful sampling method and they were randomly divided into two experimental and control groups. The tDCS test group was subjected to electrical stimulation during two weeks and in 10 sessions, with a current intensity of 2 milliamps and for 20 minutes. At first, after finishing the stimulation program, and also one month later, tests of cognitive flexibility, problem solving and brain processing speed were taken from both groups and the results were analyzed using covariance test with repeated measurements. Based on the obtained results, it was observed that the difference between the groups is significant and indicates a positive and significant effect of intracranial direct current stimulation on cognitive flexibility, problem solving and brain processing speed. Also, according to the one-month follow-up phase, the mentioned effects are stable.

Students with attention deficit/hyperactivity disorder (ADHD) often exhibit significant difficulties in problem-solving skills, which have serious consequences for their academic and social functioning. Therefore, efforts have been made to enhance these skills, and the current research aims to investigate the effectiveness of emotional intelligence training on the problem-solving skills of students with ADHD.

This research employed a semi-experimental design with pre-test and post-test measures, including a control group. The population consisted of all fourth and fifth-grade male students with ADHD in Tehran. The participants were selected from those attending counseling centers ava rhaie And kasra using convenience sampling and were randomly assigned to experimental and control groups. The experimental group received a 10-session emotional intelligence training program, while the control group received no intervention. All participants were assessed using the Heppner and Peterson Problem-Solving Questionnaire before and after the training.

Following the emotional intelligence training sessions, a significant improvement was observed in the problem-solving scores of students with ADHD.

The emotional intelligence training program proved to be an effective intervention for improving problem-solving skills in students with attention deficit/hyperactivity disorder.

In order to further highlight the relationship among Iranian intermediate EFL learners' critical thinking (CT), second language grit (L2G), problem-solving (PS), and resilience (R), the current study set out to create a structural equation model of evidence. This study used a descriptive methodology and was quantitative in nature. Convenience sampling was used to choose the three hundred eighty-two Iranian intermediate EFL learners who participated in the study. All participants were students from English language schools in Shahreza, Iran. With approval from the department chair, data collection was done in classrooms, and it took an average of thirty minutes to complete the questionnaires. They were asked to respond to four components' self-report questionnaires on critical thinking, L2 grit, problem-solving, and resilience. The structural Equation Modeling (SEM) and the schematic illustration confirmed the hypothesized model (RMSEA=.0.04; GFI =.0.824; NFI =0.551; CFI =0.746; IFI =0.551; TLI0.735), demonstrating a strong internal interaction among critical thinking, L2 grit, problem-solving, and resilience. According to the findings of the study, critical thinking enhances L2 grit, and L2 grit promotes resilience and problem-solving. Furthermore, the study discovered that L2 grit has a greater impact on resilience than problem-solving. The study's conclusions have educational implications for educators, policymakers, and investors.