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.

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.

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.

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.

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.

Problem solving is one of the major factors in teaching mathematics and has been introduced by the National Council of Mathematical Teachers (2000) as the core of math education. Recent studies in the field of mathematical education and psychology have shown that math representation, especially the schematic representation plays an important role in facilitating problem-solving process. The purpose of this study was to examine the moderating role of individual variables such as psychomotor competency, auditory comprehension, field independency and spatial-visual ability in relation to schematic representation and problem-solving Ability (usual and unusual). The current research is a relational-correlation type of research .The research sample was 720 students from all sixth grade students of Boyer-ahmad cities' schools selected by simple Cluster random sampling method using G-POWER software. The research tools were Utrecht Mathematical Competence Scale, Flanagan pattern Test, group embedded figure Test, Flanagan Component Test, and Korpilahti Listening Comprehension test. Subgroup analysis was used to analyze the data in this research. The results suggest that psychomotor competency, auditory comprehension, field independency and visual - spatial ability have moderating role in relation to schematic representation and unusual problem-solving ability in math (Each in some of the components (, but these variables have no difference on The performance of students in responding to usual questions (Except for a few of the components in the special category).

The method of solving social and public problems is one of the priority issues in the field of applied research. If there is no proper way to deal with social issues, society will suffer a lot of social harm that endangers social norms and values. In the Qur'anic worldview, social realities are not authentic, and what is authentic is the unchallengeable divine traditions. Due to the inevitability of divine traditions, the individual and social life of man is intertwined with these traditions. So to solve social problems, you have to pay attention to them. Familiarity with the traditions of the Qur'an can be effective in three areas: problem recognition, identifying the causes of the problem, and ultimately solving the social problem.The current study aimes to examine this issue as a fundamental question based on the Qur'an and the theory of Qur'anic traditions with an analytical-descriptive method. The findings of the study show that divine traditions in the Qur'an can be divided into three categories: mother traditions, subordinate traditions, and traditions based on human behavior. Mother traditions are the most comprehensive traditions such as the tradition of guidance. The subordinate traditions are: the tradition of prophethood, Imamate, relief, the accompaniment of Takween (nature) with Tashri' (Shari'a laws) and the tradition of divine experimentation. The traditions based on human behavior are: Imla', Makr, Istidraj and Idlal. A bleiver enjoys a good life by adhering to the mother and subordinate traditions. This life gives him the knowledge and power to use it to distinguish truth from falsehood in the process of solving the social problems and to prefer long-term interests over short-term interests. If a person and society adhere to the mother traditions, they will never end up with traditions based on human behavior such as Imla', Makr and Istidraj. The tradition of the accompaniment of Takween with Tashri' is one of the important traditions in solving social problems. The universe is not indifferent to the human acts, and as much as a person and society share in the protection of divine values, God Almighty make the system of being subservient to them. A non-believer faces the traditions of Imla', Makr and Istidraj, and according to these traditions in the path of solving a problem, he may feel successful in the short term and consider his solution correct and worthy, while he is immersed in falsehood and his greater efforts to solve the problem will lead him to move further away from success and solution.Recognizingthe place ofsocial traditions of the Qur'an can provide the basis for solving social problems through the social humanities of the Qur'an and theorizing on their basis.Sincethe social traditions of the Qur'an are not properly recognized and implemented, religious governance in the face of social issues will also emerge in the form of secular or eclectic governance.

Teaching methods are effective in both students' academic progress and in creating motivation and satisfaction, developing their personality and growing their creativity. On the other hand, a teacher's mastery of educational methods and techniques is considered one of the criteria for teacher competence. The purpose of this research is to introduce and examine the most important methods of teaching social sciences.

The research method is descriptive and library. The types of teaching methods are divided into two categories: traditional and modern. However, for teaching social sciences, the methods used are student-teacher, narration, question and answer, practice and repetition, conference, role-playing, problem solving, discussion, workshop method, brainstorming, scientific demonstration, inquirybased teaching, scientific tour, team efficiency plan, collaborative method, innovation and indirectconsultation teaching method, etc.

A knowledgeable teacher, while utilizing various methods, can recognize the will and authority of the student and consider him responsible for learning. Such a method is based on the use of active teaching methods that give students a sense of responsibility. But it must be admitted that the most important thing is the use of integrated methods. In integrated methods, creativity and communication and scientific skills of exploration and problem solving are developed, learned and internalized more than in other teaching methods.

The overall conclusion of the research showed that teaching methods and techniques are essential elements in the teaching and learning process. These methods determine the quality of transferring concepts to learners and the success in achieving educational goals. 

The aim of this study was to investigate the effectiveness of working memory training on improving problem-solving, cognitive inhibition, attitudes toward mathematics, and mathematics anxiety in students with mathematical learning disorders.
 
The research employed a quasi-experimental design with pre-test, post-test, and follow-up phases. The statistical population included all male and female students with mathematical disabilities who had been referred to elementary school learning disability centers in Isfahan City during the 2021-2022 academic year. From this population, 30 students were selected through purposive sampling and randomly assigned to experimental and control groups. The experimental group received working memory training during 14 sessions, each lasting 60 minutes. Before and after training, participants completed a researcher-made problem-solving questionnaire, the John Ridley Stroop Test (1935), Ikon’s Attitude Towards Mathematics Scale (1971), and the Chiu and Henry Mathematics Anxiety Scale (1990).
 
The results of the mixed-design analysis of variance showed that working memory training significantly increased problem-solving skills, reduced cognitive inhibition, improved attitudes toward mathematics, and reduced mathematics anxiety (p < 0.01).
 
Working memory training effectively improves the cognitive and affective abilities of students with mathematical learning disorders.