problem-solving training

The learning strategies of the learners are affected by various factors. In this regard, the present research was conducted with the aim of determining the effectiveness of problem-solving training and patience training on student's learning strategies.
The research was of semi-experimental type with an unequal control group design. A convenience sampling method was used to select the participants. At first, three schools were chosen from among the schools of Abarkoh city by the convenience method, and the sixth-grade students of these schools were randomly assigned to three groups of problem-solving training, patience training, and the control group (30 in each group). Chen's (2002) learning strategies questionnaire was used to collect data. In this research, patience training and problem-solving training were implemented in experimental groups. The data were analyzed by one-variable analysis of variance (ANOVA).
The results showed that problem-solving training has a positive effect on student's learning strategies (p<0.0001). Also, patience training has a positive effect on learning strategies (p<0.0001).
It is possible to use learning strategies in students by teaching problem solving and teaching patience, and as a result, student's academic performance can be improved.

There are many intervention methods to improve children's psychological characteristics, which in this study attempt to compare the two methods of play therapy and problem solving training. As a result, the aim of this study was to comparing the effectiveness of play therapy and problem solving training on responsibility, distress tolerance and adjustment of 5-7 year old children.

This study was a semi-experimental with a pretest, posttest and two month follow-up design with experimental and control groups. The research population was 5-7 year old children who referred to counseling and psychological services centers and clinics of Tehran city in 2021 year. Among the members of the population, 45 people were selected by available sampling method and replaced by simple random with the help of lottery in three equal groups including play therapy, problem solving training and control groups. The first experimental group trained 10 sessions with the play therapy method and the second experimental group trained 10 sessions with the problem solving training method and the control group during this period did not receive any training. The data were collected with the California responsibility inventory (Gough, 1951), distress tolerance scale (Simons and Gaher, 2005) and adjustment scale (Matson et al, 1983) and were analyzed with the methods of analysis variance with repeated measures and Bonferroni post hoc test in SPSS software.

The findings showed that both methods of play therapy and problem solving training in compared to the control group improved responsibility, distress tolerance and adjustment of 5-7 year old children and the results remained in the follow-up phase (P<0.001). Also, there was no significant difference between the two methods of play therapy and problem solving training in improving responsibility, distress tolerance and adjustment of 5-7 year old children in the posttest and follow-up phases

The results of this study indicated the effectiveness of both methods of play therapy and problem solving training on improving responsibility, distress tolerance and adjustment of 5-7 year old children. therapists,

The present study was conducted with the aim of investigating the effectiveness of problem solving skills training on cognitive emotion regulation strategies and self-regulation of students. The method of the present study was semi-experimental with pre-test, post-test, and control groups with 3-month follow-up periods. The statistical population consisted of all boys' secondary high school students of Khoy city in the academic year of 2022-2023(5936 student). The sample consisted of 40 students who were selected by multi-stage random sampling and randomly assigned to two experimental and control groups. The data collection tool was the quality of emotion regulation questionnaire (Gross and John, 2003) and self-regulation questionnaire (Bufard & et al, 1995), which all subjects completed in the pre - test phase. Intervention problem solving skills training D'zurilla and coldfried (1971) was conducted for the experimental group during 10 sessions of 90 minutes, and finally, post-test and follow-up were taken from the two experimental and control groups. Data were analyzed using repeated measures variance. The results showed that problem solving skills training had a significant effect on cognitive emotion regulation strategies and self-regulation students (P< 0.01). also this effectivenes was stable at the follow-up 3-month stag. In sum, the results of this study confirm the usefulness and impact of problem solving skills training on cognitive emotion regulation strategies and self-regulation students.

The purpose of this study was to determine the effectiveness of problem solving training on the quality of life and responsibility in students of District 2 of Tehran.

The current research was semi-experimental with pre-test and post-test with a control group. The studied population included the students of the 2nd education district of the 2nd district in the academic year 97-98. From the target population, 30 people were selected by purposeful sampling according to the entry and exit criteria and placed in two experimental groups (20 people and control (20 people)) Both groups were implemented. Then the experimental groups were given problem-solving training for ten sessions. During this period, no intervention was done on the control group, and finally, the post-test was taken from the experimental and control groups.

The results of data analysis using the multivariate covariance method showed that the quality of life and responsibility of girls in the experimental group increased significantly after training compared to the control group.

Therefore, problem solving training has been effective in increasing the quality of life and responsibility.

The education system must make fundamental changes within itself in order to be able to cope with the rapid changes in the information society, and on the other hand to be able to respond to the needs of creative society and creative people in society.

The aim of this study was to investigate the effectiveness of problem solving training on creativity and cognitive flexibility among teachers of work and technology.

This research was conducted in a quasi-experimental manner with a pretest-posttest design with a control and follow-up group. The statistical population of the study included all female teachers of labor and technology in District 1 of Rasht in the academic year 2019-2020 in the number of 146 people. For sampling, 30 qualified volunteer teachers who scored less than 120 on the Abedi creativity questionnaire (1993) and less than 80 on the Dennis and Vanderwall (2010) cognitive flexibility questionnaire were identified and then randomly assigned. They were included in 2 study groups. The experimental group underwent 10 sessions of Dezorilla and Goldfried (1971) problem-solving training intervention. In order to evaluate the stability of the results, a follow-up test was performed 1 month after the post-test of the experimental groups. Data were analyzed by repeated measures analysis of variance and Beferroni post hoc test using SPSS software.

The results showed that for the creativity variable the effect of group (P˂0.001 and eta= 0.571), the effect of time (P˂0.001 and eta= 0.613) and the interaction of group × time (P˂0.001 and eta=0.608) was significant. Also for the cognitive flexibility variable group effect (P˂0.001 and eta= 0.609), time effect (P˂0.001 and eta= 0.653) and group × time interaction (P˂0.001 and eta= 0.612) ) was significant. On the other hand, the results of benfroni post hoc test indicate a significant difference between the means of the experimental group in the pre-test with post-test (P˂0.001) and pre-test with follow-up (P˂0.001) for the variables of creativity and cognitive flexibility was.

One of the most important factors in employee job dissatisfaction is the inability to solve individual and organizational problems. When these problems are new or complex, innovative and effective decision making is a very important factor in solving them. According to the researcher's studies, the effect of problem solving skills on job satisfaction and employee creativity in Iranian companies and organizations has not been studied. The purpose of this study was to determine the effectiveness of problem solving training in improving job satisfaction and creativity of employees.

This study is quasi-experimental with pre-test, post-test and follow-up. Subjects were selected using the available sampling method. The problem solving skills were taught to 50 employees who get the lowest score in the problem-solving ability self-assessment test. Then, their job satisfaction and creativity were evaluated before, immediately, and 4 months after the end of training. Repeated measure ANOVA was used to analyze the data.

The results showed that there is a positive correlation between problem solving skills, job satisfaction, and employees’ creativity.

problem solving skills training, as a short-term psychological intervention, can increase job satisfaction and creativity of staff, and the effect of this intervention will remain stable over time.

Present study was perform to compare the effect of emotional competence and problem solvingtraining on distress tolerance, among students.

Study method was quasi-experimental with pre-test, post test and follow-up design with unequal control group. Study subjects were 71 students (24 students: experimental group of emotional competence, 20 students: experimental group of problem solving, 27 students: control group) among students from Farhangian university of Mazandaran who were selected by multi stage randomized cluster sampling and randomized method. Measurement tools were Simons and Gaher distress tolerance scale (2005). Emotional competence and problem solving training for 10 sessions during 1 month was provided for experimental groups. During this period subjects of control group did not received any intervention.

The Results of variance analysis test of frequent measurements showed that emotional competence training will increase distress tolerance among students. Problem solving training will also increase distress tolerance among students. Also, according to results, there is not significant difference between effectiveness of two groups of emotional competence and problem solving on distress tolerance among students.

These results can be the basis for using emotional competence and problem-solving to increase student distress tolerance.

The purpose of this study is to examine the effects of problem-solving training on the  stress coping strategies and responsibility of distance education students.

The present research is quasi-experimental with control and experimental groups with pre-test and post-test. The statistical population of the study consisted of undergraduate students of distance education system among whom 40 were selected through available sampling method and assigned in two experimental (n = 20) and control (n = 20) groups. The research instruments for collecting data consisted of Lazarus and Folkman's (1988) Stress Coping Strategies Questionnaire and Nematic Responsibility Questionnaire (2008). Using SPSS software version 21, Covariance analysis was used for data analysis. 

The results showed that problem solving training influenced the dimensions of stress coping strategies (problem-based and emotional-based strategies) as well as students' responsibility and the experimental group used problem solving methods more after training. 

Given that problem solving is the ability of individuals to deal with their daily problems, and based on the results of the research, problem solving training can increase this ability in students and enhance their ability to face problems. So it is recommended that problem-solving instruction be emphasized in enhancing students' skills and provided through academic and educational programs

The purpose of the present study was to determine the effectiveness of problem solving training on quality of life and social problem solving of gifted girls with less success than expected. In this research, using a semi-experimental method, two groups of experimental and control were participated in 3 phases; pre, post and follow-up (after 2 months) test. The target population was the number of all second-grade high school students in Karaj City's gifted student schools in the academic year of 95-96. One high school for gifted children was randomly selected out of 4 schools. In the statistical population, from 192 students, 57 students with Raven scores above 125, and the teacher-made achievement test score below 50 were selected .30 of them who had lower scores in academic achievement were randomly assigned to two groups. To gather the data, social problem-solving inventory (SPSI-R) (D, Zurilla & et al 2002) and the WHOQOL-BREF quality of life assessment (The World Health Organization, 1998) were used. The experimental group was regularly trained in problem solving skills during 8 sessions of 90 minutes of group counseling sessions, once in a week. In the inferential level Analysis of Covariance Test (ANCOVA) was used. Findings showed that the problem-solving education, significantly increased the quality of life and constructive social problem solving in the experimental group compared to before training and control group. The education, could not significantly decrease no adaptive social problem-solving in the experimental group. Group therapy was effective in the follow up session.

 Emotional competence refers to ability and skill to negotiate through interpersonal communication and regulate emotional experiences in order to achieve favorable results during emotional conditions (Sharma, 2012). Problem solving training concentrates on obtaining general data about a specified problem, configurating a suitable strategy to solve it and performing and reviewing perfomance until achieving a goal (Kong, Qin, Zhou, Mou, Gao, 2014). Pajares (2003) thinks that self-efficacy beliefs are the bases of important processes such as motivation, psychological welfare and personal interests. Those who have high self-efficacy can remove barriers by means of improving their selfmanagement skills and perseverance and can withstand against problems (Bandura 2004). Chang and Hu (2017) showed that emotional competence plays a mediating role between communication skills and self-efficacy. Zhu, B., Chen, C., Shi, Z., Liang, H. & Liu, B. (2016) showed a significant relationship between emotional competence and selfefficacy. On the other hand, the amount of self-efficacy and productivity among learners and therefore their academic performance improved through problem solving training (woolfolk 2001). Is there any difference between the impact of emotional competence and problemsolving training on perceived self-efficacy among university students? This quasi-experimental study was performed using a pre-test, post-test-follow-up and control group design. Te statistical population constituted all the students in Mazandaran Farhangian University during the academic year of 2017-2018. Participants were selected by means of multi-stage cluster sampling and Doctor Shariati boy campus was chosen as a center for the study design. Students of Farsi Literature served as the control group, those of Primary Education as the experimental group for taking the emotional competence training course and the students of English Literatur served as the experimental group for joining the problem solving training course. Participants in the experimental group of emotional competence, problem solving and conrol group were 24 and 20 and 27 students, respectively. They were all male and were senior students. The study commenced with a pre-test (Sherer and Maddux self-efficacy scale (1982)) of the participants in the three groups l, and it lasted for a month. The emotional competence and problem solving training were performed by the researcher during 10 sessions; each session was 75-90 minutes and was repeated 3 times a week. However, the members of the control group did not received any interventions. Participants in the three groups answered the questions of the self-efficacy scale twice again, once at the end of the interventions, (post-test step), and a second timr one month after performing pre-test (followup step). The average of perceived self-efficacy among the participants in the emotional competence training course changed from 2.86 in the pre-test to 4.28 in the post-test and 4.15 in the followup step. On the other hand, the average of the participants in the problem-solving group changed from 2.84 in pre-test to 4.20 in pre-test and 4.10 in the followup. The mean of the participants in the control group, however, altered from 2.76 in pre-test to 2.91 in post-test and 2.82 in followup step. In order to study the effect of educational methods and to compare the two educational approaches, variance analysis statistical test in frequent measurement was used. The assumptions were analyzed and confirmed before using this test. The results showed a significant difference with 95% confidence level (p<0.05) in the average of perceived self-efficacy and its components (effort, perseverance, initiative) for each of the control, emotional competence training and problem solving training groups during the pre-test, post-test and follow-up steps. Scheffe test showed significant effect of educational course based on emotional competence and also educational course based on problem solving in the pre-test and followup on perceive sel-efficacy and its components at confidence level of 95% (α=0.05). However, no significant difference was observed between the effect of emotional competence training and problem solving training on perceived self-efficacy and its components in the pre-test and followup. The results of this study showed the effectiveness of both methods of emotional cempetence and problem solving training in improving the students’ perceived selfefficacy. However, there was no significant difference between the effect of emotional competence and problem-solving training on the students’ perceived self-efficacy. This effectiveness ustained all through the experiment (1month). The results of the present study are in line with those of Chang and Hu (2017), Zhou et al. (2016), and Woolfolk (2001). Accordingly, based on the model of emotional competence and problem-solving training, it can be argued that students practice different ways in which necessary methods and chances for thinking are provided for them. Therefore, these methods can motivate them to develop new thoughts or ideas and present them without any fear or embarassement. Therefore, it is recommended to plan for emotional competence skills and problem-solving training in order both to help students cope with problems, crisis, to resolve conflict, and to improve communications between the youth and their instructors. The present research recommends Farhangian University officials pay special attention to improving the students’ self-efficacy in order to use methods of emotional competence and problem-solving training. Moreover, it expands the literature on emotional competence, problem solving and self-efficacy.

The aim of this study was to study the effectiveness of problem solving training on behavioral problems of preschool children with behavioral disorder. The design of present study was quasi experimental with pre-test, post-test and control group design. Statistical population of this study consisted of all preschoolers with behavioral problems in Kermanshah. Sample of this study consisted of 30 children who were selected using convenient sampling method and assigned to two groups (experimental and control group) randomly, each consisting of 15 children. The experimental group was trained by a problem solving program entitled "I can solve the problem". Gresham & Elliot`s (1990) Social Skills Rating (parent & teacher`s forms) was used to collect data. The obtained data were statistically analyzed by multivariate analysis of variance through SPSS software (version 20). The findings showed that there is a significant difference (p = 0.001) between the pre-test and post-test scores in all sub-scales of behavioral disorder including external, internal and hyperactive behaviors in the experimental group. Using problem-solving program is an appropriate method for improving behavioral disorders in preschool children with behavioral problems. Therefore, the need to pay attention to problem solving skills as part of school programs due to its effect on improving the behavioral problems of children with behavioral disorder is felt

The aim of this study was to study the effectiveness of problem solving training on behavioral problems of preschool children with behavioral disorder. The design of present study was quasi experimental with pre-test, post-test and control group design. Statistical population of this study consisted of all preschoolers with behavioral problems in Kermanshah. Sample of this study consisted of 30 children who were selected using convenient sampling method and assigned to two groups (experimental and control group) randomly, each consisting of 15 children. The experimental group was trained by a problem solving program entitled "I can solve the problem". Gresham & Elliot`s (1990) Social Skills Rating (parent & teacher`s forms) was used to collect data. The obtained data were statistically analyzed by multivariate analysis of variance through SPSS software (version 20). The findings showed that there is a significant difference (p = 0.001) between the pre-test and post-test scores in all sub-scales of behavioral disorder including external, internal and hyperactive behaviors in the experimental group. Using problem-solving program is an appropriate method for improving behavioral disorders in preschool children with behavioral problems. Therefore, the need to pay attention to problem solving skills as part of school programs due to its effect on improving the behavioral problems of children with behavioral disorder is felt

This research aimed to study the effect of problem solving training on student’s responsibility in the third grade of male secondary school. The method of this study was quasi-experimental with pre-test/post-test design. The population of this research was the third year high school male students in Sanandaj. After the pre-test 30 students with low responsibility were selected randomly and then divided into two groups of experimental and control. The research instrument was Kurdluo (1387) questionnaire. Experimental participants recived a treatment by attending 6 sessions of problem solving training while the control participants did not received any problem solving training course. The data were analyzed through Covariance method. The results showed that responsibility of the experimental group significautly increased after the treatment. In other words the findings confirmed the efficacy of applying problem solving training to increase the students’ responsibility; problem solving as an educational approach can be a dynamic technique which can influence and develop the student's capabilities by considering different and effective strategis for decision making.

This study investigated the effectiveness of problem solving training on interpersonal sensitivity & aggression in students for this purpose¡ with use of a semi-experimental design and multistage cluster sampling method¡ 30 students were randomly to put in the experimental and control group. To collect the data¡ both groups filled Interpersonal Sensivity Scale & Aggresion Questinare in the pre-test and 3-month fallow up. The participant of the experimental group learned problem-solving skills. The results of covariance and variance analysis with repeated measurement showed that Eta Square (0.47) with (F= 69.35) & (0.54) with (F= 54.73) confirmed decreases in interpersonal sensitivity & aggression level of students receiving problem-solving skills. It can be concluded that the experimental intervention has made changes in the experimental group that 0.47 & 0.54 of them results from the experimental action¡ and with 0.99 assurances there is significant difference between the studied groups in the three measurements or intervention stages. The results indicated that training problem-solving skills is effective for decreasing interpersonal sensitivity & aggression level of students.

The mental health of families with mentally retarded children has always been researched by various researchers of this field. The purpose of this study was to determine the effect of problem solving skills training on marital satisfaction (include "personality issues", "conflict resolution", and "leisure activities") in families with educable mentally retarded children in Arak city. Statistical population of this research consisted of mothers with educable mentally retarded children (81 mothers). The sample was 30 mothers that were selected randomly out of 81 people. These mothers were randomly assigned into experimental and control groups. Participants were asked to complete the marital satisfaction questionnaire (ENRICH). experimental group participated in 5 sessions (1 session a week). Each session lasted for 90 minutes. Unisef problem solving skills training was employed on experimental group as independent variable. Covariance analysis showed that there is a significant difference between mean scores of experimental and control groups (p

The different researchers always implied to the impressive role of problem solving on diverse domain of life. The purpose of this study was to determine the effect of problem solving skills training on self regulated procceses (selection, optimization, & compensation) in distance education students. Statistical population of this research consisted allof distance education studentsof payamenour university (80Students). The sample was 30 studentsthat were selected randomly out of 80 people. These studentswere randomly assigned into experimental and control groups. participants were asked to complete the SOC questionaire. Experimental group participated in 5 sessions (1 session a week). Each session lasted for 90 minutes. Unisef problem solving skills training was employed on experimental group as independent variable. Covariance analysis showed that there is a significant difference between mean scores ofexperimental and control groups (p