problem-solving skills

The primary objective of this study was to investigate the effectiveness of concept map-based teaching methods on implicit beliefs about intelligence and problem-solving skills among high school students in Zahedan. This research aimed to determine whether the use of concept maps could significantly enhance students' cognitive and analytical abilities

This study utilized a randomized controlled trial design, involving 30 high school students from Zahedan, who were randomly assigned to either an experimental group (n=15) or a control group (n=15). The experimental group received instruction using concept maps, while the control group continued with traditional teaching methods. Data were collected using the Implicit Beliefs about Intelligence (IBI) questionnaire and the Problem-Solving Skills (PSS) questionnaire. The study spanned five months, and data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests with SPSS-27 software.

Descriptive statistics revealed that the experimental group showed a significant increase in both implicit beliefs about intelligence and problem-solving skills from pre-test to post-test, with mean scores improving from 3.45 to 4.12 and 3.68 to 4.33, respectively. In contrast, the control group showed minimal changes. The repeated measures ANOVA indicated significant differences between groups and over time (p < 0.05), with post-hoc tests confirming that the improvements were statistically significant in the experimental group.

The findings suggest that concept map-based teaching methods are effective in enhancing implicit beliefs about intelligence and problem-solving skills among high school students. This instructional approach not only facilitates a deeper understanding of concepts but also promotes critical thinking and analytical skills. The study highlights the potential benefits of integrating concept maps into educational curricula to foster cognitive development.

 The present study was conducted with the aim of investigating the effect of teaching decision-making and problem-solving skills on inattention and social misbehavior in male students with ADHD in the 12th district of Tehran. The statistical population of this research is the boy students of the second year of high school in the academic year of 1400-1401 in Tehran, who were diagnosed with attention deficit hyperactivity disorder after referring to special treatment centers for hyperactivity, 24 students were selected as a statistical sample. In terms of methodology, this research is quasi-experimental with a pre-test and post-test design with an experimental group and a control group. To collect data in this research, Khodabakhshi and Rahmani Asl's Social Distortion Questionnaire (2016) and Connors' Attention Deficit Hyperactivity Disorder Questionnaire (1999) were used. In this research, the method of teaching decision-making and problem-solving skills was presented to the experimental group during 8 sessions, while the control group did not receive any intervention. The results of the analysis of covariance showed that in the post-test stage, there was a significant difference between the expe]rimental and control groups in terms of the improvement of symptoms related to inattention and social deviance (P≤0.01). Based on the findings of the present research, it is concluded that problem solving and decision making training can be effective as an effective intervention to reduce inattention and social deviation in students with ADHD.

Increasing the ability of parents in problem-solving skills in the field of effective interaction with aggressive children will reduce the level of aggression in their children.

The present study was conducted to reveal the effect of problem-solving skill training intervention on the relational aggression of mothers with aggressive sons.

The method of the present study was experimental with a pre-test-post-test design with a control group and a one-month follow-up test. The statistical population included all mothers of male students of the public primary schools in the city of Kermanshah in 2020-2021. After screening and completing the questionnaire the students with the cooperation of mothers and teachers, among the mothers whose children were one standard deviation above the limit in terms of aggression, 60 people were randomly selected and divided into two groups, 30 experimental and 30 under control. A relational questionnaire was used for data collection (Shahim, 2007). The mothers of the experimental group were trained for 5 sessions of 60 minutes, and the control group was without intervention until the end of the sessions. was used to analyze the statistical data. Analysis of covariance (ANCOVA) by SPSS was used to analyze the statistical data.

The results of the research indicate the effect of the intervention on relational aggression components in the post-test (F=16.30 and p<0.01) and follow-up (F=11.24 and (p <01) and verbal-reactive aggression in the post-test (F = 19.25, p < 01) and follow-up (F = 9.95, p < 0.01). However, there was no impact on the physical aggression component; Post-test (F=1.20 and p>0.05) and follow-up (F=1.75 and p>0.05).

According to the findings of this research, problem-solving skill training can be used as a psychological intervention to control and reduce aggressive behavior in children.