problem solving strategies

The present study was designed and implemented to determine the effectiveness of problem-solving strategies for controlling anger and facing stress in women prisoners in Ardabil City. The present study is included in the semi-experimental research of pre-test-post-test-follow-up with experimental and control groups. From the statistical population of female prisoners in Ardabil city, 30 people were randomly selected by purposeful sampling, and 15 were replaced randomly in two experimental and control groups. Participants completed the Lipp Stress Symptom Inventory for Adults (ISSL) questionnaires and the Coccaro, Berman, and McCloskey (2017) Anger Questionnaire at pre-test-post-test-follow-up stages. The experimental group was exposed to the problem-solving protocol (Drozilla, 2001). The results were analyzed through variance analysis with repeated measurements and SPSS22 statistical software. The results showed that the effect of problem-solving strategies in reducing the anger and stress of female prisoners is significant, and the experimental group showed fewer signs of anger and stress than the control group after applying the independent variable (problem-solving strategies). It was also found that there is a significant difference between the variables of anger and stress in the two experimental and control groups in the pre-test/post-test and follow-up, and this effect remained in the follow-up period. The obtained results highlighted the importance of problem-solving strategies in reducing the symptoms of stress and anger in female prisoners.

The present study was conducted to evaluate and compare sensory processing, academic help seeking and problem-solving strategies in children with Attention Deficit/Hyperactivity Disorder, (ADHD) children with special learning disabilities, and normal students.

In the present comparative scientific type study, among all 10-12 years old students of Shiraz, 150 people (50 people with (ADHD), 50 people with special learning disabilites and 50 normal people) were selected by purposive sampling and considering the entry and exit criteria. SNAP (Parent Form) Sensory Processing Scale, Academic Help Seeking Scale, and Problem-Solving Strategies were used to assess the participants. Data were analyzed by multivariate analysis of variance (MANOVA).

The results showed that all three groups of students had significant differences in the components of sensory processing, academic help seeking and problem-solving strategies.

The findings of this study provide evidence of sensory processing problems, academic help seeking, and problem-solving strategies in students with ADHD and, special learning disabilities. Therefore, it is necessary to consider psychological interventions and training in order to improve and correct the problems of these students.

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.