problem-solving training

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.

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.