Evaluation of social studies textbooks of elementary schools based on the Ryff’s six-model of psycological well-being scale

The purpose of this study is to investigate the level of Ryff’s six-model of psycological well-being in social studies textbooks of elementray schools. The method of this descriptive research is content analysis. The informative community of this research includes four volumes of elementary school textbooks which were taught in the academic year of (2009-2010). The tools of this research are the content analysis form according to the Ryff’s six-model of psycological well-being scale. After identifying the desired models as criteria of analysis and determining the clause, questions and pictures of each lesson of the textbooks were used to analyze the content of the text, questions and images of the books by using the technique of William Rumi. The results showed that the level of paying attention to the Ryff ‘s six-model of psycological well-being in social studies textbooks of elementary schools was lower than the average. ( engagement coefficient less than 1) In terms of paying more attention to Ryff’s six-model of psycological well-being in social studies textbooks of elementary schools need to be fundamentally revised and edited. Among the mentioned textbooks, the third grade social studies book with a conflict coefficient of 0.52 has the lowest engagement coefficient and the sixth grade social studies textbook with 0.83 has the highest engagement coefficient. In addition, the level of paying attention to the Ryff’s six-model of psycological well-being in social studies textbooks of elementary schools is not balanced.