نشریه سلامت و آموزش در اوان کودکی
سال چهارم شماره 2 (پیاپی 12، تابستان 1402)

The spread of the Covid-19 disease and the closure of schools caused some academic problems for students. The purpose of this study was to compare the level of academic involvement of students with/and without learning disability, during Corona situation.

The study was cross-sectional, descriptive-analytical. Among the first to third grade students in Isfahan Learning disability centers (in the academic year of 1400-1401), 100 students with learning disability were selected. The participants consisted of 50 students with reading disorder and 50 with math disorder. They were selected by cluster sampling in two stages. Their file had the Nema dyslexia test and Iran KMT mathematics test and were identified as students with learning disability. Also, from their classmates, 50 students without learning disabilities were selected. The data was collected using the Zerang academic engagement questionnaire (2013). For analysis, SPSS software tests version 24was used. The students of all three groups (reading disorder, math disorder, and students without disability) were compared with each other in terms of academic engagement and its cognitive, behavioral and motivational dimensions.

The difference between the mean scores of students with reading disorder and without learning disability were significant. The difference in the cognitive scores between math group and students without learning disability were significant too. In behavioral engagement, the significant difference was seen between dyslexia group and their peers without disability. But there was not a significant difference in motivational engagement of all three groups.

Considering the low academic engagement of students with learning disability, especially in the cognitive field, it is necessary to have an appropriate educational plan and implementation preparation for this group of students in distance learning.

The aim of this research is to investigate the relationship between competence perception and academic self-efficacy in third grade elementary school children with the mediating role of academic motivation.

The present research method is correlation of structural equation modeling and population of the present study included the first-grade elementary students of Qazvin city in 2022-2023. Based on the theory of Tabachnick and Fidell (2001), they considered the sufficient minimum sample size 200 for structural equation modeling. Therefore, 223 participants were selected through available sampling method. The research instruments included Harter's competence perception questionnaires (1982), Morgan Jing's academic self-efficacy (1988) and Harter's motivation for academic progress (1980). To analyze the model, structural equation modeling method and AMOS 24 software were used.

The results showed that academic motivation mediated the relationship between students' perception of competence and academic self-efficacy. Also, the results of the research indicated that the direct relationship between competence perceptions and academic self-efficacy and academic motivation, as well as the direct relationship between academic motivation and academic self-efficacy of students, is statistically significant.

The current results have provided a valuable idea for researchers and educators about issues related to academic self-efficacy for students and have supported the importance of the perception of competence and academic motivation in relation to academic self-efficacy of students.

The family, as the first center of children's socialization, has an important impact on the physical, cultural, personality, emotional and social development of children, the purpose of this research is to investigate the effectiveness of parenting positive parenting group training on the level of aggression, anxiety and depression of 4-7 years old children.

It was a semi-experimental method with a pre-test and post-test design with the control group. The statistical population included parents of children aged 4 to 7 years of both sexes (boys and girls) who had referred to Tabriz Shahriar Hospital and a private clinic to solve their children's problems, and in between, parents from two treatment centers and 20 parents from each center in a targeted manner. were chosen. Before the implementation of positive parenting group training programs, parents of two groups were tested by Bass and Perry aggression (1992), Beck anxiety questionnaire (1967) and Beck depression (1967). The control did not receive any training, finally, the post-test was done by re-answering Bass and Perry aggression questionnaire (1992), Beck anxiety (1967) and Beck depression (1967). The data of this research was done using SPSS software and in two levels of descriptive and inferential statistics with ANCOVA analysis.

This research showed that there is a difference between positive parenting group training for parents and the control group.

Research findings indicate that positive parenting group training of parents has an effect on the level of aggression, anxiety and depression of 4 to 7 years old children and this training is more effective than the control group.

Given that parents, as the closest people to the child, play the greatest role in the child's behavioral changes, and the greater their ability to manage anxiety problems and attention problems, the greater will be the reduction of disorders in their children. The purpose of this research was to investigate the effectiveness of the combined package of parent-child interaction of Ayberg and Eldegri personality-oriented in reducing anxiety symptoms and problems of thinking and attention.

The method of this semi-experimental study is pre-test and post-test with a control group. The research population was all the mothers of children with attention problems and anxiety symptoms aged 7 to 10 years in Tehran, among whom 30 mothers were selected using available sampling method and randomly and with the formula of sample size for experimental research in two equal groups. (each group 15 people). The experimental group received 8 90-minute online sessions of Eyberg 1995 parent-child interaction training and personality-oriented parenting, and the control group did not receive any intervention.

The results of covariance analysis with the aim of investigating the effect of intervention on behavioral problems showed that the intervention package of Iberg parent-child interaction and personality-oriented parenting was effective in reducing anxiety symptoms and thinking and attention problems (p<0.01). The comparison of the obtained effect sizes showed that the intervention package has the greatest effect on anxiety with an Eta coefficient of 0.511, followed by thinking problems with an Eta coefficient of 0.443.

To analyze and analyze the data, descriptive information related to the research variables will be presented first, and then the assumptions of covariance analysis will be used to examine the results of the hypothesis test. It has meaning. In other words, there is a significant difference between the experimental group and the control group in terms of the aforementioned variables. It can be said that the parenting style is related to children's behavioral problems in a way that emphasizes the importance of the type of relationships within the family for childhood.

The low executive functions of students with hyperactivity and attention deficit cause problems in the lives of the students and their parents, and these children need more interaction, especially with parents, the purpose of this research is to compare the effectiveness of treatment based on parent interaction. The child has hyperactivity and attention deficit with two methods of virtual and face-to-face training on the executive functions of students.

The present study was conducted with the aim of comparing the effectiveness of treatment based on parent-child interaction with two methods of virtual and face-to-face training on the executive functions of students with hyperactivity and attention deficit disorder. The research method was quasi-experimental, with a pre-test and post-test design with a control group, with voluntary non-probability sampling and random assignment in the test and control groups. The statistical population of the study was all children aged 10 to 12 years in the 19th district of Tehran in 1400 who were suffering from hyperactivity and attention deficit. The sample size of 45 people was determined by the purposeful sampling method, this number of people was divided into three groups by the matching method, the number of each group was determined to be 15 people, and the two test groups, one group with face-to-face training method and one group with non-face-to-face training method and online treatment based on parent-child interaction and the control group did not receive any treatment program. The research tool was the executive functions questionnaire of Gerard et al. (2000). The method of data analysis was univariate and multivariate covariance analysis using spss software.

The results of the research showed that there is a difference between treatment based on parent-child interaction with two methods of virtual and face-to-face training on the executive functions of students with hyperactivity and attention deficit (P<0.01). Also, treatment based on parent-child interaction with virtual education method is effective on the executive functions of students with hyperactivity and attention deficit (P<0.01). Treatment based on parent-child interaction with face-to-face method is effective on the executive functions of students with hyperactivity and attention deficit (P<0.01).

It can be concluded that treatment based on parent-child interaction with two methods of virtual and face-to-face training can be effective in improving the executive functions of students with hyperactivity and attention deficit disorder.

The COVID-19 pandemic significantly effected on children's lifestyles, requiring a study to assess micronutrient consumption and body composition in active and inactive primary school girls in Urmia city.

In a cross-sectional descriptive study, 323 primary school girls with age between 7-11 years old were randomly clustered selected from schools in Urmia and divided into two healthy active (n=77) and inactive(n=246)groups. First, their general indices and body composition were measured. Active and inactive students had body mass index of 21.13±1.93 and 25.44±2.94 kg/m2, fat percentage was 26.49±7.01% and 30.19±9.22%, respectively. Then, Parents interviewed and completed questionnaires to record student's daily food and physical activity intake for three days.Then, by using Nutrition 4 software, calorie consumption, amount of micronutrients were calculated. Finally, the data were analyzed by using descriptive statistics and t-tests.

A significant difference was found in the intake of vitamins thiamine, riboflavin, niacin, pyridoxine, cobalamin, ascorbic acid, vitamin A, vitamin D, vitamin E, and vitamin K between active and inactive groups. The active group had higher intake, except for vitamin thiamine (P<0.05). There was a Significant difference in minerals between active and inactive groups for phosphorus, calcium, magnesium, potassium, zinc, iron, sodium, chromium, manganese. (P<0.05). Some groups consumed lower amounts of RDA of cobalamin, A, D, K, calcium, magnesium, potassium, and iron, while others consumed all above RDA.

COVID-19 has effected on children's diet and body composition, emphasizing the importance of physical activities and diet for educational activities and health.

The purpose of this research is to present a model of mental health among elementary school children based on life skills training and behavioral, structural and contextual factors along with validation using hybrid research. By studying the research literature, dimensions, components and indicators are identified and after validation, the result is presented in the form of a model.

In this research, a combined method (quantitative and qualitative) has been used. The statistical population in the quantitative section of elementary teachers working in Rafsanjan city includes 1455 people, using Cochran's formula, the sample number was estimated to be at least 304 people, and they were selected using simple random sampling method. In order to better explain the results and reveal the neglected cases in the quantitative part, 14 in-depth interviews were conducted in the qualitative part using the purposeful sampling method and in the form of snowball. The tool for collecting data regarding the components of life skills training is a researcher-made questionnaire, the validity of which was determined by confirmatory factor analysis, as well as the face validity and reliability by calculating Cronbach's alpha with a value of 0.83, and an implementation model of the research using the collected data. collected through questionnaires and also using descriptive and inferential statistics techniques were analyzed.

The research model including 4 dimensions and 15 components of life skills effective in improving child's mental health was presented in direct connection with 9 three-pronged factors after accreditation.

According to the research findings, it can be said that by strengthening the skills of care, acceptance, responsibility, acting on attention, listening skills, the skill of saying no and the skill of accepting roles in children, self-compassion skills can be developed and also by strengthening the skills of Innovation, ability to finish work, helping others, politeness, lawfulness in children can develop work ethic skills in them.