Volume 2, Issue 4 (2-2022)
2022, 2(4): 66-78 |
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Kakavand A, Keshavarz S, Shirmohammadi F. (2022). Effectiveness of mind theory training on reducing adjustment problems in preschool students. Early Childhood Health And Education. 2(4), 66-78.
URL: http://jeche.ir/article-1-63-en.html
URL: http://jeche.ir/article-1-63-en.html
Abstract: (1485 Views)
Abstract
Introduction: Poor social skills cause aggression, anxiety and depression in children. The aim of this study was to investigate the effectiveness of mind theory training on reducing emotional-behavioral problems in preschool students.
Research: This was a quasi-experimental study with a pre-test and post-test design with a control and two-month follow-up group. The statistical population consisted of MullaSadra preschool boys in Ghods city in Tehran province in the academic year 2018-19. Forty preschool students with emotional-behavioral problems were selected by available sampling method and randomly assigned to experimental and control groups. All subjects passed 8 training sessions and completed the emotional problems questionnaire three times. The research instruments included the Mental Theory Test and the Rutter Behavioral Disorders Scale. Data were analyzed by MANCOVA and using SPSS23 software.
Results: The results of data analysis showed that mind theory training had an effect on reducing attention deficit disorder, antisocial behavior and social maladaptation in preschool boys and the changes were stable over time.
Discussion: Based on the findings of this study, mind theory training can be used as a way to reduce the level of emotional-behavioral problems of preschool students.
Introduction: Poor social skills cause aggression, anxiety and depression in children. The aim of this study was to investigate the effectiveness of mind theory training on reducing emotional-behavioral problems in preschool students.
Research: This was a quasi-experimental study with a pre-test and post-test design with a control and two-month follow-up group. The statistical population consisted of MullaSadra preschool boys in Ghods city in Tehran province in the academic year 2018-19. Forty preschool students with emotional-behavioral problems were selected by available sampling method and randomly assigned to experimental and control groups. All subjects passed 8 training sessions and completed the emotional problems questionnaire three times. The research instruments included the Mental Theory Test and the Rutter Behavioral Disorders Scale. Data were analyzed by MANCOVA and using SPSS23 software.
Results: The results of data analysis showed that mind theory training had an effect on reducing attention deficit disorder, antisocial behavior and social maladaptation in preschool boys and the changes were stable over time.
Discussion: Based on the findings of this study, mind theory training can be used as a way to reduce the level of emotional-behavioral problems of preschool students.
Type of Study: Research |
Subject:
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Received: 2021/12/13 | Accepted: 2022/02/20 | Published: 2022/03/12
Received: 2021/12/13 | Accepted: 2022/02/20 | Published: 2022/03/12
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