The aim of this study was the role of perfectionism and positive thinking of parents in Prediction of social skills of the elementary students. The research method was descriptive – correlational (regression type). The population of this study was comprised of all eleme More
The aim of this study was the role of perfectionism and positive thinking of parents in Prediction of social skills of the elementary students. The research method was descriptive – correlational (regression type). The population of this study was comprised of all elementary students in Ghaemshar city during 2014-2015 academic year.The sample included 377 students randomly selected by cluster sampling method. To collect data, the questionnaire of perfectionism, positive thinking, and social skills were used. Data analysis was performed using Pearson correlation coefficient and multiple regressions by SPSS- 18. The results showed that there is significance relation between perfectionism and positive thinking with social skills of the elementary students (p<0/05). The results of multiple regression analysis using simultaneous arrival research showed that perfectionism and positive thinking be explaining 31% of the variance of the total score of social skills, have the ability to predict the criterion variable (p<0/01). These findings indicate the need for serious attention of planner, counselors and authorities to social skills of students.
Manuscript profile
The present study aimed to determine the effect of training of words with similar phonetic letters on dictation skill to 3rd grade students in elementary schools. In this experimental study, sixty 3rd grade students who had problems in dictation of words with similar ph More
The present study aimed to determine the effect of training of words with similar phonetic letters on dictation skill to 3rd grade students in elementary schools. In this experimental study, sixty 3rd grade students who had problems in dictation of words with similar phonetic letters (according to the scores of dictation, teacher’s comments and the scores of 10 recent dictations) selected from elementary school randomly. and assigned to experimental and control groups in equal. The experimental group participated in 27 sessions and were educated by the words with similar phonetic letters. Two groups evaluated by teacher-made dictation test again after the last session. The scores of the two groups analyzed by independent t-test and two factors analysis of variances. Results showed that there was a significant difference (p<0.001) between mean scores of the two groups. Also, interactive effect of group and gender was significant (p<0.001) on decrease of dictation errors. In sum, it can be concluded that the training method in the present study, has improved dictation skill of students who had problems in dictation of words with similar phonetic letters. It is recommended that this method might be effective in training of students in addition to the running method.
Manuscript profile
