Showing 3 results for arabzade
Ramazan Barkhordari, Mohammadreza Aghadosti, Mehdi Arabzadeh,
Volume 17, Issue 51 (10-2025)
Abstract
Background and purpose: Since bullying can severely affect the psycho-social, academic, and even physical health of all the children involved especially the victims, the present study aims to determine the effectiveness of the Elvis intervention program in reducing bullying among elementary school students. Except for the first grade, the city of Khalidabad was conducted in the academic year 97-98. Method: The current research was semi-experimental with a pre-test, post-test design, and a control group. For this purpose, among 244 students, 30 students were selected using the available sampling method and were randomly placed in two experimental and control groups. After that, the revised Bully-Victim Questionnaire of Olweus (1996) was implemented as a pre-test for all students, and then the Olweus intervention program was taught to the experimental group separately, and at the end, the post-test was implemented. Findings: The obtained data were analyzed by covariance analysis and SPSS software. The findings indicated the effectiveness of Olweus's anti-bullying program in reducing the bullying of experimental group students (p<0.05). Conclusion: According to this finding, it is suggested that implementing anti-bullying programs comprehensively at the level of the country's schools should be considered by education officials.
Mehrnoosh Bahadori, Dr Hadi Hasehmi Razini, Dr Mehdi Arabzade, Khadijeh Jeirani,
Volume 17, Issue 51 (10-2025)
Abstract
Background: Storytelling has a special role in curriculum and provides real and practical experiences for the pupils. Purpose: The purpose of this study was to investigate the effect of storytelling based of skill training on anger control and reduction of behavioral problems in preschool children. Method: The purpose of this study was quasi-experimental with pre-test, post-test, and follow-up with control group. Statistical population is all preschool children. From the target population, 20 children with behavioral problems were selected using available questionnaire results and were randomly assigned into two experimental and control groups. The experimental group received twelve sessions of treatment program and the control group followed its normal schedule. Data were analyzed by repeated measures.Results: The results showed that storytelling based on skill training had a positive effect on the aggressive thoughts, feelings and behavior of preschool children. It also reduced behavioral problems in preschool children. The results of this study also showed that the positive effect of intervention on reducing behavioral problems and anger control was stable over time.
Conclusion: These findings show that storytelling is a simple, hassle-free and inexpensive way of teaching skills and intervention for preschool children.
Mrs. Masoumeh Mohammadi, Dr Hamidreza Hassanabadi, Dr Mehdi Arabzadeh, Dr Javad Kavousian,
Volume 18, Issue 52 (3-2026)
Abstract
Although previous studies have examined motivating and demotivating teaching styles within the framework of the circumplex model of teaching, the link between teachers’ self-concept and these styles has remained understudied. The present study aimed to investigate how teachers’ self-concept and gender can predict motivating and demotivating teaching styles. Based on a priori power analysis for multiple regression with a medium effect size, a sample of 80 secondary school teachers in Tehran during the 2022–2023 academic year was selected through multistage cluster sampling. Data were collected by using the School Situations Questionnaire by Aelterman et al. (2019) (α = 0.77), the Teacher Self-Concept Questionnaire Retelsdorf et al. (2014) (α = 0.86). Data analysis employed descriptive statistics, independent t-tests, Pearson’s correlation coefficients, and multiple regression. The findings showed no significant gender differences except for the controlling style, in which male teachers scored higher. Furthermore, teachers’ self-concept was positively and significantly related to motivating teaching styles (autonomy-supportive and structured) and explained 13–24% of their variance, whereas it was not associated with demotivating styles (controlling and chaotic). The results highlight the importance of self-concept in shaping motivating teaching and provide practical implications for teacher education aimed at strengthening teachers’ positive self-perceptions.
