INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES Thinking and Children 2383-0700 10 1 2019 08 23 characteristics and transformations of child discourses in Peyke e DaneshAmooz and Roshd e DaneshAmooz Magazins characteristics and transformations of child discourses in Peyke e DaneshAmooz and Roshd e DaneshAmooz Magazins 1 36 4473 10.30465/fabak.2019.4473 FA Zahra Ojagh Assistant Professor, Research Institute of Cultural Studies and Communication, Research Institute of Humanities and Cultural Studies Sepideh Vaez Master of Science in Religion and Media, Research Institute for Cultural Studies and Communication, Institute of Humanities and Cultural Studies Journal Article 2019 03 24 This study indicates the characteristics and transformation of the child discourses since the very beginning of the publication of “Roshd-E-Daneshamooz” magazine from January 1965 till 2018 in Iran. Based on Foucauldian conception of disciplinary power and Van Leeuwen’s critical discourse analysis method, this article studies a) characteristics and diversity of the child discourses in the magazine, b) transformation or consistency of child discourses and its causes, and c) the relationship between power and child discourses. Findings show there exist eight child discourses in the stories published in the second Pahlavi era which are reproduce in Islamic republic as well as seven new ones. Also, each child discourse indicates a binary opposition in child -adult relationship. Critical analysis of the child discourses shows that children are always in the inferior position comparing to adults. Inferior-superior relationship between children and adults intensifies hierarchical relationships in the society. This kind of relationship causes to power imbalance and intensifies the hierarchical relationship in society which can maintain the existing order. This study indicates the characteristics and transformation of the child discourses since the very beginning of the publication of “Roshd-E-Daneshamooz” magazine from January 1965 till 2018 in Iran. Based on Foucauldian conception of disciplinary power and Van Leeuwen’s critical discourse analysis method, this article studies a) characteristics and diversity of the child discourses in the magazine, b) transformation or consistency of child discourses and its causes, and c) the relationship between power and child discourses. Findings show there exist eight child discourses in the stories published in the second Pahlavi era which are reproduce in Islamic republic as well as seven new ones. Also, each child discourse indicates a binary opposition in child -adult relationship. Critical analysis of the child discourses shows that children are always in the inferior position comparing to adults. Inferior-superior relationship between children and adults intensifies hierarchical relationships in the society. This kind of relationship causes to power imbalance and intensifies the hierarchical relationship in society which can maintain the existing order.

INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES Thinking and Children 2383-0700 10 1 2019 08 23 The Effectiveness of Training Philosophy to Children on the Feeling of Loneliness and Disappointment of Students The Effectiveness of Training Philosophy to Children on the Feeling of Loneliness and Disappointment of Students 37 50 4927 10.30465/fabak.2019.4927 FA Mina Cheraghzadeh Master of Educational Psychology, Department of Psychology, Faculty of Economics and Social Sciences, Bu Ali Sina University, Hamadan, Iran Rasool Kord Noghabi Associate Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu Ali Sina University, Hamadan, Iran Zahra Sohrabi Master of Educational Psychology, Department of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran Journal Article 2019 04 28 Abstract The purpose of this study was to investigate the effect of training philosophy to children on the feeling of loneliness and disappointment among primary school students. This study was quasi-experimental and carried out using a pre-test-post-test design with control group. The statistical population of this study was all third grade elementary school students in the Hamedan city, in the academic year 1397-1396. The sample of this study consisted of 50 people (25 in the experimental group and 25 in the control group) who were selected by cluster random sampling method. The experimental group received training for children's philosophy for 12 sessions and the control group did not receive any training. The tools used in this study were the Asher's loneliness scale and the disappointment scale of Kazdin and et al. The univariate analysis of covariance was used to analyze the data. The results showed that the teaching of philosophy to children reduced the sense of loneliness and disappointment of female students (P <0.01). Regarding the effectiveness of this training, it is recommended to reduce the feeling of loneliness and disappointment to provide this training for students. Abstract The purpose of this study was to investigate the effect of training philosophy to children on the feeling of loneliness and disappointment among primary school students. This study was quasi-experimental and carried out using a pre-test-post-test design with control group. The statistical population of this study was all third grade elementary school students in the Hamedan city, in the academic year 1397-1396. The sample of this study consisted of 50 people (25 in the experimental group and 25 in the control group) who were selected by cluster random sampling method. The experimental group received training for children's philosophy for 12 sessions and the control group did not receive any training. The tools used in this study were the Asher's loneliness scale and the disappointment scale of Kazdin and et al. The univariate analysis of covariance was used to analyze the data. The results showed that the teaching of philosophy to children reduced the sense of loneliness and disappointment of female students (P <0.01). Regarding the effectiveness of this training, it is recommended to reduce the feeling of loneliness and disappointment to provide this training for students.

INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES Thinking and Children 2383-0700 10 1 2019 08 23 epistemology of preschoolers about distributive justice epistemology of preschoolers about distributive justice 51 71 4807 10.30465/fabak.2019.4807 FA Zahra Davarpanah Master student of General Psychology, Department of Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Siamak Samani Associate Professor, Department of Psychology, Department of Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran Journal Article 2019 04 02 The purpose of this article is to explain how preschool children make decision about the distribution of resources. Research type is Qualitative. Sampling method is convenience. We used Semi-structured interview regulated by the researcher, including pictures and short-stories. Data analysis method was interpretation. Findings and results show that preschool children's conception of distributive justice is not the same. The decision made by the child is the consequence of the resultant of different factors including education, self-interest and factors the child has. The major factors children have are need, attributes of recipients, relations and work done. Self-benefit and what is to be distributed also affect the decision child makes. Children follow a variety of goals in distribution including spreading happiness and friendship, meeting people need, motivating and rewarding. The other result is that children theoretical perspective is in some cases different from their performance and self-benefit is a chief factor that makes this difference. The purpose of this article is to explain how preschool children make decision about the distribution of resources. Research type is Qualitative. Sampling method is convenience. We used Semi-structured interview regulated by the researcher, including pictures and short-stories. Data analysis method was interpretation. Findings and results show that preschool children's conception of distributive justice is not the same. The decision made by the child is the consequence of the resultant of different factors including education, self-interest and factors the child has. The major factors children have are need, attributes of recipients, relations and work done. Self-benefit and what is to be distributed also affect the decision child makes. Children follow a variety of goals in distribution including spreading happiness and friendship, meeting people need, motivating and rewarding. The other result is that children theoretical perspective is in some cases different from their performance and self-benefit is a chief factor that makes this difference.

INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES Thinking and Children 2383-0700 10 1 2019 09 22 compare new games with converntional games primary school, from value-learing perspective compare new games with converntional games primary school, from value-learing perspective 73 99 4158 10.30465/fabak.2019.4158 FA Maryam Rezaee Aghajan Master of Educational Psychology, Al-Zahra University Morteza Monadi Associate Professor, Department of Educational Psychology, Al-Zahra University Mahnaz Akhavan Tafti Associate Professor, Department of Educational Psychology, Al-Zahra University 0000-0003-3018-1191 Journal Article 2019 05 18 Purpose of this research was to compare new games with converntional games primary school, from value-learing perspective.The selected games were developmentally appropriate for this age group. The research method, gualitative method and statistical society of the research is 2506 converntional games and 4040 computer and cooperative games at category of new games individual and cooperative that byPurposive sampling 40 converntional games and 40 new games( in 2 categories, cooperative games and computer games) selected. The data gathering tool is a relevant documents. In this research, the document of converntional and new games are studied and compare using content analyzed. The collected data indicate that all converntional games deal with matters of orderandlaw-abiding, but in only 11 games signs of cooperation, in 3 indicators of loving care, and only in 2 signs of violence were detected. In comparison, only 24 of the 40 new games included signs of order and law-abiding, while 10 of them deal with cooperation. Although surprisingly none of the new games deal with loving care, 2 of them show signs of emphasizing responsibility. In other words, all games do include lessons of moral/social values be it different in frequency and emphasis. Apparently, different priorities are set in new and converntional games in terms of social/moral values and the use of such games must be accompanied with special packaging and care in order to have a balance set of desired values included. Purpose of this research was to compare new games with converntional games primary school, from value-learing perspective.The selected games were developmentally appropriate for this age group. The research method, gualitative method and statistical society of the research is 2506 converntional games and 4040 computer and cooperative games at category of new games individual and cooperative that byPurposive sampling 40 converntional games and 40 new games( in 2 categories, cooperative games and computer games) selected. The data gathering tool is a relevant documents. In this research, the document of converntional and new games are studied and compare using content analyzed. The collected data indicate that all converntional games deal with matters of orderandlaw-abiding, but in only 11 games signs of cooperation, in 3 indicators of loving care, and only in 2 signs of violence were detected. In comparison, only 24 of the 40 new games included signs of order and law-abiding, while 10 of them deal with cooperation. Although surprisingly none of the new games deal with loving care, 2 of them show signs of emphasizing responsibility. In other words, all games do include lessons of moral/social values be it different in frequency and emphasis. Apparently, different priorities are set in new and converntional games in terms of social/moral values and the use of such games must be accompanied with special packaging and care in order to have a balance set of desired values included.

INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES Thinking and Children 2383-0700 10 1 2019 08 23 The Effect of Positive Thinking Skills Training on Students’ Subjective Well-being The Effect of Positive Thinking Skills Training on Students’ Subjective Well-being 101 123 4929 10.30465/fabak.2019.4929 FA Sama Sadat PhD candidate in educational psychology, educational sciences group, educational sciences and psychology faculty, Tabriz University, Tabriz, Iran 0000-0001-8084-9503 Shahram Vahedi Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz Journal Article 2019 04 28 The purpose of the study was to investigate the effect of positive thinking skills training on students’ subjective well-being. The research method was semi-experimental and pretest-posttest with control group. The sample was 54 sixth grade male students who selected from zone one of Tehran by cluster-multistage sampling. Then they were randomly assigned into experimental group (27 subjects) and control group (27 subjects). Before independent variable(thinking skills training) performed, subjective well-being of groups evaluated with Renshaw students’subjective well-being inventory. Then experimental group participated in nine sessions of positive thinking skills training and control group did not receive any intervention. After sessions, posttest performed for both groups. Data analyzed with covariance. The results showed that positive thinking training have positive effect on students’ subjective well-being (P The purpose of the study was to investigate the effect of positive thinking skills training on students’ subjective well-being. The research method was semi-experimental and pretest-posttest with control group. The sample was 54 sixth grade male students who selected from zone one of Tehran by cluster-multistage sampling. Then they were randomly assigned into experimental group (27 subjects) and control group (27 subjects). Before independent variable(thinking skills training) performed, subjective well-being of groups evaluated with Renshaw students’subjective well-being inventory. Then experimental group participated in nine sessions of positive thinking skills training and control group did not receive any intervention. After sessions, posttest performed for both groups. Data analyzed with covariance. The results showed that positive thinking training have positive effect on students’ subjective well-being (P

INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES Thinking and Children 2383-0700 10 1 2019 08 23 Child’s perception in Walter Benjamin’s reflections and its representation in The Runner (1984) Child’s perception in Walter Benjamin’s reflections and its representation in The Runner (1984) 125 148 4817 10.30465/fabak.2019.4817 FA Sajad Sotoudeh Instructor of Cinema Education Department, Faculty of Cinema and Theater, University of Arts, Tehran, Milad Sotoudeh M.A. in Dramatic Literature; Arts faculty; Tarbiat Modares University, Tehran, Iran. Alireza Sayyad Assistant Professor, Faculty of Cinema and Theater, University of Art, Tehran, Iran. Journal Article 2019 04 13 In the philosophy and thought of Walter Benjamin, the German philosopher and theorist, the concept of childhood, child’s perception, and child’s play is a fundamental issue, and this concept has a strong and influential presence throughout his writings and works. Benjamin’s reflections on the concept of the child begin from his earliest writings and continue until the end of his career and his last work, namely Arcades Project. Benjamin, in his reflections about the child, in particular, has been influenced by Baudelaire and Nietzsche’s Ideas. He argues that the child’s perceptual process creates a hierarchical and bilateral non-hierarchical relationship between subject and object. The child encounters with real-world objects, projects his dream world onto these fragments, and transforms them into components of his dream world. Concept of the play for Benjamin is a childish strategy for overcoming restrictions of the real world, because it employs the same real-world materials and tools to create an imaginary world. By employing the descriptive-analytical approach, using library resources, and focusing on Benjamin’s ideas, the present paper seeks to examine how the perception of the child is represented in The Runner (1984), a film directed by Amir Naderi. Many of Benjamin’s discussions about childhood are traceable in The Runner. By analyzing The Runner, from the perspective of Benjamin’s thoughts on child perception, one can draw some interesting conclusions about the representation of the child and childish perception in one of the most critical Iranian films about the children In the philosophy and thought of Walter Benjamin, the German philosopher and theorist, the concept of childhood, child’s perception, and child’s play is a fundamental issue, and this concept has a strong and influential presence throughout his writings and works. Benjamin’s reflections on the concept of the child begin from his earliest writings and continue until the end of his career and his last work, namely Arcades Project. Benjamin, in his reflections about the child, in particular, has been influenced by Baudelaire and Nietzsche’s Ideas. He argues that the child’s perceptual process creates a hierarchical and bilateral non-hierarchical relationship between subject and object. The child encounters with real-world objects, projects his dream world onto these fragments, and transforms them into components of his dream world. Concept of the play for Benjamin is a childish strategy for overcoming restrictions of the real world, because it employs the same real-world materials and tools to create an imaginary world. By employing the descriptive-analytical approach, using library resources, and focusing on Benjamin’s ideas, the present paper seeks to examine how the perception of the child is represented in The Runner (1984), a film directed by Amir Naderi. Many of Benjamin’s discussions about childhood are traceable in The Runner. By analyzing The Runner, from the perspective of Benjamin’s thoughts on child perception, one can draw some interesting conclusions about the representation of the child and childish perception in one of the most critical Iranian films about the children

INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES Thinking and Children 2383-0700 10 1 2019 08 23 Effects of Teaching Philosophy to Children on Environmental Knowledge, Sensitivity, and Concern in Seventh-Grade High School Students Effects of Teaching Philosophy to Children on Environmental Knowledge, Sensitivity, and Concern in Seventh-Grade High School Students 149 139 4166 10.30465/fabak.2019.4166 FA Mohammad Rezea Sarmadi Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran Mahdieh Rezaei Assistant Professor, Department of Environmental Education, Payame Noor University, Tehran, Iran Ahmad Rohanifar Master of History and Philosophy of Education, Payame Noor University Journal Article 2019 10 21 Abstract The present study aimed to study the effects of teaching philosophyto Children on environmental knowledge, sensitivity, and concern in seventh-grade high school students in Karaj, Iran. This study was applied in terms of its approach and used a quasi-experimental method for data gathering. The population consisted of seventh-grade high school students in District 4 of Karaj; the convenient sample included sixty students who were randomly assigned to control and experimental groups, each consisting of 30 subjects/students. The tool for gathering data was the questionnaire devised by Veisi et al. (2012) whose face and content validity was confirmed by past studies and a survey from 18 specialists; its reliability was determined to be 0.86 via Cronbach's alpha coefficient. Kolmogorov–Smirnov (KS) and leven tests and homogeneity of regression slopes were used for the statistical analysis. Finally, the questions were analyzed using methods of statistical description and inference, and mean percentage, and ANCOVA were analyzed via SPSS22 (P£0.05). Their results indicated that teaching philosophy had a significant, positive effect on environmental knowledge, sensitivity, and concern. The positive effects of teaching philosophy show the children access to variables which indicate their attachment to all animate and inanimate entities on the earth and their awareness of protecting the environment. Abstract The present study aimed to study the effects of teaching philosophyto Children on environmental knowledge, sensitivity, and concern in seventh-grade high school students in Karaj, Iran. This study was applied in terms of its approach and used a quasi-experimental method for data gathering. The population consisted of seventh-grade high school students in District 4 of Karaj; the convenient sample included sixty students who were randomly assigned to control and experimental groups, each consisting of 30 subjects/students. The tool for gathering data was the questionnaire devised by Veisi et al. (2012) whose face and content validity was confirmed by past studies and a survey from 18 specialists; its reliability was determined to be 0.86 via Cronbach's alpha coefficient. Kolmogorov–Smirnov (KS) and leven tests and homogeneity of regression slopes were used for the statistical analysis. Finally, the questions were analyzed using methods of statistical description and inference, and mean percentage, and ANCOVA were analyzed via SPSS22 (P£0.05). Their results indicated that teaching philosophy had a significant, positive effect on environmental knowledge, sensitivity, and concern. The positive effects of teaching philosophy show the children access to variables which indicate their attachment to all animate and inanimate entities on the earth and their awareness of protecting the environment.

INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES Thinking and Children 2383-0700 10 1 2019 08 23 Understanding of Philosophical Context of Farsi Books Stories of Elementary School Understanding of Philosophical Context of Farsi Books Stories of Elementary School 175 194 4167 10.30465/fabak.2019.4167 FA Seyedmohammad Seyedkalan Instructor, Department of Primary Education, Farhangian University Morteza Bazdar Department of Educational Sciences, Shahid Beheshti University, Tehran, Iran Zahra Vegar Department of Educational Sciences, University of Mohaghegh Ardabili, Ardebil, Iran Mansur Alizadeh PhD in Persian Language and Literature, University of Mohaghegh Ardabili, Ardebil, Iran Daryush Jahani Ph.D. student of philosophy, Tabriz University, Tabriz, Iran Journal Article 2019 10 21 The purpose of this study was to understand the philosophical themes of the stories and Persian textbooks of the elementary school. The research method is qualitative, content analysis. The statistical population of the study, the stories and narratives of the Persian textbooks, was the elementary school (from the second to the sixth grade). The statistical sample of the study was targeted in a targeted manner, the content of all Persian stories and narrations. For this purpose, the stories and the anecdote first read and codified, then the axial categories were extracted. Finally, according to philosophical categories (ontology, epistemology, and axiology), each axial category was understood under the philosophical themes. The results of the study showed that the philosophical themes of most of the categories can be explained by epistemology and valuation and, in some cases, ontology has been considered. Consequently, according to the results of these stories and stories, it is necessary to review and re-translate the "Philosophy for Children" program. The purpose of this study was to understand the philosophical themes of the stories and Persian textbooks of the elementary school. The research method is qualitative, content analysis. The statistical population of the study, the stories and narratives of the Persian textbooks, was the elementary school (from the second to the sixth grade). The statistical sample of the study was targeted in a targeted manner, the content of all Persian stories and narrations. For this purpose, the stories and the anecdote first read and codified, then the axial categories were extracted. Finally, according to philosophical categories (ontology, epistemology, and axiology), each axial category was understood under the philosophical themes. The results of the study showed that the philosophical themes of most of the categories can be explained by epistemology and valuation and, in some cases, ontology has been considered. Consequently, according to the results of these stories and stories, it is necessary to review and re-translate the "Philosophy for Children" program.

INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES Thinking and Children 2383-0700 10 1 2019 08 23 The Impact of UCMAS Classes on Cognitive Proficiency, Processing Speed and Working Memory of kids The Impact of UCMAS Classes on Cognitive Proficiency, Processing Speed and Working Memory of kids 195 211 4620 10.30465/fabak.2019.4620 FA Somayeh Gholami Assistant Professor in Pschology, Larestan higher Education Complex Firoozeh Rashidfar M.A. in Educational Psychology, Azad University, Bandar Lengeh Journal Article 2020 03 04 The aim of this study was to compare the cognitive proficiency, working memory and processing speed of students participating in UCMAS and non-participant education classes. This study was a descriptive, causal-comparative study that compared the two groups under the education of UCMAS and untrained individuals. The statistical population consisted of all students from the second to sixth grade of Bandar Abbas primary school. Accordingly, 60 male students were trained by UCMAS and 60 people who did not receive any training on UCMAS. Sampling was carried out in a purposeful methods. The research instrument consisted of four subscales of children's Wechsler's intelligence test, including cryptographic test, symbol search, and letter- number sequencing and digit span test. The results showed that the level of cognitive proficiency, working memory and processing speed of UCMAS-educated students is higher than non-educated students. The implicit meaning of the present study is that the participation in UCMAS classes has an impact on the development of cognitive processes, and it would be better to take steps to make this program more comprehensive. The aim of this study was to compare the cognitive proficiency, working memory and processing speed of students participating in UCMAS and non-participant education classes. This study was a descriptive, causal-comparative study that compared the two groups under the education of UCMAS and untrained individuals. The statistical population consisted of all students from the second to sixth grade of Bandar Abbas primary school. Accordingly, 60 male students were trained by UCMAS and 60 people who did not receive any training on UCMAS. Sampling was carried out in a purposeful methods. The research instrument consisted of four subscales of children's Wechsler's intelligence test, including cryptographic test, symbol search, and letter- number sequencing and digit span test. The results showed that the level of cognitive proficiency, working memory and processing speed of UCMAS-educated students is higher than non-educated students. The implicit meaning of the present study is that the participation in UCMAS classes has an impact on the development of cognitive processes, and it would be better to take steps to make this program more comprehensive.

INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES Thinking and Children 2383-0700 10 1 2019 08 23 The Effectiveness of the Philosophy for Children Program in Fostering Preschool Children The Effectiveness of the Philosophy for Children Program in Fostering Preschool Children 213 236 4168 10.30465/fabak.2019.4168 FA Farzaneh Mohammadi Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran Hadi Keramati Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran Valiallah Farzad Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran Mehdi Arabzadeh Assistant Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran Journal Article 2019 10 21 Many scholars consider the "Philosophy for Children" program to be one of the most important tools in fostering thinking and creativity. The purpose of this study was to investigate the effect of the "Philosophy for Children" program (p4c) on fostering the creativity of preschool children in Tehran. This research was carried out using quasi-experimental design with pretest-posttest design with control group in 13 sessions of 45 minutes 2 sessions per week. The statistical population of this study included all preschool children in the 8th district of Tehran in the academic year of 2018-2019 who were in the range of 5 to 6 years old. The statistical sample of this study included 20 participants (n=10 experimental and n=10 control groups) who were selected by available sampling method and the intervention method was randomly assigned to one of the groups. In order to collect data, a visual form of the Torrance creativity test was used. Multivariate analysis of covariance was used to analyze the data. The findings of this study confirmed the credibility of the philosophy for children program in fostering creativity and its four main components, originality, expansion, fluidity and flexibility. Many scholars consider the "Philosophy for Children" program to be one of the most important tools in fostering thinking and creativity. The purpose of this study was to investigate the effect of the "Philosophy for Children" program (p4c) on fostering the creativity of preschool children in Tehran. This research was carried out using quasi-experimental design with pretest-posttest design with control group in 13 sessions of 45 minutes 2 sessions per week. The statistical population of this study included all preschool children in the 8th district of Tehran in the academic year of 2018-2019 who were in the range of 5 to 6 years old. The statistical sample of this study included 20 participants (n=10 experimental and n=10 control groups) who were selected by available sampling method and the intervention method was randomly assigned to one of the groups. In order to collect data, a visual form of the Torrance creativity test was used. Multivariate analysis of covariance was used to analyze the data. The findings of this study confirmed the credibility of the philosophy for children program in fostering creativity and its four main components, originality, expansion, fluidity and flexibility.

INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES Thinking and Children 2383-0700 10 1 2019 08 23 Providing a model for assessing the role of mediating the teacher-student communication quality in the relationship between academic self-regulation, school culture and academic eagerness with creative thinking in high school students Providing a model for assessing the role of mediating the teacher-student communication quality in the relationship between academic self-regulation, school culture and academic eagerness with creative thinking in high school students 237 259 4619 10.30465/fabak.2019.4619 FA Sayed Nuredin Mahmoudi Faculty Member of the Institute of Humanities and Cultural Studies Journal Article 2020 03 03 The aim of this study was to provide a causal model for assessing the role of intermediary quality of teacher-student communication in educational self-regulatory relationship, school culture, and academic eagerness with creative thinking in students. The method of this research was descriptive-correlation modeling of structural equations. The statistical population of this study includes all secondary school students in the western regions of Tehran during the academic year of 1983-97. The sample size of the research (5910) was calculated using the Krejcie & Morgantable of 361 people. According to Zimmerman & Martinez-pons (1988), the teacher-student relationship quality (QTI), the Alessandro and Sade School of Culture (1997), Pintrich's Educational Eagerness and colleagues (1991) and the Torrance Creative Thinking Test. The tools had a good validity and reliability. In data analysis, the path analysis method was used using Lisrel software to check the causal model between the research variables. The findings showed that academic self-regulation, school culture, and academic passion both directly and indirectly through the quality of teacher-student communication were able to predict creative thinking and the quality of teacher-student communication was able to mediate between self-regulation. Education, school culture and academic passion play a mediating role in creative thinking. The results showed that 41% of the variance in the quality of teacher-student relationship and 89% of the variance in creative thinking were explained in the present research model The aim of this study was to provide a causal model for assessing the role of intermediary quality of teacher-student communication in educational self-regulatory relationship, school culture, and academic eagerness with creative thinking in students. The method of this research was descriptive-correlation modeling of structural equations. The statistical population of this study includes all secondary school students in the western regions of Tehran during the academic year of 1983-97. The sample size of the research (5910) was calculated using the Krejcie & Morgantable of 361 people. According to Zimmerman & Martinez-pons (1988), the teacher-student relationship quality (QTI), the Alessandro and Sade School of Culture (1997), Pintrich's Educational Eagerness and colleagues (1991) and the Torrance Creative Thinking Test. The tools had a good validity and reliability. In data analysis, the path analysis method was used using Lisrel software to check the causal model between the research variables. The findings showed that academic self-regulation, school culture, and academic passion both directly and indirectly through the quality of teacher-student communication were able to predict creative thinking and the quality of teacher-student communication was able to mediate between self-regulation. Education, school culture and academic passion play a mediating role in creative thinking. The results showed that 41% of the variance in the quality of teacher-student relationship and 89% of the variance in creative thinking were explained in the present research model

INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES Thinking and Children 2383-0700 10 1 2019 08 23 The Effect of Philosophy for Children Program on the Theory of Mind and Machiavellianism Beliefs The Effect of Philosophy for Children Program on the Theory of Mind and Machiavellianism Beliefs 261 277 4472 10.30465/fabak.2019.4472 FA Shokofeh Mir Bagheri Master's degree student in Educational Psychology, Department of Educational Sciences and Psychology, Faculty of Humanities, Yasuj University, Yasuj, Iran. Nasser Noshadi Assistant Professor, Department of Educational Sciences and Psychology, Yasuj University, Yasuj, Iran Fariborz Nikdel Assistant Professor, Department of Educational Sciences and Psychology, Faculty of Humanities, Yasuj University, Yasuj, Iran Journal Article 2020 01 05 The purpose of this research was to investigate the effect of teaching philosophy for children on the theory of mind and Machiavellianism beliefs in elementary school students. The research design was quasi experimental and pre-test, post-test and control group. The statistical population of the research consisted of 90 subjects were selected and randomly assigned to two groups of 45 subjects in experimental and control group. The book "Stories for Thinking" by Robert Fisher was used to teach philosophy for children that was based on storytelling method. Subsequently, experimental group subjects were trained in philosophy for children for ten sessions. The data were collected using the theory of mind Questionnaire (Happe, 1994) and the Machiavellianism Beliefs Questionnaire (Christie and Geis, 1970). The results showed that the teaching of philosophy for children promoted the theory of mind and reduced the Machiavellianism beliefs in the experimental group subjects compared to the control group. The purpose of this research was to investigate the effect of teaching philosophy for children on the theory of mind and Machiavellianism beliefs in elementary school students. The research design was quasi experimental and pre-test, post-test and control group. The statistical population of the research consisted of 90 subjects were selected and randomly assigned to two groups of 45 subjects in experimental and control group. The book "Stories for Thinking" by Robert Fisher was used to teach philosophy for children that was based on storytelling method. Subsequently, experimental group subjects were trained in philosophy for children for ten sessions. The data were collected using the theory of mind Questionnaire (Happe, 1994) and the Machiavellianism Beliefs Questionnaire (Christie and Geis, 1970). The results showed that the teaching of philosophy for children promoted the theory of mind and reduced the Machiavellianism beliefs in the experimental group subjects compared to the control group.