Background and Purpose: A valid curriculum must be based on the accurate understanding of the psychological dimensions of human beings. One of the most important mental aspects closely related to learning process and curriculum is the concept of intelligence. The concept of intelligence has evolved from a single concept to a multidimensional one with many forms. In this regard, Gardner's theory of multiple intelligences (2011) has established new conditions for understanding human intelligence and creating strong perspectives in the process of education and has significant functions in education. This study aimed to determine the position of multiple intelligences in the curriculum of the first grade of primary school. Method: The methodology of this research was descriptive content analysis using the method of Shannon's Entropy (1984) which has a new view on the quantitative data process. Based on this method, known as the compensatory model, the content of the first grade textbooks was examined based on 9 principal components and 55 sub-components of multiple intelligences. The statistical population of this study included all textbooks of the first grade of primary school (4 books), all of which, as a census, were selected as the study sample. A researcher-made checklist based on multiple intelligence components (Gardner, 2011 & Flithem, 2014) was used as the study tool. Results: The results of content analysis based on the Shannon Entropy method showed that logical mathematical intelligence with 573 items had the maximum frequency while musical intelligence with no item had the minimum frequency among the components. The coefficient of significance was 0.127 for logical mathematical intelligence and 0 for musical intelligence. Conclusion: Little or no attention was paid to some components of multiple intelligences in the textbooks of the first grade. However, multiple intelligences are important factors in learning progress. Accurate design and implementation of the curriculums in the form of multiple intelligences can make the individual differences to be noticed and can prevent the academic failure of the students.
Bullying phenomenon is one of the most common problems of students which may have undesirable and destructive effects on their psychosocial well-being. Alongside, the training system used by the parents may play significant role in preventing the children from learning bullying or engaging in it. Accordingly, the current research was conducted to investigate the effectiveness of parent management training (PMT) on reducing bullying and improving cognitive emotion regulation in students. Method: This study was a quasi-experimental research with pretest-posttest control group design. The sample included thirty six 10 to 12-year-old students studying at grades four and five of primary school in Karaj in the academic year 2017-2018, who were selected by cluster sampling and then randomly assigned to either the experimental or the control group (n= 18 per group). Research tools included the children forms of Olweus Bully/Victim Questionnaire (Olweus, 1996) and Cognitive Emotion Regulation Questionnaire (Granefski et al., 2001). Parents of the experimental group received nine 90-min weekly sessions of PMT successively (i.e. one per week), whereas the control group underwent no intervention. Data were analyzed by Multivariable Analysis of Covariance (MANCOVA) through using SPSS Version 20 Software. Results: Results of data analysis showed that PMT significantly reduced the symptoms of bullying (F=120.61, p<0.001) and maladaptive strategies in emotion regulation (F=17.98, p<0.001) and improved adaptive strategies (F=83.15, p<0.001) in students. Conclusion: Based on the results of this study, it can be concluded that PMT and change in parenting style and parental behavior patterns play significant roles in preventing the children from learning bullying or engaging in it and can lead to the decrease of bullying behaviors in them.
Background and Purpose: Sense of connectedness with school is defined as individuals' attitudes that enhance their affinity with school environment and is improved through social-emotional Learning. The current research aimed to assess the effectiveness of strong kids' social-emotional learning program in the sense of belonging to school of primary school students in Hamedan's affluent and deprived districts. Method: The study was carried out by following quasi-experimental unequal groups design. To choose the sample from the statistical population of male five graders in the academic year of 2017-2018, the researcher selected four five-grade classes, purposively chosen from deprived (2 classes and 51 subjects) and affluent (2 classes and 45 subjects) districts and randomly assigned as control and experimental groups. As a pre-test, sense of belonging to school questionnaire (Brew, Beatty, Watt, 2004) was administered, followed by the treatment which included 12 instructional sessions (each continuing for 60 minutes in a 3-month period) and covered strong kids' social-emotional learning program for the experimental groups. Finally, the same questionnaire was administered as a post-test across the four groups. Results: The results indicated that sense of connectedness with school and its constituent components (teacher support, engagement in the broader community, the observation of fairness and respect at school, relatedness of self with school, academic engagement, positive sense to school) are higher in experimental groups than those of control groups (p<.05). In addition, it was found that strong kids' social-emotional instruction influenced sense of connectedness with school and its constituent components (teacher support, engagement in the broader community, fairness and safety, relatedness of self with school, academic engagement, and positive sense to school) equally benefitted the students in deprived and affluent district's students. Conclusion:The staff who provide an environment that allows students to grow emotionally, socially, mentally, and educationally, reinforce the sense of belonging to school. If the students feel to be cared and supported by the school, they will have better educational progress and show a decrease in risky behaviors.
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