Objective: The purpose of this study was to determine the motor skills differences between girls and boys (aged 7) in Tehran in 2004. Materials & Methods: This research was analytical descriptive. The subjects were 120 children includes 60 girls and 60 boys. those were selected by simple random sampling at the first grade of primary School. Each subject was individually assessed by Lincoln Oseretsky motor developmental scale. Results: The findings of this research after data analysis by spss soft ware and sample t Test indicated that: There is not any significant differences between total score of motor skills, total balance score, static and dynamic balance with open eyes, bilateral motor coordination, upper limbs coordination, upper and lower limbs coordination, velocity and dexterity of hand movements in boys and girls (P>0/005). The only Significant differences between boys and girls motor skills is eye hand coordination (P<0/03). Conclusion: The findings of this research is used to better planning and defining the theraputic and educational programs in the field of motor development.

The purpose of this study was to investigate the effect of Taekwondo martial arts on emotional intelligence of boys in the 3rd district of Tehran. The present study is a experimental study that was carried out in a pretest-posttest design with a control group. The statistical population of this study is all the students of the first grade secondary school in District 3 of Tehran, among which 30 students were divided into two groups. The non-random sampling method was available, so that at first all high schools in first grade were selected by high school and all 30 high school students were selected, 15 of them volunteered to participate in taekwondo training courses, Experiments were performed and 15 other students were assigned to the control group, after which both groups responded to the emotional intelligence questionnaire. The experimental group received Taekwondo training for two months, and the control group did not receive any training. At the end, both groups responded to the emotional intelligence questionnaire in the post-test phase and a total of 60 questionnaires were analyzed. An emotional intelligence questionnaire was used to collect information. For analyzing the data, descriptive level of central incidence and dispersion indices and inferential level of covariance and variance analysis were used. The results of this study showed that taekwondo combat sport education has an effect on emotional intelligence in first grade boys.The purpose of this study was to investigate the effect of Taekwondo martial arts on emotional intelligence of boys in the 3rd district of Tehran. The present study is a experimental study that was carried out in a pretest-posttest design with a control group. The statistical population of this study is all the students of the first grade secondary school in District 3 of Tehran, among which 30 students were divided into two groups. The non-random sampling method was available, so that at first all high schools in first grade were selected by high school and all 30 high school students were selected, 15 of them volunteered to participate in taekwondo training courses, Experiments were performed and 15 other students were assigned to the control group, after which both groups responded to the emotional intelligence questionnaire. The experimental group received Taekwondo training for two months, and the control group did not receive any training. At the end, both groups responded to the emotional intelligence questionnaire in the post-test phase and a total of 60 questionnaires were analyzed. An emotional intelligence questionnaire was used to collect information. For analyzing the data, descriptive level of central incidence and dispersion indices and inferential level of covariance and variance analysis were used. The results of this study showed that taekwondo combat sport education has an effect on emotional intelligence in first grade boys.

The aim of this research was to investigate the effects of communicational skills on social anxiety of first grade highschool boys students in ahvaz educational organization 4th Branch. The research population was all of the first grade highschool boys students in ahvaz educational organization 4th Branch, in 1386. The sample consisted of 60 subjects of the students, were chosen by multi-stage cluster sampling and simple random sampling methods, 30 subjects of the sample as the experimental group and the other 30 subjects as the control group. The research instrument was the social anxiety questionnaire(Watson & friend). The research design was pretest-post test with control group. After randomly choosing the experimental and control groups, the experimental intervention (communicational skills) was being done on the experimental group during 10 sessions, each session 70 minutes, 2 sessions per week. When training plane finished completely, the post test was taken from the each group. For analyzing the data, the descriptive statistic and also inferential statistical methods such as t-test and covariation were used. The results showed that communicational skills have caused the decrease of social anxiety(Social Avoidance and Distress and Fear Negative Evaluation) of the experimental group in comparison with the control group.

Background: Separation anxiety disorder (SAD) is one of the most common disorders among children's behavioral problems, which leads to disruption in academic performance, social adjustment, family life, and peer relationships. Cognitive-behavioral play therapy (CBPT) is one of the appropriate treatment methods for correcting children's behavioral problems. It is designed for children aged three to eight. Objectives: Considering the importance of controlling separation anxiety in primary school children, the main aim of this research was to assess the effectiveness of CBPT in reducing SAD in boys in the first grade of primary education. Methods: A total of 30 primary school students with SAD were selected and then divided into the experimental group (15 students) and the control group (15 students) to conduct the present study. For the control group, no intervention was performed, but CBPT was done in ten sessions for the experimental group. The level of SAD was evaluated in both groups and then compared with each other before and after the intervention. In addition, the level of SAD in both groups was compared between the pre- and post-study stages to assess the effect of CBPT. The statistical analysis of the results was performed using SPSS software version 24 and using relevant tests at the significance level (α = 0.05). Results: The results showed that the average SAD score before the intervention was equal to 78.84 ± 1.26 for the control group and 78.66 ± 1.28 for the CBPT group. The statistical analysis revealed no significant distinction across these average levels (P = 0.975). After the intervention, the average SAD for the control and experimental groups was 77.50 ± 1.65 and 47.75±0.76, respectively, showing a significant difference between the two values (P < 0.001). Conclusions: Based on the findings, CBPT can reduce SAD in primary school children. Therefore, psychologists and educational counselors of elementary school students can recommend using CBPT to treat some behavioral problems of elementary students.

The purpose of the current research was to compile a paradigmatic model of physical literacy development strategies for the first grade students of elementary school boys in Iran's public schools. The present research is qualitative and based on the data theory of the foundation. The research strategy was hidden content analysis and the implementation method was field. In-depth and semi-structured interview method was used to collect data. MAXQDA 2020 software was used to analyze the data. The statistical population of the research was professors of sports management, movement behavior and expert teachers in the field of motor literacy in education and training, and 25 people were considered as the sample size by snowball sampling. The four main strategies include technical and specialized strategies (including the concepts of universities, macro-level planning for culture building, implementation of interactive programs for children and families), political and social strategies (including the two subcategories of government and media), management strategies including (including the three sub-categories of the Ministry of Sports and Youth, municipalities and public centers, the role of education), environmental strategies (including the three sub-categories of the role of the family, sports teacher and sports coach) were discovered and counted. It can be stated that motor literacy training helps children to develop intrinsically motivated behaviors and have the necessary tools to have a physically active lifestyle throughout their lives, and ultimately, their quality of life and well-being, as well as increasing knowledge and self-awareness. The person's body and movement increase.

This research was trying to design written homework based on the principles of constructivism and its effect on the academic achievement of the first-grade high school boys in “social Studies” book in Malayer town. So, 52 students were selected using random sampling in two groups of control and experimental. The variables like their grade, field of study, gender, and intelligence were kept the same in two groups. It was a quasi-experimental research in which posttest-only control group design was used. A researcher-made essay-type test was used to measure the academic achievement of the students in “Social Studies” book. The written homework designed for this book was introduced and performed for 4.5 months and 16 sessions for the experimental class. The control group, however, received nothing extra except their routine program. Independent t Test was applied to statistically analyze the data. The findings indicated that there was a significant difference between mean score of the students’ academic achievement in experimental and control groups in lower than 0.01 probability. This difference was also significant in all cognitive levels of knowledge, comprehension, practice in the probability level lower than 0.01. This could be concluded that using written homework based on the principles of constructivism enhanced the academic achievement of the students especially in more complex levels of learning.

Objectives: The main aim of the current research was to investigate the effectiveness of strengthening visual and auditory memory on writing disorders of mentally retarded students in Shahrat, Tehran, in the academic year of 1996-1995. Method: A quasi-experimental method has been used in this research. The statistical sample included 45 educable male students of the first grade of elementary school who were assigned by simple random method. The experimental group was trained in 10 25-minute sessions with a compiled package of visual and auditory memory exercises, and no training was provided to the control group. The research tool was a specially designed researcher's questionnaire to investigate the writing disorder of students with writing disorder. In this research, covariance analysis was used to check the presented hypotheses. Results: The results showed that strengthening the visual and auditory memory has a positive and significant effect (p<0. 000) on increasing the empowerment of students in the field of writing.

Cognitive Diagnostic Models (CDMs), are confirmative multidimensional latent variable models, with complex structure. In this study, Cognitive Diagnostic Models (CDMs) were used to check the status of first grade high school students in mathematics. Cognitive diagnostic assessment was administered based on eight main characters, consisting of 32 questions on a sample of 509 students, selected from students of Tehran based on a multi-stage cluster sampling. IRT models where used to determine the psychometric properties of the questions. Data analysis by using the DINA model in mathematics, showed that eight attribute explain the mathematics performance of first grade high school students. Results showed that the subjects were only mastered in one of the attributes and the least proportion of mastery was related to definition comprehension skills (0.494), mathematics advanced operations ( 0.498) and using learning in real problems.