Document Type : Original Article
Authors
Department of Psychology, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
Abstract
Introduction: The present study aimed to investigate the effectiveness of a philosophy for children program on the self-control of fourth-grade female students.
Methods: The quasi-experimental study employed a pretest-posttest control group design with a two-month follow-up period. The statistical population included all fourth-grade female students in Shahrekord, Iran, during the 2020-2021 academic year. Using cluster random sampling, a sample of 60 students was selected and randomly assigned to either an experimental or a control group (30 students per group). The experimental group’s teacher first received instruction on philosophy for children in a 4-hour workshop. Subsequently, this teacher delivered the philosophy for children program to the experimental group students over eight weekly sessions, each lasting 75 minutes. The Self-Control Scale (Tangney, Baumeister, and Boone, 2004) was administered. The data were analyzed using mixed analysis of variance (mixed ANOVA) in SPSS software, version 23.
Results: The results indicated that teacher-delivered philosophy for children had a significant effect on students’ self-control (F=105.92; Eta=0.64; P<0001). Specifically, the intervention significantly increased children’s self-control. This effect was maintained at the two-month follow-up assessment.
Conclusion: Based on the findings, teaching philosophy—by fostering collaborative and thinking skills, enhancing communication and social responsibility, developing critical thinking, and discovering cognitive and perceptual abilities—could serve as an effective method for improving students’ self-control.
Keywords
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