University of Isfahan Research in Cognitive and Behavioral Sciences 2251-7642 4 1 2014 08 23 The Effect of Self-Regulation Training on Social Problem Solving of Male and Female Preschoolers The Effect of Self-Regulation Training on Social Problem Solving of Male and Female Preschoolers 155 166 17317 FA A Jelvegar MA student of educational psychology, Ferdowsi University, Mashhad, Iran H Kareshki Assistant Professor of Education and Psychology, Ferdowsi University, Mashhad, Iran M Asghari Nekah Assistant Professor of Education and Psychology, Ferdowsi University, Mashhad, Iran Journal Article 2016 06 14 Since self-regulation is important for development of cognitive and social skills in children and the role of gender differences in the relation is notable, this study was conducted for this purpose.Initially, 40 children (20 girls and 20 boys) from two pre-schools of Meybod city were randomly chosen and assigned to two experimental and control groups. After performing Wally Child Social Problem-Solving Detective Game Test (WCSPD) as the pre-test on all the children, a self-regulation training program was taught for 20 hours over a month to the experimental group with techniques of play and story therapy. Wally Child Social Problem-Solving Detective Game Test was then used as the post-test measure. The results of analysis of covariance showed that the difference between the means of the two grpups was significant (p<0.0001), that is, the training group did better but the difference between the means of boys and girls in social problem solving was not significant. It was suggested that self-regulatory training during childhood be provided for both boys and girls to promote their social problem solving skills.   <strong> </strong> Since self-regulation is important for development of cognitive and social skills in children and the role of gender differences in the relation is notable, this study was conducted for this purpose.Initially, 40 children (20 girls and 20 boys) from two pre-schools of Meybod city were randomly chosen and assigned to two experimental and control groups. After performing Wally Child Social Problem-Solving Detective Game Test (WCSPD) as the pre-test on all the children, a self-regulation training program was taught for 20 hours over a month to the experimental group with techniques of play and story therapy. Wally Child Social Problem-Solving Detective Game Test was then used as the post-test measure. The results of analysis of covariance showed that the difference between the means of the two grpups was significant (p<0.0001), that is, the training group did better but the difference between the means of boys and girls in social problem solving was not significant. It was suggested that self-regulatory training during childhood be provided for both boys and girls to promote their social problem solving skills.   <strong> </strong> https://cbs.ui.ac.ir/article_17317_50e1ffbffc0d2a8a34734c02f6202a14.pdf