Moolok Khademi Ashkazeri; Nahid Mofradnejad
Abstract
The purpose of this study was to compare the theory of mind, the motivation of academic achievement and social behavior of children of nature and ordinary schools with the control of socioeconomic status. This research was retrospective study . The statistical population of the students aged ...
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The purpose of this study was to compare the theory of mind, the motivation of academic achievement and social behavior of children of nature and ordinary schools with the control of socioeconomic status. This research was retrospective study . The statistical population of the students aged 7-11 years old in Tehran's nature and ordinary schools in the academic year of 2015-17. 55 people were selected by purposeful sampling from nature school and 55 from normal school by random sampling method.In order to measure the variables studied, the theory of mind (TMT), academic motivation scale (AMS), and child social behavior scale (CSBS) were used. Multivariate covariance analysis (MANCOVA) showed that there is a significant difference between the theory of mind of children in nature and ordinary schools. Children of nature schools showed higher levels of mind theory than ordinary school children. The children of nature schools had higher internal motivation for learning and their antisocial behavior was lower than that of ordinary school children. Considering the research results, Special attention is given to the importance of the presence of nature in educational settings and the provision of learning opportunities through it for children.
