TY - JOUR ID - 152350 TI - The Effectiveness of a Philosophy for Children Program on Aspects of School Engagement JO - Iranian Journal of Learning and Memory JA - IEPA LA - en SN - 2645-5447 AU - Pourtaghi, Vahidreza AU - Fouladchang, Mahboubeh AU - Azad, Esfandiar AU - Hasanvand, Mohammad Bagher AD - Department of Education and Psychology, Shiraz University, Tehran, Iran AD - Behavioral science Research Center, Lifestyle Institute, Baqiyatallah University of Medical Sciences, Tehran, IRAN AD - Department of Psychology, Allameh Tabataba'i University, Tehran, Iran Y1 - 2022 PY - 2022 VL - 5 IS - 17 SP - 5 EP - 12 KW - effectiveness KW - philosophy for children KW - School Engagement KW - Students DO - 10.22034/iepa.2022.152350 N2 - This study aimed to evaluate the effectiveness of a Philosophy for Children Course on aspects of students' school engagement. School engagement is a structure indicating that students can create personal relationships with their teachers in addition to the educational content. For this purpose, a quasi-experimental study was conducted on 7th-grade students (n=128) from 4 classes at the same school as the intervention and control groups. In the current quasi-experimental, pre-test, and post-test study, the independent variable was the philosophy for children (P4C) program (ten 60 minute sessions) and the dependent variables were the school engagement aspects including behavioral, emotional, cognitive, and agency engagements. To analyze the data ANOVA was used. The findings indicated that the score of all four aspects of school engagement were significantly higher in the intervention group who attended the Philosophy for Children Program  than those of the control group. Based on the obtained results, 28.2% of changes in total school engagement were attributed to the P4C program. The results show a significant increase in school engagement and its aspects. Philosophy for Children Program can be used to create an educational atmosphere with the highest relationship to students’ curriculum in which the students can rule out their learning behaviors with high motivation. UR - https://journal.iepa.ir/article_152350.html L1 - https://journal.iepa.ir/article_152350_a44ed9848f544c38bdff613d65677fa9.pdf ER -