The effectiveness of Philosophy education on assertiveness and logical reasoning of sixth-grade students

Document Type : Research Paper

Authors

1 Assistant Professor of Educational Psychology, Farhangian University, Tehran Branch, Iran

2 Assistant Professor, Department of Psychology and Counseling, Farhangian University, Tehran, Iran

3 M.A. in Educational Psychology, Farhangian University, Nasibeh Campus, Tehran, Iran

Abstract

The present study examined the effectiveness of philosophy education on assertiveness and logical reasoning among sixth-grade elementary school students in Rasht. The research employed a quasi-experimental pretest-posttest control group design. The statistical population included all male sixth-grade students in Rasht during the 2024–2025 academic year. Among the city’s schools, 12th of Bahman School was selected through convenience sampling. Sixty students were initially assessed, and forty with the lowest pretest scores were randomly assigned to experimental and control groups (20 in each). Data were collected using the Gambrill and Richey Assertiveness Questionnaire (1975) and Kember’s Logical Reasoning Questionnaire (2000) and analyzed through multivariate and univariate analyses of covariance (MANCOVA and ANCOVA). The findings showed that participation in the Philosophy for Children (P4C) program significantly enhanced assertiveness and logical reasoning in the experimental group compared to the control group. It was concluded that implementing the P4C program can effectively strengthen students’ assertiveness and reasoning abilities. Therefore, it is recommended that, in line with P4C principles, elementary school curricula be revised, and teachers’ professional competencies be improved through targeted facilitation training.

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History

  • Receive Date: 13 November 2025
  • Revise Date: 06 May 2026
  • Accept Date: 20 May 2026

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