Inquiring the cognitive Control, social problem solving and self-esteem between monolingual and bilingual students. Abstract

Abstract
Inquiring the cognitive Control, social problem solving and self-esteem between monolingual and bilingual students.

Abstract

This study aims to inquiry the cognitive control, social problem solving and self-esteem of the students of Kurdish-Persian language bilingual and ones of Persian language monolingual. research method was causal-comparative type .The sample consisted of 80 students (40 monolingual students, 40 bilingual students) who were selected by the mean of the multi-stage cluster sampling. To collect data from the Wisconsin Card Sorting Test Grant & Berg (1948), Revised Social Problem Solving Inventory Dyzhryla (2002, Kooper Smith Self Esteem (1967) was used. Data were analyzed using multivariate analysis of variance and T-test for independent samples. The results showed that bilingual and monolingual students there are significant differences in terms of cognitive control and self-esteem. Bilingual performance was better than the monolingual performance. But unlike previous research in the field of social problem-solving, there was no significant difference. According to the results we can say that because bilingual students are faced with two systems of rules of language and their knowledge of the language is more than monolingual students ,then they in terms of cognitive have superiority. And that each language has its own cultural burden ,and this cultural burden is the experience from wide range of information and support that has a positive effect on self-esteem .And in social problem-solving is probably the type of bilingualism, expertise and skills of peoples in a second language, the richness of the environment, the opportunity for two languages as well as methodologies cause to strengthen or weaken the second language learning and had different effects.
Keywords
bilingualism
Cognitive Control
social problem solving
self-esteem
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