درخت حوزه‌های تخصصی

Purpose: The aim of this research was predicting the family function based on early maladaptive schemas and couple’s communication patterns. Methodology: Present study was descriptive from type of correlation. The research population was married female employees working in public and non-public schools of Tehran city and their spouses in 2017-2018 academic years. The research sample was 482 people (241 couples) who were selected by multi-stage cluster random sampling method. The research instruments were the questionnaires of family function (Epstein and et all, 1983), early maladaptive schemas (Young, 1998) and couple’s communication patterns (Christensen and Sullaway, 1984). Data were analyzed by Pearson correlation coefficients and multivariate regression methods in SPSS software version 24. Findings: The results showed that the schemas of disconnection and rejection, impaired autonomy and performance, impaired limits, other directedness and excessive vigilance and inhibition, constructive communication pattern, avoidance communication pattern and demand/retiring communication pattern had a significant relationship with family function. Also, early maladaptive schemas and couple’s communication patterns significantly could predict 52.9 percent of variance of family function (P<0.05). Conclusion: Based on the results of the present study, to promote the family function can be decrease the rate of their early maladaptive schemas and improve the rate of couple’s communication patterns, who for this purpose the use of psychological interventions include schema therapy can be useful.

Purpose: The purpose of this study was to identify and evaluate the indicators and dimensions of psychological empowerment of professors in the faculty members of the Azad University of East Azerbaijan Province. Methodology: Research method in terms of applied purpose; In terms of data collection method, it was descriptive-survey and in terms of data type, it was a combination (qualitative-quantitative) of confirmatory type. The statistical population of the qualitative part of the research were experts familiar with the field of psychological empowerment of professors, and the quantitative part of the statistical population included members of the faculty of the Islamic Azad University of East Azerbaijan Province (450 people). The sample size in the qualitative section was determined using purposive non-random sampling method and the principle of theoretical saturation of 25 people and in the quantitative section using Cochran's formula, 207 people were selected as the sample. The data collection tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part. To ensure the validity of the interview, the triangulation method (three-way) was used. To ensure the reliability of the interview, the recoding method was used and to validate part of the experts' point of view, the content and structure validity was used to assess the validity of the questionnaire, which showed the validity of the instrument. Cronbach's alpha reliability coefficient was used to measure the reliability of the interview; Coding, factor analysis and univariate t-test using LISREL software were used to analyze the data. Findings: The results showed that the variables of organizational culture, organizational structure, organizational monitoring system, organizational reward system, organizational management systems had a significant effect on the psychological empowerment of faculty members in the Islamic Azad University of East Azerbaijan Province. Conclusion: Based on the research findings, paying attention to various structural, cultural and managerial factors can enhance the psychological empowerment of professors.

Purpose: Investigating the cultural content of EFL textbooks is significant in critical discourse studies. The effect of cultural values on EFL learners’ social identity has been less investigated in the Iranian context. This study aimed at identifying type of cultural values embedded in New Interchange and Passages textbooks in terms of being global, local or glocal and the impact of these textbooks’ cultural values on Iranian EFL learners’ social identity. Methodology: 90 upper-intermediate EFL learners at 2 private language institutes and high schools in the city of Gilanegharb were selected among a population of 120 EFL learners based on taking an Oxford Placement Test (OPT). They were randomly divided into an experimental group (45 learners) and a control group (45 learners). The experimental group received global cultural teaching through exposure to private institute textbooks’ cultural values while the control group was taught through local cultural values embedded in the local textbooks. A Student Identity Questionnaire (SIQ) was used as both pre-test and posttest. Data were analyzed through Independent Sample T-tests using SPSS 21 software. Findings: The results indicated that the most frequent textbook cultural values were social power through the U.S. superiority, social relation through friendship and party, and accomplishments through success. Further analysis showed that the textbook cultural values had a significant impact on social identity scores of Iranian EFL learners showing stronger agreement with global cultural values promoted in the imported textbooks. Discussion: Results had implications for EFL teachers, learners, policy makers and material developers.