درخت حوزه‌های تخصصی

Higher levels of student engagement are positively linked to higher learning achievement. However, enhancing student engagement in underprivileged and crowded educational contexts, specifically where high-tech tools are not available can cause a major challenge for teachers. The current study attempts to enhance students’ engagement in their learning by incorporating mini white-boards (MWs) as low-tech response systems. To this end, in a time-series design, an instruction-feedback cycle via mini white-boards was manipulated over a semester. Ten 10th-grade students, all from similar low socio-economic backgrounds and living in rural areas, participated in this study. Data were collected through observing students’ behaviors using engagement checklists. An attitude questionnaire was also administered to assess students' perceptions of using mini white-boards in their learning context. Descriptive statistics were used to summarize individuals’ engagement patterns across the study period. Additionally, a mixed-effects model was employed to account for individual variability and to assess the effects of the intervention on students’ engagement over time. The results indicated that using mini white-boards caused significant improvements in students’ overall engagement and attitude. The findings suggest that using low-tech solutions in low socio-economic settings can foster student engagement by allowing real-time feedback, collaborative interaction, and personalized participation.

  Objective: The purpose of this study was to ascertain how middle school students at Fakhri Zadeh School in Ardabil Province's academic year of 2023–2024 related their self-esteem, academic achievement, and test anxiety. Methods: The descriptive-correlational research approach was used for the objective of the study. All middle school students at Fakhrizadeh School were included in the statistical population, and 60 students from the same school were chosen for the study using convenience sampling. The Rosenberg Self-Esteem Scale (RSES) and the Test Anxiety Scale (TAS) were the instruments utilized in this study. The SPSS program version 23 was employed for the tests, which included linear regression and the Pearson correlation coefficient. Results: The current study's findings indicated no significant correlation between academic success and either test anxiety (p=0.47) or self-esteem (p=0.88). Test anxiety and self-esteem, however, were significantly and negatively correlated (p<0.001). Furthermore, test anxiety was significantly predicted by self-esteem (p<0.001). Conclusion: The findings of this study show that self-esteem plays a part in predicting test anxiety, and since students' self-esteem may be raised by offering them courses, it is feasible to establish the conditions necessary to lessen test anxiety.

Background: Joint Comprehensive Plan of Action (JCPOA) signed in 2015, limited Iran’s nuclear program in exchange for sanctions relief. The U.S. withdrew in 2018, but talks continue to revive the deal.Aim: This meta-analysis examines how academic research from 2017 to 2024 has analyzed the JCPOA through the lens of critical discourse studies, revealing the interplay of language, power, and identity in constructing meaning around the agreement.Methodology: This meta-analysis synthesizes 27 peer-reviewed studies (2017–2024) to examine the discursive construction of JCPOA through critical discourse analysis (CDA) frameworks.Discussion: The study reveals how competing narratives shaped the agreement’s trajectory, focusing on three key dimensions: (1) transatlantic policy divergences, where EU multilateralist discourses clashed with U.S. unilateralist "America First" rhetoric under Trump, exacerbating diplomatic rifts; (2) domestic Iranian narrative battles, where reformist and conservative factions framed the JCPOA as either pragmatic diplomacy or ideological betrayal, leveraging media and social media to delegitimize opponents; and (3) diplomatic communication strategies, where translational asymmetries and linguistic negotiation underscored the politicized nature of interstate dialogue.Conclusions: The study demonstrates how discourse not only reflected but actively produced geopolitical realities, generating new identities (e.g., Iran as "resistant"), policies (e.g., maximum pressure), and material outcomes (e.g., renewed uranium enrichment).

This study aims to explore the psychological and emotional adjustment of parents raising children with intellectual disabilities. This qualitative study utilized semi-structured interviews with 26 parents recruited through online platforms. Participants were selected through purposive sampling, ensuring diversity in caregiving experiences. Data collection continued until theoretical saturation was reached, and all interviews were transcribed verbatim. Thematic analysis was conducted using NVivo software to identify key themes related to parental psychological adjustment, coping mechanisms, and social interactions. The results revealed that parents experienced significant emotional distress upon receiving their child’s diagnosis, including grief, denial, and prolonged sadness. Chronic stress was a recurring theme, with concerns over financial burdens, caregiving demands, and uncertainty about their child’s future contributing to heightened anxiety. Coping strategies varied, with some parents relying on social support networks, religious beliefs, and cognitive reframing, while others struggled with emotional exhaustion and isolation. Family relationships were deeply affected, with some parents reporting marital strain and sibling adjustments, whereas others experienced strengthened familial bonds. Social stigma and external judgment further complicated parental adjustment, with many parents becoming active advocates for disability rights and inclusion. Despite the challenges, many parents reported significant personal growth, emotional resilience, and increased psychological strength over time. The psychological and emotional adjustment of parents raising children with intellectual disabilities is a complex process influenced by stress, coping mechanisms, family dynamics, and social factors. While many parents experience significant distress, those with strong support systems and adaptive strategies demonstrate greater resilience. This study highlights the need for targeted support programs, advocacy efforts, and policy interventions to enhance parental well-being and social inclusion.