درخت حوزه‌های تخصصی

This study aimed to examine the relationship between social cognition and loneliness in gifted underachievers, with a specific focus on the mediating role of rejection sensitivity. A descriptive correlational design was employed with a sample of 399 gifted underachieving adolescents from Argentina, selected according to Morgan and Krejcie's (1970) sample size table. Standardized tools were used to assess social cognition, rejection sensitivity, and loneliness. Data analysis was conducted using SPSS-27 and AMOS-21. Pearson correlation was used to evaluate bivariate relationships between variables, and Structural Equation Modeling (SEM) was applied to test the proposed mediational model. Fit indices, including χ², RMSEA, GFI, CFI, and TLI, were reported to evaluate model adequacy. Results indicated that social cognition was significantly and negatively correlated with both rejection sensitivity (r = –.43, p < .01) and loneliness (r = –.39, p < .01). Rejection sensitivity showed a significant positive correlation with loneliness (r = .58, p < .01). SEM analysis confirmed the mediating role of rejection sensitivity in the relationship between social cognition and loneliness. The indirect path from social cognition to loneliness via rejection sensitivity was significant (β = –.28, p < .001), and the total effect of social cognition on loneliness was substantial (β = –.49, p < .001). Model fit indices indicated a good fit (χ²/df = 2.22, CFI = 0.96, RMSEA = 0.054). These findings suggest that deficits in social cognition contribute to heightened feelings of loneliness in gifted underachievers, primarily through increased sensitivity to perceived rejection. Interventions aimed at reducing rejection sensitivity may mitigate the impact of social cognitive difficulties on emotional well-being in this vulnerable group.

Automated Writing Evaluation (AWE) systems are used to evaluate measurable characteristics of written texts, thereby creating a scoring model based on a compilation of essays. While considerable research has focused on the feedback provided by AWE systems, there is a conspicuous absence of studies examining these tools specifically in the Iranian context. Therefore, this research aimed to investigate the consistency of scores obtained from automated systems and human raters. Furthermore, it sought to explore the perceptions of EFL learners regarding the application of AWE in their writing practices. To facilitate this investigation, 30 male and female IELTS students participated, each writing two essays: one selected from topics provided by the AWE system and the other derived from Cambridge Official IELTS past papers. The essays were assessed by both My Access and three human raters. For the topics designated for the AWE system, a significant and robust positive correlation was identified between the ratings assigned by human raters and the machine. A similar significant and strong positive correlation was also found for the second essay, which did not utilize pre-defined topics. The results of two linear regression analyses demonstrated that the scores produced by the machine could significantly predict human scores for both pre-defined and non-pre-defined topics. Additionally, the findings indicated that My Access Home Edition is perceived to significantly enhance students' accuracy and autonomy, although it does not contribute to improved interaction. This study presents important implications for writing instructors and the field of second language education.

Space and Identity in Cormac McCarthy's Blood Meridian: A Deleuze and Guattarian Reading Abstract This study explores the intricate relationship between space and identity in Cormac McCarthy's Blood Meridian, utilizing the geocritical concepts of Gilles Deleuze and Félix Guattari. By examining his novel, the study investigates how the interaction of smooth and striated spaces shapes and reshapes characters' identities. Through the lens of Deleuze and Guattari, the research highlights the fluidity and dynamism of spaces, focusing on the continuous interplay without rigid distinctions between space and place. As the integration of Deleuze and Guattari’s concepts of the war machine, nomad, and rhizome is essential to understanding the influence of space on characters' identity, this study begins with examining these key concepts. The rhizome concept parallels the non-linear, interconnected narrative structures in McCarthy's work in which the nomadic existence of characters underscores their search for meaning and survival in a world of constant flux. Through detailed analysis, this study aims to uncover the ways in which McCarthy's characters grapple with their identities amidst perpetual change, offering a nuanced understanding of the interplay between space and identity in contemporary literature. Keywords: Cormac McCarthy, Blood Meridian, Deleuze and Guattari's Geocriticism, Space, Identity

In recent years, many educational systems have paid attention to spiritual citizenship education as one of the most fundamental methods of educating responsible citizens. The purpose of the current research was to provide a model of the curriculum of the spiritual citizen in the second secondary school. To serve that end, a qualitative approach and Grounded theory method were used. The participants were selected based on purposive sampling (snowball) method. Data were collected through semi-structured interviews with 21 professors and experts including 12 males and 9 females, aged between 41 and 62, hoding PhD degree with 6 - 25 years of experience, who had valuable experiences and research related to the research topic. The collected data were analyzed in the three main stages of open, axial and selective coding. Interview data analysis revealed five main categories which affect spiritual citizen model; namely, causal factors, underling factors, intervening factors, strategies, and advantages. The findings suggest that the proper implementation of spiritual citizenship education can lead to development of responsible, informed, and accountable citizens in society.

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.

This study aimed to examine the predictive role of frustration tolerance and social competence in body image satisfaction among adolescents with physical disabilities. This research utilized a correlational descriptive design with a sample of 350 adolescents with physical disabilities, selected based on Morgan and Krejcie’s sample size determination table. Participants completed standardized self-report measures assessing body image satisfaction (MBSRQ), frustration tolerance (FDS), and social competence (SSRS). Data analysis was conducted using Pearson correlation to explore associations between variables and linear regression to determine the predictive power of frustration tolerance and social competence on body image satisfaction. All statistical analyses were performed using SPSS-27, and assumptions of normality, linearity, and multicollinearity were confirmed before conducting the regression analysis. Descriptive statistics showed that participants had a mean body image satisfaction score of 74.56 (SD = 9.87), a frustration tolerance score of 62.34 (SD = 8.23), and a social competence score of 68.21 (SD = 7.95). Correlation analysis revealed significant positive relationships between body image satisfaction and frustration tolerance (r = 0.52, p < 0.01) and body image satisfaction and social competence (r = 0.61, p < 0.01). The regression model was statistically significant (F(2, 347) = 90.75, p < 0.01, R² = 0.46), indicating that frustration tolerance (B = 0.42, β = 0.39, t = 5.25, p < 0.01) and social competence (B = 0.56, β = 0.47, t = 7.91, p < 0.01) were both significant predictors of body image satisfaction. The findings suggest that higher frustration tolerance and greater social competence are associated with increased body image satisfaction in adolescents with physical disabilities, with social competence playing a slightly stronger role. These results highlight the importance of resilience-building and social skills interventions to enhance body image satisfaction in this population.