درخت حوزه‌های تخصصی

Online learning is one of the educational channels that learners and educational centers have recently turned to. However, there are still concerns about its effectiveness. The aim of the study was to explain learners' perspectives on the effectiveness of online learning. The present study was a qualitative study using content analysis method that was conducted in 1402. The participants were 38 female (n=22) and male (n=16) language learners from Tehran Language School who had experience in online learning and were selected through purposive sampling. Data were collected and analyzed through interviews. The overall analysis of the interviews indicates that 63% of learners (n=24) rated the method as weak, 20% (n=8) rated the method as average, and 17% (n=6) rated the method as good. 29 percent (n=11) believed that the method was effective in improving their knowledge, and 23 percent (n=9) considered the method effective in improving speaking skills. 15 percent (n=6) are willing to participate in online learning again and 83 percent (n=31) believed that the most important problem of online learning is the lack of necessary infrastructure and 83.6 percent (n=32) of the participants believe that the best learning method to improve English language skills is face-to-face learning. The findings indicate that online learning is not a suitable method for improving English language knowledge and skills compared to face-to-face education and if it is necessary to learn English online, it is necessary to provide infrastructure.

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.

One of the burgeoning areas of interest within the realm of education pertains to student engagement, a central component of positive psychology (PP). Another fundamental concept in the PP literature is school connectedness, which underscores the belief students hold regarding the care shown by adults and peers in the educational environment towards their academic progress and personal welfare. Additionally, mindfulness, a pivotal term in the field of PP, offers noteworthy advantages such as enhancing working memory and reducing stress levels, consequently fostering academic involvement. Given the significance of school connectedness and mindfulness in academic engagement, the present study endeavors to examine the association between school connectedness and academic engagement in high school students, with mindfulness serving as a mediator. A total of 300 high school students from Bandar Abbas participated in the study, responding to scales measuring mindfulness, school connectedness, and academic engagement. Subsequently, structural equation modeling was employed to illuminate potential relationships. The results indicated a significant correlation between school connectedness and academic engagement. Furthermore, the findings demonstrated that both school connectedness and mindfulness serve as positive and significant predictors of academic engagement. Moreover, the results substantiated the mediating role of mindfulness. These findings offer valuable insights for educators in enhancing classroom practices.