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The aim of the present study was to investigate the effect of academic maladjustment on academic procrastination with the mediating role of academic self-handicapping of students of Islamic Azad University of Khash. A descriptive research method of correlation type (structural equation model) was carried out. The statistical population of the study was all students of Islamic Azad University of Khash through simple random sampling method. To collect data, the questionnaires of academic self-handicapping by Jones and Rodlet (1982), academic maladjustment by Hamili, Ahmadi, Mousavi and Ghafourian (2015), and academic procrastination by Solomon and Rothblom (1984) were used. The content validity of the questionnaire was confirmed. The reliability of the questionnaires was estimated based on Cronbach's alpha coefficient as 0.91, 0.97 and 0.89, respectively. The data obtained from the questionnaires were analyzed at two levels of descriptive and inferential statistics including Pearson's correlation coefficient test and structural equation model through SPSS23 and LISREL8.8 software. The findings showed that academic maladjustment has a positive and significant effect on students' academic procrastination, both directly and indirectly through the mediation of academic self-disempowerment. To reduce academic procrastination, it is necessary to plan on factors that strengthen academic adjustment and academic self-disempowerment of students.

In the Iranian academic setting, the current investigation aimed to identify the assessment literacy (AL) components that experienced and novice English for Specific Purposes (ESP) teachers with and without TEFL (teaching English as a foreign language) backgrounds comprehended. We designed an explanatory sequential mixed-methods study, and selected 100 PhD male and female ESP educators from various branches of Islamic Azad University via criterion sampling in order to complete the teacher assessment literacy scale (TALS). The standard deviation as well as mean of the TALS were computed. The mean scores of the TEFL/non-TEFL and novice/experienced teachers on the seven TALS components were then independently compared using two multivariate analyses of variances (MANOVA). After administering the scale to 100 ESP teachers and analyzing the results, 20 of the instructors were chosen via convenience sampling for observation during the study's qualitative phase. Afterwards, the qualitative information was collected through the use of the observation notes. Employing axial/open coding and content analysis of themes, all of the notes were classified and examined. The results showed that in terms of knowledge of assessment literacy components, instructors with TEFL backgrounds understand much better than teachers without TEFL backgrounds. Similarly, the means of all TALS components were greater for inexperienced teachers than for experienced ones. Furthermore, the results of the qualitative phase demonstrated that the novice TEFL teachers performed AL components more effectively than their non-TEFL counterparts as well as the experienced TEFL/non-TEFL instructors.

Speaking proficiency is a crucial skill for Iranian EFL learners, yet it remains one of the most challenging aspects of language acquisition due to traditional, teacher-centered instruction and a lack of communicative practice. This study examines the effects of Differentiated Instruction (DI) and Gamification (G) on the Complexity, Accuracy, and Fluency (CAF) of Iranian EFL learners’ speaking skills. A quasi-experimental design was employed, involving 108 B2-level learners from Safir Language Institute, Iran. Participants were divided into three groups: one receiving DI-based instruction, another engaging in Gamification-based tasks, and a control group following conventional teaching methods. The study utilized pre- and post-tests of speaking performance, evaluated through CAF metrics, alongside qualitative interviews to explore learners’ perceptions. Statistical analyses revealed significant improvements in all three dimensions of speaking in the experimental groups, with DI showing greater gains in accuracy and complexity, while G was more effective in enhancing fluency. Qualitative findings indicated that both approaches increased learner engagement, motivation, and confidence. These results suggest that DI and Gamification are effective pedagogical strategies for improving speaking proficiency and should be integrated into EFL curricula to optimize learning outcomes.

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 effectiveness of Sandplay Therapy in reducing self-handicapping behaviors and improving the quality of life in children with autism spectrum disorder (ASD). A randomized controlled trial was conducted with 30 children diagnosed with ASD, who were randomly assigned to either the experimental group (n = 15) receiving Sandplay Therapy or the control group (n = 15) receiving no intervention. The intervention consisted of eight 90-minute sessions conducted over eight weeks. Self-handicapping behaviors were measured using the Self-Handicapping Scale (SHS), and quality of life was assessed using the Pediatric Quality of Life Inventory (PedsQL), both of which demonstrated established validity and reliability. Assessments were conducted at pre-test, post-test, and five-month follow-up. Data were analyzed using repeated-measures ANOVA, with post-hoc comparisons conducted using the Bonferroni test. The results indicated a significant reduction in self-handicapping behaviors in the experimental group from pre-test (M = 42.85, SD = 4.31) to post-test (M = 31.76, SD = 3.76) and further at follow-up (M = 29.45, SD = 3.45), while no significant changes were observed in the control group. Similarly, quality of life improved significantly in the experimental group, with scores increasing from pre-test (M = 52.12, SD = 5.12) to post-test (M = 63.45, SD = 4.78) and follow-up (M = 67.32, SD = 4.50), whereas the control group remained stable. ANOVA results confirmed significant main effects of time and group, as well as a significant interaction effect (p < 0.05). Bonferroni post-hoc comparisons indicated that improvements were sustained at follow-up. Sandplay Therapy is an effective intervention for reducing self-handicapping behaviors and enhancing the quality of life in children with ASD, with sustained benefits observed at follow-up. These findings highlight the potential of nonverbal, expressive therapies in supporting emotional regulation and adaptive functioning in children with ASD.

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.

Despite the substantial significance of communicative goals in EFL, pragmatic aspects of instruction that are geared towards the learners’ appropriacy still remain less than adequately addressed. Such a niche offers potentials for and stimulates a proliferating body of research. This study aims at examining the effectiveness of explicit vs. implicit pragmatic instruction regarding language performance as output. For the purpose of the study, 120 (60 male and 60 female) EFL learners took part in this project. Error Recognition Tests (ERTs), Discourse Completion Tests (DCTs), role-play, and writing assessments were used for gauging pragmatic output. Two separate 3×2 mixed between-within-subjects factorial ANOVAs were conducted to examine the effects of instruction type, proficiency level, and time (treatment) on pragmatic acquisition. Findings significantly support (a) the overall benefit of pragmatic instruction, (b) the effect of both implicit and explicit instructions with explicit type being more highly influential, (c) the effect of proficiency, and (d) the interaction effect of proficiency and pragmatic instruction on pragmatic language L2 use. Findings bear implications for enriching teaching and learning contexts, deepening theoretical concerns, improving pedagogical practice, and implementing communicative syllabus design. Keywords: