درخت حوزه‌های تخصصی

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.

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.

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.

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.

Pragmatic competence, a fundamental component of language ability, involves understanding a speaker’s intended meaning through various communicative functions. Among these functions, speech acts such as refusals and complaints play a crucial role in everyday interactions, allowing interlocutors to convey information and perform social actions. This study examines the production of refusal and complaint speech acts by English as a Foreign Language (EFL) learners, addressing a gap in previous research that has often overlooked the potential influence of learners’ language proficiency, social status, gender, and mother tongue. Through purposive sampling, 120 participants were selected to respond to 10 role-play scenarios designed to elicit refusals and complaints. The data were analyzed qualitatively to identify patterns in speech act production. The findings reveal that most participants favored indirect strategies when expressing refusals and complaints. Moreover, the study found no significant effects of language proficiency, sociocultural background, mother tongue, or gender on how EFL learners produce these speech acts. These results contribute to a better understanding of pragmatic competence in EFL contexts and suggest that these sociolinguistic factors may have less impact on refusal and complaint strategies than previously assumed.