درخت حوزه‌های تخصصی

Purpose: Individuals going through adolescence faced a significant number of changes from biological, and cognitive to social and emotional. Due to the changes experienced by adolescents, it is susceptible for adolescents to experience a high level of loneliness. The correlation between loneliness and impulsivity and the association between impulsivity and self-harm as well as self-injurious behaviors puts adolescents in a vulnerable position in performing undesirable acts or behaviors. On the other hand, resilience plays a significant role in an individual’s ability to cope with an adverse situation or bounce back quickly after the undesired situation in order to maintain or regain mental health. Therefore, the objective of this study is to run review research through contemporary studies to summarize accumulative documents in the area of resilience, loneliness, and impulsivity among adolescents to investigate the mediating role of resilience. Methodology: For this, a search was carried out on the Web of Science, Google Scholar, and PubMed. Thus, a set of keywords was used, followed by filtering main keywords, resulting in a review of 99 articles published a decade ago. Findings: The results demonstrated that the number of adolescents having mental illness increased significantly over the years, and adolescents aged 16 and above are at risk of mental disorders. Besides that, this research revealed that adolescents in Malaysia are at risk of peer and social rejection, which is highly associated with loneliness and also has a correlation with aggression and impulsivity. Conclusion: It was seen that loneliness and impulsivity are essential risk factors for adolescents’ mental health and resilience can consider effective cognitive and coping skills for adolescents. It was also perceived that most of the papers focus on the investigation of the correlation between loneliness, impulsivity, and resilience, being necessary to develop more experimental studies on the effectiveness of resilience therapy for adolescents’ enrichment. These results serve as a source of reference for future research.

Purpose: The using an interactive approach in sciences education can improve its learning. Therefore, the current research was conducted with the aim of identifying the dimensions and components of sciences education based on an interactive approach with an emphasis on the nature of science. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The current research population was university students and teachers of basic sciences who were familiar with the subject, which number of 15 people of them were selected as a sample according to the principle of theoretical saturation and with the purposive sampling method. The data was collected by the in-depth semi-structured interview method and its validity was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between two coders 0.86. The data were analyzed by open, axial and selective coding method in MAXQDA software. Findings: The findings showed that for sciences education based on an interactive approach with an emphasis on the nature of science were identified 48 concepts in 16 categories and 4 themes; So that 4 themes were included quality-orientation in the sciences education system (with 3 categories of quality evaluation in the educational system of formal education, efficiency of the educational system for science education and lack of effectiveness of science education programs in the formal education system), strategic management of the education system of formal education (with 6 categories of trust to abilities and plans of policymakers, institutionalizing the principles of science education, intra-group and institutional collectivism, developing the structure of an educational implementation system for logical thinking, keeping pace with global developments and designing science education programs for students), proposed solutions for designing the science education system based on the interactive approach (with 3 categories of students' participation in education, emphasis on strengthening the spirit of independence of students and logical education and its place in modern education) and challenges of the formal education system in the field of sciences education (with 4 categories of identity and its place of science in the educational system, argument-oriented and having a critical view, macro structure and institutional level of formal education and criticism to the educational system of current education structure in schools. Conclusion: Based on the results of the current research and the identified dimensions and components for sciences education based on an interactive approach with an emphasis on the nature of science, experts and planners of the educational system can take an effective step towards improving the sciences education based on an interactive approach by improving its dimensions and components.