درخت حوزه‌های تخصصی

Purpose: This study aims to infer the perception of experts about the psychological characteristics of effective teachers to clarify the angles and dimensions of the psychological characteristics of teachers. Methodology: The method of the present research is a qualitative phenomenon of phenomenological type, which has been purposefully selected from among experts in the field of psychology, especially educational psychology, and those who are directly related to the discussion of education, up to 12 people. And interviewed. The interview was first recorded with the permission of the interviewer and then turned into a text and sentences and phrases were analyzed using the Colaizzi method. Findings: According to the findings of interviews with experts in the field of education, the psychological characteristics of an effective teacher included eight themes, which were: 1. Behavior in the classroom including helpful, resilient, committed and motivated, 2. How to interact, including student’s comfort, listening, emotional relationship and having a simple expression, 3. Psychological ability including logical thinking, critical thinking, high emotional intelligence, self-confidence, social personality type and optimism, 4. Expressive skills including appropriate body language characteristics, large vocabulary, persuasive skills, 5. Mental health, 6. Creativity, 7. Ethics and 8. Discipline, including the characteristics of having mental order, regular knowledge, keeping promises and coming to class on time. Conclusion: The results showed that an effective teacher has psychological abilities in the field of thinking, including logical and critical thinking, to improve the teaching process in the classroom by creating challenges and paying attention to details. On the other hand, an effective teacher needs intelligence. It is a high emotion to build a constructive relationship, which in this connection also requires confidence so that an effective teacher can attract students in the classroom with a decisive and confident presentation.

Purpose: In today’s world learning a second language, especially English, has become vital for success, both academically and professionally. Yet, learners’ characteristics like affective features and linguistic background may impact either the ultimate level of achievement. Methodology: This study was carried out to determine whether there is a difference in test anxiety, attitude, integrative and instrumental motivation of the monolingual and bilingual university students in English. To this end, 227 questionnaires obtained from freshman university students majoring in various fields from 125 bilingual students at the University of Payame Noor and Islamic Azad University of Meshkin Shahr and 125 monolingual students at the Payame Noor University of Qazvin in Iran. Three Independent t-tests were run to compare these two groups’ attitude, instrumental and integrative motivations and test anxiety. Findings: The findings revealed that the bilingual students had a significantly more positive attitude and showed a significantly higher integrative motivation towards learning English. However, no significant difference was observed among the two groups regarding their instrumental motivation and test anxiety. Discussion: Pedagogical implications of the study will be discussed. The bilingual students possess a higher level of motivation towards learning English language than do the monolingual students.

Purpose: The aim of this study was to develop a standard model of teachers' professional competence on the basis of high-level documents. Methodology: This was an applied research in terms of purpose and was a sequential exploratory mixed study in terms of data collection. Data collection tools in the qualitative phase were the analysis of the content of high-level documents (Fundamental Reform Document of Education (FRDE), National Curriculum, Comprehensive Scientific Map of the Country, and 20-Year Perspective Document for Iran) to extract the components. In order to ensure the validity of the content analysis checklist, content and face validity method and expert opinion were used. The data in qualitative phase were analyzed through three open, axial and selective coding methods. The findings included 69 symbols in the open coding, where they were classified in the form of 4 concepts including recruitment, teacher education, teacher retention & promotion and evaluation in the axial coding. In the selective coding stage, a standard model of teachers' professional competence on the basis of high-level documents was developed. The research instrument in the quantitative phase was a researcher-made questionnaire derived from the qualitative results of the research. The face and content validity of the questionnaire was confirmed by experts in the field of education. Confirmatory factor analysis, convergent validity, and divergent validity were used to evaluate the construct validity, and hybrid reliability was used to evaluate the construct reliability. As well as, in the quantitative phase of research, structural equations under Smart PLS software were used to evaluate the standard model of teachers' professional competence. Findings: According to the results of t-statistic, all factor loadings were significant at 99% confidence level and played a significant role in developing the standard model of teachers' professional competence on the basis of high-level documents of Education. Conclusion: The proposed model enjoyed an appropriate quality and was approved. Managers, teachers, and administrators in the education of teachers can employ the symbols, concepts, and categories identified in this study in their future planning to shape the teachers' professional competence.

Purpose: The aim of the present study was to compare mindfulness-based cognitive therapy and grammatical mental imagery with cognitive processing on the emotional processing of mothers with children with autism spectrum disorder. Methodology: The research was applied in terms of purpose and in terms of cross-sectional data collection method and quasi-experimental research method was pre-test-post-test with a control group. The statistical population of the present study is all mothers with children with autism spectrum disorder in two schools under education in the city. Ahvaz had 105 students in 2019. A total of 45 mothers with children with autism spectrum disorder were randomly selected and 15 people in the group of cognitive therapy based on mindfulness, 15 people in the group of grammatical mental imagery with cognitive processing and Fifteen people were in the control group. Assessment tools included Baker et al. (2010), mindfulness-based cognitive therapy protocol and grammatically processed grammatical mental imagery protocol. Data analysis using analysis of covariance And was done by SPSS software version 24. Findings: Based on the research findings, the effect of statistical group type (control and experiments) on the recorded scores of emotion processing (p = 0.00, F = 157/407) and the separate effect of the test time variable (p = 0.00, F / 107/15 And the significance of the simultaneous effect of group type and test status (pre-test and post-test) on emotion processing scores (p = 0.00, F = 26.757). Comparing the two methods of cognitive therapy and imaging, a significant level equal to 0.00 and less than the error level of 0.05 has been obtained. Conclusion: Based on the research findings, cognitive therapy based on mindfulness and grammatical mental imagery with cognitive processing is effective on emotional processing of mothers with children with autism spectrum disorder. Also, between the effectiveness of cognitive therapy based on mindfulness and grammatical mental imagery. There is a significant difference with cognitive processing in emotional processing of mothers with children with autism spectrum disorder.