درخت حوزه‌های تخصصی

Purpose: The excessive use of mobile phones significantly alters human thought patterns and affects individuals' behavior and psycho-social well-being. This study aims to explore the correlation between social intelligence and self-determination in adolescents, focusing on how mobile phone addiction plays a mediating role. Methodology: The research employed a descriptive-correlational approach and cross-sectional method, utilizing structural equation modeling (SEM) for analysis. The statistical population consisted of teenage boys and girls in Tehran who experienced mobile phone addiction from July to October 2023, with psychologist confirmation of addiction. A sample of 150 teenagers was selected through purposive sampling, with 17 individuals excluded due to incomplete or erroneous questionnaire responses. Research instruments included the Tromso Social Intelligence Scale, Self-Determination Scale, and Mobile Phone Addiction Questionnaire. Data analysis was conducted using SPSS version 27 for overall data and SmartPLS version 4 for path analysis between variables, with a significance level set at 0.05. Findings: The results of the current study indicated that Social Intelligence had a significant negative impact on mobile phone addiction (β=-0.380, p <0.001). In addition, there was a significant positive effect of Social Intelligence on Behavioral independence (β=0.383, p <0.001), but no significant effect on Psychological Empowerment and Self-determination (p>0.05). Furthermore, the relationship between Social Intelligence and Behavioral independence, as well as Self-determination with the mediating factor of Mobile phone addiction, was found to be significant (p < 0.001). However, the association between Social Intelligence and Psychological Empowerment with the mediating role of Mobile phone addiction was not significant (P>0.05). Conclusion: The findings of the current research indicate that social intelligence can decrease mobile phone addiction and enhance behavioral independence, while mobile phone addiction can diminish behavioral independence and self-consciousness. However, social intelligence and mobile phone addiction do not impact psychological empowerment. Additionally, mobile phone addiction serves as a mediator in the correlation between social intelligence and the aspects of behavioral independence and self-consciousness.

Purpose: The current research was conducted with the aim of designing a curriculum model for adult literacy. Methodology: In terms of purpose, this research is fundamental-applied, and regarding data type, it is qualitative. The population in the study included experts from the organization (literacy movement managers, deputy ministers of curriculum education) and academia (university faculty members), as well as 30 relevant scientific documents and records. In this research, purposive sampling was used to determine the samples, considering 20 individuals based on the saturation principle as the sample size. Semi-structured interviews were utilized in the qualitative part of the current study. To ensure the validity of the tool in the qualitative section of the research and to ensure the accuracy of the findings from the researcher's perspective, opinions from professors familiar with this field and academic experts who were knowledgeable and skilled in this area were sought. In the current study, test-retest reliability and intra-subject consensus method were used to calculate the reliability of the interviews conducted. The data analysis method in the qualitative section was theoretical coding. Therefore, the analysis of data obtained from interviews and documents was carried out in three stages: open coding, axial coding, and selective coding, and based on this, the concepts and categories of the research were classified. Findings: The results of the research showed that the objectives of the adult literacy curriculum include adaptability to the environment and strategic competencies. Also, the content of the adult literacy curriculum includes content selection and content organization. Teaching and learning methods in this research include the transmission method and the activity-based method. Finally, the results showed that the evaluation method of the adult literacy curriculum includes goal-based evaluation, method-based evaluation, and content-based evaluation. Conclusion: Each theme and its subthemes underscore the comprehensive approach required to design an effective adult literacy curriculum. The curriculum must be adaptive, strategically competent, well-organized in content, employ effective teaching and learning methods, and incorporate multifaceted evaluation strategies to meet adult learners' diverse needs and promote sustainable literacy education.

Purpose: Enhancing divergent thinking and academic enthusiasm in students can positively affect their academic and non-academic performances. Consequently, the present study aimed to determine the effectiveness of critical thinking education on divergent thinking and the academic enthusiasm of high school students. Methodology: This quasi-experimental study followed a pre-test, post-test, and follow-up design with experimental and control groups. The research population comprised all female students in the 10th and 11th grades of the academic branch in Saveh city for the 2022-23 academic year, with a sample size calculated as 25 for each group based on G*Power software. Thus, 50 individuals were purposively selected and randomly assigned to experimental and control groups. The experimental group underwent 10 sessions of 75-minute critical thinking training, while the control group received no intervention during this period. The research instruments included the divergent thinking subscale in Kolb’s (1984) Learning Style Inventory and Schaufeli et al.’s (2002) Academic Enthusiasm Questionnaire. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS software. Findings: The results showed significant differences between the experimental and control groups in post-test and follow-up stages in terms of divergent thinking and academic enthusiasm. In other words, critical thinking education led to an increase in divergent thinking and academic enthusiasm among high school students, and the results were sustained at the follow-up stage (P<0.05). Conclusion: According to the results of this study, counselors and psychologists can use critical thinking education alongside other effective educational methods to improve academic and non-academic characteristics of students.