درخت حوزه‌های تخصصی

This study aims to identify the cognitive and emotional components of self-advocacy in exceptional learners and examine the external factors that influence their ability to advocate for themselves in educational settings. A qualitative research design was employed, utilizing semi-structured interviews with 29 exceptional learners recruited through online platforms. Theoretical saturation was reached, ensuring comprehensive data collection. NVivo software was used to conduct thematic analysis, identifying key cognitive and emotional factors related to self-advocacy. Participants shared their experiences regarding metacognitive awareness, decision-making, emotional regulation, and external support systems, providing rich qualitative data for analysis. The results indicated that self-advocacy among exceptional learners is shaped by cognitive competencies, including metacognition, decision-making, and information-seeking behaviors, as well as emotional factors such as self-efficacy, resilience, and emotional regulation. Participants who demonstrated strong metacognitive strategies and confidence were more effective self-advocates, whereas those facing anxiety or low self-efficacy struggled to assert their needs. External factors, such as educator support, family involvement, and institutional policies, played a critical role in shaping advocacy experiences. Online networks and digital advocacy resources were identified as valuable tools for enhancing self-advocacy skills. However, institutional barriers, including bureaucratic challenges and lack of awareness among educators, posed significant obstacles for learners. The study highlights the complexity of self-advocacy in exceptional learners, emphasizing the interplay between cognitive awareness, emotional resilience, and external support structures. Enhancing self-advocacy skills requires targeted interventions, including advocacy training, institutional support, and digital resource accessibility.

This study aimed to examine the mediating role of executive functioning in the relationship between parental involvement and math achievement among children with learning disabilities. A descriptive correlational research design was employed, involving 379 Malaysian parents of children aged 9 to 12 years diagnosed with learning disabilities. Participants were selected using stratified random sampling based on the Morgan and Krejcie (1970) sample size determination table. Data were collected using three validated instruments: the Parent and School Survey (PASS) to assess parental involvement, the Behavior Rating Inventory of Executive Function (BRIEF) to measure children's executive functioning, and the Math Composite of the Wechsler Individual Achievement Test–Third Edition (WIAT-III) for math achievement. Pearson correlation analysis was conducted using SPSS version 27, and structural equation modeling (SEM) was performed using AMOS version 21 to test the hypothesized mediation model and assess the model fit. Pearson correlation results indicated significant positive relationships among all variables: parental involvement and executive functioning (r = .41, p < .001), parental involvement and math achievement (r = .36, p < .001), and executive functioning and math achievement (r = .48, p < .001). The SEM revealed an acceptable model fit (χ²/df = 1.84, CFI = 0.97, RMSEA = 0.045), and confirmed that executive functioning significantly mediated the effect of parental involvement on math achievement. Both the direct effect (β = 0.26, p < .01) and the indirect effect through executive functioning (β = 0.18, p < .001) were statistically significant. The findings underscore the importance of executive functioning as a cognitive mechanism through which parental involvement enhances mathematical performance in children with learning disabilities. Educational interventions should integrate strategies to strengthen both parental engagement and children’s executive functioning skills to optimize academic outcomes.

This study assesses the political challenges that hinder the implementation of a proposed referendum on Palestine, framed within Hegemonic Stability Theory (HST), which underscores the significance of a dominant global power in sustaining international order. The Supreme Leader of the Islamic Republic of Iran has suggested this referendum as a means to determine Palestine's political system. From an HST perspective, the United States significantly impacts the international arena, including policies regarding Palestine. Its support for Israel complicates the political landscape and undermines alternative peace proposals, including those from Iran. This article seeks to answer the main question: what political obstacles prevent holding a referendum in Palestine, and what methods can be used to overcome those obstacles? The findings of the article indicate several political dynamics and factors that impede the referendum: political divisions within Israel regarding peace with the Palestinians, lack of consensus among Palestinian factions, differing approaches among Arab states, and conflicting positions of both Islamic and non-Arab countries. Additionally, the stances of the permanent members of the UN Security Council exacerbate these challenges. The author finds that Iran’s proposal has overlooked the international framework of a two-state solution.