درخت حوزه‌های تخصصی

The present study was conducted to evaluate the effectiveness of cognitive therapy on emotional distress and stress coping strategies in patients with Multiple Sclerosis. The design of study was semi-experimental with pre and post-test, with a control group. The participants were 30 patients with Multiple Sclerosis living in Tehran who were randomly assigned in the experimental and control groups. The data was gathered by Stress Coping Strategies Questionnaire, and Depression, Anxiety, and Stress Scale. The experimental group participated in 12 sessions of cognitive therapy, while the control group received no help. Results of Multivariate Covariance Analysis confirmed the effectiveness of cognitive therapy on improvement of anxiety, depression, and stress coping strategies in patients suffering MS (P

Background: The affectivity system is a complex dynamic system, thus, it needs to be seen as a whole-system unit that is best studied by analyzing four profiles: self-destructive (low positive affect, high negative affect), low affective (low positive affect, low negative affect), high affective (high positive affect, high negative affect), and self-fulfilling (high positive affect, low negative affect). Our purpose was to examine individual differences in psychological well-being and self-regulatory strategies (assessment/locomotion). Additionally, we investigated if the effect of psychological well-being on self-regulatory strategies was moderated by the individual’s type of profile. Method: Participants (N = 567) answered the Positive Affect Negative Affect Schedule, Ryff’s Scales of Psychological Well-being, and the Regulatory Mode Questionnaire. We conducted a Multivariate Analysis of Variance using age as covariate and Structural Equation Modeling in a multi-group for moderation analysis. Result: Individuals with a self-fulfilling profile scored highest in all psychological well-being constructs and locomotion and lowest in assessment. Nevertheless, matched comparisons showed that increases in certain psychological resources might lead to profile changes. Moreover, while some psychological well-being constructs (e.g., self-acceptance) had an effect of self-regulatory mode independently of the individual’s profile, other constructs’ (e.g., personal growth) effect on self-regulation was moderated by the person’s unique type of profile. Conclusions: Although only theoretical, these results give an idea of how leaps/changes might be extreme (i.e., from one profile at the extreme of the model to the other extreme), while other might be serial (i.e., from one profile to another depending on matching affective dimensions).

This study aimed at evaluating the elements of electronic curricula in the Humanities Department of Islamic Azad University. The statistical population of this descriptive survey consisted of all students (4515) and professors (287) of electronic learning of Islamic Azad University. Sample of the study included 354 students and 164 professors who were selected using stratified sampling method with Cochran formula. The research instrument was two researcher-made questionnaires consisting of 59 items based on 5-Likert scale for teachers and students, whose validity and reliability were confirmed. Results showed that, in general, respondents evaluated the current state of the elements of goals, contents, and learning activities better than other elements, while, to them, there was a gap between the current and desirable states of the elements of the curricula. This gap is particularly visible in some elements such as learning materials and grouping.

Distance education pedagogy to be successful requires teachers with different levels of computer, information, and multimedia literacy. Teachers' computer literacy has caught considerable attention due to the great opportunities provided by modern technology for promoting language education. The present study explored computer, information, and multimedia literacy of 255 Iranian EFL teachers. To collect data, we developed and validated Computer, Information, and Multimedia Literacy Questionnaire for EFL Teachers (CIM-LQ for EFL Teachers), a five-point Likert scale questionnaire containing three sections to examine the participants' responses. The obtained data were analyzed using SPSS software version 20.  The findings revealed that the level of EFL teachers' multimedia and information literacy ranged from low to moderate which necessitates improving teachers' training courses and preparing them for implementing technologies in real language teaching contexts. The findings have implications for both teacher education programs including both pre-service and in-service teacher training courses and EFL teachers' practice.