درخت حوزه‌های تخصصی

Multiple sclerosis affects the quality of life of patients due to its association with numerous neurological problems; it may lead to job loss and reduced participation in social activities and, in general, have a negative impact on their professional and social life. In the present study, the effectiveness of motivational interview group therapy on pain self-efficacy and resilience of patients with multiple sclerosis was investigated. The present study is quasi-experimental in which 24 patients were selected from the population of patients with multiple sclerosis in Borujen city in Chaharmahal and Bakhtiari province, using the available sampling method. Research tools included pain self-efficacy and resilience questionnaires. Data analysis was performed by repeated variance analysis using SPSS-22 software. The results showed that motivational interview group therapy had a significant effect on increasing pain self-efficacy (Partial ŋ2= 0.24, p = 0.002, F = 6.92). Also, motivational interview group therapy had a significant effect on increasing resilience (Partial ŋ2 = 0.58, p = 0.001, F = 30.06). The present study showed that motivational interview group therapy improves pain self-efficacy and resilience of patients with multiple sclerosis. Accordingly, in the process of motivational interview group therapy, patients learn to become aware of the mental process by teaching behavioral, cognitive and metacognitive strategies, and in this way, they improve the resilience and pain self-efficacy.

In English as a Foreign Language (EFL) and bilingual language classrooms, code-switching is widespread among teacher-student and student-student interactions; however, there seem to be few or no studies tracking the perceptions and practices of EFL learners toward code-switching. Therefore, the aim of this study was to identify the perceptions and practices of high and low achievers toward teacher code-switching with focus on the possible limitations and benefits that it might have in language classrooms. For this purpose, the researchers used a qualitative design in the form of grounded theory. Accordingly, 11 high and 13 low achievers were interviewed individually and in focus groups. Further, the elicited responses were transcribed and codified using Straus and Corbin’s (1998) constant comparative method. In addition, for the purpose of validation, real observations of 10 university classes in different English courses were made.  The findings revealed 4 major themes and 26 categories for high and low achievers. Consequently, the findings implicated that code-switching was an advantageous tool at the disposal of English teachers.