درخت حوزه‌های تخصصی

Although the EFL teachers' challenges in developing and enhancing Professional Identity Formation (PIF) in face-to-face and virtual instruction contexts have extensively been explored, there were a limited set of practical and advantageous strategies, particularly for the novice teachers, in promoting their PIF in E-teaching especially since the emergence of changed priority of teaching contexts amid the COVID-19 outbreak. Accordingly, this study attempted to check the Iranian novice EFL teachers’ PIF, uncover the potential impacts of utilizing Online Image Management (OIM) strategies in promoting their PIF, and identify the most-preferred OIM strategies. Based on the convenience sampling, 184 male and female Iranian novice EFL teachers were selected to participate in this quasi-experimental study. Two instruments, including a Questionnaire of Perceived Professional Identity (QPPI) and a series of Quantitative Online Interviews (QOIs), were used to collect the data via the virtual platform of Survey Planet. The descriptive statistics and Independent Samples t-Test packages in R were utilized to analyze the data. The results confirmed the low levels of professional identity among Iranian novice EFL teachers, verified the significant effects of OIM strategies in promoting PIF of Iranian novice EFL teachers, and shed light on reflection practices and strategies in enhancing digital literacy as the most-favored OIM strategies in promoting PIF among these teachers. This study may provide implications for EFL teachers and trainers in helping novice EFL teachers to promote their PIF with OIM strategies.

Introduction: Painful diabetic neuropathy is a major complication of chronic diabetes with a significant negative impact on the quality of sleep and quality of life in diabetic patients. This study was conducted to determine the single and combined effect of primary motor cortex (M1) and left Dorso lateral prefrontal cortex (L- DLPFC/ F3) anodic transcranial direct current stimulation (tDCS) in improving sleep quality and quality of life in type 2 diabetes patients with neuropathic pain. Method: The current study was a four-group double-blind randomized clinical trial. The statistical population consisted of all patients with type 2 diabetes aged 45 to 65 years, who were members of the Bonab Diabetes Association in 2022 and identified as having neuropathic pain by specialists. The research sample was 48 people selected through the purposeful sampling method and randomly assigned into three experimental groups and one sham control group. Patients in four groups received their respective interventions for 12 sessions, three times a week. The data collection was done using the Pittsburgh Sleep Quality Index (PSQI) and the 36-Item Short Form quality of life questionnaire (SF-36). Results: According to the findings, only the stimulation of M1 and F3 areas was effective in improving the sleep quality of diabetic patients. In terms of increasing quality of life, the effect of combined treatment (stimulation of both M1 and F3 areas) was significantly higher than the F3 area stimulation and sham stimulation groups. Also, the observed effect remained stable until the 3-month follow-up stage. Conclusion: According to the results of this research, neuropsychological rehabilitation through electrical stimulation of the M1 and F3 areas of the brain was supported to improve the sleep quality and the quality of life of diabetic neuropathy patients.

 Objective: This study investigated the relationship between screen time and green time with academic engagement and academic performance of secondary school students in Tabriz city.Methods: The present study was part of cross-sectional and descriptive studies of the correlation and prediction type. Three hundred eighty-five people from Tabriz secondary school students were selected in the first semester of the 2022-2023 academic year by multi-stage cluster sampling based on Morgan's table. All sample members completed Reeve's academic engagement scale (AES) and Screen Time Questionnaire (STQ). The student's GPA was considered their academic performance and was evaluated by adding two questions to the research questionnaires of the green time variable. The collected data were analyzed using Pearson's correlation coefficient, simultaneous regression, and SPSS23 statistical software.Results: The results showed a negative and significant relationship between screen times, the dimensions of academic engagement, and the student's GPA. It was also found that there is a positive and significant relationship between green time and the dimensions of academic engagement (except the emotional involvement dimension) and students' GPA. Screen time and green time significantly contributed to explaining students' academic engagement and academic performance.Conclusion: The results highlighted the importance of screen and green time in educational variables.