درخت حوزه‌های تخصصی

Objective: The present study aimed to compare the effectiveness of reality therapy and emotion-focused therapy (EFT) on love trauma syndrome, self-worth, and relationship beliefs in divorced women residing in Tehran. Methods and Materials: This research is applied in terms of purpose and quasi-experimental in terms of data collection, using a pretest-posttest-follow-up design with a control group. The statistical population included all divorced women residing in District 2 of Tehran in 2023, from whom 45 participants were selected through convenience sampling. The participants were randomly assigned, with age-matching, into two intervention groups and one control group. Participants completed the Relationship Beliefs Questionnaire, Ross's Love Trauma Syndrome Questionnaire, and the Self-Worth Questionnaire at pretest, posttest, and follow-up phases. The first intervention group received 8 sessions of reality therapy, while the second group received 10 sessions of emotion-focused therapy. Data were analyzed using repeated measures analysis of variance (ANOVA) with SPSS version 22. Findings: Both reality therapy and emotion-focused therapy were effective in enhancing self-worth, improving relationship beliefs, and reducing love trauma syndrome symptoms among divorced women in Tehran. Moreover, the effectiveness of both treatments persisted over time. No significant difference was found between the effectiveness of reality therapy and emotion-focused therapy on the studied variables. Conclusion: Based on the results, it can be concluded that both reality therapy and emotion-focused therapy are effective interventions for improving love trauma syndrome symptoms, enhancing self-worth, and modifying relationship beliefs in divorced women in Tehran

This study examines the employment of self-praise in online celebrity culture, particularly the self-presentation strategies adopted by male and female English and Iraqi celebrities on social media. Drawing on the theoretical frameworks of self-presentation, politeness theory, and self-praise, the study examines how male and female celebrities employ self-praise to negotiate their public images, engage with audiences, and enhance their market value. By examining posts on Instagram, Twitter, and Weibo, this study identifies prevalent self-praise strategies, such as explicit self-praise, adapted self-praise, and implicit self-praise, and draws attention to the affordances of platforms like hashtags, character limits, and multimodal content that influence these strategies. Further, this study investigates the degree to which cultural norms, primarily of individualism and collectivism, inform male and female celebrities' practice and perception of self-praise in different cultural settings. The findings suggest that as a global platform for celebrity branding and social validation, self-praise is grounded in the cultural expectations and affordances of given platforms. This study adds to the knowledge of self-presentation in the digital era and offers insights into the intersection of self-praise, gender, celebrity culture, and social media.

Self-regulation equips learners with the expertise to continue and improve their studies throughout their life span. The current study investigated the impact of reflective learning using Kolb’s cyclical stages on EFL learners’ self-regulation. The participants were 61 Iranian EFL learners from two intact university classes randomly assigned to the Reflective (n=30) and Non-reflective (n=31) groups. During an eight-week instruction, the Reflective group experienced reflective practices, and the Non-reflective group was exposed to traditional teaching. The data were collected through Seker’s (2016) Self-Regulated Questionnaire, administered before and after the treatment and participants’ think-aloud protocols. The quantitative data analysis using ANCOVA and MANOVA revealed that the Reflective group significantly outperformed the Non-reflective group in all self-regulated learning components except for external and metacognitive self-regulation subscales. The protocol data analysis substantiated the quantitative findings, indicating that reflective learning significantly improved learners’ self-regulated skills. The results offer significant implications for language instructors and language learners.