درخت حوزه‌های تخصصی

Nowadays, social brand engagement is considered as a vital elements and an important issue in marketing and management fields, since it increases the awareness of brand and also its credibility among audiences. In such a way that it creates a credible and meaningful relationship with customers that at last they became the supporters of such brand. Therefore, this study was to review the issue of social brand engagement through user-generated contents using meta-synthesis method during 2010-2024, systematically. This study made use of documentary method to gather data and population consisted of all internal and external related studies in authentic journals. To evaluate the quality of researches, we made use of Critical Appraisal Skills Program (CASP) and to maintain the quality of meta-synthesis, we made use of Kappa index that the Kappa agreement coefficient of the themes was 0.879 indicating the level of good agreement and reliability of the results. Findings showed that 62 codes and 7 themes were identified including “the use of strategies to increase user participation in UGC, the use of user content in UGC in marketing campaigns, harnessing the power of customer testimonials, creating compelling challenges and contests, using and creating a community around the brand, analyzing the impact of UGC and paying attention to the intersection of legal considerations and ethical procedures in the field of UGC campaigns for the formation of social brand engagement” and 2 dimensions have been identified including “the development of the process of using UGC and the internalization of UGC in the formation and increase of social brand engagement”. Therefore, regular disclosing brand-related contents and creating effective communication channels between the firm and customers on social media can lead to social brand engagement.

Reading comprehension is a fundamental skill for language learners, yet EFL students often encounter obstacles in developing this ability. Grounded in the sociocultural theory, the current study explored the impact of teacher interactional scaffolding and peer collaborative scaffolding on the reading comprehension of Iranian EFL learners in a blended learning context. A mixed-methods approach was employed, incorporating quantitative analysis of pre-and post-reading comprehension tests as well as qualitative examination of semi-structured interviews. The findings revealed that both teacher interactional scaffolding and peer collaborative scaffolding significantly enhanced learners' reading comprehension. However, no statistically significant difference was found between the two scaffolding approaches. Qualitative data analysis uncovered EFL learners' positive attitudes toward both forms of scaffolding, citing the dynamic support, collaborative problem-solving, and development of metacognitive skills as key benefits. The study underscores the pivotal role of scaffolding in facilitating EFL reading comprehension, with teacher interactional and peer collaborative scaffolding serving as complementary pedagogical strategies. Implications of this research include the need for EFL instructors to incorporate a judicious blend of teacher-led and peer-mediated scaffolding techniques to optimize learners' reading comprehension development. Additionally, the study highlights the adaptability of scaffolding approaches to blended learning environments, where the interactions between teachers, peers, and learners may necessitate innovative scaffolding implementations. This research contributes to the growing body of literature on the efficacy of sociocultural learning principles in enhancing EFL reading comprehension.

This study aims to enhance the quality of higher education by introducing a model of a competent professor in Iran’s higher education system. Among the elements of the education system, the teacher element is the most important one, so professors and teachers are the underlying agents for the renewal of pedagogy. It is hoped that the lack of effective position of man in traditional education of architecture is removed in contemporary architecture education by investigating the human component, profound vision, and principles that architect masters acquired when they were solving the problems ruling the implementation of the building, creating a relationship between new building and teaching these principles in details and accurately to their students. To achieve this, a qualitative study employing a content analysis approach was conducted. Semi-structured interviews and participant observation were used to collect data. The main question of this study is whether students of Selected universities in Iran can identify the characteristics of a competent professor. The information indicates that the averages of the total dimensions of human existence, cognitive dimension, wisdom dimension, and skill dimension were reported as 3.605, 3.701, 4.097, and 3.017, respectively. It can be seen that the average score for the total score, as well as the average score for the cognitive dimension, was above average. The average score for the wisdom dimension was desirable and excellent, while the average score for the skill dimension was poor.

The microlearning approach is increasingly adopted in organizational training because it delivers educational content in concise and easily digestible segments. This approach is widely viewed as both engaging and effective. However, empirical evidence regarding its effectiveness remains limited, particularly when microlearning is a prerequisite or a post-requisite to conventional training courses. To address this gap, the present study evaluated the effectiveness of prerequisite and post-requisite microlearning formats compared to traditional training methods in enhancing employees’ professional competencies. This study employed a quasi-experimental post-test design with a control group. The target population comprised employees of a state-owned bank in Tehran Province. From this population, 90 individuals were selected through convenience sampling and randomly assigned to three groups: a prerequisite microlearning group (experimental), a post-requisite microlearning group (experimental), and a traditional training group (control). All groups received a training course titled Problem-Solving in the Banking Industry. For the experimental groups, the course was delivered using a blended approach that combined microlearning with face-to-face instruction. In contrast, the control group received the training exclusively through face-to-face sessions. Data collection and analysis were conducted over three weeks using the Kirkpatrick Evaluation Model. The findings revealed that the experimental groups reported significantly higher levels of reaction (p = 0.017) and learning (p = 0.001) compared to the control group. However, no significant difference in behavioral change was observed among the groups (p = 0.115). These results suggest that while microlearning can enhance learner reactions and learning outcomes, it may not be sufficient to drive behavioral change in the workplace.

Objective: This study aimed to investigate the relationship between humor and stress in families, with positive affect as a mediating variable. Methods and Materials: The study employed a descriptive correlational design with 409 participants selected from families in South Africa, based on the Morgan and Krejcie sample size table. Data were collected through standardized questionnaires measuring humor, stress, and positive affect. Pearson correlation analysis was conducted using SPSS-27 to explore bivariate associations among variables. Structural Equation Modeling (SEM) was performed in AMOS-21 to test the hypothesized mediation model. Model fit was evaluated using multiple indices, including χ², df, χ²/df, GFI, AGFI, CFI, TLI, and RMSEA. Findings: The results revealed significant correlations between the study variables. Humor was positively correlated with positive affect (r = 0.53, p < .001) and negatively correlated with stress (r = −0.41, p = .001). Stress showed a significant negative correlation with positive affect (r = −0.47, p < .001). The structural model demonstrated acceptable fit (χ²(61) = 124.36, χ²/df = 2.04, GFI = 0.93, AGFI = 0.90, CFI = 0.96, TLI = 0.95, RMSEA = 0.049). Path analysis confirmed that humor had a direct positive effect on positive affect (β = 0.39, p < .001) and a negative effect on stress (β = −0.34, p = .001). Stress negatively influenced positive affect (β = −0.28, p < .001). Positive affect mediated the relationship between humor and stress, with a significant indirect effect (β = 0.09, p = .002). Conclusion: The findings highlight the protective role of humor in family contexts, showing that it reduces stress both directly and through the mediating role of positive affect. Integrating humor into family-based interventions may enhance resilience and emotional well-being.

Objective: This study aimed to investigate the relationship between sexist parenting style, cognitive emotion regulation strategies, and the perpetration of domestic violence against women by married men. Methods and Materials: A correlational design was used involving 300 married men selected through convenience sampling from medical centers in Qazvin. Participants completed the Mohseni Tabrizi Domestic Violence Questionnaire and the Garnefski Cognitive Emotion Regulation Questionnaire. Descriptive statistics, Pearson correlations, and structural equation modeling using LISREL 8.80 were conducted to analyze the data. Model fit was assessed using indices including Chi-square, RMSEA, CFI, and TLI. Findings: Results indicated that sexist parenting style was positively associated with domestic violence perpetration (β = .51, p < .001). Maladaptive cognitive emotion regulation strategies were also significantly associated with increased violent behavior (β = -.39, p < .001). Model fit indices demonstrated a good fit (χ²/df = 1.41, RMSEA = .037, CFI = .97, TLI = .96). Additionally, sexist parenting and emotion regulation interacted positively in predicting violence, suggesting that both factors jointly contribute to abusive behavior. Conclusion: The findings underscore the critical role of sexist parenting and maladaptive cognitive emotion regulation strategies in perpetuating domestic violence against women. These results highlight the need for preventive interventions focusing on gender-sensitive parenting practices and training in adaptive cognitive emotion regulation strategies among men to reduce the prevalence of domestic violence.

Objective: Impartial scholars believe that pervasive corruption was a key characteristic of the Pahlavi regime. While extensive research has been conducted on this topic, it has not been thoroughly examined through the lens of the leaders of the Islamic Revolution. This article aims to address this gap by asking: ‘What is Imam Khamenei's definition of corruption, and how does he view its depth and breadth within the Pahlavi regime?’ To answer this question, a content analysis and documentary study approach were used. The research examined and compiled a collection of statements from the Leader of the Revolution. Method: The research method is qualitative of a historical type, and the analysis is documentary and qualitative. Data collection was conducted through library research and note-taking, and the explanation is provided with a sociological approach centered on religious values. Results: Within the framework of his thoughts and with the aid of historical documents, court insiders' memoirs and writings, and existing research, this study presents examples and evidence of the court's corruption in each area. Conclusions:  The findings indicate that, in Imam Khamenei's view, the Pahlavi regime was afflicted by corruption in its moral, financial, managerial, and political aspects, and that this corruption was widespread. The Shah himself was the core of this corruption, and the closer individuals were to this core, the more corrupt they were. The present study aims to analyze the role of religious values in the formation of popular protests during the premiership of Jamshid Amouzegar as a reflection of the nature of the Islamic Revolution. The central problem of the research is to explain the nature of the movement and the role of values in the events of Jamshid Amouzegar's premiership. The Shah's effort in bringing Amouzegar to power was to prevent the Islamic Revolution. In this study, the Islamic movement and its significant events are explained with a focus on values, and from this perspective, the present topic is worthy of research. Thus, the necessity of reviewing and analyzing Iran's political events in a revolutionary state is once again reinforced. This paper seeks to answer the question: ‘What role did Islamic values play in the events leading to the Islamic Revolution during the premiership of Jamshid Amouzegar?’ It appears that the nature of the protests following these events was oriented towards revolutionary values and the performance of religious duty. Imam Khomeini's educational approach, through the revival of religious rites, played a decisive role in the general mobilization against the Pahlavi regime. The research findings indicate that the Goethe Poetry Nights, the martyrdom of Mostafa Khomeini, the death of Dr. Shariati, the insulting article in the Ettela'at newspaper, the Cinema Rex fire, and the fortieth-day mourning ceremonies inspired by religious values and derived from the 40th of Sayyid al-Shuhada (Imam Hussein) were among the most important events that acted as carriers of religious values and had sociological impacts on the course of the revolution and the regime's collapse. Conclution:The results of the study of historical events during the prime ministership of Jamshid Amouzgar showed that the Islamic Revolution was a movement focused on values. The popular movement at the end of the Pahlavi regime was rooted in rational action focused on values, and collective behavior and social movements were formed on this basis; this led to the victory of the Islamic Revolution.