درخت حوزه‌های تخصصی

Aim: The aim of the present research is to predict college students' achievement motivation based on their level of self-awareness, with the mediating role of solution-building mindset. Method: The research method was descriptive-correlational. The statistical population of the study included all students of Mohaghegh Ardabili University in 2025, from which 231 individuals were selected as the sample size using cluster sampling. The tools used in this research included the Achievement Motivation Questionnaire (Hermans, 1970), the Self-Awareness Questionnaire (Cooper, 1997), and the Solution-Building Inventory (SBI) (Jordan et al., 2010). The data analyzed by SPSS 27 and AMOS 24 using Pearson correlation and path analysis. Findings: The results of AMOS path analysis indicated a direct and significant relationship between self-awareness and student’s achievement motivation (β=0.17, P=0.001). Furthermore, a solution-building mindset had a direct relationship with self-awareness (β=0.57, P=0.001) and achievement motivation (β=0.39, P=0.001). The results also indicated mediating role of a solution-building mindset in relationship between self-awareness and achievement motivation (β=0.17, P=0.001). Finally, findings demonstrated that a solution-building mindset plays a mediating role in the relationship between self-awareness and achievement motivation. Conclusion: Based on the results of the research, it should be stated that with and without the mediating role of solution-building mindset, college student’s motivation for achievement can be predicted by self-awareness. It seems that solution-building mindset is recognized as an influential variable on achievement motivation and self-awareness in college students. Therefore, there is a necessity to examine the relationship between other important psychological variables in different communities and solution-building mindset.

Objective: The objective of this study was to assess the efficacy of an educational model of parenting based on the sahmgozari Approach. The model integrated the experiences of mothers with children diagnosed with symptoms ASD, along with a comprehensive program of integrated transformation. The study aimed to examine the impact of this model on the lifestyle based on sahmgozari approach of mothers and the developmental expectations of the children. Methodology: The statistical population consisted of all mothers residing in Isfahan, who had toddlers and infants with symptoms ASD and sought assistance from child counseling centers during the summer quarter of 2023. A purposive sampling method was employed, resulting in a sample size of three mothers in Isfahan City who met the inclusion criteria. Data collection involved the use of early screening questionnaires pertaining to autism characteristics, developmental expectations, and contributory lifestyle. Data analysis was conducted using visual analysis methods, stable change index, and recovery percentage. Findings: The findings indicated that the educational model of parenting based on the sahmgozari approach, which integrates the experiences of mothers with children with symptoms ASD and a comprehensive program of integrated transformation, effectively influenced the lifestyle based on sahmgozari approach of the mothers and the developmental expectations of the children. Conclusion: Therapists and parents can utilize the results of this research to mitigate the challenges associated with raising children with symptoms ASD.

This study investigated the impact of juiciness-enhanced gamified leaderboards on learning, fun, and learning interest in fourth-grade literature education. the research employed a quasi-experimental, applied quantitative pretest–posttest design with a control group. A sample of 75 fourth-grade female students from a school in District 18 of Tehran was selected through convenience sampling and randomly assigned to three groups: the Juiciness Leaderboard group (JLG), the Simple Leaderboard group (SLG), and the Control Group (CG). Research instruments included a 16-item parallel-form learning test, the 18-item Fun Questionnaire (FunQ), and a 9-item learning interest questionnaire. The intervention lasted six weeks, using standard literature curriculum materials. Statistical analyses with pairwise comparisons showed that the JLG significantly outperformed both the SLG and CG in learning outcomes, fun, and learning interest, while the SLG also performed significantly better than the CG across all variables. The findings indicate that the design of leaderboards plays a critical role in shaping students’ educational experiences. Specifically, the Juiciness Leaderboard intervention consistently produced superior outcomes compared to both the Simple Leaderboard and the Control group, highlighting the added value of sensory-rich features in fostering fun, learning interest, and academic achievement. This study contributes to the growing literature on gamification by emphasizing the importance of incorporating juiciness-enhanced elements into educational environments. By leveraging such strategies, educators can create more dynamic and immersive learning contexts that not only boost short-term performance but also nurture sustained motivation and a lifelong interest in learning.