درخت حوزه‌های تخصصی

This study aimed to explore the key components of identity development in adolescents with sensory impairments. This qualitative study employed a phenomenological approach to examine the lived experiences of adolescents with sensory impairments. Data were collected through semi-structured interviews with 31 participants recruited via online platforms. Theoretical saturation was reached, ensuring a comprehensive understanding of identity development in this population. Interviews were transcribed and analyzed using thematic analysis, with NVivo software facilitating the identification of core themes and subthemes. The results highlighted four primary themes shaping identity development in adolescents with sensory impairments. Personal identity formation was influenced by self-perception, emotional regulation, autonomy, and future aspirations. Social identity was shaped by peer relationships, family dynamics, social stigma, and the presence of mentors. Cultural and community belonging emerged as a significant factor, with participants emphasizing the role of cultural engagement, media representation, and community participation in shaping their identity. Coping strategies, including the use of assistive technologies, psychological resilience, and adaptive social skills, were found to play a crucial role in navigating identity-related challenges. These findings align with existing literature emphasizing the intersection of self-perception, social interactions, and cultural narratives in identity formation. The study underscores the complexity of identity development in adolescents with sensory impairments, highlighting the interplay between personal, social, cultural, and adaptive factors. The findings suggest that fostering inclusive educational environments, providing mentorship opportunities, and improving media representation can positively impact identity formation in this population. Further research is needed to explore identity development across diverse cultural and socioeconomic backgrounds to develop targeted interventions.

This study aimed to investigate the effect of teacher–student interaction quality on academic motivation in neurodivergent learners, with social relatedness examined as a mediating variable. A descriptive correlational design was employed using a sample of 403 neurodivergent secondary school students in Slovenia, selected based on Krejcie and Morgan’s sampling table. Standardized instruments were used to assess teacher–student interaction quality, social relatedness, and academic motivation, all measured on 7-point Likert scales. Data were analyzed using Pearson correlation in SPSS-27 to explore bivariate associations and Structural Equation Modeling (SEM) in AMOS-21 to test the hypothesized mediating model. Model fit was evaluated using multiple indices, including χ²/df, GFI, AGFI, CFI, TLI, and RMSEA. The results indicated significant positive correlations among all variables: teacher–student interaction quality was positively correlated with social relatedness (r = .61, p < .001) and academic motivation (r = .55, p < .001), while social relatedness was strongly correlated with academic motivation (r = .67, p < .001). The SEM analysis showed an acceptable model fit (χ²/df = 2.35, CFI = 0.97, RMSEA = 0.057). Teacher–student interaction quality had significant direct effects on both social relatedness (β = .61, p < .001) and academic motivation (β = .26, p < .001). Social relatedness significantly predicted academic motivation (β = .58, p < .001), and also mediated the relationship between teacher–student interaction and academic motivation (indirect β = .35, p < .001), confirming a partial mediation model. The findings underscore the critical role of social relatedness in explaining how supportive teacher–student interactions enhance academic motivation among neurodivergent learners. Educational interventions that strengthen relational dynamics in inclusive classrooms may foster higher motivation and academic engagement in this population.

This study aimed to evaluate the effectiveness of Interpersonal Reconstructive Therapy (IRT) in enhancing empathy and conflict resolution skills among parents of autistic children. This randomized controlled trial included 30 parents of autistic children, divided into an intervention group (n = 15) receiving IRT and a control group (n = 15) receiving no intervention. Participants were assessed at baseline, post-intervention, and four months post-intervention using the Interpersonal Reactivity Index (IRI) and Conflict Resolution Styles Inventory (CRSI). Data analysis involved repeated measures ANOVA and Bonferroni post-hoc tests, conducted using SPSS-27. The intervention group showed significant improvements in empathy and conflict resolution scores. Empathy scores increased from 54.78 (SD = 5.32) at baseline to 67.32 (SD = 5.67) post-intervention and were maintained at 65.91 (SD = 5.42) at follow-up. Conflict resolution scores rose from 62.14 (SD = 6.23) to 74.89 (SD = 5.47) post-intervention, with scores at follow-up being 73.28 (SD = 5.63). ANOVA results indicated significant main effects for Time (empathy: F(2, 56) = 45.67, p < 0.001, η² = 0.62; conflict resolution: F(2, 56) = 49.18, p < 0.001, η² = 0.64), Group (empathy: F(1, 28) = 32.78, p < 0.001, η² = 0.54; conflict resolution: F(1, 28) = 35.91, p < 0.001, η² = 0.57), and Time × Group interactions (empathy: F(2, 56) = 41.23, p < 0.001, η² = 0.59; conflict resolution: F(2, 56) = 43.89, p < 0.001, η² = 0.60). Bonferroni post-hoc tests confirmed significant improvements from baseline to post-intervention and baseline to follow-up. IRT significantly enhances empathy and conflict resolution skills in parents of autistic children, with improvements maintained over a four-month period. These findings highlight the potential of IRT as an effective intervention to support parents in managing the challenges of raising children with autism.