درخت حوزه‌های تخصصی

This study aimed to examine the predictive role of hope and emotion regulation in perceived discrimination among adults with physical disabilities. The study employed a correlational descriptive design with a sample of 390 adults with physical disabilities, selected based on the Morgan and Krejcie table. Participants completed validated measures assessing perceived discrimination, hope, and emotion regulation, including the Perceived Discrimination Scale, the Adult Hope Scale, and the Emotion Regulation Questionnaire. Data analysis was conducted using Pearson correlation to examine associations between variables and multiple linear regression to determine the predictive effect of hope and emotion regulation on perceived discrimination. Statistical analyses were performed using SPSS-27, with significance set at p < 0.01. The results indicated a significant negative correlation between hope and perceived discrimination (r = -0.45, p < 0.01) and between cognitive reappraisal and perceived discrimination (r = -0.38, p < 0.01), while expressive suppression was positively correlated with perceived discrimination (r = 0.41, p < 0.01). The regression model was statistically significant (F(2, 387) = 53.04, p < 0.01) with an R² value of 0.27, indicating that hope and emotion regulation explained 27% of the variance in perceived discrimination. Hope (B = -0.39, p < 0.01) and cognitive reappraisal (B = -0.28, p < 0.01) negatively predicted perceived discrimination, whereas expressive suppression (B = 0.31, p < 0.01) was a positive predictor. The findings suggest that hope and adaptive emotion regulation strategies, particularly cognitive reappraisal, serve as protective factors against perceived discrimination, whereas expressive suppression exacerbates discriminatory perceptions. These results highlight the importance of psychological interventions aimed at fostering hope and teaching adaptive emotion regulation strategies to mitigate the impact of discrimination in individuals with physical disabilities.

This study aimed to examine the effectiveness of exposure therapy in enhancing life satisfaction and cognitive flexibility in adults with ADHD. This study employed a randomized controlled trial design, with 30 adults diagnosed with ADHD randomly assigned to an experimental group (n = 15) receiving eight sessions of exposure therapy or a control group (n = 15) receiving no intervention. Life satisfaction and cognitive flexibility were assessed at baseline, post-treatment, and five-month follow-up using the Satisfaction with Life Scale (SWLS) and the Cognitive Flexibility Inventory (CFI), respectively. Data analysis was conducted using repeated-measures analysis of variance (ANOVA) to examine within- and between-group differences over time, with post-hoc pairwise comparisons performed using the Bonferroni adjustment. The results indicated a significant main effect of time and group, as well as a significant interaction effect between time and group for both life satisfaction and cognitive flexibility (p < 0.01). Post-hoc analyses showed that the experimental group demonstrated significant improvements in both variables from baseline to post-treatment (p < 0.001), with these gains maintained at follow-up. In contrast, the control group showed no significant changes over time. The findings suggest that exposure therapy effectively enhances life satisfaction and cognitive flexibility in adults with ADHD, with long-term benefits observed at follow-up. Exposure therapy appears to be a promising intervention for improving life satisfaction and cognitive flexibility in adults with ADHD. By reducing avoidance behaviors and promoting adaptive cognitive responses, this approach may help individuals with ADHD develop greater emotional and cognitive adaptability. The sustained benefits observed at follow-up suggest that exposure therapy may provide long-lasting improvements in quality of life for this population.

Human resources are the most crucial components of any organizational structure and developing a human resource model to improve the efficiency of organizations is crucial. This research aimed to design a human resource development model for municipal employees in Tehran province. To serve that end, a qualitative design was adopted and data was collected and analyzed based on grounded theory approach. The target population in this research included university professors and experts in human resource management. A total of 15 participants were selected for interviews using snowball sampling until theoretical saturation was achieved. The participants included both male and female with at least seven years of experience in their profession. The research utilized a semi-structured interview to establish a human resource development model for municipal employees. The interview prompts were developed by examination of various national and international models. Subsequently, indicators were identified through open coding and classified into components, and dimensions through axial and selective coding. Ultimately, 4 dimensions, 19 components, and 135 indicators were established for the human resource development model for municipal employees. Finally, the paper provides some implications for an enhanced efficiency in the performance of Tehran province municipalities considering the developed human resource model.

Internationalization and globalization have gained popularity during the past 20 years in a variety of educational settings. English-Medium Instruction (EMI) has been one of the primary strategies for addressing these developments. Iraqi secondary schools appear to be falling behind in the face of these worldwide trends. Secondary schools are using Arabic as their practically universal language of teaching. Still, only a few numbers of studies have investigated the possible use of EMI and instructors' perspectives regarding its usage. This study adopted a mixed-methods approach to examine the current state of EMI in the Iraqi setting, providing more insight into the rising application of EMI. To learn more about the attitudes of 150 teachers concerning EMI, pertinent questionnaires and semi-structured interviews were used to gather the required data. The quantitative results demonstrated that educators' opinions of EMI were overwhelmingly favorable. Most instructors supported both bilingual education and EMI, despite being aware of the detrimental effects of EMI on common official languages and the opposition to its implementation. The participants' views about and preferences for EMI were significantly influenced by their educational background, English ability, and their academic degree. The qualitative analysis's findings showed that although EMI classes provided participants with many benefits, they also faced significant difficulties, the primary reason of which was their poor English ability. The findings also indicated that most of participants blamed administrators for the difficulties in the EMI courses..

Social well-being is an important aspect of health that has not been given due attention so far. Especially in the teachers' group, who play an important role in nurturing the country's future leaders, and the need to pay attention to this issue is felt. Accordingly, the aim of the present study is to determine the role of optimism and self-compassion in teachers' social well-being. The method of conducting the research was descriptive correlational research. The statistical population of this study consisted of all teachers (male and female) in the primary school of Nimroz city, of whom 148 people were selected using a random stratified sampling method according to the Cochran formula. The research tools used were three questionnaires: optimism (Scheyer and Carver, 1985), self-compassion (Neff et al., 2012), and social well-being (Keyes, 2011). Linear and stepwise regression, Pearson correlation coefficient, were used to analyze the research hypotheses. The results showed that optimism and self-compassion were able to significantly predict the social well-being of teachers in Nimroz city. Among the components of optimism, the component of intrinsic optimism and among the components of self-compassion, the component of self-kindness played the most important role in the social well-being of teachers. Also, a significant relationship was observed between optimism and self-compassion and its components with the social well-being of teachers.