درخت حوزه‌های تخصصی

The present study aimed to predict life expectancy based on spiritual health and self-efficacy in students covered by welfare and regular students. This research was applied in terms of purpose and descriptive-correlational in terms of methodology. The statistical population included all female second-year vocational high school students in the academic year 2021-2022 in Torbat-e Jam, totaling 158 individuals. Among them, 79 welfare-covered students were selected using purposive sampling, and 79 regular students were chosen through convenient random sampling. The research tools included the Hope Questionnaire (Miller & Powers, 1998), the Self-Efficacy Questionnaire (Sherer & Adams, 1983), and the Spiritual Health Questionnaire (Paloutzian & Ellison, 1982). The validity of the questionnaires was content-based, and their reliability was assessed using Cronbach's alpha coefficient, yielding values of 0.90 for the Hope Questionnaire, 0.86 for Self-Efficacy, and 0.92 for Spiritual Health. The results indicated a positive and significant relationship between spiritual health and life expectancy in both welfare-covered and regular students. Additionally, the life expectancy of regular students was higher than that of welfare-covered students. There was also a positive and significant relationship between self-efficacy and life expectancy in students overall. However, while there was a significant positive relationship between self-efficacy and life expectancy in regular students, no significant relationship was found between self-efficacy and life expectancy in welfare-covered students. Among spiritual health and self-efficacy, spiritual health was a better predictor of life expectancy in welfare-covered students. Conversely, in regular students, self-efficacy played a more significant predictive role for life expectancy than spiritual health.

The purpose of this study was to examine the role of moral intelligence and spiritual intelligence in predicting organizational flourishing and job performance. This research was applied in terms of purpose, and descriptive-correlational with regression analysis in terms of methodology. The statistical population consisted of 200 administrative employees of the Education Department of Zahedan, from which 127 individuals were selected through simple random sampling based on Morgan's table. Data were collected using the Moral Intelligence Questionnaire by Lennick, Kiel, and Jordan (2005), the Spiritual Intelligence Questionnaire by Badi et al (2010), the Organizational Flourishing Questionnaire by Spreitzer (2007), and the Job Performance Questionnaire by Patterson (1922). For data analysis, descriptive statistical methods and inferential statistics (Pearson correlation and multiple regression) were employed using SPSS 22 software. The findings revealed that there are positive and significant relationships between moral intelligence and spiritual intelligence with organizational flourishing and job performance. The results of regression analysis showed that moral intelligence and spiritual intelligence jointly explained 53% of the variance in job performance and 50% of the variance in organizational flourishing. Moral intelligence was found to be a stronger predictor of job performance, while spiritual intelligence was a more effective predictor of organizational flourishing. These findings indicate that moral intelligence and spiritual intelligence play distinct yet complementary roles in improving individual and organizational performance. The development of both types of intelligence is essential for achieving optimal performance and sustainable flourishing in educational organizations.

In recent decades, the importance of applying cultural dimension into language pedagogy has received extensive emphasis worldwide. The problem arises when EFL teachers are afraid of referring to cultural notions in their classes just because it seems that they lack sufficient cultural knowledge of the target language. This research study intended to inspect Iranian EFL teachers’ intercultural awareness by evaluating their opinions about the importance of cultural teaching. Sercu et al. (2005) adopted questionnaire was used to gather the anticipated data. The participants were comprised of 102 teachers who were provided with questionnaires in person using hard copies. An interview was conducted as well with participants in order to explore the difficulties they encounter in the way of teaching culture. the collected data were analyzed via statistical package for social sciences (SPSS) software. Content analysis was used for analyzing the qualitative data gathered from interview. The results showed that Iranian EFL teachers have favorable opinions about intercultural learning. They were unwilling to implement the intercultural approach to their teaching method because of time constraints, lack of suitable materials, and guidelines. Several implications are emergent from the findings including suggestions for educational policy-makers, material designers, language institutes, and teacher training programs.

This quasi-experimental research investigated the comparative effects of gamified versus non-gamified flipped classrooms on the grammar proficiency of Iranian English as a Foreign Language (EFL) learners, with a focus on the acquisition of past tenses. Sixty intermediate-level EFL learners (aged 12–15) were selected non-randomly from a pool of 90 students based on their scores on the Cambridge Preliminary English Test. The participants were randomly assigned into two experimental groups: one experienced a gamified flipped classroom and the other a non-gamified flipped classroom. Both groups received instruction on English past tenses through pre-class videos and in-class activities over 12 sessions. The gamified group used game-based platforms, while the non-gamified group followed traditional methods. Grammar pre-test and post-test were administered to assess learning outcomes. Analysis using one-way ANCOVA revealed that gamified flipped classroom group significantly outperformed the non-gamified group in acquiring English past tenses. The findings suggest that integrating gamification into flipped classroom models can significantly enhance acquisition of past tenses among EFL students. These results hold implications for EFL educators, curriculum designers, and policymakers seeking to adopt engaging and effective instructional strategies.

This paper adopted the Eco-feminism approach to explore Shell Shaker, solely filled with Native American settings and issues. So, both nature and the woman of the Native American context were the focus of the study. The researcher showed how the Native American women can be representative of the nature of their ancestral lands and identify with it. The main argument that the researcher intended to study was parallel roles of both women and natural land for Native American. To this purpose, theories and notions of several thinkers were exploited. The researcher found different scenes in the novel that show both aspects of nature which include the mentioned concepts. On ‘maternity’, the researcher depicted how nature is considered a source of giving life and existence to the world like women. On 'otherness', the researcher found how nature is marginalized and ignored just like women. In other words, it is shown nature, like women, is ‘other' and secondary in the society. It was shown how nature and culture are related. Besides, it was proved that there is a close relationship between women and nature that one can delve further into. This paper adopted the Eco-feminism approach to explore Shell Shaker, solely filled with Native American settings and issues. So, both nature and the woman of the Native American context were the focus of the study. The researcher showed how the Native American women can be representative of the nature of their ancestral lands and identify with it. The main argument that the researcher intended to study was parallel roles of both women and natural land for Native American. To this purpose, theories and notions of several thinkers were exploited.

This study aimed to compare the effects of Automated Writing Evaluation Feedback (AWEF) and Peer Feedback (PF) on the development of self-regulation in writing among Iranian English as a Foreign Language (EFL) learners. The participants consisted of 58 intermediate-level Persian-speaking English learners, aged 25 to 30, enrolled in two intact IELTS preparation classes at a private language institute in Tehran. The learners were assigned into two experimental groups: one group (n = 30) received peer feedback, while the other (n = 28) received automated feedback through ProWritingAid. To assess the impact of these interventions, data were collected using the Writing Strategies for Self-Regulated Learning Questionnaire (WSSRLQ), semi-structured interviews, and classroom observations. Quantitative analysis using independent samples t-tests revealed significant improvements in self-regulation scores for both groups post-intervention, with the AWEF group showing a significantly greater increase. Qualitative analysis of interview and observation data further supported these findings, indicating that AWEF participants engaged in more structured and proactive revision practices, while PF participants developed greater reflective awareness and emotional resilience through collaborative interaction. Triangulated results confirmed that both feedback types positively influenced self-regulated writing behaviors, with AWEF demonstrating a stronger overall impact.

English for Specific Purposes (ESP) education has gained prominence as a specialized field designed to address the distinct linguistic needs of learners. Although AI-enhanced instruction has been investigated within general English language learning, its implementation in ESP contexts particularly concerning vocabulary recall and retention has remained insufficiently explored. This study sought to evaluate the impact of AI-supported instruction on vocabulary recall and retention among Iranian ESP learners. Based on non-random convenience sampling, a total of 48 undergraduate students in an ESP course from a university in a southeastern province in Iran participated in the present quasi-experimental study. The participants were non-randomly assigned into two different groups: an experimental group (n=24) receiving AI-powered vocabulary instruction through Diffit, and a control group (n=24) receiving traditional print-based vocabulary instruction. Data were collected during a twelve-week intervention through AI-powered instruction of ESP vocabulary. To address the research questions, a univariate repeated measures analysis of covariate (ANCOVA) was employed. Findings revealed that AI-enhanced instruction significantly improved vocabulary recall and retention among ESP learners. The results offer robust evidence supporting the efficacy of AI-based instructional approaches in enhancing vocabulary learning outcomes within ESP settings.

This study offers a full symbolic interactionist examination of Anne Tyler's novel A Slipping-Down Life, examining how identity is developed, acted out, and challenged by symbolic movements, emotional labor, and social recognition. With a focus on the protagonist Evie Decker, this study takes up seven primary questions of inquiry about the formation of identity in terms of performance, the influence of gender expectations, the utilization of music and silence as communication, and the intersections of trauma, emotion, and resistance in terms of negotiating identity. Basing itself on the classic theoretical models constructed by Mead, Blumer, Goffman, and Cooley—and recent reformulations and explications provided by Charmaz, Burke and Stets, and feminist theorists such as Butler and Gilligan—this article places Evie's transformation within generic sociological and psychological contexts. Through acts of self-scarification, deliberate silence, and remaking maternity roles, Evie operates within a condition of marginality and misrecognition. Her experience demonstrates identity as an active, networked, and emotional process, with a strong impact of gender roles and social norms. The research points out that literature, and especially texts richly textured with sociological context, such as Tyler's, offers a fertile backdrop for comprehending identity formation as an emotional, symbolic, and performative process. By drawing upon knowledge from narrative psychology, feminist theory, and cultural sociology, this study highlights the benefit of applying interdisciplinary approaches to literary analysis and the sociological imagination.

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.