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This study, drawing on a dual theoretical standpoint constituting ecological systems theory (EST) and self-determination theory (SDT), compared Iranian novice and experienced EFL teachers’ remotivational strategies. The participants, selected based on convenience sampling technique, comprised two equal 32-member groups of novice and experienced EFL teachers teaching different proficiency levels at six language institutes. To gather data, semi-structured interviews were conducted. The results of thematic data analysis indicated that novice and experienced teachers were approximately similar in terms of the emerging theme instances situated within the integrative SDT/EST framework. Nonetheless, novice and experienced teachers were markedly different concerning the number of theme instances for each SDT facet positioned in the EST layers. Moreover, the results of Chi-square test demonstrated significant differences between novice and experienced teachers in terms of the number of themes existing in the SDT/EST frame. The results, enhancing teacher educators’ understanding of the similarities and disparities between novice and experienced teachers’ perceptions of remotivational strategies, can provide teachers and teacher educators with awareness concerning how remotivational strategies are nested across multiple systems while simultaneously being informed by a certain motivation-specific theory.

Objective: The purpose of this study is to examine how psychological problems—such as obsessive-compulsive disorder (OCD), attention deficit hyperactivity disorder (ADHD), anxiety disorders, insomnia, and sleep issues—affect distance learning. Based on the experiences of experts and educators, this study will identify problems and potential solutions.Methodology: The study takes a qualitative approach, gathering and analyzing data using a phenomenological method. Twenty Ardabil primary school teachers and fourteen specialists from around Iran were among the participants, who were chosen via purposive selection until theoretical saturation was reached. In-depth, semi-structured interviews were used to collect data, and they were done both remotely and in person. Themes from the instructors' replies were found and categorized, and their frequency and percentage were then presented. The coding approach developed by Strauss and Corbin (2008) was used to examine the replies from the professionals. Triangulation, member checking, parallel data verification, and researcher self-review were used to guarantee the correctness and reliability of the interviews.Findings: The findings revealed that teachers encountered significant psychological challenges in the context of distance learning. To address these challenges, several strategies were proposed. Subsequently, specialists were consulted regarding the identified challenges, and solutions such as establishing a structured study routine, managing rest and sleep schedules, enhancing social interactions, providing psychological support services, training in stress management techniques, introducing flexible scheduling, prioritizing physical health, delegating tasks effectively, using visual aids, incorporating regular short breaks, reducing screen time, practicing breathing and relaxation exercises, applying cognitive behavioral therapy (CBT), and preventing avoidance behaviors were suggested. A more detailed presentation of these solutions is provided in the findings section.Conclusion: Education stakeholders are advised to implement the suggested strategies from teachers and specialists to identify and address the psychological challenges associated with distance learning effectively.

This study aimed to investigate the relationships between job self-efficacy, sense of coherence, and spiritual well-being among adults with hearing impairments. Specifically, it sought to determine the extent to which sense of coherence and spiritual well-being predict job self-efficacy in this population. A cross-sectional study design was employed, involving 300 adults with hearing impairments. Participants were recruited from rehabilitation centers, support groups, and online platforms. Data were collected using three standardized instruments: the General Self-Efficacy Scale (GSE), the Sense of Coherence Scale (SOC-13), and the Spiritual Well-Being Scale (SWBS). Descriptive statistics, Pearson correlation, and multiple linear regression analyses were conducted using SPSS-27 to explore the relationships between the variables. The mean job self-efficacy score was 28.56 (SD = 6.43), the mean sense of coherence score was 70.28 (SD = 14.92), and the mean spiritual well-being score was 92.65 (SD = 16.37). Job self-efficacy was significantly correlated with both sense of coherence (r = 0.53, p < 0.01) and spiritual well-being (r = 0.47, p < 0.01). The regression analysis revealed that sense of coherence (β = 0.37, p < 0.001) and spiritual well-being (β = 0.32, p < 0.001) were significant predictors of job self-efficacy, explaining 37% of the variance (F(2, 297) = 87.92, p < 0.001). The study highlights the significant roles of sense of coherence and spiritual well-being in predicting job self-efficacy among adults with hearing impairments. These findings suggest that interventions aimed at enhancing these psychological and spiritual dimensions could effectively support job self-efficacy in this population. Future research should focus on longitudinal studies and explore additional factors that may influence job self-efficacy.

The primary objective of this study was to evaluate the effectiveness of Reality Therapy in improving temperament and sleep quality among adolescents with learning disorders. This randomized controlled trial included 30 adolescents, aged 12 to 18, diagnosed with learning disorders. Participants were randomly assigned to either the intervention group (15 participants) or the control group (15 participants). The intervention group underwent twelve 60-minute sessions of Reality Therapy over a two-month period, while the control group received no therapeutic intervention. Temperament and sleep quality were assessed using the Revised Dimensions of Temperament Survey (DOTS-R) and the Pittsburgh Sleep Quality Index (PSQI), respectively, at three time points: pre-intervention, post-intervention, and two-month follow-up. Data were analyzed using analysis of variance (ANOVA) with repeated measurements and the Bonferroni post-hoc test, with SPSS-27 software. The results indicated significant improvements in both temperament and sleep quality in the intervention group compared to the control group. These improvements were sustained at the two-month follow-up. Specifically, the intervention group showed marked improvements in emotional regulation and sleep patterns, highlighting the efficacy of Reality Therapy in addressing these critical aspects of adolescent health. Assumptions for ANOVA were confirmed, ensuring the robustness of the findings. Reality Therapy significantly improves temperament and sleep quality in adolescents with learning disorders, with effects lasting beyond the intervention period. This study supports the use of Reality Therapy as a viable intervention for improving emotional and sleep-related outcomes in this population. Further research with larger sample sizes and extended follow-up periods is recommended to confirm these findings and explore additional benefits.