درخت حوزه‌های تخصصی

The present research was conducted with the aim of designing and developing Job Fatigue Scale for Elementary school Teachers in 2024 employing both qualitative-quantitative data. In the qualitative phase, official documents and opinions from experts in this field were used to obtain the basic structure of the tool, and in the quantitative section, the basic structure of the tool was given to samples of three target communities in three stages to check the validity and reliability of the tool. The findings of the qualitative section showed 51 effective components in reducing job fatigue, based on which the initial pool was prepared with 81 items. The Holsti's coefficient of reliability was 0.864 and the results of the content validity investigation led to the removal of 29 items. Therefore, a 52-item questionnaire was formed based on the qualitative and quantitative data. Consequently, using factor analysis and Cronbach's alpha coefficient led to the removal of 7 items from the final form. Finally the structure of 45 items with 4 educational-psychological, psychological, behavioral-organizational and managerial-organizational factors was confirmed. Among the 4 factors affecting job fatigue, the educational-psychological factor took the first rank and then the psychological, behavioral-organizational and management-organizational factors took the second to fourth ranks respectively. In general, considering the validity and reliability of the developed model, it can be used to evaluate the level of job fatigue of primary school teachers.

This study aims to investigate the relationship between cognitive failures, sense of coherence, and academic resilience in children with speech impairments. The objective is to determine how cognitive and psychological factors predict resilience in this population. A cross-sectional design was employed, involving 376 children with speech impairments, aged 8 to 12 years. Participants were recruited from special education centers and mainstream schools. Academic resilience, cognitive failures, and sense of coherence were measured using the Academic Resilience Scale (ARS-30), Cognitive Failures Questionnaire (CFQ), and Sense of Coherence Scale (SOC-29), respectively. Pearson correlation analysis examined the relationships between variables, and linear regression analysis determined the predictive value of cognitive failures and sense of coherence on academic resilience. Data analysis was conducted using SPSS version 27. Descriptive statistics indicated moderate levels of academic resilience (M = 78.45, SD = 11.32) among participants. Cognitive failures (M = 43.29, SD = 9.87) negatively correlated with academic resilience (r = -0.56, p < .001), while sense of coherence (M = 65.14, SD = 10.45) positively correlated (r = 0.63, p < .001). The regression model was significant (F(2, 373) = 173.27, p < .001), explaining 48% of the variance in academic resilience (R² = 0.48). Cognitive failures (B = -0.45, p < .001) and sense of coherence (B = 0.59, p < .001) were significant predictors of academic resilience. The findings underscore the significant roles of cognitive failures and sense of coherence in predicting academic resilience in children with speech impairments. Interventions targeting cognitive improvement and psychological support can enhance resilience, thereby promoting better academic outcomes. Future research should explore longitudinal trajectories and the effectiveness of specific interventions to further support these children.

This study aimed to evaluate the effectiveness of Motivational Interviewing (MI) in enhancing extracurricular involvement and emotional self-efficacy among individuals with learning disabilities. A randomized controlled trial was conducted with 30 participants diagnosed with learning disabilities. Participants were randomly assigned to an intervention group (n = 15) receiving eight 90-minute sessions of MI or a control group (n = 15) receiving no intervention. Assessments were conducted at baseline, post-intervention, and at a five-month follow-up using the Student Engagement in Extracurricular Activities Scale (SEAS) and the Emotional Self-Efficacy Scale (ESES). Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS-27. The intervention group showed significant improvements in extracurricular involvement (baseline mean = 25.67, SD = 3.12; post-intervention mean = 35.78, SD = 4.23; follow-up mean = 34.45, SD = 4.01) compared to the control group (baseline mean = 24.89, SD = 3.24; post-intervention mean = 25.12, SD = 3.30; follow-up mean = 25.05, SD = 3.28). Similarly, emotional self-efficacy scores significantly increased in the intervention group (baseline mean = 55.34, SD = 6.45; post-intervention mean = 68.23, SD = 7.01; follow-up mean = 66.45, SD = 6.78) compared to the control group (baseline mean = 54.78, SD = 6.51; post-intervention mean = 55.23, SD = 6.63; follow-up mean = 54.90, SD = 6.52). The ANOVA results indicated significant main effects of group and time, and significant interactions between time and group for both variables (p < .001). Motivational Interviewing significantly enhances extracurricular involvement and emotional self-efficacy among individuals with learning disabilities. These findings suggest that MI is an effective intervention for improving participation and emotional skills in this population.

The present study aimed to explore the strategies and challenges faced by Iranian teachers in classroom management. The importance of this study lied in its potential contribution to effective approaches in classroom management, professional growth of teachers, and research knowledge. To serve that end, it utilized a qualitative research design, employing semi-structured interview and open-ended questionnaire to gather data from a sample of Iranian teachers. The findings revealed that Iranian teachers were required to use different strategies to put their knowledge resources and practices of classroom management into the real context of classroom with high effectiveness. The study also indicated several challenges faced by Iranian teachers, such as students’ misbehavior, class communication, fulfillment of learner expectations, time management, care for and attention to learners, giving and receiving feedback, interactions with students’ families, flexibility, accountability and commitment, lesson planning, group work planning, and professional ethics. It can be concluded that teachers’ classroom management literacy is fed by different knowledge resources. Moreover, classroom management literacy is not formed overnight, but it is the product of various knowledge domains. More importantly, classroom management is not an easy task for Iranian teachers. These findings have significant implications for Iranian teachers, teacher educators and curriculum planners.

Self-regulation equips learners with the expertise to continue and improve their studies throughout their life span. The current study investigated the impact of reflective learning using Kolb’s cyclical stages on EFL learners’ self-regulation. The participants were 61 Iranian EFL learners from two intact university classes randomly assigned to the Reflective (n=30) and Non-reflective (n=31) groups. During an eight-week instruction, the Reflective group experienced reflective practices, and the Non-reflective group was exposed to traditional teaching. The data were collected through Seker’s (2016) Self-Regulated Questionnaire, administered before and after the treatment and participants’ think-aloud protocols. The quantitative data analysis using ANCOVA and MANOVA revealed that the Reflective group significantly outperformed the Non-reflective group in all self-regulated learning components except for external and metacognitive self-regulation subscales. The protocol data analysis substantiated the quantitative findings, indicating that reflective learning significantly improved learners’ self-regulated skills. The results offer significant implications for language instructors and language learners.

The intersection of education and mental health is a critical arena that demands robust collaboration between schools and mental health services. The importance of this collaboration cannot be overstated, as schools play a pivotal role in the early identification and intervention of mental health issues among students. This letter aims to highlight the significance of enhancing collaboration between educational institutions and mental health services, drawing on recent research and practical examples to underscore its necessity and potential benefits. Thus, enhancing collaboration between schools and mental health services is essential for addressing the complex mental health needs of students. By adopting collaborative models, empowering school personnel, addressing barriers, building social capital, and implementing reflective practices, schools can create a supportive environment that promotes student well-being. The integration of mental health services within the educational setting not only facilitates early identification and intervention but also ensures that students receive the comprehensive support they need to thrive academically and emotionally. As we continue to explore and implement strategies for effective collaboration, it is imperative that we prioritize the mental health of our students, recognizing that their well-being is fundamental to their overall development and success.